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\ HISTORY SYLLABUS 
 
 FOR SECONDARY SCHOOLS 
 
 OUTLINING THE FOUR YEARS' COURSE IN HISTORY 
 RECOMMENDED BY THE COMMITTEE OF 
 SEVEN OF THE AMERICAN HIS- 
 TORICAL ASSOCIATION 
 
 BY 
 
 A SPECIAL COMMITTEE OF THE NEW ENG- 
 LAND HISTORY teachers' ASSOCIATION 
 
 HERBERT DARLING FOSTER, Chairman 
 WALTER HOWARD GUSHING ELIZABETH KIMBALL KENDALL 
 SIDNEY BRADSHAW FAY EVERETT KIMBALL 
 
 CHARLES HOMER HASKINS BERNADOTTE PERRIN 
 
 ERNEST FLAGG HENDERSON EDWIN AUGUSTUS START 
 EDITH MARION WALKER 
 
 BOSTON, U.S.A. 
 
 D. C. HEATH & CO., PUBLISHERS 
 
 1904 
 
DZ 
 
 OCi 17 i904 
 
 , I CLASS ^ xVo. fVJo. j 
 
 Copyright, 1901 and 1904, 
 By WALTER H. GUSHING. 
 
PREFACE 
 
 This syllabus is the work of a committee appointed by 
 the New England History Teachers' Association "to prepare 
 ..." a report on practical methods of teaching history, with 
 such topical outlines, references, and bibliographies as shall 
 help teachers to put into operation such suggestions for 
 reform in history teaching as may be applicable to the con- 
 ditions in the secondary schools." After the outlines had 
 been tested by several teachers with their classes, the report 
 of the committee was presented to the Association in April, 
 1 901. The general and special introductions with ample 
 illustrations of the outlines were then printed and sent to 
 all members as a preliminary report. After this had been 
 tried in the schools and discussed by the Association at its 
 meeting in October, 1901, the report was approved and 
 ordered published. 
 
 The original committee which prepared the preliminary 
 report was composed of six members : Herbert D. Foster, of 
 Dartmouth College, Chairman, Bernadotte Perrin of Yale 
 University, Elizabeth K. Kendall of Wellesley College, Ed- 
 win A. Start, then of Tufts College, Ernest F. Henderson, 
 Walter H. Cushing, then teacher of history in the Medford 
 High School and now Principal of the South Framingham 
 High School. As the work advanced, it was found desirable, 
 owing to the absence in Europe or the imperative engage- 
 ments of several members, to enlist the cooperation of four 
 others : Charles H. Haskins of Harvard University, Sidney 
 B. Fay of Dartmouth College, Everett Kimball of Smith 
 
 3 
 
4 Preface 
 
 College, and Edith M. Walker of the Somerville Latin 
 
 School. 
 
 As the outhnes progressed, they were tested in the class 
 room by the three members of the committee engaged in 
 teaching history in high schools and by a large number of 
 other secondary teachers ; they were also subjected to the 
 criticism of professors of history in eight colleges. To more 
 than a score of such teachers and professors who have by 
 their helpful suggestions aided in making this syllabus more 
 teachable and adequate, we make grateful acknowledgments. 
 
 The syllabus covers the four years' course in history for 
 schools recommended by the Committee of Seven of the 
 American Historical Association, and attempts to take the 
 next step by showing how the general recommendations 
 of that committee may be carried out in the daily work of 
 preparation and recitation. Three of the members of that 
 committee have directly cooperated with us. Professor Hart 
 has given encouragement and counsel from the start; Pro- 
 fessor Salmon has shared in the discussions of the com- 
 mittee and prepared the appendix on special collections for 
 historical study in American libraries (v. p. 361); Professor 
 Haskins has served as a member of our committee through 
 the later stages of its work. 
 
 We have endeavored to express the consensus of opinion 
 of specialists and of practical teachers in secondary schools ; 
 to furnish the schools with a basis for preparation for college ; 
 and give to such colleges as desire it, a basis for entrance 
 requirements. But, above all, by means of the time saved 
 and the clearness of view to be gained through the employ- 
 ment of a printed outline in the hands of teacher and pupil, 
 we have sought to make sane methods and the use of ade- 
 quate material practicable in the ordinary high school. 
 
CONTENTS 
 
 GENERAL INTRODUCTION 
 
 each course 
 
 Spirit and purpose of the syllabus ..... 
 
 The principal recommendations of the Committee of Seven 
 
 Method and use of the syllabus 
 
 How to use the syllabus with a text-book 
 
 Practical suggestions to teachers 
 
 Practical aims and objects of instruction in 
 
 How to occupy the time in class 
 
 Preparation for class exercises . 
 
 Historical geography and map work . 
 
 Historical fiction .... 
 
 Development of interest in history 
 
 The training of the teacher 
 Method and arrangement of the outlines . 
 Books on the teaching of history useful for secondary teachers 
 
 PAGE 
 
 7 
 lo 
 
 12 
 
 14 
 
 17 
 18 
 21 
 24 
 27 
 28 
 29 
 
 30 
 30 
 
 34 
 
 PART I 
 
 ANCIENT HISTORY TO 800 A.D. 
 
 Introduction ........... 39 
 
 Bibliographical notes and suggestions ...... 46 
 
 A small school library in Ancient History . . . . . '57 
 
 General survey of the field (with per cent of exercises for each section) 59 
 Outline of Ancient History 64 
 
 PART II 
 
 MEDIAEVAL AND MODERN EUROPEAN HISTORY, 
 800-1900 A.D. 
 
 Introduction . . . . . . . . . . .117 
 
 A small school library in European History, costing about $25 . 129 
 
 5 
 
Contents 
 
 PAGE 
 
 Select list of books referred to in this outline and adapted for a 
 
 town or large school library 131 
 
 General survey of the field (with per cent of exercises for each section) 142 
 Outline of Medieval and Modern European History . .147 
 
 PART III 
 
 ENGLISH HISTORY TO 1900 A.D. 
 
 Introduction 211 
 
 A small school library in English History, costing about $25 . .221 
 Select list of books referred to in this outline and adapted for a 
 
 town or large school library ....... 223 
 
 General survey of the field (with per cent of exercises for each section) 230 
 Outline of English History 232 
 
 PART IV 
 
 AMERICAN HISTORY AND CIVIL GOVERNMENT 
 TO 1904 A.D. 
 
 Introduction ........... 269 
 
 A small school library in American History, costing about $25 . . 279 
 Select list of books referred to in this outline and adapted for a 
 
 town or large school library . . . . . . .281 
 
 General survey of the field (with per cent of exercises for each section) 290 
 Outline of American History 293 
 
 Appendix : Special collections for historical study in American 
 
 libraries 361 
 
HISTORY SYLLABUS FOR 
 SECONDARY SCHOOLS 
 
 GENERAL INTRODUCTION 
 
 I. SPIRIT AND PURPOSE OF THE SYLLABUS 
 
 Active thought and experimentation with material 
 and methods during several years in the field of history 
 teaching have opened a maze of possibilities which need 
 to be formulated and organized in order that the best 
 results of the experience of many teachers may be 
 made tangible and brought into general use in second- 
 ary schools. This volume, with separate pamphlets 
 for pupils, issued under the auspices of an association 
 of history teachers, is intended to meet this need. It is 
 not offered as a final word, but must be subject to 
 revision from time to time as new stages of the inevitable 
 progress in history teaching are attained. Its merit is 
 not in its originality, but in the fact that it gives a 
 definite application of the work of previous committees 
 of this and other associations, and in particular of the 
 recommendations of the New England Associations 
 of Colleges and Preparatory Schools (1895), of the 
 
 7 
 
8 History Syllabus for Secondary Schools 
 
 Columbia Conference of 1896, and of the Committee of 
 Seven of the American Historical Association. It has 
 been prepared with the cooperation of many teachers. 
 
 A large amount of valuable work has been done by 
 history teachers in the study of actual conditions and 
 the putting forth of tentative theories and suggestions, 
 and many practical results have been attained. If, 
 then, we organize these results in a working plan, shall 
 we not be so much nearer the attainment of the benefi- 
 cent purpose contemplated when the new entrance re- 
 quirements were first proposed, and so much nearer a 
 sympathetic organization of the study of history in our 
 schools, not according to a rigid system, but in harmony 
 with a comprehensible idea, — namely, the development 
 of the historic understanding in the young people who 
 attend those schools ? 
 
 The working material of this guide is embodied in a 
 syllabus for each of the four courses recommended by 
 the Committee of Seven ; this syllabus being accom- 
 panied by some additional topics for individual and 
 more detailed work by the pupil, and by carefully 
 selected references to elementary, fuller, and source 
 materials. This syllabus is intended to be used as an 
 outline guide by both teacher and pupil, and as a 
 guide in the preparation of examination papers by 
 the colleges. It is hoped that the colleges will con- 
 sent to include in their questions each year a cer- 
 tain number of the various topics in the syllabus, 
 thus securing for the schools some of the advantage 
 accompanying work with a practical incentive. In 
 the introduction, and occasionally in the outlines, are 
 
General Introduction 9 
 
 practical suggestions, the intent of which has been to put 
 in the hands of each teacher the tested results of the 
 best experience of many, and make specific applications 
 at definite points of the recommendations of the Com- 
 mittee of Seven and others. On the other hand, it is 
 not intended to prescribe any uniform system or to 
 trespass in any way upon the prerogatives of the indi- 
 vidual teacher. We do not want uniformity of teach- 
 ing, but we do need uniformity of courses and a 
 common policy in accord with the best methods of 
 our day. 
 
 The object to be kept constantly in mind is the indi- 
 cation of a practical course that willmeet the new col- 
 lege entrance requirements ; the development at the 
 same time of courses that may be pursued with equal 
 profit by the student who is not to have the advantage 
 of a college course ; and finally, the definite formulation 
 on a working basis of the fair demands of the teachers 
 of history for the recognition of the subject in the 
 schools. 
 
 Colleges which may so desire will be enabled to refer 
 teachers and candidates to the syllabus for a fuller 
 statement of their entrance requirements or for specific 
 illustrations of desired methods and materials. They 
 may also find it convenient and helpful to both college 
 and school to base at least a part of the entrance exami- 
 nation paper on the sections, topics, sub-topics, map 
 work, etc., of the various outlines. The schools will 
 find it helpful, in addition to the ordinary use of the out- 
 line in any course, to make especial use of it either in 
 reviewing for college entrance examinations, or in test- 
 
lo History Syllabus for Secondary Schools 
 
 ing the fitness of candidates preparing under the certifi- 
 cate system. The syllabus is definitely planned to meet 
 also the needs of pupils not preparing for college. It 
 will also show the reasonableness of demands for ade- 
 quate equipment and time. 
 
 II. THE PRINCIPAL RECOMMENDATIONS OF THE 
 COMMITTEE OF SEVEN 
 
 Because of the weight attaching to the opinions of 
 the authors of the report of the Committee of Seven 
 of the American Historical Association, and the long 
 and careful study given by them to the question of 
 history in secondary schools, the present volume is 
 in a sense an illustration, elucidation, and practical 
 application of that invaluable report. The principal 
 recommendations which are accepted and followed in 
 this syllabus are briefly summarized below. 
 
 History should be a continuous study over a period 
 of four years, and, except in rare cases, should be given 
 at least three periods a week. ** The acceptance of a 
 two-hour course in history for entrance to college" is 
 not approved. For the four-year course the following 
 periods in the order here given are recommended : — 
 
 (i) Ancient History, with special reference to Greek 
 and Roman history, but including a short survey of the 
 more ancient nations and closing about 800 a.d. 
 
 (2) Mediaeval and Modern European History, from 
 the close of the first period to the present time. 
 
 (3) English History. 
 
 (4) American History and Civil Government. 
 
General Introduction 1 1 
 
 If only three years can be given to historical work, 
 an omission of one of the fields is better than a conden- 
 sation of the whole. If, however, it is necessary to 
 combine two years' work into one, the committee advises 
 either (i) combine English and American, or (2) teach 
 English History so as to include the more important 
 features of mediaeval and modern European history. 
 The committee cannot, however, strongly recommend 
 courses covering the whole field in less than four years. 
 
 With reference to methods of instruction, the Com- 
 mittee of Seven offers the following general sugges- 
 tions : — 
 
 ( 1 ) The teacher in most cases should use a text-book, 
 as the topical method alone will, in a majority of cases, 
 result in the pupils having unconnected information. 
 
 (2) Material outside the text-book should be used in 
 all branches and in all years of historical study. 
 
 (3) Something in the way of written work should be 
 done in every year, but teachers should take care not 
 to make the work too difficult in the earlier years. 
 
 (4) Written recitations are helpful, and often stimu- 
 late a pupil who is slow in the oral part of the work. 
 
 (5) Note-books should be kept containing analyses 
 of the text-book, notes from talks in class and from 
 private reading, and analyses of topics continuing 
 through a considerable portion of the field. 
 
 (6) Geography and History should be closely con- 
 nected throughout the course. 
 
 Sources should serve as an adjunct to a good text- 
 book, to be used as part of the collateral reading and as 
 a basis for written work ; but the so-called " source 
 
12 History Syllabus for Secondary Schools 
 
 method" of teaching is not approved. In selecting 
 sources to vitaHze the subject, they should, in the first 
 place, be of unquestioned authenticity ; secondly, should 
 be, not so much documents, as the more interesting 
 material for pupils of this age, such as letters, diaries, 
 travels, etc. ; third, should have a literary value. 
 
 For admission to college it is recommended that one 
 unit of history be required in every case ; and that two, 
 three, or four units be accepted wherever the plan ol 
 optional admission subjects will permit By "unit" 
 is meant either one year of history five times a week, 
 or two years of history three times a week. As tests 
 of the candidate's power, it is suggested that there be 
 questions requiring the grouping of facts in a different 
 form from that in the text-book, and questions involving 
 some power of discrimination. Comments on brief, 
 carefully chosen selections from simple sources and 
 modern works, and discussion of more extended pas- 
 sages, are also recommended as tests of the development 
 of the pupil's historical sense. Finally, the candidate's 
 written test may be supplemented by the submission of 
 work done in school and properly vouched for, and by 
 a brief oral conference with an examiner. 
 
 III. PURPOSE, METHOD, AND USE OF THE SYLLABUS 
 
 The syllabus does not replace the text-book, but 
 presupposes its use. It does not attempt, therefore, to 
 cover all the facts in any course in history, but to (i) 
 point out what subjects are worthy of especial study, 
 (2) indicate in what connection these may be taken up. 
 
General Introduction 
 
 13 
 
 and (3) give a few carefully selected specific topics and 
 references for additional reading, map and written work, 
 which will supplement the text-book, train pupils in 
 gathering and presenting material, and make some 
 vital contribution to the daily recitation. 
 
 To accomplish this, the syllabus for each course 
 contains a general survey of the field, or table of 
 contents, which divides the field into chronological 
 periods and logically related sections, giving within brief 
 space a clear suggestion to both teacher and pupil of 
 what is to be studied and permanently retained, and a 
 basis for the pupil's review of the whole subject and 
 for school and college entrance examination questions. 
 The detailed syllabus follows this general survey. An 
 explanation of its structure is given at the end of this 
 introduction. The references are usually specific for 
 each section and sometimes for each topic, and when 
 feasible are classified as brief, longer, and sources. They 
 are few, and selected with diligent care because of their 
 real contribution to the interest and apprehension of 
 the subject. A sufficient variety of references is given 
 to meet the needs of the smaller as well as the larger 
 library. The number of references to be used will be 
 at the discretion of the teacher, and will vary with time, 
 number of pupils, and extent of library. It is not in- 
 tended, however, that every reference should be read 
 in any one year. It is always desirable to recognize 
 the preferences and methods of various teachers, and 
 of pupils with varying tiastes and needs. There will 
 also be found topics for map work and charts for 
 'pupils; and subjects for special maps or charts, either 
 
14 History Syllabus for Secondary Schools 
 
 on blackboard, or outline maps large enough to be seen 
 by all pupils, thus making ocular contribution to the 
 work of the class room {e.g. Seceding States, 1861. 
 Colonial Possessions of Philip II, 1580). 
 
 For the recitations devoted to one of the sections, the 
 topics will serve (i) as points upon which the pupil will 
 endeavor to get information; (2) in the class room to 
 keep the pupil's mind active rather than passive, as he 
 tries to gain additional information from others' recita- 
 tions and from reports on additional reading; (3) for 
 the pupil's preparation of daily review; and (4) as a 
 basis for the teacher's rapid fire of questions on daily 
 review. These topics will further serve as material for 
 general review by the pupil, for questions by the 
 teacher at the end of the course, and for examination 
 in school and college. 
 
 IV. HOW TO USE THE SYLLABUS WITH A 
 TEXT-BOOK 
 
 General Explanation. — The syllabus throughout pre- 
 supposes the use of an accurate, modern text-book. 
 The topics are selected because of their significance, 
 the stimulating material available, their adaptability for 
 getting pupils to reading, thinking, and writing, ** and 
 in general for the exercise of judgment as well as of 
 memory," and in some cases, particularly in European 
 history, as giving an analysis of the subject. In Ameri- 
 can history, such a topic as " The Naming of America " 
 is well treated in both Channing's ''Students' History" 
 and McLaughlin's " History of the American Nation." 
 
General Introduction 15 
 
 Voyages of the Northmen and early geographical ideas 
 are adequately treated in Channing, pp. 22-28 ; and the 
 European conditions at end of fifteenth century are dis- 
 cussed suggestively in McLaughlin, pp. 6-10. But the 
 latter topic is not treated at all in Channing, while 
 McLaughlin gives no account of the " Land and its 
 Resources." This illustrates the necessity of supple- 
 menting even such excellent text-ibooks, on certain 
 topics, and the needlessness of attempting to insist 
 in these outlines on what is adequately treated in good 
 text-books. 
 
 The Daily Work. — For a given recitation, the teacher 
 assigns so much of the outline as he may judge wise, 
 following, if he chooses, the assignment of time sug- 
 gested in the General Survey. For this portion of the 
 subject he assigns to all pupils pertinent parts of the 
 text-book, and to certain pupils some of the special 
 topics and references in this syllabus for additional 
 reading and report to the class. Some topics are 
 marked as for all the class (r.^. some map work 
 and topics on civil government), and should be so 
 assigned. Some other topics teachers may prefer to 
 assign to all, or to several, pupils for general discussion, 
 rather than for special report by individual pupils.- In 
 such matters of detail, the syllabus undertakes to make 
 no prescription. The aim has been to present an out- 
 line of the material to be handled, in such form that 
 teachers may adapt the management of it to the meth- 
 ods most congenial to them. 
 
 The recitation may follow the order suggested in 
 this syllabus, or that in the text-book, in either case 
 
1 6 History Syllabus for Secondary Schools 
 
 including in their logical place the especially assigned 
 topics. 
 
 1. If the syllabus is followed, the pupils have before 
 their eyes a brief outline of the subject. Teachers who 
 prefer a fuller analysis, explaining the syllabus, may 
 put one on the board in some such form as may 
 commend itself to them for graphic clearness (in some 
 cases the syllabus gives a partial analysis) : — 
 
 2. If the text-book or other order is followed, it will 
 be helpful to have some clear plan before the eyes of 
 the pupils, so that they may see the logical relations of 
 matters under discussion. Such outline should include, 
 not only text-book work, but the special topics. 
 
 Whatever the method used, the essential objects must 
 always be that pupils keep their bearings, that they 
 see what connection any discussion or report on a topic 
 has with the main current of events as studied in the 
 text-book, and that they get some definite and perma- 
 nent result from each topic discussed. This should be 
 tested on review. A good way to insure more satisfac- 
 • tory treatment of a topic is to assign it to several, and 
 then select the best for presentation. It is not neces- 
 sary that topics should always be written or formally 
 presented by a pupil. If presented, some ** brief" or 
 set of headings for his topics should be prepared by the 
 pupil, and, if feasible, looked over by the teacher before 
 report is presented to class. 
 
 Where the number of pupils is large, different refer- 
 ences may be assigned to different pupils, and the strik- 
 ing points or the differences referred to in each brought 
 out very briefly by questions without a complete report 
 
General Introduction 17 
 
 from each one. It is not intended that all the references 
 should be taken. Sometimes teachers should assign, 
 sometimes allow pupils to select, the reference. En- 
 courage the pupil, if time allows, to compare and select 
 as the course proceeds and he gains experience and 
 judgment. It is believed that a school with a hundred 
 recitations for advance can do something with all or 
 nearly all the topics. Schools with less time must omit 
 what seem less vital. Schools with two hundred recita- 
 tions will find ample material for spending time profit- 
 ably in the additional references and additional topics. 
 The syllabus is planned to meet the situation in schools 
 with varying amounts of time by thus providing an 
 average amount which the hurried teacher can lessen, 
 but with additional subject matter for the better schools. 
 
 V. PRACTICAL SUGGESTIONS TO TEACHERS. 
 
 In General. — The suggestions embodied in this sec- 
 tion are drawn for the most part from practical experi- 
 ence, but it is impossible to prescribe any hard and fast 
 rules for different teachers. When teachers can find or 
 invent better methods, they should certainly do so ; the 
 mere fact that the teacher's mind is busied with such 
 problems will augur well for the success of the course. 
 On one thing the committee does wish to lay stress; 
 namely, on the fact that history, because of the broad 
 field that it covers, is the most difficult of all subjects to 
 teach, and that there is the greatest need of special 
 training for the purpose. Not only should the teacher 
 be well equipped in the beginning, but he should make 
 
■ 
 
 1 8 History Syllabus for Secondary Schools 
 
 up his mind each year to do at least as much reading as 
 he requires of his classes. He will soon discover that 
 this is not drudgery, but the keenest sort of intellectual 
 enjoyment; he will be on the lookout for new and inter- 
 esting literature, and his own progress will be as much a 
 matter of satisfaction to him as that of his pupils. His 
 remarks to the class will grow freer and more indepen- 
 dent every year, and he will finally gain that sense of 
 proportion and perspective, that historical judgment, 
 without which no one can be called a really good 
 instructor. 
 
 It is not expected or desired that all the devices here 
 enumerated should be applied in each of the four years 
 of the school course in history. Methods that can be 
 pursued with advantage in the case of American History, 
 and with boys and girls seventeen years of age, need not 
 necessarily be applied to boys and girls of thirteen who 
 are studying Ancient History. 
 
 Practical Aims and Objects of Instruction. — These dif- 
 fer according to the branch of history to be taught and 
 Ancient the age of the scholar. Tkey are more fully 
 History. get forth in the special introductions to the 
 outlines for the several fields. Ancient History, taught 
 to boys and girls from twelve to fourteen years of age, 
 should have for a main object to familiarize them with 
 the persons and events they are to meet in their reading 
 of the Greek and Roman authors. They should be 
 taught to understand the mythology, the religion, and 
 the manners and customs of the people, rather than 
 learn the names of consuls, the details of conflicts, or 
 the minutiae of administration. The subject should not 
 
General Introduction 1 9 
 
 be spoiled for them by too much insistence on method 
 or on time-saving devices. Their study should be en- 
 livened by photographs of architectural and sculptural 
 remains and by visits to museums. Poems may be read 
 or memorized. 
 
 As for Mediaeval and Modern History, to be disposed 
 of in three hours a week for forty weeks, inclusive of 
 written exercises, reviews, and examinations, Medicsvai 
 what can you hope to achieve.-* Manifestly and Modem 
 very little in the way of actual definite knowl- '^^^'y- 
 edge. Take the stirring period of European history 
 from 1805 to 1807; if the boy reads all that there is 
 about it in one of the recent and good text-books he will 
 learn (we quote literally) : " Ulm and Austerlitz forced 
 Austria to retire. Prussia tried to take her place, but 
 lost the battle of Jena and could not save Berlin. Then 
 came the turn of Russia, which finally consented to the 
 peace of Tilsit." 
 
 The fault lies not so much with the text-book as with 
 the fact that you simply cannot, under the necessary 
 limitations of a text-book, give any image or picture at 
 all of so large a period of history. Where so much 
 material has to be covered in so short a time, it would 
 not be W'ise to' spend too much time on map and chart 
 work, on elaborate analyses or on written essays. It is 
 indeed appalling to think of having to cover so much 
 ground in, say, one hundred and twenty lessons, and 
 the teacher must boldly face the problem of what he 
 hopes to accomplish in that time. To know something 
 of its relations to the history of antiquity and to that of 
 to-day, in their larger aspects, is the object to be sought. 
 
20 History Syllabus for Secondary Schools 
 
 When we come to the third course, English History, 
 considerably more can be expected of a boy. He is fol- 
 Engiish lowing one distinct national development, with 
 History. plenty of literature at his disposal and with a 
 certain familiarity that every one acquires with the main 
 personages and events. Here the teaching should be 
 more consecutive, the pupil should learn more about the 
 origin of institutions, social conditions, the diplomatic 
 steps that led to wars and treaties, and, in general, 
 about the causes of events. Fuller use may now be 
 made of analyses, special reports, charts, tables, etc. 
 
 A boy who has enjoyed these three years of careful 
 historical training is in a position to make a thorough 
 American study of the history of his own country — a 
 History. study advanced and inteUigent enough to be of 
 great service to him, even though he never enter the 
 doors of a college. He will have learned the in- 
 terest of many topics that would otherwise be dull 
 and meaningless ; he will appreciate the seriousness of 
 wars and revolutions, and will have followed the course 
 of striking financial experiments. He will know that 
 Frederick the Great came through the Seven Years' 
 War without incurring any national debt and without 
 raising the taxes of his country; he will know that 
 France within a period of nine years issued forty-five 
 billion francs of bad paper money, and will follow with 
 the more interest any legislation at home on the subject. 
 And, best of all, he will have a better appreciation as to 
 how his own country stands comparison with other 
 countries, and whether this or that crisis has formerly 
 had its counterpart. He will have learned to think and 
 
General Introduction 21 
 
 judge soberly and historically, and always with a firm 
 basis of fact and a faithful array of evidence ; what 
 more can we hope for from school instruction in his- 
 tory ? 
 
 How to occupy the Time in Class. — The old conven- 
 tional ''hearing" from the text-book must cease; the 
 pupil's mind should not be haunted by the dread that he 
 has forgotten some isolated fact which may, after all, be 
 of Very little importance. A favorite method for the 
 adequately trained teacher is to occupy a portion of 
 each prescribed hour in furnishing new facts, new ideas, 
 or new impressions. This may be done by the teacher 
 - delivering a short lecture or connecting narrative, which 
 the pupil is to take down in his note-book, and for which 
 he will be as strictly called to account as for the material 
 in the text. This method is to be particularly recom- 
 m'ended in the case of Course II (Mediaeval and Modern 
 History), where the space of time intervening between 
 two important events can thus be bridged over. The 
 narrative should be clear, explicit, and interesting. 
 
 This is a method universally in vogue in all grades of 
 German schools, and it has the merit of estabHshing a 
 confidential relationship between the teacher and the 
 pupil. As the recommendation may seem somewhat 
 startling to many teachers, it is worth while to dwell on 
 What Miss Lucy Salmon, in her admirable paper in the 
 Annual Report of the American Historical Association 
 (1898, p. 519), says about its actual operation in Ger- 
 many. "This method," she says, " is in essence the same 
 throughout the course; ... in the second part" (she 
 J refers to those grades where the pupil is from eleven to 
 
22 History Syllabus for Secondary Schools 
 
 fifteen years of age) ** it is pure narration. . . . During 
 the first of the hour the class is questioned on what has 
 been narrated during the previous lesson ; then comes 
 the narration of fresh material. . . . The theory is that 
 the boy learns best from the Hving voice, that thus his 
 interest is aroused and maintained, and that history in 
 this way becomes to him a living, life-giving presence." 
 
 It is scarcely necessary to hint to the teacher that 
 these narratives or lectures should be enlivened as much 
 as possible by throwing in little interesting details that 
 may not be important in themselves, but that are apt to 
 remain fast in the memory ; that, for instance, the dying 
 William Pitt, when he heard the news of Austerlitz, 
 pointed to a map of Europe, and said, " Roll it up, it 
 will not be needed these ten years"; that Napoleon's 
 coach, when captured at Waterloo, was found stuffed 
 with diamonds which were thrown around among tHe 
 soldiers; that the polite Charles II said to those sur- 
 rounding his deathbed, " Pardon me, gentlemen, for 
 being such an unconscionable time in dying"; that 
 Martin Luther, when he came out from the celebrated 
 hearing at the Diet of Worms, threw his arms above 
 his head, with shouts of "I've got through, I've got 
 through!" 
 
 As a further means of holding the interest of the 
 class, it is well to show them facsimiles of handwriting, 
 of seals, of medals, and of coins, as well as portraits of 
 distinguished persons ; not nearly enough educational 
 use is made of the material to be found in illustrated 
 books in every large library. Portraits serve admirably 
 to fix the different personalities in the mind. A useful 
 
General Introduction 23 
 
 occasional variation from the short narration or lecture 
 is to read aloud, preferably from some original source, 
 and to intersperse questions regarding matters that the 
 pupil may be supposed to know. For this purpose let- 
 ters and extracts from diaries and autobiographies are 
 better than severer material. 
 
 A portion of each hour should be devoted to a short, 
 sharp quiz, and it is not a bad plan for the teacher to 
 formulate his questions beforehand so that they shall be 
 most telling and draw out longer and better answers. 
 Those questions are the best which will force the pupil 
 to combine what he has learned on previous occasions 
 and in other connections. If you are dealing, for 
 instance, with the quarrel of Philip the Fair and Boni- 
 face VIII, ask suddenly, "What previous quarrels 
 between popes and secular rulers can you call to 
 mind ? " 
 
 An occasional variation of the quiz might be to 
 occupy two successive periods in imparting information, 
 and then to devote the whole third period to rigid ques- 
 tioning on everything that has been gone over as well 
 as on the required reading. At least every four weeks 
 there should be a written test of the pupil's knowledge ; 
 but here, if necessary, the topic can be appointed before- 
 hand. It is of peculiar advantage to have the essay 
 that results passed upon both by the history and by the 
 English department. This saves time, and trains the 
 pupil at all times to pick and choose his words. At 
 examination it is recommended that the pupil be re- 
 quired to comment upon some passage from a history or 
 an original source. This habit of explaining allusions 
 
24 History Syllabus for Secondary Schools 
 
 as they occur conduces to good scholarship, and for it 
 the reading aloud in class should furnish excellent prac- 
 tice. Take a passage such as this from a letter of 
 Gneisenau : — 
 
 " Senlis, June 29, 1815. 
 " The field-marshal orders me still to say that you shall explain 
 to the Duke of Wellington that it had been the field-marshal's 
 intention to execute Bonaparte on the same spot where the 
 Duke of Enghien was shot, but that out of regard for the 
 duke's wishes he would omit the execution." 
 
 This calls for explanation as to the occasion of its being 
 written, as to the part played by Bliicher and Welling- 
 ton in the capture, the murder of the Duke of Enghien, 
 and Napoleon's ultimate fate. 
 
 Preparation for Class Exercises. — This is one of the 
 most difficult problems with which the new method of 
 history teaching has to cope, but it can and must be 
 satisfactorily solved. The necessary reading takes a 
 great deal of time and requires a great many books. 
 Time, however, can be economized by making the work 
 of one department serve also for another. For instance, 
 an essay that has been systematically worked out in 
 history may very well be presented as part of the work 
 in English language and marked accordingly. Neither 
 department will suffer in the least by the process ; in- 
 deed, every essay on any concrete subject should be 
 worked out by the historical method {i.e. properly and 
 logically arranged and with the aid of all available 
 sources), while every contribution to history should be 
 clothed in proper and correct language and made as 
 teUing and interesting as possible. Correctness of 
 
General Introduction 25 
 
 detail is no bar to literary merit, and the reverse is 
 equally true. 
 
 When practical, special hours should be set aside for 
 history preparation, at the very least one hour for each 
 class exercise ; and there should be an alcove or corner 
 with a writing table and a case containing the necessary 
 books. In order to avoid crowding, the same hour should 
 be assigned to not more than three or four pupils. Of the 
 more important books there should be two or more copies 
 as needed, and individual pupils should be encouraged 
 in every way to begin the formation of little private 
 libraries of their own. Thus, in the case of Mediaeval 
 and Modern History, Emerton's ''Mediaeval Europe," 
 Seebohm's ** Protestant Revolution," and Fyffe's '* Mod- 
 ern Europe," will be found most useful possessions 
 covering nearly the whole scope of the course. Where 
 pupils cannot afford individual books it often answers as 
 well for small groups to purchase in common. By this 
 we do not mean to absolve the schools from the duty of 
 furnishing adequate libraries ; indifference on this point 
 often wrecks the teacher's best efforts to introduce 
 thorough and scientific methods. One of his chief aims 
 is to instil a desire to keep up with the progress of 
 historical investigation ; for this purpose the very latest 
 and best book is only just good enough. A good lucid 
 treatment of a period, Hke, for instance, Schouler's 
 volume on the Civil War, saves the pupil many hours of 
 puzzling and labor, and leaves his mind fresh and eager 
 for more. The teacher who is busy with the subject 
 day after day can see how harmful, how deadening and 
 dulling to the intellect, are certain treatments of a given 
 
26 History Syllabus for Secondary Schools 
 
 subject, where to a school committee one book may 
 seem as good as another and many books a reckless 
 extravagance. In two books of average equal merit one 
 and the same topic may receive very different treatment 
 indeed. Take the instance above cited, where Adams in 
 his European History devotes five lines and a half to all 
 the events between the surrender at Ulm in 1805, and 
 the peace of Tilsit in 1807. Myers, on the contrary, in 
 his Mediaeval and Modern History devotes three pages 
 to these events, and might very well have devoted more, 
 seeing that they mark the culmination of the glory of 
 the greatest subverter of nations that the Western world 
 has ever seen. 
 
 In order to perceive and appreciate such differences 
 in books as this, it is warmly recommended that pupils 
 take notes on all their required outside reading, and that 
 such notes be in the form which will eventually prove 
 of the greatest aid for the individual in preparation for 
 reviews and examinations. These notes should be 
 taken on pages of students' note-paper with perforated 
 edges ; they can then be fastened in their proper place 
 in the ordinary note-book which the pupil uses in 
 class. This latter should always be an aggregation of 
 such loose leaves, held together with a cover, so that it 
 is possible to make constant additions without rewriting. 
 A good student will take great pride in the growth of 
 his note-book, which thus becomes the outward and 
 visible sign of his progress. The benefit of this practice 
 is to be found, not only in the actual acquisitions, but in 
 the attitude of mind it requires of the reader. He is 
 always seeking for something that will be of actual 
 
General Introduction 27 
 
 definite use to him, something that he can formulate in 
 black and white ; it is a constant mental process of com- 
 parison and selection. In this way he will learn accuracy 
 of statement and power of arrangement, as well as 
 definiteness of expression and justness of conclusion. 
 
 Historical Geography and Map Work. — To correct the 
 present lamentable ignorance of historical geography, 
 it is essential that every pupil get at the very beginning 
 of each course a clear picture of those physical features 
 that form the permanent framework by which he will 
 later determine changing political boundaries and move- 
 ments. There should, therefore, be constant use of the 
 atlas and wall maps, with frequent exercises in the fill- 
 ing in of outline maps, which should show the chief 
 physical features so essential to an understanding of the 
 progress of history. Pupils should be told that they 
 will be held responsible in later exercises for geographi- 
 cal facts brought out in the class, and should be called 
 on in reviews to go to the wall map and locate. The 
 practice of the German schools is an excellent one, to 
 have atlases or maps open on the desk during every 
 recitation, that descriptions may be followed with the 
 eye on the map. 
 
 In their own map work pupils should be trained, not 
 merely to read maps and reproduce them, but to con- 
 struct from written data a mental geographical picture 
 and to fill in its details on outline maps. For example, 
 from such data may be made maps showing the nations 
 revolting from Rome in the sixteenth century, or the 
 presidential elections in the United States. Topics and 
 references for this work will be found in various sections 
 
2 8 History Syllabus for Secondary Schools 
 
 of the syllabus. Maps, charts, and drawings may be 
 fastened in their appropriate places in the note-books. 
 
 Historical Fiction. — History rightly studied gives to 
 us the freedom of the past, making us feel at home 
 in other countries than our own. But to secure this 
 result the student must have gained a clear notion of 
 how the men of bygone ages lived and felt and thought. 
 Now, one of the greatest difficulties of the teacher of his- 
 tory is to make real to the young student the times of 
 which he is reading. Vividness is a quahty natural to 
 few, and the study of even the best text-books leaves 
 the student in uncertain possession of a few dry facts 
 and nothing more. Nor is the difficulty wholly met by 
 carefully directed reading in the school library. The 
 ordinary history concerns itself with politics rather than 
 with society. Even if occasional chapters are devoted 
 to customs and manners, these are generally so badly 
 written that they no more reveal the life of the past 
 than does the index show the spirit of the book. 
 
 Here is the place of historical fiction. Literature of 
 this class is well fitted to deal with the social aspects 
 of past times, with the picturesque or familiar details of 
 life and manners ; and the late Professor Allen went so 
 far as to declare that its work ^was " hardly inferior 
 in value, if well done, to that of genuine history." It 
 is true that historical fiction has its limitations. When it 
 passes from a delineation of society to that of actual 
 events and real personages, there is, to quote again 
 from Professor Allen, '* not merely a probability, but 
 almost a certainty, that history will be falsified." It is 
 doubtless true that if a real enthusiasm for history can 
 
General Introduction 29 
 
 be awakened, it may be trusted to work itself clear from 
 error as it goes on. Nevertheless, it is easier to learn 
 than to unlearn, and hence the mosjt desirable work of 
 historical fiction is one that deals with conditions of the 
 past rather than with the career of some historical per- 
 sonage or the details of some great event. With this 
 caution in mind the student may wisely be urged to give 
 historical fiction a place in his voluntary reading, supple- 
 menting, but not supplanting, text-book and history. In 
 this way his interest is stimulated and his impressions 
 are deepened, and at the same time he gains a truthful 
 background against which history unrolls itself with 
 force and vividness. 
 
 Concluding Remarks. — History has so recently become 
 a separate recognized branch of study that it may not be 
 out of place to urge the teacher to inculcate a love and 
 enthusiasm for it in every way. One establishes a new 
 interest that will last a lifetime. Attention should be 
 called to literature of every kind that bears upon the 
 subject, to new biographies, and even to historical novels 
 as they appear. Visits should be arranged to museums 
 and to public libraries ; every kind of illustrated mate- 
 rial should be called into play, facsimiles of handwriting, 
 of coins, of medals, of seals, shown to the class. Pupils 
 should be encouraged to talk and to ask questions, so 
 long as they are not irrelevant, and where possible per- 
 sons who are doing important historical work should be 
 asked to address the class on their own particular sub- 
 ject. It is often a pleasure even for a hard-worked man 
 to deliver addresses of this kind. And care should be 
 taken to increase the library in every possible way. 
 
30 History Syllabus for Secondary Schools 
 
 Frank appeals to local and school authorities, and clear 
 and definite explanation of needs, will bring a response 
 more often than the teachers in their present pessimistic 
 attitude would expect. Arrangements can be made with 
 public libraries to loan those books that would be needed 
 for a circumscribed period, or to place them on reserved 
 shelves in their own reading rooms. In fact, interest in 
 this matter as a means of education once aroused, the 
 committee feels sure that only in the most benighted 
 places will books of the right kind be lacking. 
 
 The first and last word must be an insistence on the 
 proper kind of training for the teacher himself. The 
 standards of the day require something far above ordi- 
 nary culture ; nor is there any lack of opportunities. 
 Those who cannot spare a whole year from their school 
 work should at least attend the summer sessions at Har- 
 vard, Columbia, Cornell, Dartmouth, or some other col- 
 lege. A portion of each summer should be spent in 
 preparation for the work of the ensuing year. Thus 
 and thus only can a teacher of history be true to his 
 high calling ; thus and thus only will he be following 
 Dr. Arnold's recommendation to his fellow teachers to 
 draw from fresh water and not from a mud puddle. 
 
 VI. METHOD AND ARRANGEMENT OF THE OUTLINES 
 
 In the preparation of this syllabus it was early seen 
 that each field had special demands of its own which 
 must be recognized, and if duly recognized no such 
 uniformity of treatment as had at first been contem- 
 plated could be secured. 
 
General Introduction 31 
 
 In the outlines for Ancient History the enormous 
 fields of Oriental, Greek, Roman, and early Mediaeval 
 History had to be covered. Here the main aim of the 
 general survey must be to unify the student's concep- 
 tions of these four grand divisions of history, and show 
 how Oriental, Greek, Roman, and Mediaeval histories 
 united at last in one and the same great stream of Euro- 
 pean History. In the topical heads under the more com- 
 prehensive sections and general groups the periods and 
 processes of juncture must be emphasized. There are 
 excellent historical text-books of Eastern, Grecian, Ro- 
 man, and early Mediaeval History. The outlines must 
 show how to use all these together and not separately, 
 — how to blend them. 
 
 In Mediaeval History proper, on the contrary, the 
 makers of the outlines found no satisfactory text-books 
 at command. The outlines, therefore, were constructed 
 on a different principle, and were adapted for use under 
 a different method of teaching. This principle and this 
 method had to be more fully elaborated in directions and 
 suggestions to teachers. 
 
 In Enghsh History again, and in American History, 
 the subject matter itself demanded a distinctive method 
 of survey, though here ample and excellent text-books 
 allowed much more condensation and precision of treat- 
 ment, and more wealth of suggestion for supplementary 
 and individual work when desired. 
 
 Again, the different periods in the school, when, ac- 
 cording to the recommendations of the Committee of 
 Seven, these four fields of history are to be studied, 
 rendered different treatments in outline absolutely neces- 
 
32 History Syllabus for Secondary Schools 
 
 sary. Ancient History is to be studied in the earliest 
 high school year. The picturesque and narrative fea- 
 tures in Ancient History must therefore predominate 
 here, to the comparative exclusion of the philosophical 
 and institutional features of ancient life. Mediaeval 
 History, with its enormous ranges and difficult clews, 
 must be made clear to second-year pupils, while English 
 and American History are to be taught, not only to ma- 
 tured pupils, but to pupils trained and informed by the 
 two earlier courses, and already usually more familiar 
 with the field. 
 
 Under these circumstances, all outward uniformity of 
 treatment in the outlines had to be abandoned, though 
 it is hoped the long and searching discussions which 
 have attended the work on the syllabus will secure a 
 higher unity in spirit and aim. 
 
 Of course, if the four fields are studied in a different 
 chronological sequence from that recommended by the 
 Committee of Seven, the particular outlines used for 
 any given period can be reconstructed by the teacher 
 along the lines suggested by those for any other body 
 of outlines better adapted to the age and acquisitions of 
 the pupils taking any course out of the chronological 
 order originally contemplated. 
 
 The outlines will, therefore, discourage, rather than 
 encourage, the belief that all history must be taught 
 according to some fixed method. Any period of history 
 may be taught by any method according to the demands 
 of the particular school and teacher. 
 
 This does not mean, of course, that the Committee of 
 Six is not, in the main, in harmony with the recommen- 
 
General Introduction 33 
 
 dations of the Committee of Seven. It is, and hopes 
 that the sequence of study adopted as the basis for 
 these outHnes may ultimately become general in our 
 schools. But at present the outlines must and may 
 serve a wide range of varying needs. 
 
 But while the treatment of the four fields varies in 
 details, the general plan of notation and arrangement 
 is uniform. In the teachers' edition of the syllabus, 
 each outline is prefaced by a brief discussion of the 
 characteristics of the field with which it deals, and re- 
 marks upon possible modes of treatment ; a section in 
 which books and other aids especially helpful to the 
 teacher for personal study or class work are noted and 
 commented upon; and a commentary on the groups 
 or periods into which the outhne is divided, their special 
 characteristics and their relations to each other. A 
 general survey of these groups precedes each outline, 
 as a table of contents, and the proportion of class exer- 
 cises to be assigned for each group is indicated in 
 percentages. Thus, for schools having one hundred 
 exercises for advance work, five per cent, would indi- 
 cate five exercises; schools having two hundred exer- 
 cises could allow ten; and teachers in schools with 
 varying numbers can easily estimate the proportion 
 practicable for them. 
 
 The outlines of the syllabus are divided into groups 
 or periods, indicated by black-faced type and Roman 
 numerals; sections, indicated by capitals and small cap- 
 itals, with Arabic numerals ; topics, which are lettered 
 with small Italic letters ; and in some cases, where fur- 
 ther analysis is desirable, sub-topics, marked by small 
 
34 History Syllabus for Secondary Schools 
 
 Arabic figures in parentheses. The references, indi- 
 cated as brief, longer, and sources, follow each section, 
 and in some cases, where specific references seem to be 
 desirable, they are given in connection with each topic. 
 Citations are made by a brief title, as Creighton, Papacy, 
 large Roman numerals for the volume, small Roman for 
 the chapter, and Arabic for pages, as : V, iii, 27-42. 
 Where called for, topics for map work, with references 
 for finding the necessary data, are next given. 
 
 There are provided, in connection with many of the 
 sections, in addition to the regular topics, additional 
 topics for advanced, essay, or individual work in classes 
 where there is time and ability for this. 
 
 The arrangement thus adopted makes it easy for teacher 
 and pupil to obtain a conspectus of the year's work, and 
 the relation of its parts, and a carefully worked out ex- 
 ample of constructive analysis of historical subjects will 
 be at hand when the teacher wishes to instruct the pupil 
 in that kind of work. At points of contact between the 
 different fields, the connection is indicated by the out- 
 lines and the references, and the growing unity of the 
 world's history is thus shown. A striking example of 
 such contact is the period of the Seven Years' War. 
 
 A Selected List of Books on the Teaching of History, useful for 
 Teachers in the Secondary Schools 
 
 1. The Report of the Committee of Seven to the American His- 
 
 torical Association, in the latter's Annual Report for 1898. 
 Also published under the title of The Study of History in 
 Schools. N.Y., Macmillan, 1899. 50 cents. Indispensable. 
 
 2. Historical Sources in Schools, by a Select Committee of the 
 
 New England History Teachers^ Association. N.Y., Mac- 
 
General Introduction 35 
 
 millan, 1902. 50 cents. A careful work of great usefulness, 
 giving sanely the consensus of practical teachers as to use of 
 sources, and very valuable bibliographies and references. 
 
 3. Bourne, H. E., The Teaching of History and Civics in the 
 
 Elementary and Secondary Schools. N.Y., Longmans, 1902. 
 $1.50. 
 
 4. Channing, E., and Hart, A. B., Guide to the Study of Ameri- 
 
 can History. Boston, Ginn, 1896. $2.00. Of great prac- 
 tical value, and indispensable to the teacher of the subject. 
 
 5. Harrison, F., The Meaning of History, and Other Essays. 
 
 London, Macmillan, 1894. Cheaper edition, N.Y., 1900. $1.75. 
 
 6. Hinsdale, B. A., How to Study and Teach History, with Par- 
 
 ticular Reference to the History of the United States. N.Y., 
 Appleton, 1894. $1.50. 
 
 7. Langlois, C. v., and Seignobos, M. J. C, Introduction to the 
 
 Study of History. N.Y., Holt, 1898. $2.25. "Best brief 
 treatise on ipethods of historical investigation ^ Useful for 
 advanced students. 
 
 8. Earned, J. N., Editor. The Literature of American History: 
 
 A Bibliographical Guide, in which the scope, character, and 
 comparative worth of books in selected lists are set forth in 
 brief notes by critics of authority. Boston, published for 
 the American Library Association by Houghton and Mifflin, 
 1902. $6.00. Of marked value both for school and general 
 use, and should be in every public library. Supplement pre- 
 senting publications for 1 900-1 901. 
 
 9. Mace, W. H., Method in History, for Teachers and Students. 
 
 Boston, Ginn, 1898. $1.10. 
 10. The American Historical Review. N.Y., Macmillan. Quar- 
 terly, $4.00 a year. Free to members of the American His- 
 torical Association, together with the annual reports of the 
 Association. "Any person approved by the Executive Council 
 may become a member by paying . . . annual fee of three 
 dollars.''' Its book reviews and notes furnish the best means 
 of keeping abreast of current publications on history. 
 
 For a very full list see the Annual Report of the American 
 Historical Association for 1899, ^^^1- I? PP- 561-82S. 
 
PART I 
 
 ANCIENT HISTORY 
 
ANCIENT HISTORY 
 
 To 800 A.D. 
 
 INTRODUCTION 
 
 The course in Ancient History from earliest times 
 down to Charlemagne, as outlined by the Committee of 
 Seven, seems at first thought too extensive and difficult 
 for the first year of secondary schools. But if certain 
 essentials are singled out for accomplishment in this 
 course, and temptations to spend time on fascinating 
 non-essentials are vigorously withstood, the enormous 
 field may be satisfactorily and helpfully covered in spite 
 of its great difficulties. 
 
 To begin with, this course must be kept strictly distinct 
 from the old course in Ancient History so long required 
 for entrance to college, on which some college en- 
 trance papers are still based. That course was almost 
 wholly supplementary to the study of the Greek and 
 Latin authors read in school and college. It naturally 
 emphasized the earlier periods of classical history, and 
 the periods when great authors lived and wrote, or, at 
 any rate, the periods about which great authors wrote. 
 Proportion and perspective were determined by literary 
 considerations, and not by the processes of historical 
 evolution. This was perfectly natural as long as the 
 course consisted of a few lessons in a distinctively Greek 
 
 39 
 
40 Ancient History 
 
 history of small dimensions and limited horizon, fol- 
 lowed by a few more lessons in a distinctively Roman 
 history of equal scope, all snatched from a crowded 
 programme of studies — deemed more important — in the 
 attempt to prepare students for college entrance require- 
 ments, and given by teachers of the classics with no 
 special training in historical methods or principles. 
 Restricted fields of classical literature were thus pro- 
 vided with appropriate historical setting. 
 ^^ The new course in Ancient History is to be given by 
 and for itself, before the reading of Caesar and the study 
 of elementary Greek. It is designed to lay a broad and 
 sure foundation on which the teacher of the classics in 
 after years may add superstructure and detail. It will 
 be of immense service to the teacher of the classics, in 
 supplying the student who begins the study of the clas- 
 sics, not with detailed historical knowledge, but with 
 foundation and framework whereon to adjust the his- 
 torical details as he collects them in his reading. And 
 above all, the old separation of Greek and Roman his- 
 tory, as though they were not parts of one great pro- 
 cess, will be in some measure prevented, and a new idea 
 of the continuity of history and the progress of human 
 culture will be implanted in the student at the outset, to 
 gain in vividness and significance with each additional 
 year of study and maturity. The great processes of 
 history will be first impressed on the student's mind, 
 and then the literary expressions along with the other 
 important products of those processes. Literature as 
 well as empire is a resultant. 
 
 The unity and continuity of Ancient History may be 
 
Introduction 41 
 
 impressed on a very young mind even, when it is shown 
 how races of the North and races of the South have 
 been contending with each other, from Sargon to 
 Charlemagne, for the treasures lying between them 
 in the Tigris-Euphrates river-valleys or the Mediter- 
 ranean basin ; and how the arts and sciences of men, 
 originating in the deltas of the Euphrates and the Nile, 
 were blended during this long contest, and transmitted 
 successively to Hellenes, Romans, and Teutons, — from 
 Babylon to Athens, Rome, and Aachen. The great 
 Persian wars of the fifth century B.C., the Punic wars of 
 the third, and the Mohammedan wars of the eighth cen- 
 tury A.D. can be clearly shown to be successive phases 
 of the same long contest. 
 
 When the present Committee was appointed, in the 
 spring of 1900, no one of the four one-year courses 
 recommended by the Committee of Seven, unless per- 
 haps that in Mediaeval and Modern European History, 
 was so difficult of adoption in the schools as the course 
 in Ancient History. There were many good text-books 
 in Greek History and in Roman History ; while for 
 Oriental History as a prelude to Greek History, and for 
 early Mediaeval History as a sequel to the history of the 
 Roman Empire, the teacher could make good text-book 
 provision. But there was no good text-book treating 
 the immense tract of history assigned to this course as a 
 unit, — as one and the same story, to which perspective, 
 proportion, and climax could be given. Hence the work 
 of this Committee was thought to lie along the lines 
 indicated on page 31 of its preliminary report (page 31 
 of the General Introduction to this syllabus). 
 
42 Ancient History 
 
 Since the appearance of this preUminary report, how- 
 ever, the situation has been completely changed by the 
 publication of three excellent manuals expressly de- 
 signed to meet the recommendations of the Committee of 
 Seven for Ancient History. West's "Ancient History " 
 (Boston, AUyn & Bacon), Botsford's *' Ancient History for 
 Beginners" (New York, The Macmillan Co.), and Wolf- 
 son's *' Essentials in Ancient History" (New York, Amer- 
 ican Book Co.), all appeared during the year 1902.^ All 
 are good ; each has marked excellencies of its own ; 
 and a class provided with any one of them and working 
 under a teacher provided with all three, would be richly 
 equipped — so far as text-books for the first-year course 
 in Ancient History are concerned — for trying what 
 many still regard as a doubtful experiment. Many are 
 still sceptical as to the possibility of teaching success- 
 fully to secondary school pupils of from twelve to four- 
 teen years of age, in one year's time, even the leading 
 incidents of so vast and varied a sweep of historical life, 
 much less the underlying and unifying principles of that 
 life, or the changing aspects of culture and society. 
 Pupils of that age and mental development, it is said, 
 can be interested in personal detail and vivid incident, 
 or in myth and legend of high literary form, when they 
 have no capacity to grasp the deeper relations and 
 meanings of history. 
 
 This is doubtless true of many, but can hardly be 
 true of all, or even of the majority, of such pupils. In 
 
 1 Since the above was put in type, Myers's Ancient History (Boston, 
 Ginn & Co., 1904) has appeared in a new edition, which likewise seeks to 
 follow the recommendations of the Committee of Seven. 
 
Introduction 43 
 
 spite of philosophical text-books and elaborate topical 
 analyses, there will still be many teachers who feel 
 compelled to interest the youngest pupils in our second- 
 ary schools, when they take up the study of Ancient 
 History, first of all in certain great military struggles, 
 like the battle of Salamis, for Greek History, and the 
 Second Punic War, for Roman History. From these 
 crucial struggles, with their fascinating personalities, 
 the" young pupil can more easily be conducted back- 
 ward and forward along the lines of historical develop- 
 ment, until, possibly not till later years, but often and 
 profitably during the latter part of the first year, he is 
 led to group the details of ancient history with which 
 he has become familiar under some large and compre- 
 hensive scheme which shall bring home to him the 
 essential unity of the vast field, and show him the logic 
 of chronology. This is largely a matter of method, and 
 the methods of good teachers are independent of text- 
 books and syllabus. 
 
 But whenever and wherever teacher and pupil are 
 ready to unify their conceptions of Ancient History, it 
 is hoped that the following syllabus will be helpful. 
 And even in the initial stages of instruction with the 
 youngest pupils it will be of assistance in suggesting 
 the special episodes and tracts of history to be first 
 explored, before famihar features are grouped together, 
 as they soon should be, into one logically connected 
 whole. The General Survey of the Field which is here 
 submitted, in case the detailed syllabus is beyond the 
 reach of the youngest pupils, may be used with any 
 text-book of ancient history to bring into logical and 
 
44 Ancient History 
 
 chronological sequence events, institutions, or forms of 
 culture and life which may at first have been selected 
 more or less at random, for their power to attract, inter- 
 est, and educate the most immature pupils. It may be 
 found wiser, with some pupils and some classes, to 
 work back gradually to Sargon of Agade by way 
 of Themistocles, Xerxes, Cyrus the Great, and Nebu- 
 chadnezzar, than to begin at once with the shadowy 
 personalities of the earliest civilizations. But a glance 
 at the General Survey will show at once the historical 
 relations between Themistocles and Sargon. 
 
 A series of bibliographical notes and suggestions ac- 
 companies the syllabus, although the three manuals of 
 Ancient History referred to above abound in such notes 
 and suggestions. The abundance is indeed so great 
 that guiding hints may be welcome to the teacher ; and, 
 so emphatically true is it in these days that " of the 
 making of many books there is no end," certain new 
 and excellent books which have appeared since the pub- 
 lication of the three manuals can in this way be brought 
 to the teacher's notice. 
 
 There is danger, after all, that many pupils and some 
 teachers will become confused by the wealth of reading 
 in history recommended to them, and fail to become 
 thoroughly acquainted with the main road. Examiners, 
 teachers, and thoughtful students must insist more and 
 more on accurate and intelligent acquaintance with the 
 main facts and principles of history, leaving it to later 
 and maturer years to supply illustrative and ornamental 
 details. 
 
 It is to be hoped that before very long all colleges 
 
Introduction 
 
 45 
 
 will set entrance examination papers based on such a 
 general course in Ancient History as is here outlined, 
 and that no more special acquaintance with distinctively 
 Greek and Roman history will be demanded, even of 
 classical students, than this course naturally supplies. 
 The old style of entrance examination papers may, how- 
 ever, still be set for such pupils as present the usual 
 Greek and Latin authors, and have pursued the study 
 of Greek and Roman history mainly in connection with, 
 and as supplementary to, such authors. 
 
 By the use of smaller type, this syllabus has been so 
 constructed as to be easily adaptable to the needs of 
 beginners in the first year of the High School or Acad- 
 emy, or of pupils in later years preparing for college. 
 Topics and references printed in fine type are not in- 
 tended for first-year pupils, but for advanced pupils and 
 candidates preparing for college entrance requirements. 
 
 The " Additional Topics " may be used to some extent 
 by first-year pupils (where the course has adequate 
 time); but they are particularly adapted to more ad- 
 vanced pupils, and for work in connection with the 
 Classics and English. In the latter work they may 
 often be used to advantage as subjects for essays. 
 Many of these additional topics will prove useful for 
 pupils preparing for college. 
 
 For suggestions regarding the use of Sources and for 
 further references to them, the teacher is referred to the 
 report on " Historical Sources in Schools" prepared by a 
 committee of the New England History Teachers' Asso- 
 ciation (Macmillan, 1902). 
 
46 Ancient History 
 
 BIBLIOGRAPHICAL NOTES AND 
 SUGGESTIONS 
 
 General Observations. — On the relative time to be given to differ- 
 ent periods in the General Survey, there will be wide divergence of 
 opinion. It is to be hoped that no teacher will be obliged to cover 
 the whole ground in so few as one hundred exercises. Two hun- 
 dred would be none too many, and this number can be had in a 
 course of five hours per week extending through a school year of 
 forty weeks, or, in a course of three hours per week extending 
 through two school years of thirty-three or thirty-four weeks each. 
 For intermediate numbers, the proper proportion can be readily esti- 
 mated for the different periods from per cents in the General Survey 
 below, and change of emphasis can easily be secured. The period 
 which most sorely needs more time and emphasis in the scheme as 
 submitted is doubtless that of the later Roman Empire, Periods XI 
 and XII. The lack of time here may be remedied for those who 
 continue in Mediaeval and Modern European History, by a review 
 of the Transition Period. See the first four sections of the Oiitline 
 of European History. 
 
 Notes on Section i. Introduction. — Much of this is still debata- 
 ble ground, and neither teacher nor pupil should expect to get any- 
 thing more than a convenient working hypothesis. The history of 
 those peoples is most valuable who have progressed most themselves, 
 and most helped their successors to progress. Our attention may 
 therefore be restricted to those peoples who have contributed to 
 the stream of culture which we call European. 
 
 Any classification of races will be more or less arbitrary ; a con- 
 venient one is into : Black (Africa) ; Yellow and Brown (eastern 
 Asia) ; Red (America) ; and White (western Asia and Europe). 
 The Caucasian, or White race, though probably composed of mixed 
 races, from earliest times falls into two families, or groups of asso- 
 ciated rather than kindred peoples, which may conveniently be called 
 Aryans and Semites. 
 
 Generally speaking, the earliest known homes of the Aryan peo- 
 
Bibliographical 47 
 
 pies are in the vast regions of Europe and Asia lying to the north 
 of the Danube River and the Black and Caspian seas ; those of the 
 Semites are in the vast Arabian peninsula. The Aryans are con- 
 stantly pressing southward, the Semites northward, in contention 
 for the more attractive regions lying between them, — regions of the 
 earliest known wealth and culture. In this struggle of the earlier 
 peoples to maintain their wealth and culture, and of the intruding 
 peoples to appropriate that wealth and culture, the earliest civiliza- 
 tions at the mouth of the Euphrates and the Nile are assimilated, 
 blended, and then diffused from East to West, from the Euphrates 
 to the Rhine. The progress of culture and political power is from 
 the East to the peninsula of Asia Minor; then to the Hellenic, or 
 Greek peninsula ; then to the Italian peninsula ; then to the Ger- 
 manic states of central and western Europe. 
 
 Ancient History falls naturally, therefore, into (a) an Oriental pe- 
 riod, when the culture which arose in the Tigris-Euphrates and the 
 Nile valleys is swayed by an eastern power ; (d) a Classical period, 
 when this culture is dominated and advanced by political power 
 having its seat first in the Greek and afterward in the Italian penin- 
 sula ; and (r) a Germanic period, when the control and further 
 development of this culture passes into the hands of the Germanic 
 peoples of central and western Europe. 
 
 Bibliography for Section i. Introduction. — After the abundance 
 of material cited in the three manuals, a few references only need be 
 given here, for the sake of emphasizing specially helpful works 
 or excellent works which have appeared since the manuals were 
 edited. Hoernes's Primitive Man, and Haberlandt's Ethnology, in 
 the "Temple Primer" series (London, Dent & Co., 1900), are excel- 
 lent pocket manuals. Bourne's Teaching of History and Civics, in 
 the American Teacher's Series (N.Y., Longmans, 1902), is an in- 
 dispensable companion for the teacher, and supersedes much older 
 literature. Chapters i and v, on "The Meaning of History" and 
 "The Value of History," are specially helpful for this section. 
 
 Notes on Section 2. Egypt. — Mariette's Outlines of Ancient 
 Egyptian History (translated and edited by Mary Brodrick, N.Y., 
 Scribner, 1892), and Maspero's Life in Ancient Egypt and Assyria 
 (N.Y., Appleton, 1892), are recent and excellent small manuals. 
 
48 Ancient History 
 
 Pelrie's History of Egypt (2 vols., i2mo, N.Y., Scribner, 1896) 
 is an invaluable and authoritative collection of original source- 
 material, profusely illustrated. Amelia B. Edwards's Pharaohs, Fel- 
 lahs, and Explorers (N.Y., Harper, 1891), and Sir Alfred Milner's 
 England in Egypt (London, Guildford, 7th ed., 1899), are helpful for 
 modern conditions. Budge's History of Egypt from the neolithic 
 period to the death of Cleopatra (8 vols., Oxford, 1902) is the latest 
 comprehensive work. 
 
 Notes on Section 3. The Tigris-Euphrates Valley. — Myers's East- 
 ern Nations and Greece (also bound with Roman History in one 
 volume as Ancient History, Boston, Ginn & Co.) treats the three 
 states and their cultures separately, and with greater detail, than 
 either West, Botsford, or Wolfson could allow themselves. 
 
 Goodspeed's History of the Babylonians and Assyrians (Histor- 
 ical Series for Bible Students, N.Y., Scribner, 1902), and Sayce's 
 Babylonians and Assyrians (Semitic Series, N.Y., Scribner, 1899), 
 and Hommel's Civilization of the East ("Temple Primer" series, 
 London, Dent & Co., 1900), are new and excellent small popular 
 manuals. 
 
 Rogers's History of Babylonia and Assyria (2 vols., 8vo, N.Y., 
 Eaton and Mains, 1901, 2d ed.) is the latest and best authoritative 
 compilation, with full history of modern excavations. 
 
 Monumental and costly illustrated popular works are Maspero's 
 Dawn of Civilization, Struggle of the Nations, and Passing of the 
 Empires (3 vols., large 8vo, N.Y., Appleton, 1 894-1 900). An old 
 standard work of monumental character is Duncker's History of 
 Antiquity (Evelyn Abbott's translation from the German, 6 vols., 
 8vo, London, Bentley, 1877-1882). 
 
 Notes on Sections 4 and 5, Syria ; and 6, Media and Persia. — For 
 the physical geography and earliest inhabitants of Syria, Baton's 
 Early History of Syria and Palestine (Semitic Series, N.Y., Scrib- 
 ner, 1 901) is the best recent small manual. 
 
 On the vexed question of the " Hittites " and their " forgotten em- 
 pire," the fairest statement of the latest knowledge may be found in 
 the monumental work of McCurdy, History, Prophecy, and the 
 Monuments (2 vols., 8vo, London and N.Y., Macmillan, 1894), I, 
 pp. 190-205. 
 
Bibliographical 49 
 
 For the Hebrews, Myers's Eastern Nations and Greece, pp. 107- 
 119, gives an excellent survey of political history; Hosmer's Story 
 of the Jews (Story of the Nations Series, N.Y., Putnam, 1886) con- 
 tains also Jewish history since the dispersion, and is written in 
 sympathetic and attractive style ; Kent's History of the Hebrew 
 People (Vol. I, The United Kingdom ; Vol. II, The Divided King- 
 dom. Historical Series for Bible Students, N.Y., Scribner, 1896, 
 1897), and Kent and Riggs's History of the Jewish People (Vol. Ill 
 of the same series, The Babylonian, Persian, and Greek Periods, 
 and Vol. IV, The Maccabean and Roman Period, 1899, 1900), are 
 convenient and lucid small manuals. McCurdy's great work, re- 
 ferred to just above, is the best extended treatment of the subject. 
 
 On the Phoenicians (section 4), Rawlinson's Story of Phoenicia 
 (Story of the Nations Series, N.Y., Putnam, 1889) is excellent and 
 authoritative for longer reading than the manuals afford, and Mc- 
 Curdy, History, Prophecy, and the Monuments, I, pp. 42-47, gives 
 a discriminating statement of the political principles of the Phoeni- 
 cians as compared with other Semites. 
 
 The Lydians (section 7) receive rather stepmotherly treatment in 
 the three manuals. Myers's Eastern Nations and Greece, pp. 128- 
 132, at least devotes a short separate chapter to the subject. 
 
 Hommel's Civilization of the East (see Notes on 3), Chs. vii and 
 viii, gives excellent condensation and arrangement of material for 
 this section, and Wheeler's Alexander the Great (Heroes of the 
 Nations Series, N.Y., Putnam, 1900), Ch. xii, is a peculiarly vig- 
 orous and graphic survey of the civilization and resources of the 
 Persian Empire under Darius. Maspero's Passing of the Empires 
 (see Notes on 3), pp. 323-328 and Chs. v and vi, gives admirable 
 extended reading on the subject. For longer reading on Phoenicia, 
 see Sayce, Ancient Empires of the East (N.Y., Scribner, 1884), or 
 Maspero's Passing of the Empires (see references on section 3), 
 pp. 323-342. and Ch. v. Herodotus (Rawlinson's translation), Bk. 
 I, Chs. 6-94, shows what impressions this people made on the lively 
 fancies of the Greeks. 
 
 Notes on Periods II-VII. Greece. — On the standard histories 
 of Greece in English, see Mahaffy, Problems in Greek History, Chs. 
 i-v; Freeman, Historical Essays, II, pp. 164-178. 
 
50 Ancient History 
 
 Thirlvvairs History of Greece is the best of the older and larger 
 histories, and is complete to the Roman conquest ; indeed, is most 
 valuable for the periods following the ascendency of Macedon 
 (American ed. in 2 vols., N.Y., Harper, i860). 
 
 Grote's monumental work is less impartial and accurate than 
 Thirlwall, and holds a brief for Athenian democracy ; but it is still 
 unsurpassed in many portions, always presents the literary evidence 
 fully, and often has great literary power. It ceases to be so valuable 
 when it treats the career of Alexander, with whose period it closes 
 (4th English ed. in 10 vols., London, Murray, 1872. American ed. 
 pub. by Harper. Also various cheap editions). 
 
 Curtius's History of Greece is especially strong in its appreciation 
 of the artistic genius of the Greeks in all the forms of expression, 
 but it is often visionary and does not include that most important 
 period of Greek history which follows Philip of Macedon (Ward's 
 translation from the German, 5 vols., Scribner, 1 871-1874). 
 
 Among the later and larger histories of Greece, Evelyn Abbott''s 
 (as yet only three volumes have appeared, bringing the subject down 
 to the Fall of the Thirty Tyrants) contains the results of the latest 
 and best scholarship arranged with sound and independent judg- 
 ment (N.Y., Putnam, 1888-1900). 
 
 Holm''s masterly work is now translated from the German in four 
 volumes (N.Y., Macmillan, 1 894-1 898), and is the best general and 
 complete history of Greece in any language, bringing the subject 
 down to the Roman imperial period, and exhibiting the sources fully 
 and critically in appendices to the several chapters. Both Abbott 
 and Holm contain the results of that careful criticism of sources 
 which distinguishes the best historical study of recent years. 
 
 The best recent history of Greece in a single volume is that of 
 Bury (N.Y., Macmillan, 1900). It is intended for general use, and 
 is not therefore hampered by the restrictions of a school manual. 
 It is attractively written, advanced and often daringly radical in its 
 views, freely and helpfully illustrated. It closes, however, with the 
 conquests of Alexander. A new and somewhat enlarged and revised 
 edition in two volumes is also published (N.Y., Macmillan, 1902). 
 
 Harrison's Story of Greece (Story of the Nations Series, N.Y., 
 Putnam, 1888) is based on the Greek historians, as far as possible, 
 
Bibliographical 51 
 
 avoiding modern criticisms and speculations, and is a vivid, dramatic 
 narrative of the chief events down to the battle of Chaeroneia (338 
 B.C.) as the Greeks themselves understood them. 
 
 Recent manuals of Greek history for school use, of varying 
 methods and excellencies, and often supplementing each other de- 
 sirably, are, in the order of their publication, Oman's (Longmans, 
 1891), Myers's (Ginn & Co., 1895), Brcwnson's (Smith's Smaller 
 History of Greece revised, Harper, 1897), Botsford's (Macmillan, 
 1 901), and Morey's (American Book Co., 1903). Botsford is par- 
 ticularly helpful in its incorporation of illustrative Greek literature, 
 its lists of ancient sources and modern authorities, its specimens of 
 outlines and topical surveys, and its chronological table. 
 
 An excellent and authoritative pocket manual of Greek history, 
 embodying the results of the most recent and advanced scholarship, 
 is that of Swoboda, in the "Temple Primer" series, translated from 
 the German (London, Bent & Co., 1900). This gives full notices 
 of the ancient sources. 
 
 For study of the ancient sources, then, Holm, Botsford, and 
 Swoboda are most helpful of the works now rnentioned which are 
 devoted especially to Greek history. The three manuals of Ancient 
 History, however, by West, Botsford, and Wolfson, which these out- 
 lines are designed to accompany, all incorporate more or less ex- 
 tended notices of and extracts from the ancient sources. The 
 report of a special committee of the New England History Teachers' 
 Association on Historical Sources in Schools (N.Y., Macmillan, 
 1902), and especially Part II, on Ancient History, will be found 
 helpful in this connection. Fling's European History Studies, 
 Vol. I, Greek and Roman Civilization (Ainsworth & Co., Chicago), 
 present excellent source materials. 
 
 In the matters of bibhography, additional topics to stimulate 
 reflection, further study, search or even " research " on the part of the 
 pupil, suggestions for geographical study and map work, etc., etc., 
 the three manuals of Ancient History mentioned above, and also 
 Botsford's History of Greece, Goodrich's Topics on Greek and 
 Roman History (N.Y., Macmillan, 1901), and Bourne's Teaching of 
 History and Civics, Chs. xi-xiv, will all be found of great service to 
 teachers and enterprising pupils. 
 
52 Ancient History 
 
 It has not been thought necessary or advisable to make references 
 in the Syllabus to all available manuals. Many are out of date and 
 are wholly superseded by successors, and many lack authority. It is 
 hardly worth while to read the same story over and over again in 
 slightly varying phraseology. The best apparatus to accompany the 
 school manual is really not extensive. Swoboda's primer, Bury's 
 single-volume history (in spite of all its daring), and Holm's four- 
 volume history, are all authoritative in their way, fresh and original 
 in their treatment, and ample in their scope. 
 
 As companion volumes of moderate size, recent appearance, and 
 authority for the study of Greek mythology, literature, art, political 
 institutions, and private life, the following manuals may be men- 
 tioned : Steuding, Greek and Roman Mythology ("Temple Primer" 
 series, London, Dent & Co., 1901) ; Fowler, History of Ancient 
 Greek Literature (N.Y., Appleton, 1903) ; Tarbell, History of Greek 
 Art (N.Y., Macmillan) ; Greenidge, Greek Constitutional History 
 (N.Y., Macmillan, 1895); Gulick, Life of the Ancient Greeks (N.Y., 
 Appleton, 1903) ; Jebb, Greek Literature (Primer, American Book 
 Co.) ; MahalTy, Old Greek Life (Primer, American Book Co.) ; 
 Gardner, Ancient Athens (N.Y., Macmillan, 1902). 
 
 Sanborn's Classical Atlas (Boston, Benjamin H. Sanborn & Co., 
 1902) is a recent and excellent addition to our school apparatus. 
 '' Notes on Period VII. Empire of Alexander. — Brief Readings: 
 West, pp. 214-224, has little incident and anecdote, but is specially 
 good on the results of Alexander's work, defending and exalting his 
 motives and character ; Botsford, pp. 233-240, is less analytical and 
 philosophical, and gives more incident, with a marked tendency to 
 depreciate Alexander's motives and character ; Wolfson, pp. 205- 
 215, has a well sustained and even narrative of Alexander's career, 
 holding a safe middle course in the estimate of motives and character ; 
 Swoboda, pp. 129-139, is a more colorless but minutely detailed 
 account of Alexander's achievements. 
 
 Longer Readings : Any one of the special school manuals of Greek 
 History (p. 51) ; Mahaffy's Survey of Greek Civilization (Mead- 
 ville. Pa., Flood & Vincent, 1896, new ed., N. Y., Macmillan, 1899) ; 
 Wheeler's Alexander the Great (Heroes of the Nations Series, N.Y., 
 Putnam, 1900). 
 
Bibliographical 53 
 
 Extended Readings : Bury's and the larger histories of Greece 
 (p. 50) ; Freeman's Alexander (a review of Grote's last volume), in 
 Historical Essays, Vol. II ; Hogarth's Philip and Alexander of 
 Macedon (N.Y., Scribner, 1897) ; Dodge's Alexander the Great 
 (Great Captains Series, Boston, Houghton, Mifflin & Co., 1890), 
 from the standpoint of the student of military history. 
 
 For the Graeco-Oriental world of Alexander, and Hellenistic Cul- 
 ture, Holm's fourth volume is indispensable for extended reading. 
 
 Sources : Except in the case of inscriptions, the contemporary 
 accounts of Alexander's career — such as the history of Callisthenes, 
 the memoirs of Ptolemy and Aristobulus, the letters of Alexander 
 himself, and the journals of his court — are preserved for us only as 
 later writers have used them and given them to us. Most careful in 
 his selection of authorities is Arrian, in his Anabasis of Alexander 
 (a literary imitation of Xenophon's Anabasis), and Indice (both in 
 Chinnock's translation, Bohn's Library, London, Bell, 1893). Far 
 more voluminous in his citations, and on the whole reasonably 
 critical in what he accepts as true, is Plutarch in his Alexander. 
 His Phocion and Eumenes also contain much authentic material 
 bearing on the career of Alexander. 
 
 Notes on Periods VIII-XII. Rome and the Transition to the 
 Mediaeval Empire. — On standard histories of Rome in English 
 (Niebuhr, Arnold, Lewis, and especially Mommsen), see Freeman's 
 Historical Essays, II, pp. 284-317. 
 
 The most comprehensive, and at the same time most popular in 
 its character, of the larger histories of Rome is that of Duruy, in six 
 large and profusely illustrated volumes, extending from the earliest 
 times to the death of Diocletian (313 a.d.), translated from the 
 French, and edited, or rather introduced, by Mahaffy (London, 
 Kegan Paul, 1 883-1 886, and in a cheaper American edition, Estes 
 & Lauriat). As regards the method of this work, it aims to follow 
 that of Niebuhr and Arnold ; i.e. it uses the legendary material in 
 Roman history as suggestive aid in reconstructing a coherent account 
 of the early periods. 
 
 In a similar spirit, though more critical and scholarly in its execu- 
 tion, is the work of Ihne, in five volumes, extending from earliest 
 times to the death of Sulla (78 B.C.), a history of the Republic 
 
54 ■ Ancient History 
 
 (London, Longmans, 1871-1882). Merivale's History of the Romans 
 under the Empire (down to the deatli of Marcus Aurelius, 180 a.d.) 
 is the natural continuation of the work of Ihne (8 vols., London, 
 Longmans, 2d ed., 1890). It closes at the point where the monu- 
 mental work of Gibbon (see below) begins. 
 
 Long's Decline of the Roman Republic (from the destruction of 
 Carthage in 146 B.C. to the death of Julius Caesar in 44 B.C.) is a 
 valuablecomplement to the closing volumes of Ihne and the opening 
 volumes of Merivale (5 vols., London, Bell & Daldy, Geo. Bell & 
 Sons, 1 864-1 874). 
 
 Mommsen's History of Rome (translated from the German, 5 vols., 
 N.Y., Scribner, new ed., 1895) extends to the "military monarchy" 
 of Julius Ceesar, and is therefore a history of the Republic only, 
 but it is supplemented by two volumes on The Provinces from 
 Caesar to Diocletian (N.Y., Scribner, 1887). This is a work of the 
 profoundest and most varied scholarship, and of deep insight, and is 
 written with spirit and power. It rejects the legendary material 
 entirely, except as it may be corroborative of deductions from 
 historical institutions, gives few proofs or authorities for its posi- 
 tions, and is a partisan of monarchy. 
 
 For the later Empire, Gibbon's classic The Decline and Fall of 
 the Roman Empire, covering the period from 180 to 1500 a.d. 
 (edited last and best by Bury, in seven volumes ; London, Macmillan, 
 1 897- 1 903), is still authoritative, as well as a monument of historical 
 style and method. But Bury's Later Roman Empire, treating the 
 period from 395 a.d. to 800 A.D., is an able and sufficient successor 
 to Gibbon (2 vols., London, Macmillan, 1889), so far as it goes. 
 Hodgkin's Italy and Her Invaders (8 vols.. Vol. I in two parts, 
 Oxford, Clarendon Press, 1879-1899, Vols. I-IV in a new edition, 
 1 892-1 896) is exhaustive and monumental for the period from 240 
 to 814 A.D. 
 
 Among smaller works on Roman History, two should be especially 
 mentioned here because of their comprehensiveness : Merivale's 
 General History of Rome from the foundation of the city to 476 a.d. 
 (N.Y., Appleton, 1875), ^"d Pelham's Outlines of Roman History, 
 covering the same period, each in a single volume. The latter cites 
 authorities, ancient and modern, and is admirably adapted to the 
 
Bibliographical 55 
 
 wants of the special student (N.Y., Putnam, 1893). Two other con- 
 venient manuals are : How and Leigh's History of Rome (to the 
 death of C^sar; London, Longmans, 1896) ; and Shuckburgh's 
 History of Rome (to the battle of Actium ; N.Y., Macmillan, 1894) ; 
 but they do not cover the period of the Empire, and are not so 
 authoritative as Pelham. 
 
 Among the many handbooks of Roman History prepared especially 
 for use in schools and colleges, both in England and this country, 
 the more recent, of varying methods and excellencies, and often 
 supplementing one another desirably, are, in the order of their publi- 
 cation"; W. F. Allen's Short History of the Roman People (to 476 a.d. ; 
 Boston, Ginn & Co., 1890) ; Wells's Short History of Rome (to the 
 death of Augustus; London, Methuen, 1896, 2d ed., 1898) ; Myers's 
 Rome : Its Rise and Fall (to 476 a.d. ; Boston, Ginn & Co., 1900) ; 
 Botsford's History of Rome (to the Empire of Charlemagne, 800 a.d. ; 
 N.Y., Macmillan, 1901); Morey's Outlines of Roman History 
 (American Book Co., 1901) ; Fairley's Seignobos's History of the 
 Roman People (to the Empire of Charlemagne; N.Y., Holt, 1902). 
 An excellent and authoritative pocket manual, corresponding in 
 method and character to Swoboda's Greek History, is Koch's Roman 
 History (to 476 a.d. ; " Temple Primer " series, London, Dent & 
 Co., 1900). 
 
 The best brief manual for the period from 476 to 800 a.d. is 
 Emerton's Introduction to the Middle Ages (375-814 a.d. ; Boston, 
 Ginn & Co., 1888). Oman's Dark Ages covers the period 476- 
 918 a.d. (Periods of European History, N.Y., Macmillan, 3d ed., 
 1898). 
 
 Quite recent, but very brief on the period before 800 a.d., are 
 Robinson's Introduction to the History of Western Europe (Boston, 
 Ginn & Co., 1903), extending to 1902 a.d.; and Munro's History 
 of the Middle Ages (N.Y., Appleton, 1902), extending to 1300 a.d. 
 
 As companion volumes of moderate size, recent appearance, and 
 authority for the study of Roman Mythology, literature, art, political 
 institutions, and private life, etc., etc., the following manuals may be 
 mentioned : — 
 
 Abbott, Roman Political Institutions (Boston, Ginn & Co., 1901) ; 
 Greenidge, Roman Public Life (N.Y., Macmillan, 1901) ; Steuding, 
 
56 Ancient History 
 
 Greek and Roman Mythology (see p. 52) ; Fowler, History of 
 Roman Literature (N.Y., Appleton, 1903) ; Reber, History of 
 Ancient Art (N.Y., Harper, 1882); Granrud, Roman Constitu- 
 tional History (Boston, Allyn & Bacon, 1902) ; Johnston, Private 
 Life of the Romans (Chicago, Scott, Foresman & Co., 1893) ; Preston 
 and Dodge, Private Life of the Romans (Boston, Sanborn, 1893) ; 
 Lanciani, Ruins and Excavations of Ancient Rome (Boston, 
 Houghton, Mifflin, 1897). There is no manual of Roman art 
 corresponding to TarbelPs History of Greek Art. 
 
 There are no contemporary sources for the early period, like the 
 Homeric poems for the monarchical period in Greek history, but 
 legends and traditions thrown into attractive literary form by Livy, 
 Dionysius of Halicarnassus, Diodorus Siculus, and Strabo, all writers 
 of the Augustan period. Book I of Livy's History of Rome, Books 
 I-IV of Dionysius's Antiquities of Rome, and Books V and VI of 
 Strabo''s Geography, show what the Romans of the Augustan age 
 liked to believe about their early history. Livy's first book has an 
 undying charm, and is woven into th^ thought and literature of all 
 succeeding ages. Plutarch^s Lives of Romulus and Numa contain 
 the legends of these kings in a somewhat different and sometimes 
 earlier form than that which Livy gives them, but for the most part 
 no earlier than the generation before Livy (Varro and Valerius 
 Antias), and never earlier than the third century B.C. (Fabius 
 Pictor) ; for these writers would seem to have been the chief 
 sources of Plutarch when he did not use Dionysius himself. Mac- 
 aulay's Lays of Ancient Rome cast some of the early Roman legends 
 into popular poetical form. 
 
 Convenient collections of extracts from the sources will be found 
 in Botsford's Story of Rome as the Greeks and Romans Tell It 
 (N.Y., Macmillan, 1903) ; in Munro's Source Book of Roman His- 
 tory (Boston, Heath, 1904) ; and in Fling, Studies in European 
 History, I, Greek and Roman Civilization (Chicago, Ainsworth). 
 See also Part II of Historical Sources in Schools (cf. above, p. 45). 
 
Small School Library 57 
 
 A SMALL SCHOOL LIBRARY IN 
 ANCIENT HISTORY 
 
 Holm, History of Greece. 4 vols., Macmillan, $10.00. 
 
 Bury, History of Greece. Macmillan, $1.90. 
 
 Mahaffy, Survey of Greek Civilization, Macmillan, $1.00. 
 
 (His Old Greek Life is also useful. American Book Co., 35 cents.) 
 GuLiCK, The Life of the Ancient Greeks. Appleton, $1.40. 
 J EBB, Greek Literature. American Book Co., 35 cents. 
 Tarbell, History of Greek Art. Macmillan, $1.00. 
 MoMMSEN, History of Rome. 5 vols., Scribner, $10.00. 
 Pelham, Outlines of Roman History. Putnam, $1.75. 
 How AND Leigh, History of Rome to the Death of Caesar. 
 
 Longmans, $2.00. 
 Bury, Student^s History of the Roman Empire. American Book 
 
 Co., $1.50. (Capes, The Early Empire, and The Age of the 
 
 Antonines, may be substituted ; " Epochs of Ancient History," 
 
 Longmans or Scribner, $1.00 each). 
 Preston and Dodge, Private Life of the Romans. Sanborn, $1.00 
 
 (paper, 40 cents). 
 Emerton, Introduction to the Middle Ages. Ginn, $1.12. 
 
 * Herodotus, Rawlinson^s translation edited by Grant, 2 vols. Scrib- 
 ner, $3.50. (Gary's translation is cheaper and poorer; Mac- 
 millan, $1.00.) 
 
 Thucydides, Jowett's translation, edited by Peabody. Lothrop, 
 $2.00. (Dale's translation is poorer; with notes, Macmillan, 
 $2.00; without notes, American Book Co., 75 cents.) 
 
 Plutarch, Lives, the so-called Dryden translation, revised by 
 Clough. Little, Brown & Co., $2.00. 
 
 BoTSFORD, The Story of Rome as Greeks and Romans Tell It. 
 Macmillan, 90 cents. Or Munro, Source Book of Roman 
 History. Heath, $1.00. 
 
 Fling, Studies in European History, I, Greek and Roman Civiliza- 
 tion. Ains worth, 60 cents. 
 
^8 Ancient History 
 
 Sanborn's Classical Atlas. Sanborn, $1.75. 
 
 TozER, Classical Geography. American Book Co., 35 cents. 
 
 (The prices given are those in the publishers' lists. For a school 
 
 library, the above books can be purchased through a bookseller 
 
 at a cost of $35.00 to $40.00.) 
 
 Note. — Some schools may prefer to substitute for Holm and 
 Mommsen the Epochs of Ancient History (10 volumes, omitting 
 the one on Troy. Longmans or Scribner, $1.00 each). In that 
 case the money saved may be advantageously spent for the fol- 
 lowing books, which should in any case be accessible to pupils 
 wherever possible : — 
 
 Homer, Iliad, translated by Lang, Leaf, and Myers. Macmillan, 
 80 cents. 
 
 Homer, Odyssey, translated by Butcher and Lang. Macmillan, 
 80 cents. 
 
 Greenidge, Handbook of Greek Constitutional History. Macmil- 
 lan, $1.25. 
 
 Abbott, Roman Political Institutions. Ginn, $1.50. 
 
 Lanciani, Ruins and Excavations of Ancient Rome. Houghton, 
 $4.00. 
 
 Wheeler, Alexander the Great. Putnam, $1.60. 
 
 Fowler, Julius Cccsar. Putnam, $1 .60. 
 
General Survey of the Field 
 
 59 
 
 §^ 
 
 '^3 
 
 GENERAL SURVEY OF THE FIELD 
 ANCIENT HISTORY TO 800 a.d. 
 
 
 I. 
 
 The Oriental 
 Nations. 
 
 III. 
 State and 
 national 
 development in 
 Greece to the 
 Foreign Wars, 
 750-500 B.C. 
 
 II. 
 Ancient Hellas : 
 early develop- 
 ment. 2ooo(?)- 
 750 B.C. 
 
 4- 
 
 5- 
 6. 
 
 7- 
 
 8. 
 9- 
 
 10. 
 1 1. 
 12. 
 
 I 
 
 Introduction: scope and course of 
 Ancient History. 
 
 Egypt, 5ooo(?)-525 B.C. 
 
 The Tigris-Euphrates Valley, 5000, 
 or earlier, -538 B.C. 
 
 Syria (I) The Phoenicians. 
 
 Syria (II) The Hebrews. 
 
 Media and Persia. 85o(?)-5i4 B.C. 
 
 Summary and review of the Ori- 
 ental nations. 
 
 The land and the ^gean basin. 
 
 The people : migration and ex- 
 pansion. 
 
 The Epic, or " Homeric," Age, 
 1000-750 B.C. (approximately). 
 
 "Greek reconstruction of early 
 history."' 
 
 The states, and the beginnings of 
 leagues. 
 
 ' 13. Age of colonial expansion. 
 
 14. Order of political evolution. 
 
 15. Growth of Sparta: a military aris- 
 
 tocracy. 
 
 16. Growth of Athens: progress 
 
 toward democracy. 
 
 17. Intellectual progress of Hellas, 
 
 500 B.C. 
 [18. Bonds of union. 
 
6o 
 
 Ancient History 
 
 O 1) 
 
 o t; 
 
 5 GENERAL SURVEY OF THE FIELD — C^;///////^^ 
 
 ANCIENT HISTORY TO 800 a.d. 
 
 o S 
 
 4J (U 
 
 Ph>5 
 
 
 
 ri9. 
 
 Lydian and Persian conquests in 
 
 
 
 IV. 
 Foreign Wars of 
 the Greeks : 
 independence. 
 560-479 B.C. 
 
 
 Asia Minor. 
 
 
 5 
 
 20. 
 21. 
 
 22. 
 
 Scythian expedition and Ionic re- 
 volt. 
 The Persian Invasion, 492-479 
 
 B.C. 
 
 "The Punic Invasion," 485-480 
 
 I 
 3 
 
 
 
 L 
 
 B.C. : Carthaginians in Sicily. 
 
 I 
 
 
 
 '23- 
 
 The Delian League and the Athen- 
 
 
 
 V. 
 
 
 ian Empire, 477-461 B.C. 
 
 2 
 
 
 The Preemi- 
 
 24. 
 
 The Periclean Age and the Athen- 
 
 
 5 
 
 nence of Athens, 
 
 
 ian Democracy, 461-431 B.C. 
 
 2 
 
 
 479-431 B.C. 
 
 25. 
 
 Intellectual life ; the Athenian 
 
 
 
 
 ^ 
 
 genius. 
 
 I 
 
 
 
 26. 
 
 The Athenian attempt at land em- 
 pire, 461-445 B-C. 
 
 I 
 
 
 
 27. 
 
 The Peloponnesian War, 431-404 
 
 
 
 VI. 
 
 
 B.C. 
 
 2 
 
 
 Wars between 
 
 28. 
 
 The new learning. 
 
 I 
 
 
 the Greek States : 
 
 29. 
 
 The hegemony of Sparta, 404-371 
 
 
 10 
 
 a Century of 
 
 
 B.C. 
 
 I 
 
 
 Strife, 461-362 
 
 30- 
 
 The attempted hegemony of 
 
 
 
 B.C. ; the Mace- 
 
 
 Thebes, 371-362 B.C. 
 
 I 
 
 
 donian Invasion. 
 
 31- 
 
 The Western Greeks, 410-300 B.C. 
 (approximately) . 
 
 I 
 
 
 
 32- 
 
 Literature and art, 400-350 B.C. 
 
 I 
 
 
 
 33- 
 
 The rise of Macedon, 359-336 B.C. 
 
 2 
 
General Survey of the Field 6i 
 
 ■ig GENERAL SURVEY OF THE FIELD 
 
 Co)itim!ed 
 
 
 lo 
 
 ANCIENT HISTORY TO 800 a.d. 
 
 VI I. 
 
 The Empire of 
 Alexander ; 
 "The MinorJinof 
 of the East and 
 West." 
 
 336-146 B.C. 
 
 VIII. 
 Early Rome ; 
 and the Roman 
 Republic to its 
 supremacy in 
 Italy. 
 753(?)-264 B.C. 
 
 34- The career of Alexander 
 
 35- 
 
 36. 
 
 38. 
 
 39- 
 
 40. 
 
 41, 
 
 42. 
 
 con- 
 quests, character, and achieve- 
 ments. 336-323 B.C. 
 The Hellenistic period : disinte- 
 gration of Alexander's Empire ; 
 the Hellenistic kingdoms and 
 Hellenistic culture. 323-146 
 
 B.C. 
 
 Greece to Roman intervention ; 
 attempts at federal government. 
 280-200 B.C. 
 
 The land and the people. 
 
 Early Rome : sources of our knowl- 
 edge ; the legends and their value. 
 
 Regal Rome: government, reli- 
 gion, and society. 
 
 The early Republic: struggle be- 
 tween the classes; triumph of 
 the plebeians. 509(?)-286 B.C. 
 
 The early Republic : the estab- 
 lishment of Rome's supremacy 
 in Latium ; wars with its neigh- 
 bors. 509(?)-338 B.C. 
 
 The conquest of Italy: wars with 
 the Samnites and Greeks ; or- 
 ganization. 338-264 B.C. 
 
 aw 
 
 a,;^; 
 
62 
 
 Ancient History 
 
 o w 
 
 
 GENERAL SURVEY OF THE FIELD — Conlzmied 
 ANCIENT HISTORY TO 800 a.d. 
 
 
 
 15 
 
 IX. 
 Rome be- 
 comes su- 
 preme in the i 45 
 Mediter- 
 ranean 
 Basin, 264- 
 133 B.C. 
 
 X. 
 
 The An- 
 cient World 
 under 
 Roman 
 Rule during 
 the change 
 from the 
 Republic to 
 the Mon- 
 archy, 133- 
 31 B.C. 
 
 46. 
 
 43. The struggle with Carthage for Sicily : 
 
 the First Punic War, 264-241 B.C. 
 
 44. " The extension of Italy to its natural 
 boundaries ; " wars in Africa and 
 Spain. 241-218 B.C. 
 
 The struggle between Rome and Carthage 
 for the supremacy in the West : the 
 Second and Third Punic Wars. 218- 
 133 B.C. 
 
 Rome becomes supreme in the eastern 
 Mediterranean: conquest of Greece 
 and Asia. 216-133 B.C. 
 
 The organization of Rome's foreign con- 
 quests : the provincial system. 
 
 The effects of conquests and the pro- 
 vincial system upon society, politics, 
 and manners. 
 
 The revolutionary attempts at reform 
 under the Gracchi, 133-121 B.C. 
 
 " The rule of the restoration " ; victories 
 ofMarius; Social War. 121-88 B.C. 
 
 The struggle between Marius and Sulla ; 
 reestablishment of senatorial rule. 
 88-79 B.C. 
 
 Pompey and Caesar : affairs in the East 
 and at Rome ; Caesar in Gaul ; Civil 
 War. 79-48 B.C. 
 
 The rule of Caesar, 48-44 B.C. 
 
 The struggle for the succession, 44-3 1 B.C. 
 
 Roman culture and society in the " Cicer- 
 ^ onian Age." 
 
 47- 
 
 48. 
 
 49. 
 
 50. 
 
 51- 
 
 52. 
 
 53- 
 54- 
 55- 
 
General Survey of the Field 
 
 63 
 
 S GENERAL SURVEY OF THE FIELD — Continued 
 
 J5W 
 
 PhZ 
 
 ANCIENT HISTORY TO 800 a.d. 
 
 8W 
 
 0^:2; 
 
 
 
 56. 
 
 The establishment of the Empire : 
 constitution; frontiers. 31 b.c- 
 14 A.D. 
 
 2 
 
 
 
 57- 
 
 The Julian and Flavian Caesars, 
 
 
 
 XI. 
 
 
 14-96 A.D. 
 
 2 
 
 
 The Ancient 
 
 58. 
 
 The Roman Empire under the 
 
 
 10 
 
 World under the 
 
 
 "Good" Emperors, 96-180 a.d. 
 
 -> 
 
 
 Roman Empire, 
 
 59- 
 
 The Roman Empire under the 
 
 
 
 31 B.C.-375 A.D. 
 
 60. 
 61. 
 
 Soldier Emperors, 180-284 a.d. 
 
 The Roman Empire under the Ab- 
 solute Emperors, 284-375 a.d. 
 
 The rise and triumph of Chris- 
 
 I 
 I 
 
 
 
 • 
 
 tianity. 
 
 2 
 
 
 
 62. 
 
 The invasions, and the fall of the 
 Western Empire, 376-476 a.d. 
 
 2 
 
 
 
 63. 
 
 The West : continued invasions, 
 
 
 
 XII. 
 
 
 and formation of Germanic 
 
 
 
 The Transition 
 
 
 States. 476-774 A.D. 
 
 I 
 
 
 Period : from 
 
 64. 
 
 The East : one Emperor (Con- 
 
 
 9 
 
 Ancient to Medi- 
 
 
 stantinople) ; a new prophet. 
 
 
 
 aeval History, 
 
 
 476-732 A.D. 
 
 I 
 
 
 376-800 A.D. 
 
 65. 
 66. 
 
 67. 
 
 " The rise of the Christian Church.'"' 
 The growth of the Frankish power : 
 
 a new Emperor. 486-800 a.d. 
 Retrospect, from the Euphrates to 
 
 2 
 2 
 
 
 
 ^ 
 
 the Rhine. 
 
 I 
 
64 Ancient History 
 
 OUTLINE OF ANCIENT HISTORY 
 
 The Oriental Nations. 
 
 I . Introduction : Scope and Course of Ancient History. 
 General References : 
 
 Fisher, Brief History of the Nations, 1-14. Fisher, 
 Outlines of Universal History, 1-16. Myers and Allen, 
 Ancient History, 1-13, presents views long and generally 
 held.>*West, Ancient History, i-io, is advanced and 
 radical. Botsford, Ancient History for Beginners, 1-4, 
 is conservatively fresh, though very brief. Wolfson, 
 Essentials of Ancient History, 11-22. 
 
 (N,B. — Much of this is still debatable ground^ and 
 neither teacher nor pupil should expect to get anything 
 more than a convenient wot'king hypothesis.^ 
 
 a. Relative value of historic studies. Freeman, Methods of Historical 
 
 Study, Lecture II. Harrison, Meaning of History, Chs. i and 
 ii. Bourne, Teaching of History and Civics, Chs. i and v.i 
 
 b. Races of men. -West, Ancient History, 6-10. Tylor, 
 
 Anthropology, Ch. i, especially pp. 1-25 (Appleton 
 ed., 1898). Hommel, Civilization of the East (Temple 
 Primer), 25-27. 
 
 (i) Difficulty of determining original and secondary 
 races. 
 
 (2) Philology and history. Felton, Ancient and 
 Modern Greece, 3-8. Sweet. History of Language (Temple 
 Primer), Ch. i, 12 pages; Ch. vi. 102-106. 
 
 (3) Arbitrary classification by color. Tylor, Anthro- 
 pology, 56, 66-74; 87-113 (illustrated). 
 
 c. Caucasian or White race ; probable mixed origin and 
 
 assumed subdivisions. Tylor, Anthropology, 156-161. 
 
 d. Location and progress of the historic nations : east to 
 
 west. Wolfson, 11-22 ; Curtius, History of Greece, I, 
 47-49. Fisher, Brief History of the Nations, 12-14. 
 Adams, Mediaeval Civilization (Primer), 8-9. Adams, 
 European History, 5-6. 
 
 1 Smaller type is for advanced pupils. See Introduction, p. 45. 
 
Outline of Ancient History 65 
 
 e. Arbitrary divisions of ancient history : Oriental, Classical, 
 and Germanic periods. Wolfson, 22. West, 3-6. 
 Additional Topics : 
 
 A. Ancient Geography. Tozer, Classical Geography (Primer), 
 Ch. i. 
 
 B. Physical Geography of the East. Hommel, Civilization of 
 the East, 6-24. 
 
 Imaginative Literature : Waterloo, Story of Ab. 
 2. Egypt, 5ooo(?)-525 b.c. 
 General References : 
 
 Botsford, Ancient History for Beginners, 3-14. Adams, 
 European History, 7-10. Ravvlinson, Story of Ancient 
 Egypt, 23-45 (People). Erman, Life in Ancient Egypt, 
 Ch. iii. Maspero, Life in Ancient Egypt and Assyria, Chs. i-x. 
 
 (N.B. — The arraitgenient of Egyptia^i history by 
 native " dynasties " is cofif using to beginners and shoidd 
 be avoided.^ 
 
 a. The Nile region. 
 
 (i) Physical features and their influence. Botsford, 
 Ancient History, 4. Wendel, History of Egypt 
 (Primer), 7-9, 21-22. West, 15-17. Tozer, Classical 
 Geography, 44-47. Myers and Allen, Ancient History, 
 15-17. Rawlinson, Story of Ancient Egypt, 1-22. 
 Petrie, History of Egypt, I, 4-7,1 Sayce, Ancient Empires of the 
 East, 1-5. 
 
 (2) Remains of ancient civilization. Myers and 
 Allen, 41-56. Maspero, Manual of Egyptian Archae- 
 ology, Ch. ii, § 2; and Ch. iii (Temples and Tombs). 
 Note illustrations in Rawlinson, History of Ancient 
 Egypt. 
 
 b. The people and their political history. 
 
 (i) Supposed origin. Wendel, History of Egypt 
 (Primer), 22. Petrie, History of Egypt, I, 11-13, 14- 
 15. Sayce, Ancient Empires, 5-7. 
 
 (2) Political development : Pharaohs of Memphis ; 
 
 1 Remark. — In this outline, the large Roman numeral is regularly used to 
 indicate the volume, and the Arabic figure the page ; e.g. Petrie, I, 4-7, refers 
 to Petrie, Vol. I, pp. 4-7. 
 
66 Ancient History 
 
 Pharaohs of Thebes ; The New Empire — Sais. 
 .~-jr-^West, Ancient History, 17-22. Wolfson, Essentials 
 of Ancient History, 24-28. Sayce, Ancient Empires, 
 14-58. For dynastic lists, Petrie, I, 16-29 (critical and weighty). 
 (3) Successive invasions of Egypt. Adams, Euro- 
 pean History, 8-9. Wendel, 54, 62-64, 98-100, 114- 
 117, 120-121, 130, 134-135, 156-158. Rawlinson, 
 Story, 134, 255-275, 396 and following. 
 
 c. Civilization. 
 
 (i) Classes and occupations. Wendel, 19. Raw- 
 linson, Story, 60-64V West, 22-27. Sayce, Ancient 
 Empires, 85-89. Erman, Life in Ancient Egypt, Ch. viii. 
 Maspero, see above under general references. For 
 "Early Strikes," Wendel, loo-ioi, 104, and West, 38. 
 On political corruption, Wendel, 103-104. 
 
 (2) Arts, sciences, and literature-<=» West, 27-32. 
 Wolfson, 28-29. Wendel, 13-16. Tylor, Anthro- 
 pology, 20-23. Sayce, Ancient Empires, 72-85. Mas- 
 pero, Egyptian Archaeology, Ch. v. 
 
 (3) Religion. Myers and Allen, Ancient History, 
 34-41. West, 32-37. Wendel, 23-25 (and in detail 
 through page 30). Maspero, Dawn of Civilization, 
 180-200. Hommel, 39-43. 
 
 Source: Herodotus, Bk. II, Chs. 37-97. 
 
 d. Special contributions to European culture. Wolfson, 
 
 32-34. Myers and Allen, 49-56. Wilkinson, Ancient 
 Egyptians, I, 3. Sayce, Ancient Empires, 72-80. 
 Sources: Herodotus, Bk. II, Chs. 149-152 (accession 
 of Psammetichus ; cf. Grote, History of Greece, III, Ch. 
 XX, 325-326). Herodotus, Bk. II, 99, and following 
 (Menes) ; II, 19-34 (inundations and sources of the 
 Nile; cf. Myers and Allen, note, p. 21). The Bible, 
 Ezekiel, Chs. xxix-xxxii. West's " Illustrative Extracts," 
 following the chapters in his Ancient History, are most 
 helpful. Rawlinson, Egypt and Babylon, from Sacred and Pro- 
 fane Sources. Petrie, History of Egypt, has literal translations of 
 inscriptions, etc., which could be used with advanced pupils. 
 
Outline of Ancient History 67 
 
 Additio7ial Topics : 
 
 A. Obelisks. Rawlinson, History of Ancient Egypt, 
 I, 223, 234, 240-242, 252 ; II, 59, etc. ; for examples and 
 pictures, see index. 
 
 B. Ancient and modern irrigation systems. Wen- 
 del, 55-57. Rawlinson, History of Egypt, I, 171-173; 
 and Story of Ancient Egypt, 1 14-120. Milner, Eng- 
 land in Egypt, 280-322. Petrie, I, 190-191 (Lake 
 Moeris) . 
 
 C. The Sphinx. Petrie, I, 51-53. Rawlinson, Story 
 of Ancient Egypt, 92-94. Lenormant, Ancient History 
 of the East, I, 331 and following. 
 
 D. Sources of Egyptian History. Wendel, 12-20. Hommel, 
 2-6. 
 
 Imaginative Literature : Georg Ebers, Uarda (14th 
 century B.C.), and Daughter of an Egyptian King (6th 
 century B.C.). 
 3. The Tigris-Euphrates Valley, 5000, or earlier, -538 b.c. 
 General References : 
 
 Morey, Outlines of Greek History, 32-45. West, 
 Ancient History, 40-56. Fisher, Brief History of the 
 Nations, 37-45, brief and clear. Botsford, Ancient 
 History, 15-25. Myers and Allen, Ancient History, 
 57-106. Maspero, Dawn of Civilization, Chs. vii-ix ; Passing 
 of the Empires, Chs. i-v. 
 
 a. The land. 
 
 (i) The two rivers and their influence. Myers and 
 Allen, 57-58. West, 40-42. Sayce, Ancient Empires, 
 90-92. Tozer, Classical Geography, 26-30. Hommel, 
 9-12. 
 
 (2) Sources, remains, and relative antiquity of civ- 
 ilization. Myers and Allen, 64, 65, 88-94, 101-105. 
 Rawlinson, Ancient Monarchies, I, 41-47. 
 
 b. The people. , v^ 
 
 (i) Supposed origin. West, 46. Myers and Allen, 
 
 59, 76, 84. Maspero, Dawn of Civilization, 565-572. 
 
 (2) Cities : Ur, Nineveh, Babylon, West, 42-45, 52. 
 
68 Ancient History 
 
 Sayce, Ancient Empires, 92-99, and for geography, in 
 general. 
 
 (3) Successive empires and wars : Chaldaean (3800- 
 1250 B.C.); Assyrian (1250-606 B.C.); Babylonian 
 (606-538 B.C.). Wolfson, 36-41. Myers and Allen, 
 60-63, 76-83, 96-101, For details, Boughton, History 
 of Ancient Peoples, Part IV, Ch. iv ; and Sayce, 99-145. 
 Hommel, see contents. 
 
 c. Civilization. 
 
 (i) Classes and industries: mode of life. West, 
 51. Sayce, Babylonians and Assyrians, Chs. ii, iii, v. 
 Maspero, Life in Ancient Egypt and Assyria, Chs. 
 xi-xx. See also d below. 
 
 (2) Arts and sciences. Tylor, Anthropology, 22. 
 
 Wolfson, 43, 46. Myers and Allen, 74-75. West, 
 
 - 46-50, 52. Rawlinson, Ancient Monarchies, 41-47. 
 
 See ^, (2) above. 
 ___ (3) Religion and literature. West, 53-56. Wolfson, 
 41-43, 45, 46. Myers and Allen, 65-74, 85-87, 92-94. 
 Hommel, 30-35. 
 
 d. Special contributions to European culture. Morey, 
 
 Greece, 44. Myers and Allen, 75, 84-95. Sayce, 
 
 Ancient Empires, 157-178. 
 
 Sources : The Bible : Jeremiah, Ch. xxvii ; Daniel, 
 Chs. i-iv (for Nebuchadnezzar) ; Daniel, Ch. v ; 2 Kings, 
 Ch. xviii (for Sennacherib of Assyria and Hezekiah). 
 Herodotus, Bk. I, 178-183 (Babylon); I, 188-191 (Cyrus 
 takes the city). See index to Rawlinson, Egypt and Babylon 
 from Sacred and Profane Sources. 
 Additional Topics : 
 
 A. Ur of the Chaldees. Rawlinson, Origin of Nations, 
 39-40. Boughton, History of Ancient Peoples, 438. The 
 Bible, Genesis, Ch. xi, 31-Ch. xii, 1-5. 
 
 B. The long duel between Babylon and Nineveh. 
 Boughton, 450-487. Sayce, Ancient Empires, 99-145. 
 
 C. The uses of clay in the Tigris-Euphrates culture. Sayce, 
 164. Rawlinson, Ancient Monarchies, I, 87-92 ; Origin of Nations, 
 44-45 (cf. Genesis xi, 3.) 
 
Outline of Ancient History 69 
 
 D. The hanging gardens of Babylon, and the walls. 
 Boughton, 500-503. Duncker, History of Antiquity, III, 
 368-369, 376-383. 
 
 E. The Fifth Chapter of Daniel. 
 
 Imaginative Literature : Ward, The Master of the Ma- 
 gicians (6th century B.C.). W. S. Davis, Belshazzar. 
 
 Syria (i) The Phcenicians. 
 
 General Refer e7ices : 
 
 McCurdy, History, Prophecy, and the Monuments, I, 
 42-47. Maspero, Struggle of the Nations, 3-19, 120 ff. 
 Sayce, Ancient Empires of the East, Ch. iii, 181-209. 
 Grote, History of Greece, Ch. xviii (Vol. HI, 181-212). 
 Rawlinson, Origin of Ancient Peoples, 48-65, is especially 
 good. Article " Phoenicia" in Encyclopaedia Britannica. 
 Rawlinson, Story of Phoenicia. 
 
 a. The land and the people. Tozer, Classical Geography, 
 
 34-35. Hommel, 14-15, 18-19. 
 
 (i) Origin and character. Myers and Allen, Ancient 
 History, 120-121. Harrison, Story of Greece, 122-123. 
 Lenormant, Ancient History of the East, Bk. VI, Ch. i. 
 quoted conveniently in Earned, History for Ready 
 Reference, IV, 2530. 
 
 (2) Cities: Tyre, Sidon. Myers and Allen, 123. 
 Wolfson, 51-54. Grote, Greece, Ch. xxi (III, 342- 
 348). Tozer, 35. 
 
 b. Enterprises and influence. 
 
 (i) Commerce: sea-routes and colonies, Carthage. 
 Myers and Allen, 122-124. Wolfson, 54-57. Sayce, 
 Ancient Empires, 207-209. Earned, History for Ready 
 Reference, IV, 2532-2533. Rawlinson, Story of 
 Phoenicia, Ch. xviii. 
 
 (2) Dissemination of arts and alphabet. West, 58. 
 59. Myers and Allen, 124-127. Sayce, Ancient 
 Empires, 203-207. Lenormant, Ancient History of 
 the East, II, Bk. VI, Ch. iv. 
 
 Sources : The Bible, Ezekiel, Chs. xxvi-xxvii (the 
 exaltation of Tyre). Strabo, Bk. XVI, Ch. ii, §§ 21-33. 
 
JO Ancient History 
 
 Thucydides, Bk. I, Chs. 8, 13, 16, 100; VIII, Chs. 81, 
 87. Herodotus, Bk. I, Ch. i ; II, Ch. 54; IV, Ch. 192; 
 II, Ch. 44 ; VII, Ch. 89 ; for interesting, if detached, facts. 
 Josephus, Antiquities, Bk. VIII, Chs. 3, 5. 
 5. Syria (II) The Hebrews. 
 General References : 
 
 Duruy, Ancient History (translated by Grosvenor), 
 38-44. Botsford, Ancient History, 27-31. Hommel, 
 Civilization of the East, 50-52, 58, 75 fif., 80, and passim. 
 Lenormant, Ancient History of the East, I, Bk. II. 
 
 a. The people and their homes. 
 
 (i) Origin and character. Myers and Allen, Ancient 
 History, 7, 107. Tozer, Classical Geography, 31-34; 
 
 36-43- 
 
 (2) Successive locations : nomadic life, Egypt, Ca- 
 naan. Myers and Allen, 107-110. Hosmer, Story of 
 the Jews, 12-22. Kent, History of the Hebrew People, 
 Part I, Ch. iv ("The Two Kingdoms"), 
 
 (3) Political development : Patriarchs, Judges, 
 Kings, the two Kingdoms, the Captivities, the 
 Restoration. West, 61-63. Fisher, Brief History of 
 the Nations, 48-53. Myers and Allen, 111-116. 
 Morey, Greece, 60-65. Kent, Part H, Ch. viii. 
 
 Note. — It is suggested to the teacher that helpful studies of early patri- 
 archal life may be made in the story of Abraham, and of tribal government in 
 the record of the Judges. Genesis xii-xiv; xxiv (Rebekah). Judges iv, v 
 (Deborah). 
 
 b. Religion, literature, and world-influence. Myers and 
 
 Allen, 117-118. West, 63-64. Hosmer, Story of the 
 Jews, 74-93 ("The Beauty of Holiness"), and 1-8. 
 Kent, History of the Hebrew People, Part II, Ch. viii, 
 I05-IIO. Boughton, History of Ancient Peoples, II, Pt. IV, 
 Ch. iii, 420-427. 
 
 Sources : The Old Testament (the books of Ezra and 
 Nehemiah are excellent for source-work). Josephus, 
 Antiquities, X, 5, i ; X, 6, i, for Nebuchadnezzar's con- 
 quest (cf. Jeremiah, Ch. xlvi, 2 ; 2 Kings, Chs. xxiii-xxiv). 
 
Outline of Ancient History 71 
 
 The Talmud. Herodotus : mere geographical mention ; 
 Bk. VII, 89, is interesting. 
 Additional Topics : 
 
 A. Idolatry among the Hebrews. (Individual study 
 in the Old Testament.) 
 
 B. The sanitary features of the Mosaic Law. Exodus, 
 Chs. xix-xxiii. 
 
 C. The Levites. Josephus, Antiquities, HI, xi, i ; IV, 
 iv, 3; III, xii, 4. 
 
 D. Siege of Jerusalem by Titus. Tacitus, Histories, 
 Bk. V. Josephus, Jewish War, Bk. VI. This topic might 
 also be treated under the period of the Roman Empire. 
 
 It. Oriental Features in the reigns of David and Solomon. 
 Hosmer, Story of the Jews, 20-28, 74-75. i Kings iv, 22-vi, and 
 2 Chronicles i-vii (the Temple). 
 
 F. Any one of the greatest of the Prophets — Isaiah, Jeremiah, 
 Ezekiel, Amos — as revealed by his writings. 
 
 6. Media and Persia, 85o(?)-5I4b.c. 
 
 (A very general view here ; more in detail under Greece.) 
 General References : 
 
 Duruy, Ancient History, 45-50. Harrison, Story of 
 Greece, 268-285 (^^ Darius). Hommel, Civilization of the 
 East, Chs. vii-viii, Wheeler, Alexander the Great, 187-207. 
 a. The land and the people. 
 
 (i) Origin and relations with neighbors. West, 
 66-67. Rawlinson, Five Great Monarchies, III, Ch. i; 
 Origin of Nations, 96-106. 
 
 (2) Kings and their conquests : military develop- 
 ment. Botsford, Ancient History, 31, 32. Myers and 
 Allen, 133-141. Sayce, Ancient Empires, 234-247. 
 
 (3) Political organization under Darius. Myers and 
 Allen, 144-145. West, 70-73. Sayce, Ancient Em- 
 pires, 247-250. 
 
 Sources : The Bible, Daniel, Ch. vi. Herodotus, Bk. Ill, 
 88-89 '■> 90~967 97 (the divisions). 
 d. Civilization. 
 
 (i) Art. Myers and Allen, 148-15 1. Sayce, 270- 
 272. 
 
72 Ancient History 
 
 (2) Religion and literature. Myers and Allen, 
 145-148. S ay ce, 256-270 ; 273. Hommel, 138-140, 
 
 (3) Morals. Botsford, Ancient History, 35. 
 Rawlinson, Origin of Nations, 105-106. Sayce, 273- 
 275. 
 
 Source: Herodotus, Bk. I, 130-136 (condition after 
 corruption had set in). 
 
 c. Persia's contribution to European culture. West, 68-69. 
 
 Morey, Greece, 169-173. 
 Summary and Review of the Oriental Nations. 
 General References : 
 
 Wolfson, 11-14. West, 74-75. For the Asiatic 
 Greeks and the ancient nations : Curtius, History of 
 Greece, II, 113-1 16; 120-122; 132-135 ; 157-165 (Scribner, 
 1892 ed.). Grote, History of Greece, IH.Chs. xvi-xxi. Holm, 
 History of Greece, I, 319-334. Herodotus, Bk. I, 141-144, 164-171. 
 a. General features of Oriental History : government, reli- 
 gion, economic life, science and arts, existing remains. 
 
 d. Comparisons and contrasts of the Nile and Euphrates 
 
 cultures (by topics a, d, etc., and sub-topics already 
 given in sections 2 and 3). 
 c. The blending of the two cultures. 
 
 (i) Entry into Egypt through Hyksosand Hebrews. 
 
 (2) Assyria and Egypt : conquests. 
 
 (3) Syria : mercantile exchange. 
 d. Transmission to West. 
 
 (i) Phoenicia. 
 
 (N.B. — All the topics above, utider 7, are by way of 
 review and need no further references.^ 
 
 (2) Asia Minor : Lydia and Croesus. Myers and 
 Allen, 128-132. Morey, Greece, 66-67; 167-168. 
 Harrison, Story of Greece (Nations), 252-267. 
 Sayce, Ancient Empires of the East, 210-233. Holm, History 
 of Greece, I, Ch. xxiii. Maspero, Passing of the Empires, 323- 
 342, and Ch. v. Bury, History of Greece, 218-234. ' 
 
 Source: Herodotus, Bk. I, 6-94; I. 94 (coinage). 
 
 e. Consolidation: the Persian Empire (review). 
 
Outline of Ancient History 73 
 
 Additional Topics : 
 
 A. The Hittites : " The Forgotten Empire." Moray, 
 Greece, 66. Myers and Allen, 25-27, y6-jj. Mas- 
 pero, Struggle of the Nations, 3-19 (Syria); 341-368; 
 and Index under Kheta. McCurdy, History, Prophecy, 
 and the Monuments, I, 190-205. Sayce, Ancient Em- 
 pires of the East, Ch. iv. 
 
 B. The source of Greek music. Grote, Greece, III, 212-215, 
 219 (in Ch. xvi and the first page of Ch. xvii).i 
 
 • Map Work: 
 
 The Oriental nations, with boundaries and dates. 
 II. Ancient Hellas: Early Development. 2000(?)-750 B.C. 
 8. The Land and the tEgean Basin. 
 General References : 
 
 Bury, History of Greece. 1-5.^ Botsford, Ancient His- 
 tory for Beginners, 41-48. Abbott, History of Greece, 
 1,1-23. Tozer, Classical Geography, 63-90. Oman, His- 
 tory of Greece, Ch. i. Holm, History of Greece, Ch. ii. 
 Curtius, History of Greece, the whole of Chapter i. Kiepert, 
 Manual of Classical Geography, 138-179. 
 a. Physiography. 
 
 (i) Diversity of features. Holm, I, 24-30. Oman, 
 i-io. Abbott, I, Ch. i, §§ 1-4 and 13-15. 
 
 (2) Climate and products. Oman, 5, 15. Curtius, I, 
 14-25. 
 
 (3) Contrasts with seats of Eastern culture already 
 studied. 
 
 (4) Geographical advantages, and influence of the land 
 on the people. Myers, History of Greece, 9-1 1. West, 
 Ancient History, 78-81. Harrison, Story of Greece, 1-18. 
 
 d. Political divisions. 
 
 (i) States of the mainland. Morey, Outlines of Greek 
 History, 74-77. Botsford, Ancient History, 42-47. 
 Oman, 10-17. 
 
 (2) The Island-states : "Stepping-stones." Oman, 18. 
 
 I NorE. — In this outline, all references to Bury, History of Greece, are to the 
 one-volume edition ; references to Grote are to reprint of 2d London edition. 
 
74 Ancient History 
 
 Morey, 'j'i)- Myers, Greece, 8-9. Tozer, Classical 
 Geography, 90-92. 
 Map Work: 
 
 Two outline maps of the Balkan peninsula, the ^gean 
 and Black seas, and Asia Minor ; one to show the physical 
 features, the other to be kept as a progressive historical 
 map throughout the study of Greece. 
 
 The People : Migration and Expansion. 
 
 Gene?'al References : 
 
 -4 West, Ancient History, 82-go (very radical). Swoboda, 
 Greece (Temple Primer), 1-5 (excellent). Botsford, 
 History of Greece, i-io, 21-29. Holm, History of 
 Greece, Chs. i and vii. Tarbell, Greek Art, Ch. ii. Mahaffy, 
 Survey of Greek Civilization, 22-40; and Social Life in Greece, 
 Chs. ii and iii. 
 
 (N.B. — Much of this is still debatable groimd, and 
 opinions a7'e not settled ; new light is constantly comijig 
 fro7n excavations^ especially in Crete.^ 
 
 a. " Pelasgians." Morey, Greece, 78, 93. Oman, Greece, 
 
 19-22 (antiquated). Holm, II, 44-47, 55-62. 
 
 b. Early and later yEgean culture as shown by archaeology : 
 
 Tiryns and Mycenae (3d and 2d millennium B.C.). 
 Morey, 86-94. Abbott, Greece, I, 40-49. Bury, 
 Greece, 7-39. Gardner, New Chapters in Greek 
 History, 64-67 (Mycenean Tombs). 
 
 c. Conquests by Greeks, coming in waves, 1500 B.C. on; 
 
 fusion, expansion. Harrison, 79-81. Bury, 39-43 (with 
 details, also 43-64) . 
 
 d. Oriental influence, real and mythical. Bury, 76-79, 83. 
 
 Curtius, I, 48-52. Harrison, Story of Greece, 122-128. 
 
 Abbott, I, 49-57. Holm, I, 91-99. 
 
 Sources: Herodotus, Bk. I, 56-57, 146 (early peoples). 
 Thucydides, Bk. I, §§ 2-8. 
 Additional Topics : 
 
 A. The ancient palace. Gardner, New Chapters in 
 Greek History, Ch. iv. Odyssey, Bk. VII, 84 ff. 
 
Outline of Ancient History 75 
 
 B. The Hte-work of Dr. Schliemann. Tsountas and Manatt. 
 The Mycenean Age, Schuchhardt, Schliemann 's Excavations. 
 Schliemann, Mycenae; Tiryns ; Troja. 
 
 10. The Epic, or '^ Homeric," Age, 1000-700 b.c. (approxi- 
 mately) . 
 
 General References : 
 
 Morey, Outlines of Greek History, 94-104. Holm, 
 
 Greece, I, 166-172. Abbott, I, 162-174. Curtius, I, 
 
 i6®-i7r. Timayenis, History of Greece, I, 25-35. Jebb, 
 
 Greek Literature (Primer), 19-40. 
 
 a. The Source — Homer : historical and literary value. 
 
 Myers, Greece, 501-503. Botsford, Greece, 10, 28, 96. 
 
 Bury, Greece, 65-69. Jebb, Primer, 31-37. Freeman, 
 
 Historical Essays, 2d Series, Lecture ii ("Mr. Gladstone's 
 
 Homer and the Homeric Age "). Grote, Greece, Part I, Ch. xxi. 
 
 d. Social and political organization: the family and the 
 
 government. Bury, Greece, 69-73. West, 90-96. 
 
 Mahaffy. Survey, Chs. i and ii; and Social Life, Chs. ii and iii. 
 
 Fustel de Coulanges, The Ancient City, 111-131. Gardner- 
 
 Jevons, Greek Antiquities, 404-414. 
 
 c. Religion. Harrison, Story of Greece, 19-22; 32-44. 
 
 Oman, Greece, 39-46. Bulfinch, Age of Fable, 1-14. 
 Curtius, I, 6r, 65-70. Holm, I, 122-134. Grant, Pericles, 
 12-38. Gayley, Classic Myths, 51-73. 
 
 d. The Trojan War and the return of the chiefs. Myers, 
 
 Greece, 21-26. Jebb, Primer, 21-25. Harrison, 50-68 ; 
 69-76. Gayley, 284-302 ; 313-335. 
 
 e. The Dorian invasion, and the settlement of Asia Minor. 
 
 Wolfson, Essentials of Ancient History, 70-71. Swo- 
 boda, Greece (Temple Primer), 8-12. Abbott, Greece, 
 I, Ch. iii, §§ 1-4 ; Ch. iv, §§ 1-6 and § 10. Harrison, 
 III-121. Holm, I, 135-148, 154. Curtius, I, 115-122, 131- 
 134, 142-144. 
 
 Sources: Homer, the Iliad and the Odyssey. Fling, 
 European History Studies, I, No. I. Historical Sources 
 in Schools, pp. 34-35. West, Ancient History, 96, has 
 admirable topics based on the Homeric poems. 
 
76 Ancient History 
 
 Imaginative Literature : Hawthorne, Wonder-book ; 
 Tanglewood Tales. Kingsley, Greek Heroes. Charles 
 Lamb, The Adventures of Ulysses. 
 
 Additional Topic : ' 
 
 Early Greek art. Tarbell, Greek Art, Ch. ii. Goodwin, Hand- 
 book of Greek Sculpture, Ch. i. 
 
 11. ''Greek Reconstruction of Early History." 
 General References : 
 
 Bury, Greece, 79-84. Botsford, Greece, 103, note. 
 a. Genealogy: Hellenes and subdivisions. Morey, Greece, 
 
 79. Curtius, I, 38. Botsford, Greece, 103, note. 
 
 West, 98-99. Oman, Greece, 22-24. Grote, I, 96-105, 
 
 Ch. V. 
 d. Legends of local heroes : Heracles, Minos, Theseus, 
 
 Jason, CEdipus. Myers, Greece, 15-21. Harrison, 
 
 Story of Greece, 81-91 (especially Minos and Theseus). 
 
 Curtius, I, 69-73. Holm, I, Ch. x. Grote, I, 340-461, 
 
 Ch. xvi. 
 
 c. The Hesiodic poems (especially the Theogony). Oman, 
 
 Greece, 39. Swoboda, i. Jebb, Primer, 39-48, 
 especially 44. Murray, Ancient Greek Literature, 
 53-62. 
 
 d. Chronology. Curtius, I, 1 69-1 71. Mahaffy, Problems in 
 
 Greek History, Ch. v. 
 
 12. The States, and the Beginnings of Leagues. 
 General References : 
 
 West, 91-94. Bury, Greece, 72-75, 157, 161. Swoboda, 
 7-8, 10-28. 
 
 a. The thriving city centres before 700 B.C. Cox, The 
 
 Greeks and the Persians, 4-10. Botsford, Greece, 
 20-29. 
 
 b. The City-state. Morey, Greece, 105-109. Fowler, The 
 
 City-State of the Greeks and Romans, Chs. i-iii. 
 
 c. Amphictyonies. Botsford, Greece, as above. Curtius, I, 
 
 123-131. Grote, Part II, Ch. ii and beginning of Ch. iii 
 (Vol. Ill, 243-253). See additional topic C, sec- 
 tion 14. 
 
Outline of Ancient History 77 
 
 Map Work: 
 
 On an outline map indicate by means of colors the Delian and 
 Delphian Leagues (Botsford, Greece, map opposite page 29). 
 Include also principal city-centres. 
 
 III. State and National Development in Greece to the 
 Foreign Wars, 750-500 B.C. 
 
 13. Age of Colonial Expansion. 
 General References : 
 
 General accounts are all long and detailed and need to 
 be cut. This lesson may be well treated by class-room 
 drill on a large board-map. 
 
 Botsford, Ancient History, 65-72. Morey, Greece, 
 138-148, especially the list of colonies, 138. 
 
 Longer Accounts : Oman, Greece, 47-59 5 81-93. 
 Holm, I, 267-294. Abbott, Greece, I, 333-365. Freeman, 
 Story of Sicily, Chs. ii, iv. 
 a. Causes of colonization. Bury, Greece, 86-89. Abbott, 
 
 Greece, I, 353-358- Curtius, I, 432-433. 435-43^. 
 d. Character and organization of a colony ; connection with 
 
 mother-city. Botsford, Greece, 39-40. Oman, Greece, 
 
 92-93. Bury, Greece, 87-88. Curtius, I, 496-500. 
 
 Abbott, Greece, 1, 355 and following. Harrison, 2 1 7-221 . 
 c. Chief centres. Swoboda, 15-20. Botsford, Greece, 30- 
 
 39. Curtius, I, 468-473. 
 Map Work. 
 
 The Mediterranean Basin, with principal colonies, distinguish- 
 ing Ionian, ^olian, Dorian, and Achaean. 
 
 Sources : Thucydides, Bk. VI, 2-5 (for Sicily) . Herodo- 
 tus, Bk. II, 154 (for Naucratis) ; IV, 150 ff. (for Cyrene). 
 
 14. Order of Political Evolution. 
 General References : 
 
 Botsford, Greece, 64-70. Morey, Greece, 109-111. 
 Holm, I, 251-263 (Ch. xx). Grote, Greece, III, i-ii. 
 Greenidge, Handbook of Greek Constitutional History, 12-23, 
 60-73 (and all of Ch. ii). 
 
 a. Monarchy to aristocracy (oligarchy). Swoboda, 13-14. 
 
 Fowler, The City-State, Ch. iv. 
 
 b. Tyrannies. Swoboda, 28-31. Holm, I, 305-315. Cox, 
 
yS Ancient History 
 
 History of Greece, I, 39-46. Bury, Greece, 148-157- 
 Abbott, Greece, I, 366-369, followed by accounts of 
 tyrants in detail. Harrison, 129-136. Mahaffy, Social 
 Life, 210-218 ; and Problems, Ch. iv. Greenidge, 27-33. 
 
 c. Democracies, or reversion to oligarchies (cf. sections 15 
 
 and 16). 
 if. Growth of popular discontent. Curtius, I, 265-267. 
 Additional Topics : 
 
 A. Polycrates. Harrison, 221-228. Oman, Greece, 
 132, 135. Herodotus, Bk. Ill, 120-128. 
 
 B. The Wooing of Agariste. Botsford, Greece, 64-65. 
 Curtius, I, 284-288. Herodotus, Bk. VI, 126-13 1. 
 
 C. The Sacred War. Bury, Greece. 157-159- Curtius, I, 281- 
 284. (This topic may be treated under Amphictyonies, section 
 12, c.) 
 
 15. Growth of Sparta: a Military Aristocrac\'*. 
 General References : 
 
 Swoboda, 20-22; 25-28. Bury, Greece, 120-135. 
 Oman, Greece, Chs. vii and viii. Abbott, Greece, I, 
 194-224. Grote, II, Part II. Ch. vi, 337-421 (Lycurgus). 
 a. Place and people. Morey, Greece, 112. Oman, 63-64. 
 Grote, Part II, Ch. iv (Vol. II, 298-325). 
 
 d. Institutions and government ; myth of Lycurgus. Morey, 
 
 Greece, 113-115. Oman, 64-72. Harrison, 92-119. 
 
 Gilbert, Constitutional Antiquities, 3-83. Gardner- J evons, 
 
 Greek Antiquities, Ch. iii (423-432). 
 
 Sources: Historical Sources in Schools, § 12. Fling, 
 European History Studies, I, No. 3 (for c, also). Plutarch, 
 Lycurgus. 
 
 c. System and aim of education; mode of life. Morey, 
 
 Greece, 116-117. Timayenis, Greece, I, 64-74. Bury, 
 130-134. Curtius, I, 215-228. Felton, Ancient and 
 Modern Greece, Course II, Lecture vii. Grote, Part 11? 
 Ch. vi (see Index). 
 
 d. Messenian wars; the Peloponnesian League. Morey, 
 
 1 18-120. Bury, 202-204. Curtius, I, 229-233; 239- 
 242. Harrison, 205-216. Abbott, I, 259-263; 273-278. 
 Holm, I, 193-200; 202-207. 
 
 ^«.-'" 
 
 \ 
 
Outline of Ancient History 79 
 
 Sources : See above, topic b. Fling, European History 
 Studies, I, No. 3. For the War Songs of Tyrtasus, Jen- 
 nings and Johnston, Half-hours with Greek and Latin 
 Authors, 138-140. Aristotle, Politics, Bk. II, 5, 6, 8, 11 (Spartan 
 Women). Compare Grote, II, 383-389, with Plutarch's Lycurgus. 
 Map Work: 
 
 Peloponnesus, showing Spartan sphere of influence, 
 500 B.C. 
 
 16. Growth of Athens: Progress toward Democracy. 
 General Refer eiices : 
 
 Swoboda, 31-36. Morey, Greece, 120-135. Oman, 
 Greece, Chs. xi and xii. Abbott, Greece, I, Ch. xiii. 
 a. Place and people; mythical monarchy. Bury, 163-171. 
 Grant, Greece in the Age of Pericles, 66-70. Harrison, 
 48; 163-171. Holm, I, 376-386. 
 
 d. Eupatrid rule : Cylon and Draco. Bury, 1 71-180. Har- 
 
 rison, 182-192. Gardner-Jevons (see next topic). 
 Botsford, Greece, 41-48. 
 
 c. Solon, "the Wise." Harrison, 172-181 ; 193-204. 
 Bury, 180-192. Cox, Greeks and Persians, 77-85; 
 Greek Statesmen, 1-3 1. Grant, 70-84. Gilbert, Con- 
 stitutional Antiquities, 126-143. Gardner-Jevons, Greek An- 
 tiquities, 440-448 (Draco and Solon). Tabular view: Botsford, 
 Ancient History, 87. 
 
 Sources: Aristotle, Athenian Constitution, 3-13. 
 Herodotus, Bk. I, 29-33 (Solon and Croesus). 
 
 el. Tyranny : Pisistratus and the Pisistratidas. Bury, 192- 
 200. Harrison, 229-240. Holm, I, 405-419. Gilbert, 
 144-153- 
 
 e. Cleisthenes' changes. Bury, 211-215. Grant, 84-92. 
 
 Cox, Greek Statesmen, 61-71 ; Greeks and Persians, 
 89-99. Harrison, 241-251. Holm, 1,421-431. Abbott, 
 I, 476-490; and for constitutional changes from Solon to Cleis- 
 thenes, 541-547 (based on Aristotle). Botsford, Athenian Con- 
 stitution, 198-199 (citizenship), Ch. xi. Gardner-Jevons 
 Antiquities, 449-453 (Cleisthenes) ; 454-504 (details 
 as to rights of citizens, magistrates, etc.). 
 
8o Ancient History 
 
 Sources : Historical Sources in Schools, pp. 35-37. 
 Aristotle, Constitution (Kenyon's translation), Chs. i-xxi. He- 
 rodotus, Bk. V, 66, 69-78 (for Cleisthenes). 
 
 17. Intellectual Progress of Hellas to 500 b.c. 
 General References : 
 
 — ^'West, 129-135. Botsford, Greece, 87-97 (and note 
 questions, 347-348). Holm, I, Ch. xxiv. 
 a. Art. Morey, Greece, 154-158. Botsford, Ancient His- 
 tory, 109-111. Curtius, H, 66-71 (the temple); 71-82 
 (the orders, and plastic art) , Tarbell, Greek Art, 1 13-159. 
 d. Poetry: the Lyric Age. Morey, Greece, 158-161. 
 Murray, Ancient Greek Literature, 90-99 (Sappho) ; 
 109-116 (Pindar). Jebb, Primer, 49-69. Felton, An- 
 cient and Modern Greece, I, Lectures ix, x. 
 c. Philosophy. Bury, 319-321 ; 316-318 (Pythagoras). 
 
 Morey, Greece, 161 -164. 
 ^. Deepening religious sense. Botsford, Greece, 97-101. 
 Bury, 31 1-3 1 6. Gardner, New Chapters in Greek History, 
 Ch. xiii (" Eleusis and the Mysteries"). 
 Sources: Historical Sources in Schools, §§ii, 12, 13. 
 Jennings and Johnston, Half-hours with the Greek and 
 Latin Authors, 284-287 (Hesiod) ; 138-140 (Tyrtaeus) ; 
 302-307, 493-495 (Pindar). 
 
 18. Bonds of Union. 
 General References : 
 
 Morey, Greece, 149-153. Curtius, H, Bk. II, Ch. iv ("The 
 Unity of Greece"). Grote, II, 236-269. 
 
 a. Common language and ancestry. 
 
 b. Religion : temples, oracles, festivals. 
 
 c. Amphictyonies and political leagues. Botsford, Greece, 
 
 97-103. Holm, I, 224 and following. Abbott, Greece, 
 n, 24-35. Curtius, I, 1 23-1 31. Grote, I, 100-10 1. 
 For political condition of Hellas, 500 B.C., see Botsford, 
 Greece, 105-106; Bury, 160-161. 
 
 d. Delphi and its priesthood. Holm, I, 230-236, 249. Curtius, II, 
 
 2^; 20-28. Grote, I, 48 following. Herodotus, Bk. II, 54-57. 
 
 e. Greek Games. Bury, 139-144. Curtius, H, 27-35. Grote, 
 
Outline of Ancient History 8i 
 
 IV, 67-73. Holm, I, 236-242. Gardner, New Chap- 
 ters in Greek History, 273-302. Diehl, Excursions in 
 Greece, Ch. vii. Gardner and Jevons, Greek Antiquities, 269- 
 274; 313-322. 
 
 Source : Fling, European History Studies, I, No. i, 
 part 2 (selection from Pausanias). 
 Additional Topics : 
 
 A. Greek oracles. Gardner, New Chapters in Greek 
 History, Ch. xiv. Diehl, Excursions in Greece, Ch. iii. 
 Herodotus, Bk. H, 54. 
 
 B. The Pantheon of Homeric and historic times. Gardner 
 and Jevons, 108-162. 
 
 IV. Foreign Wars of the Greeks : Independence. 560- 
 479 B.C. 
 
 19. Lydian and Persian Conquests in Asia Minor. 
 
 Review section 7, d (2), e ; and section 6. 
 General References : 
 
 Swoboda, Greece, 36-38. West, 136-140. Holm, II, 
 I-15. Grundy, Great Persian War, Chs. i-iii. 
 
 a. Crcesus. Bury, 223-229. Harrison, 252-267. 
 
 Source : Herodotus, Bk. I, 50-92, 26-28. 
 
 b. Cyrus and Cambyses. Bury, 225-235. Harrison, 268-285. 
 
 Source: Herodotus, Bk. I, 141-176. 
 
 20. Scythian Expedition and Ionic Revolt. 
 General References : 
 
 Swoboda, 38-40. Morey, Greece, 169 ; 174-176. 
 Curtius, II, 180-204. 
 
 a. Darius ; the northern frontier ; the Hellenic tyrants. 
 
 Bury, Greece, 238-241. Harrison, 285-289. Cox, 
 General History of Greece, Bk. II, Chs. i, ii. Grote, 
 IV, 264-273 (Ch. xxxii). 
 
 Source: Herodotus, Bk. IV, 48-66 (Scythians). 
 
 b. Sardis, Lade, Miletus; results. Bury, 241-247. Harri- 
 
 son, 289-296. Abbott, II, 49-57, 66-68. Cox, Greeks 
 and Persians, 99-112 
 
 Source: Herodotus, Bk. VI, 6-18 (Lade). 
 Sources: Herodotus, Bk. Ill, 36-39 (Cambyses and 
 
82 Ancient History 
 
 Darius) ; 120-128 (Polycrates) ; 90-96 (tribute) ; 129- 
 138 (Democides) ; 139-149 (Samos) ; IV, 1-144 (Scy- 
 thian expedition) ; V, 23-VI, 42, especially 31-37 and 
 49-55 (Ionic revolt) ; V, 1-22 (the Persians in Europe). 
 Bury warns the reader to remember that Herodotus 
 reflects Periclean Athens. 
 Map Work: 
 
 The chief Ionian cities. 
 21. The Persian Invasion, 492-479 B.C. 
 General References : 
 
 West, 140-153; Botsford, Ancient History, 118-134; 
 Wolfson, Essentials of Ancient History, 114-129, all 
 supplement one another admirably. Abbott, Pericles, 
 17-38. Botsford, Greece, 120-136. (N.B. — There is 
 still danger of spending too much titne on wars, bid the 
 following longer accojints are cited for reference: Holm, 
 II, Chs. ii-v. Abbott, Greece, II, Chs. i-v. Oman, 
 Chs. xvii-xx. Bury, Greece, Chs. vi, vii. Grundy, Great 
 Persian War. Cox, The Greeks and the Persians.) 
 
 a. Causes ; resources of Greeks and Persians ; expeditions 
 
 sent by Darius (Marathon, 490 B.C.). Holm, II, 16- 
 24. Harrison, 297-309. Cox, Greek Statesmen, 100- 
 115; Greeks and Persians, 118-135. Abbott, Greece, 
 II, 81-89, 91-97. 
 
 Source: Herodotus, Bk. VI, 102-117 (Marathon). 
 
 b. The ten years' respite, 490-480 B.C. : Themistocles and 
 
 Aristides. Cox, Greeks and Persians, 1 21-123 ; Greek 
 Statesmen, II 6-1 18, 129-130. Holm, II, 31-35. Grote, 
 IV, 336-338; V. 50-56. Harrison, 310-321. 
 
 Source: Herodotus, Bk. VII, 61-70 (Xerxes' prepa- 
 rations) . 
 C. The third expedition : Xerxes (Thermopylae and Sala- 
 mis, 480 B.C. ; Plataea and Mycale, 479 B.C.) ; results. 
 Harrison, 335-380, a detailed, but very lively account. 
 Curtius, II, Bk. Ill, Ch. i ("The Wars of Liberation ") . 
 Sources : Herodotus, Bk. VII, 207-213, 223-226 (Ther- 
 mopylae and Artemisium) ; Bk. VIII, 56-64, 78, 79, 87-91 
 
Outline of Ancient History 83 
 
 (Salamis), 140-144 (Platsea and Mycale). Plutarch, Lives 
 of Aristides and Themistocles. 
 Additiojial Topics : * 
 
 A. The Alcmasonidse. Curtius, see Index. 
 
 B. Monuments of victory erected by the Greeks. Duruy, 
 Greece, II, Part II, 414, 416-419, Ch. xvi ; 477, 494, Ch. xvii. 
 
 C. The battle of Salamis, from "The Persians" of ^schylus 
 (verses 353-514), with comparison of the account in Herodotus 
 (Bk. VIII, 79 ff.), "The Persians of Timotheus," Independent, 
 Vol. 55, 825-828, and 867-868 (April 9, 1903). " Timotheos and 
 the Persians" (J. Irving Manatt), Atlantic, Vol. 93, 234-241 (Feb., 
 1904) is very interesting. 
 
 Imaginative Literature : Browning, Phidippides. (Note, 
 however, that this reflects more enmity between Sparta 
 and Athens than existed at this time.) 
 
 22. " The Punic Invasion," 485-480 b.c. : the Carthaginians 
 
 IN Sicily. 
 General References : 
 
 Botsford, Greece, 136-139. Swoboda, 46-48. Bury, 
 296-308. Abbott, Greece, 11,439-446. Holm, II, 78-89. 
 Grote, V, 213-232. Freeman, Story of Sicily, Chs. v, vi. 
 a. " Western Greece " : chief centres and previous history. 
 
 Botsford, Greece, 136-137. 
 d. Carthage : understanding with Persia. Botsford, Greece, 
 
 137-139. Freeman, Story of Sicily, Ch. v. 
 c. Gelon : Himera and results. Cox, Greek Statesmen, 
 212-220. 
 
 Source: Herodotus, Bk. VII, 163-167. 
 V. The Preeminence of Athens, 479-431 B.C. 
 
 23. The Delian League and the Athenian Empire, 477- 
 
 461 B.C. 
 General References : 
 
 Swoboda, 49-56. Grant, Pericles, 101-115. Grote, 
 
 V, 251-264. Holm, 11,90-137. Cox, Athenian Empire, 1-31. 
 
 Bury, Ch. viii. 
 
 a. Themistocles and the fortification of Athens. Cox, 
 
 Greek Statesmen, 189-194; Athenian Empire, 15-24. 
 
 Abbott, Greece, II, 267-273, 287-292. Harrison, 
 
 362-387 (for b also) . 
 
84 Ancient History- 
 
 source: Thucydides, Bk. I, 135-139. 
 
 b. Aristides and the lead.ership of the Asiatic Greeks. Cox, 
 
 Greek Statesmen, 122-127. Abbott, Age of Pericles, 
 
 36-45- 
 
 Source : Aristotle, Athenian Constitution, 24. 
 
 For Pausanias: Abbott, Greece, II, 251-263. Holm, II, 
 
 90-102. 
 
 Source: Thucydides, Bk. I, 126-134. 
 
 c. Cimon and naval victories : the league becomes an empire. 
 
 Morey, Greece, 207-209. Botsford, Greece, Ch. viii. 
 For treatment of subject cities : Abbott, Greece, II, 
 344-346; Holm, II, 211-222. 
 
 d. Political parties at Athens ; attitude toward Sparta. 
 
 Harrison, 388-394. Botsford, Greece, 15 i-i 61. Oman, 
 
 Greece, 245-258. Holm, II, 140-146, 149-159. 
 
 Source : Thucydides, Bk. I, 89-118, the " Pentekontaetia." 
 
 Additional Topics : 
 
 A. For debate : the ethics of the Athenian policy. 
 
 B. The government of Athens during this period. Gilbert, 
 Constitutional Antiquities, 153-155. Greenidge, Handbook of 
 Greek Constitutional History, 189-204. Freeman, Historical 
 Essays, 2d Series, 143-146. Grote, V, Ch. xlv, 290-352. 
 
 Map Work: 
 
 The Athenian Empire at its greatest extent, about 456 B.C. For 
 list of tributary states, see Morey, Greece, 216. 
 
 24. The Periclean Age and the Athenian Democracy, 
 
 461-431 B.C. 
 
 General References : 
 
 Swoboda, 59-63. West, 165-174. Bury, Ch. ix. 
 Freeman, Historical Essays, 2d Series, 146-154. Ranke, Universal 
 History, I, 209-227. 
 
 a. Foreign policy : Egypt, Persia, Cyprus. Botsford, Greece, 
 
 169-171. Holm, II, Ch. xvii. 
 
 b. Government : magistrates and assemblies. Botsford, 
 
 Greece, 172-179. Morey, Greece, 217-223. Holm, II, 
 196-206. Abbott, Pericles, 258-270, 271-281. Grote, 
 V, 362-371, Ch. xlvi; 401-407, Ch. xlvi. Curtius, II, 481-500. 
 Source : Aristotle, Constitution, 28 and following. 
 
Outline of Ancient History 85 
 
 c. Education: the aim and the means. Mahaffy, Old Greek 
 
 Life (Primer), 52-57. Felton, Ancient and Modern 
 Greece, II, Lecture viii, 423-433, most valuable. Grant, 
 Pericles, 296-311. 
 
 d. Social life. Morey, Greece, 251-261. Myers, Greece, 
 
 542-553. Mahaffy, Primer, 62-80. Felton, II, 356-398. 
 Grant, Pericles, 209-238. Abbott, Pericles, 341-367. See 
 index of Gulick, Life of the Ancient Greeks, and of 
 Bliimner, Home Life of the Ancient Greeks. 
 
 e. Pericles the man : his character and influence. Harrison, 
 
 394-400, 404-405. See also Cox, Greek Statesmen; 
 Abbott, Pericles ; Grant, Pericles. 
 
 Source : Thucydides, Bk. II, 34-46, the Funeral 
 Oration. (Partially and conveniently quoted in Shel- 
 don, General History, 105-107.) Plutarch, Pericles. 
 Topic for Debate : 
 
 The failure of Athens to maintain Hellenic unity. Holm, H, 
 236-242, and the books already referred to. (This may be treated 
 under section 26.) 
 
 Imaginative Literature : Landor, Imaginary Conversa- 
 tions, "Pericles and Aspasia." Bulwer-Lytton, Pausanias 
 the Spartan (incomplete). Browning, Balaustion's Ad- 
 venture, and Aristophanes' Apology. 
 25. Intellectual Life; The Athenian Genius. 
 General References : 
 
 Harrison, 405-410. West, 174-192. Wolfson, 145-161. 
 Botsford, Greece, 157-162, 185-186. Mahaffy, Survey of 
 Greek Civilization, Ch. v. Cuftius, H, 592-641, Athens the 
 centre of intellectual life. 
 
 a. Art : beautification of the city ; sculpture. Botsford, 
 Greece, see above, and 179-185. Holm, II, Ch. xx. 
 Abbott, Pericles, Ch. xvii. Tarbell, Chs. iii, viii. Gardner, 
 Handbook of Greek Sculpture, Ch. iii. Gardner, Ancient 
 Athens. 
 
 d. Literature : drama and history. Abbott, Pericles, 289- 
 303. Morey, Greece, 242-247, 249-251. Murray, His- 
 tory of Ancient Greek Literature, 203-215, 232-250. Jebb, 
 Primer, 69-109. 
 
86 Ancient History 
 
 c. Philosophy. Botsford, Greece, 186-187. Morey, Greece, 
 
 248-249. Felton, 456-459. 
 
 Sources : Convenient and well-chosen extracts in Jennings 
 and Johnston, Half-hours with Greek and Latin Authors: 49- 
 53, 470-478 (^schylus) ; 88-95, 267-273 (Sophocles) ; 415-423 
 (Euripides) ; 67-72 (Aristophanes). The last two authors would 
 better be read under the period of the New Learning, section 28, c. 
 Map Work: 
 
 Athens, with her fortifications, and principal buildings. (See 
 Botsford, Greece, 179; Myers, Greece, 247; Pennell, Greece, 72; 
 West, 175, 177; Morey, Greece, 228-232; for convenient maps). 
 
 VI. Wars between the Greek States : a Century of Strife, 
 461-362 B.C. ; the Macedonian Invasion. 
 
 26. The Athenian Attempt at Land Empire, 461-445 B.C. 
 
 a. Pericles' policy and alliances. 
 
 b. Wars with Peloponnesians and Boeotians. 
 
 c. Thirty Years' Truce. 
 References : 
 
 Swoboda, 53-58. Harrison, 400-404. Botsford, Greece, 
 164-172. Abbott, Greece, II, 328-334; 340-344. Cox, 
 Athenian Empire, 31-41- Grant, Pericles, 1 20-131. 
 Grote, V, 326-333 ; 346-352. Oman, 256-267 ; 274-279. 
 
 Source: Thucydides, Bk. I, 101-118. 
 Map Work: 
 
 The Athenian Empire and the States allied with Athens 
 and with Sparta, 431 B.C. 
 
 27. The Peloponnesian War, 431-404 b.c. 
 General References : 
 
 Morey, Greece, 263-276. Cox, Athenian Empire, 52-231. 
 
 a. Causes ; resources of each side. Swoboda, 66-68. Har- 
 
 rison, 411-420. Holm, II, 306-324. 
 
 Source: Thucydides, Bk. I, 19; II, 9, 13, 62. 
 
 b. Periods. 
 
 (i) Indecisive, 431-421 B.C.: Cleon and Brasidas. 
 Swoboda, 69-75. Harrison, 421-429. Cox, Greek 
 Statesmen, 142-146 ; 152-154. Bury, Greece, Ch. x. 
 
 (2) Sicilian Expedition (with interval preceding), 
 421-413 B.C. : Nicias and Alcibiades. Swoboda, 75- 
 
Outline of Ancient History 87 
 
 80. Harrison, 444-458. Myers, Greece, 336-371. 
 
 Grote, VII, 147-162. Bury, 466-484. 
 
 (3) Persian activity, 413-404 B.C. : Alcibiades and 
 
 Lysander. Swoboda, 80-85. Botsford, Greece, 228- 
 
 238. Harrison, 459-469. Curtius, III, Ch. v ("The 
 
 Decelean War"). 
 c. Results; political condition of Hellas. Sankey, Spartan 
 
 and Theban Supremacies, i-io. Curtius, III, 570-586. 
 
 Cox, Athenian Empire, 226-231. Holm, H, 526-534 
 
 (Ch. xxx). 
 
 Sources : Historical Sources in Schools, pp. 39-42. 
 Thucydides' account of the Sicilian Expedition may be 
 treated under three heads in special reports by three 
 divisions of the class: (i) Preparations, (2) Operations 
 about Syracuse, (3) The End and its Results. 
 
 Map Work: 
 
 The Syracusan campaign. 
 
 28. The New Learning. 
 General Refer ejices : 
 
 Morey, Greece, 287-288, 290-291, 293-295. Botsford, 
 Greece, 21^-22^. 
 a. Philosophy: The sophists and rhetoricians. Holm, II, 423-435, 
 452-456; III, 27-30. 
 
 b. Socrates. Jebb, Primer, 124-128. Murray, History of 
 
 Ancient Greek Literature, 170-177. Curtius, IV, 148- 
 
 164. 
 
 Sources : Plato, Apology and Crito, conveniently in 
 Church, Trial and Death of Socrates. Xenophon's 
 Memorabilia. 
 
 c. The Drama (Euripides and Aristophanes). Jebb, 
 
 Primer, 96-101. Holm, II, 447-452. Murray, 280- 
 292. Curtius, IV, 98-106. (See also, section 25, Sources.) 
 
 d. History : contrast and comparison between Thucydides 
 
 and Herodotus (see section 25, b^ and section 32, ^). 
 Jebb, Primer, 101-109. Holm, II, 435-441. Murray, 
 184-202. 
 
88 Ancient History 
 
 Additional Topic : 
 
 Alcibiades as an illustration of his times. Harrison, 430-443. 
 See Index in Curtius ; in Sankey, The Spartan and Theban 
 Supremacies ; in Cox, Athenian Empire ; in Grote. 
 Source : Plutarch, Alcibiades. 
 
 29. The Hegemony of Sparta, 404-371 b.c. 
 
 General References : 
 
 Swoboda, 88-104. Harrison, 469-481. Mahaffy, 
 Survey, 165—188. Bury, 514-574, Sankey, Spartan and 
 Theban Supremacies, Chs. i-xi. 
 
 a. Policy of Sparta : Lysander. Botsford, Greece, 250- 
 
 261. Sankey, 3, 4, 27-29, 79-80, 83, 91-95, 113-114- 
 Source : Plutarch, Lysander. 
 
 b. Wars: Agesilaus. 
 
 (i) Persian: Anabasis; Antalcidas. 
 
 (2) Domestic : Peloponnesus, Chalcidice, New 
 Athenian League, Leuctra. Botsford, Greece, 261- 
 274. Sankey, 146-156 (Chalcidic League). West, 
 202-209. Holm, HI, 1-14, 63-70, 74-81, 84-91. Oman, 417- 
 436, 450-468 (for details). 
 Source : for Agesilaus, Plutarch and Xenophon. 
 
 c. Estimate of Spartan power, and reasons for her failure to 
 
 secure Hellenic unity. Wolfson, 192-193. Sankey, 
 
 7-10. For comparison with Athens, Cox, Athenian 
 
 Empire, 229-231. 
 
 Sources : Xenophon, Hellenica, Bks. III-VII ; Anabasis 
 (see Historical Sources in Schools, pp. 42-44), con- 
 veniently in Jennings and Johnston, 42-48 (Cunaxa) ; 
 333—339 (Retreat). Lysias (Gillies's translation), especially 
 Eratosthenes. Isocrates (Freese's translation) , Panegyricus. 
 Additional Topics : 
 
 A. Contrast and comparison between the first and second 
 Leagues of Athens. Holm, HI, 84-91. Greenidge, 189-204. 
 Gilbert, Constitutional Antiquities, 416-444 and following. 
 
 B. Contrast and comparison between the rule of the Four 
 Hundred and the rule of the Thirty. Curtius, HI, 466-476, 485- 
 486 ; IV, 20-30, 39, 57-61. Aristotle, Constitution, Chs. 35 ff. 
 
Outline of Ancient History 89 
 
 30. The Attempted Hegemony of Thebes, 371-362 b.c. 
 General References : 
 
 Swoboda, 104-110. Harrison, 481-485. Botsford, 
 Greece, 273-284. Bury, Greece, 591-626. Sankey, 162-217 
 (for Pelopidas, 163-168). 
 
 a. Leuctra. Sankey, 174-175, 183-192. Holm, HI, 92-103. 
 
 Curtius, IV, 410-420. Oman, 466-468. 
 
 b. Policy of Epaminondas : Peloponnesus, Persia, Athens. 
 
 Sankey, 167-170, 192-195. Holm, III, 105-115. 
 
 c. Mantinea and the end of Theban leadership. Curtius, 
 
 1^,503-510. Holm, III, 1 18-129. Sankey, 216-224. 
 Grote, X, 340-351. 
 
 Sources: Plutarch, Pelopidas. Nepos, Epaminon- 
 das. 
 
 31. The Western Greeks, 410-300 b.c. (approximately). 
 General References : 
 
 Botsford, Greece, 239-249. Morey, Greece, 284-286. 
 Swoboda, 126-129. Myers, Greece, 424-428. Allcroft 
 and Masom, Greece, IV, Ch. vi ("Sicilian Affairs "). 
 
 a. Outline of the Sicilian history in review (see section 22). 
 
 Botsford, Ancient History, 67-69, 105, 132-133, 170- 
 178,191-198. Botsford, Greece, see Index. Bury, 304- 
 311, 629-673. 
 
 b. Dionysius I. Swoboda, 123-126. Botsford, Greece, 
 
 239-245- Oman, Greece, 437-446. Bury, Greece, 663- 
 666 (estimate of Dionysius). Holm, III, 130-142. 
 
 c. Timoleon, the Liberator. Holm, III, 401-404. Bury, 
 
 673-680. 
 
 Longer Accounts : Freeman, Story of Sicily ; and His- 
 tory of Sicily. 
 
 Source : Plutarch, Timoleon. 
 
 32. Literature and Art, 400-350 b.c. (See note at end of 
 section.) 
 General References : 
 
 Botsford, Greece, 284-295. Holm, III, Ch. xii. Ma- 
 haffy, Survey, Chs. vi-vii. Allcroft and Masom, V, Ch. xi. 
 
90 Ancient History 
 
 a. " From poetry to prose."" 
 
 (i) History. (Compare Xenophon with Herodotus 
 
 and Thucydides, see section 28, d.) Jebb, Primer, 
 
 109-II4. Murray, 314-324. Curtius, V, 156-165, II, 
 
 549-554- 
 
 For Sources, see section 29. 
 
 (2) Oratory : Lysias and Isocrates. Jebb, Primer, 
 1 15-120. Curtius, V, 180-188. Murray, 346-352. 
 
 (3) Philosophy: Plato. Jebb, Primer, 124-129. 
 Curtius, V, 161-168. Murray, 294-303, 311-315. 
 
 d. Art. Curtius, V, 200-214. Tarbell, Greek Art, Ch. ix. 
 Gardner, Greek Sculpture, Ch. iv. 
 
 Note. — Section 32 may be treated after 33, and may then include Demos- 
 thenes and Aristotle, as well as Lysippus. References : Jebb, 120-123, ^29-135. 
 Curtius, V, 467-480, 492-495. Botsford, Greece, 303-305. Holm, 111,421-434 
 (especially good) ; 439-445. 
 
 33. The Rise of Macedon, 359-336 b.c. 
 General References : 
 
 Wheeler, Alexander, 14-18, 64-80 (the best account). 
 Swoboda, 1 10-123. Harrison, 486-500. Mahaffy. Prob- 
 lems, Ch. vii. Curteis, Rise of Macedonian Empire, Chs. i-vii. 
 Hogarth, Philip and Alexander of Macedon. 
 
 a. Hellenes and Macedonians. Harrison, 486-488. Bots- 
 
 ford, Greece, 334-336, 297-299. Holm, HI, 200-206. 
 Oman, 486-491. Curtius, V, 7-9, 15-21, 22-32, 46-52. 
 
 b. Philip : training, character, aggressions. Botsford, 
 
 Greece, 299-307. Oman, 491-507 ; especially char- 
 acter of Philip, 492-494. Holm, III, 263-274. 
 C. The Athens of Demosthenes. Curtius, V, 123-133. Holm, III, 
 176-191, 208-214, Jebb, "Demosthenes," in Encyclopaedia 
 Britannica. 
 
 Sources : Philippic quoted in Sheldon, General History, 
 116. Plutarch, Demosthenes. Fling, European History 
 Studies, I, No. 2 (from Aristotle). 
 d. "The end of Greek freedom," 338-336 B.C. Holm, HI, 
 281-286. Oman, Greece, 508-520. 
 (i) Chaeroneia, 338 B.C. 
 
Outline of Ancient History 91 
 
 (2) Relations established by Congress of Corinth 
 (with comparison of Congress of Corinth, 481 B.C.). Oman, 
 517-518, 189-191. 
 
 (3) History of the idea of Hellenic conquest of 
 Persia, Cimon to Philip. Botsford, Greece, 165, 168, 
 262. 
 
 Sources: Historical Sources in Schools, p. 45. Jen- 
 nings and Johnston, 131-137 (The Crown); 399-407 
 (The Second Olynthiac). 
 Additional Topic : 
 
 The development of military formation among the 
 Greeks. Botsford, Greece, 122, 264-265, 273-274, 305- 
 306. Oman, 494. Curtius, V, 49-50. 
 
 VII. The Empire of Alexander; "The Mingling of the East 
 and West." 336-146 B.C. 
 
 34. The Career of Alexander, 336-323 b.c. 
 
 a. Early life. Mahafify, Alexander's Einpire, 4-1 1. Holm, 
 
 Greece, HI, 291-297. Grote, Greece, XH, 2-10. 
 Wheeler, Alexander. 
 
 b. The Conquest of Asia Minor and Egypt, 334-332 B.C. 
 
 Mahafify, Alexanders Empire, 12-28. Holm, Greece, 
 HI, 321-336. Curteis, Macedonian Supremacy, 93-106. 
 Bury, Greece, 750-774. Wheeler, Alexander. 
 
 c. The conquest of Persia and the Farther East. Holm, HI, 
 
 347~354' Curteis, Macedonian Supremacy, 160-190. Wheeler, 
 Alexander. 
 
 d. The character of Alexander; estimate of his work. 
 
 Holm, Greece, 374-391. Grote, Greece, XH, 261-274. 
 
 Wheeler, Alexander, 473-501. Mahafify, Greek Life 
 
 and Thought (i) 1-17; (2) 17-38.1 
 
 Sources: (l) Alexander. Plutarch, Alexander. FHng, 
 Studies in European History, 47-62. (2) The Siege of Tyre. 
 Arrian, Anabasis of Alexander, Bk. H, 19-25. (3) The 
 conquest of Egypt. Ibid., HI, 1-4. (4) The murder of 
 Clitus. Ibid., IV, 8-9. (5) The mutiny of the army. 
 
 1 Remark. — Where the reference is too long for a single topic it has been 
 
 divided, thus making two topics from the same book. 
 
92 Ancient History 
 
 Ibid.., V, 25-28. (6) The plans of Alexander. Ibid.., 
 VII, 1-12. (7) Death and character of Alexander. 
 Ibid.., VII, 25-29. 
 
 Additional Topics: 
 
 A. The military system of Alexander. Grote, Greece, 
 XII, 49-66. Dodge, Alexander, 134-171. 
 
 B. Special battles. See Dodge, Alexander. 
 
 C. The Persian Empire. Wheeler, Alexander, 180-208. 
 
 D. An estimate of Alexander. Freeman, Historical 
 Essays, 2d Series, 193-227. 
 
 Map Work: 
 
 On an outline map trace the route of Alexander's march, 
 marking his battles and the most important cities founded 
 by him. 
 
 35. The Hellenistic Period, 323-146 b.c. 
 
 a. The disintegration of Alexander's Empire : the wars 
 
 of the Diadochi, 323-280 B.C. Swoboda, 139-149. 
 Mahaffy, Alexander's Empire, 43-52. Holm, IV, 
 67-76, 80-83. 
 
 The Invasion of the Gauls. Mahaffy, Alexander's Empire, 
 76-84. Holm, IV, 90-99. 
 
 b. The Hellenistic kingdoms. (See also section 46, a, of this 
 
 outline, especially Mommsen, II, 395-413.) 
 
 (i) Egypt and the Ptolemies. Mahaffy, Greek Life 
 and Thought, (i) 161-169; (2) 190-208. Holm, IV, 
 185-189, 288-293. Mahaffy, Alexander's Empire, 120-135. 
 
 (2) Syria and the Seleucidae. Mahaffy, Greek Life 
 and Thought, 209-212. Mahaffy, Alexander's Empire, 
 135-141. Holm, IV, 281-284, 286-288. 
 
 (3) Rhodes and Pergamon. Holm, IV, 276-277, 279-281. 
 Mahaffy, Alexander's Empire, 187-198, 234-236. Mahaffy, 
 Greek Life and Thought, 309-320. 
 
 c. Hellenism : society, literature, and art. West, 230-236. Holm, 
 
 IV, 303-316. Mahaffy, Greek Life and Thought, 290-309. 
 Mahaffy, Alexander's Empire, 142-162. Gardner, New Chap- 
 ters in Greek History, 440-459. Jebb, Greek Literature, 137- 
 147. 
 
Outline of Ancient History 93 
 
 36. Greece, to Roman Intervention; Attempts at Federal 
 
 Government. 280-200 b.c. 
 
 a. The Achaean League (Aratus). West, 238-242. Holm 
 
 IV, 219-222. Freeman, Federal Government, 219-231. Ma- 
 haffy, Alexander's Empire, 163-183. 
 
 b. Its conflict with Sparta (Cleomenes) leads first to Mace- 
 
 donian, then to Roman, intervention. Mahaffy, Alex- 
 ander's Empire, 207-217, 240-243. Holm, IV. 222-240. 
 Sources: Plutarch, Aratus. Plutarch, Cleomenes. The 
 
 Rise of the Achaean League. Polybius, Bk. II, 37-70. 
 
 Fling, Studies in European History, I, 63-75. 
 
 VIII. Early Rome ; and the Roman Republic to its Supremacy 
 in Italy. 753 (?)-264 B.C. 
 
 37. The Land and the People. 
 
 a. The land : the peninsula of Italy and its relations to the 
 
 Mediterranean basin; climate and products of Italy. 
 Allen, History of the Roman People, 1-4. How and 
 Leigh, History, I -I I. Botsford, Rome, 13-16. Shuck- 
 burgh, Rome, 5-9. Duruy, Rome, I, i-xxii. 
 
 b. The people: remnants of early peoples; the Italian 
 
 stocks ; the invading nations (Etruscans, Gauls, Greeks, 
 and Phoenicians). Allen, 4-9. How and Leigh, 1 1-20. 
 Botsford, Rome, 1-13. 
 Map Work: 
 
 On outline maps mark: (i) mountain system; 
 (2) rivers ; (3) the political divisions. 
 
 Sources: Italy and her people. Botsford, Story of 
 Rome, 14-29. Munro, Source Book of Roman History, 
 Nos. I, 2. The Gauls. Polybius, Bk. II, 14-18. 
 Additional Topics : 
 
 A. The Etruscans. Mommsen,i History, I, 150-161. 
 Duruy, I, Iviii-xc. 
 
 B. The Greek colonies in Italy. Holm, History of 
 Greece, I, 282-284, 288-292. Bury, History of Greece, 93-106. 
 Mommsen, I, 162-180. 
 
 C. The Gauls. Mommsen, I, 419-424. 
 
 1 References to Mommsen are to the five-volume edition. 
 
94 Ancient History 
 
 38. Early Rome : Sources of Our Knowledge. 
 
 a. |The legends and their value. How and Leigh, 20-37. 
 >:.4^\ Shuckburgh, 54-60. West, Ancient History, 256-258. 
 
 Pelham, Outlines of Roman History, (i) 1-13; 
 (2) 30-40. Ihne, Early Rome, 66-84. Seignobos, His- 
 tory of the Roman People, 15-21. For teachers, Platner, 
 "Credibility of Early Roman History," American Historical 
 Review, January, 1902. 
 
 b. Buildings and other remains. Lanciani, Ruins and 
 
 Excavations: (i) the walls, 59-66, 126-130; (2) the 
 Cloaca, 29-31. 
 
 Sources : Uncertainty of early history. Munro, Source 
 Book, No. 3. The Legends of the Kings. Livy, Bk. I, 
 Chs. I, 4, 6, 21, 39, 44, 46. Botsford, Story : (i) Romu- 
 lus, 31-39; (2) Servius Tullius, 51-55; (3) Tarquinius 
 Superbus, 55-57. 
 
 Imaginative Literature : Macaulay, Lays of Ancient 
 Rome. 
 
 39. Regal Rome : Organization. 
 
 a. The government : king, senate, assemblies. How and 
 
 Leigh, 42-47. Pelham, 22-29. Ihne, 104-111. Abbott, 
 Roman Political Institutions, 12-21. Tighe, Develop- 
 ment of the Roman Constitution, 44-59. Taylor, A 
 Constitutional and Political History of Rome, 7-36. Greenidge, 
 Roman Public Life, 42-65. 
 
 b. The people : patricians, plebeians. How and Leigh, 
 
 40-42. Ihne, 112-116. Tighe, 28-34. 
 
 c. Religion. Allen, 22-28. Ihne, 96-104. Tighe, 35-43- 
 
 Duruy, I, 77-88. Mommsen, I, 206-231. An excellent 
 account in Seignobos, 36-45. 
 
 Sources: Religion. Munro, Nos. 7, 11, 12, 16. The 
 
 Government, Munro, Nos. 41, 42. 
 
 Additio7ial Topic : 
 
 The Roman Family. Fustel de Coulanges, Ancient City, iii- 
 131. Morey, Roman Law, 5-8. Greenidge, 9-33. 
 
• Outline of Ancient History 95 
 
 40. The Early Republic : the Struggle between the 
 
 Classes; Triumph of the Plebeians. 509(?)-286 b.c. 
 General References : 
 
 Koch, Roman History, 40-57. Pelham, 45-67. 
 
 a. The establishment of the Republic. How and Leigh, 
 
 47-52. Tighe, 59-67. Ihne, 117-139. Abbott, 175-184. 
 Taylor, 41-57. Greenidge, 78-102. 
 
 b. The economic and social condition of the plebeians, 
 
 leading to the establishment of the tribunate. How 
 and Leigh, 52-58. Abbott, 196-202. Ihne, 140-150. 
 Tighe, 85-95. Shuckburgh, 90-98. Mommsen, I, 
 
 341-357- 
 
 c. The laws of the twelve tables. Shuckburgh, 102-108. 
 
 How and Leigh, 65-71. Tighe, 95-100. Ihne, 165-175. 
 Mommsen, I, 361-368. Taylor, 74-85. Greenidge, 102-109. 
 Morey, Roman Law, 25-43. 
 
 d. The admission of the plebeians to the magistracies 
 
 (Licinian Laws). How and Leigh, 72-77, 92-94. 
 Shuckburgh, 167-169. Greenidge, 1 18-123. Taylor, 
 91-100, 110-117. 
 
 e. The admission of the plebeians to the assemblies (Hor- 
 
 tensian Law). How and Leigh, 94-97. Shuckburgh, 
 1 71-174. Taylor, 132-144. Greenidge, 123-131. 
 /. An outline of the Roman constitution in 286 B.C. : 
 magistrates, senate, assemblies, functions of each. 
 (Use text-book and dictionaries of antiquities.) 
 Sources : The secession of the plebeians. Livy, Bk. 
 
 II, 32-33. The Decemvirate. Livy, Bk. Ill, 33-59. 
 
 Botsford, Story, 90-94. Munro, Source Book, No. 46. 
 
 41. The Early Republic : the Establishment of Rome's 
 
 Supremacy in Latium. 509(?)-338 b.c. 
 
 a. Wars with neighboring nations, Volscians, -^quians, and 
 
 Etruscans. Shuckburgh, 61-68, 114-134. Ihne, I90-213. 
 How and Leigh, 58-65, 97-105. Duruy, I, 190-198. 
 
 b. The invasion of the Gauls and the sack of Rome. How 
 
 and Leigh, 84-90. Duruy, I, 254-262. 
 
 c. Rome and the Latins. How and Leigh. 97-105. Momm- 
 
96 Ancient History 
 
 sen, I, 124-134. Ihne, Early Rome, 151-155. Pelham, 
 
 75-79- 
 
 Sources: The invasion of the Gauls. Munro, No. 61. 
 
 Botsford, Story, 69-72. Livy, Bk. V, 34-39. Polybius, Bk. II, 
 18-23. Plutarch, Camillus. 
 Imaginative Literature : Shakespeare, Coriolanus. 
 
 42. The Conquest and Organization of Italy, 338-264 B.C. 
 
 a. The Samnite Wars, 343-264 B.C. Pelham, 80-92. How 
 
 and Leigh, 97-120. Shuckburgh, 134-162. Mommsen, I, 
 465-481. 
 
 b. The war with the Greeks (Pyrrhus), 280-272 B.C. Pel- 
 
 ham, 92-96. Wolfson, 261-265. How and Leigh, 120-131. 
 Shuckburgh, 183-202. Holm, IV, 174-182. Mommsen, 
 II, 1-38. Duruy, I, 368-385. 
 
 c. The organization of Italy : colonies ; roads. Abbott, 
 
 57-61. Pelham, 96-107. Taylor, 145-163. Mommsen, 
 II, 46-61. Duruy, I, 393-409. For a list of Roman 
 colonies, see Myers, Rome : Its Rise and Fall, 138. 
 
 d. The military system. How and Leigh, 135-143. Momm- 
 
 sen, II, 72-76. Seignobos, 74-86. 
 
 Sources: The Samnite Wars (Caudine Pass). Munro, 
 No. 62. Livy, Bk. IX, 1-12. The Third Samnite War. 
 Livy, Bk. X, 11-46. (Sentinum, Livy, Bk. X, 27-30.) 
 The war with Pyrrhus. Botsford, Story, 77-83. The 
 Roman Army, Polybius, Bk. VI, 19-42. 
 
 Map Work: 
 
 On outline map mark : (i) the following colonies : Ostia, 
 Norba, Placentia, Cremona, Ariminum, Luceria, Venusia, Bene- 
 ventum, Passtum, Parma. 
 
 (2) The Roman roads before 133 B.C. 
 
 Additional Topics : 
 
 A. The colonial system. Smith, Dictionary of Greek and 
 Roman Antiquities, under ColonicB. 
 
 B. Roman road making. Smith, Dictionary of Greek 
 and Roman Antiquities, under Via. 
 
Outline of Ancient History 97 
 
 IX. Rome becomes Supreme iii the Mediterranean Basin, 
 264-133 B.C. 
 
 43. The Struggle with Carthage for Sicily: the First 
 
 Punic War, 264-241 B.C. 
 
 a. Carthage. How and Leigh, 143-149. Smith, Rome and 
 
 Carthage, 1-22. Shuckburgh, 219-232. Mommsen, II, 
 131-160. Duruy, I, 435-460. 
 
 b. The war. Pelham, 116-122. How and Leigh, 149-162. 
 
 Smith, Rome and Carthage, (i) 51-71 ; (2) 71-96. 
 
 c. Sicily, the first Roman province. Mommsen, II, 204. 
 
 Sources : The First Punic War. Botsford, Story, 104- 
 112. The building of a fleet. Munro, No. 65. Victory 
 of Duilius. Polybius, Bk. I, 10-12. Defeat at Drepana. 
 Polybius, Bk. I, 49-52. The treaty at the end of the 
 First Punic War. Munro, p. 82. 
 
 Imaginative Literature: A. J. Church, The Story of 
 Carthage. 
 
 44. "The Extension of Italy to its Natural Bounda- 
 
 ries;" Wars in Africa and Spain. 241-218 b.c. 
 
 a. Wars of Rome in the North (Gallic and Illyrian), 229- 
 
 222 B.C. How and Leigh, 164-168. Pelham, 122- 
 125. Shuckburgh, 268-282. Mommsen, II, 203-231. 
 
 b. Sardinia and Corsica. How and Leigh, 162-164. 
 
 c. Wars of the Carthaginians in Africa and Spain (Hamil- 
 
 car). How and Leigh, 169-174. Shuckburgh, 268- 
 
 272. Smith, Rome and Carthage, 92-109. Mommsen, 
 
 11,231-243. Duruy, I, 521-529. 
 
 Sources : Acquisition of Sardinia. Polybius, Bk.1, 79-88. The 
 Flaminian Law. Polybius, Bk, II, 21. Siege of Saguntum. 
 Livy, Bk. XXI, 14-15. 
 
 45. The Struggle between Rome and Carthage for the 
 
 Supremacy in the West: the Second and Third 
 Punic Wars. 218-133 b.c. 
 a. HannibaPs march into Italy. How and Leigh, 174-183. 
 How, Hannibal, 39-47. Smith, Rome and Carthage, 
 109-121. 
 
98 Ancient History 
 
 b. The war in Italy. 
 
 (i) Successes of Hannibal : three great battles won ; 
 three great cities captured. (2) Final success of the 
 Romans ; loyalty of the Latins. 
 
 Pelham, 126-133. Koch, 37-40 ; 40-43. How and 
 Leigh, 185-211. Smith, Rome and Carthage (see index). 
 
 c. The war in Africa and in Spain. 
 
 (i) The Scipios in Spain, 218-212 B.C. Smith, 
 Rome and Carthage, 182-184. How and Leigh, 213- 
 218. Mommsen, II, 320-332. 
 
 (2) The battle of Zama, 202 B.C. How and Leigh, 
 226-231. Smith, Rome and Carthage, 198-225. 
 
 (3) The treaty. Smith, Rome and Carthage. How 
 and Leigh, 231. 
 
 d. The establishment of the supremacy of Rome in the 
 
 Western Mediterranean, 201-133 B.C. 
 
 (i) The Third Punic War, 149-146 B.C. How and 
 Leigh, 245—253. Smith, Rome and Carthage, 229-262. 
 
 (2) Subjugation of Spain, 133 B.C. How and Leigh, 
 240-245. 
 
 Sources: The passage of the Alps. Botsford, Story, 
 115-119. Livy, Bk. Ill, 42-56. Munro, No. 68. The 
 battle of Trasimenus. Botsford, Story, 1 19-122. Livy, 
 Bk. XXII, 4-7. The battle of Cannze. Livy, Bk. XII, 
 34, etc. The treaty at the end of the Second Punic War. 
 Livy, Bk. XXX, 37. Marcellus at Syracuse. Polybius, 
 Bk. I, 5-9, 37 ; VIII, 3-9. 
 Additional Topic : 
 
 The character of Hannibal. How, Life of Hannibal. 
 Dodge, Hannibal, 613-642. 
 Map Work : 
 
 Trace the route of HannibaPs invasion. 
 Imaginative Literature: G. A. Henty, The Young 
 Carthaginian. 
 46. Rome becomes Supreme in the Eastern Mediter- 
 ranean, 216-133 B.C. 
 General References : 
 
 Pelham, 140-157. Koch, 45-50. 
 
Outline of Ancient History 99 
 
 a. The Eastern states and their rulers. How and Leigh, 253-260. 
 
 Shuckburgh, 408-422. Mommsen, H, 395-413. 
 
 b. The acquisition of Greece. 
 
 (i) The condition of Greece. Duruy, II, 8-22. 
 
 (2) The First and Second Macedonian Wars 
 (Cynoscephalae, 197 B.C.). How and Leigh, 261-265. 
 Shuckburgh, 423-428, 438-450. Mommsen, II, 414-434. 
 
 (3) The Third Macedonian War, 171-168 B.C. 
 How and Leigh, 273-280. Shuckburgh, 503-511. 
 
 (4) Macedonia a Roman province; destruction of 
 Corinth, 146 B.C. How and Leigh, 282-287. Shuck- 
 burgh, 521-527. Duruy, II, 133-138. 
 
 c. The acquisition of Asia. 
 
 (i) War with Antiochus, 192-189 B.C. How and 
 Leigh, 265-273. Mommsen, II, 454-468. Shuckburgh, 
 467-470, 476-491. 
 
 {a) The settlement of the East. Shuckburgh, 
 491-497. Mommsen, II, 468-484. 
 
 (2) The kingdom of Pergamon, 133 b.c. Shuck- 
 burgh, 600-602. Duruy, II, 160-162. 
 
 X. The Ancient World under Roman Rule during the 
 Change from the Republic to the Monarchy, 133- 
 31 B.C. 
 
 47. The Organization of Rome's Foreign- Conquests. 
 
 a. The provinces to 133 B.C. enumerated: Sicily, Sardinia 
 
 and Corsica, Hither Spain, Farther Spain, Illyricum, 
 Macedonia and Achaia, Africa, Asia. Myers, Rome, 
 313. Seignobos, 491. 
 
 b. The client states enumerated : Numidia, Libya, Egypt. 
 
 c. The provincial system. Abbott, 88-91. Pelham, 173- 
 
 185. Mommsen, III, 29-35. Greenidge, 316-330. 
 Duruy, II: (i) 169-201; (2) 610-624; Cs) 624-638. Arnold, 
 Roman Provincial Administration, 
 
 Sources: A provincial governor of the worst type. 
 Munro, No. 183. Cicero, Orations against Verres. 
 Map Work: 
 
 Mark the boundaries of the Roman provinces in 133 B.C. 
 
 LotC. 
 
I oo Ancient History 
 
 48. The Effects of Conquests and the Provincial System 
 
 UPON Society^ Politics, and Manners. 
 General Refej'ences : 
 
 Pelham, 158-198. For more detailed accounts, How 
 and Leigh, Chs. xxviii-xxx. Mommsen, III, 3-129. 
 
 a. Agrarian conditions. Beesly, The Gracchi, Marius and 
 
 Sulla, 5-13. How and Leigh, 316-320. Mommsen, III, 
 64-82. Duruy, \\, 291-316. 
 
 b. The classes : optimates, populares, equites. Pelham, 170- 
 
 172. Beesly, 14-19. Mommsen, III, 1-12. Taylor, 
 212-236. 
 
 c. The government : senate, magistrates, assemblies. How 
 
 and Leigh, 293-302, 304-310. Mommsen, III, 12-18, 26- 
 29, 35-42, 55-63. Tighe, 1 14-130. Fowler, City-State, 
 118-239. 
 
 d. The introduction of Hellenism ; art ; poetry. How and 
 
 Leigh, 320-321. Pelham, 194-198. Wolfson, 333-344. 
 
 Mommsen, III, 104-128. Duruy, II, 219-232, 232-240, 543-565. 
 (i) The drama. Mackail, Roman Literature, 14-27. 
 
 Fowler, History of Roman Literature, 17-32. Myers, 
 
 Rome : Its Rise and Fall, 478-484. Johnston, Private 
 
 Life of the Romans, sections 324-326. Mommsen, IV, 
 
 224-242, 
 
 Sources : Life of Cato. Botsford, Story, 150-158. 
 Plutarch, Cato. Life of Scipio Africanus. Botsford, 141- 
 144. Life of Scipio ^miliamis. Botsford, Story, 144-150. 
 The classes. Botsford, Story, 127-132. Introduction 
 of Foreign Luxuries. Munro, Nos. 73, 75, 76, jj. 
 Additiotial Topic : 
 
 The supremacy of the senate. Taylor, 212-234. Mommsen, 
 
 II, 17-23, 35-45. 
 
 49. The Revolutionary Attempts at Reform under the 
 
 Gracchi, 133-121 b.c. 
 
 a. Tiberius Gracchus : attempts at agrarian reform, 133 B.C. 
 How and Leigh, 333-342. Beesly, 25-37. Pelham, 
 206-210. Taylor, 240-247. Mommsen, III, 317-327. 
 
 d. Gaius Gracchus : attempts at a revolution in the constitu- 
 
Outline of Ancient History loi 
 
 tion, 123 B.C. How and Leigh, 343-357. Beesly, 42-65. 
 
 Taylor, 247-260. Mommsen, III, 343-370. 
 
 Sources: The position of the slaves. Munro, Nos. 
 1 37-1 51. Lives of Tiberius and Gaius Gracchus. Plutarch. 
 A condensed account in Botsford, Story, 160-167, 167- 
 171 ; also in Munro, Nos. 81, 83. 
 
 50. "The Rule of the Restoration," 121-88 b.c. 
 General References : 
 
 Koch, 64-66. Pelham, 213-225. 
 • a. The war with Jugurtha, 111-105 B.C. Pelham, 214-217. 
 Shuckburgh, 570-577. Duruy, II, 472-482. How and 
 Leigh, 360-371. 
 d. The invasion of the Cimbri and Teutones (Marius), 
 113-101 B.C. Beesly, 81-95. Shuckburgh, 577-580. 
 How and Leigh, 371-384. Duruy, II, 490-507. Mommsen, 
 III, 423-451. 
 
 c. Internal affairs. 
 
 (i) The rule of the nobles. How and Leigh, 357- 
 360. Shuckburgh, 580-584. Mommsen, III, 370-382. 
 
 (2) Attempts at reform by Saturninus and Glaucia 
 and by Drusus. Beesly, 101-112. Taylor, 270-278. 
 How and Leigh, 387-391, 396-399. Mommsen, III, 464- 
 476, 483-489. 
 
 d. The Social War, 90-88 B.C. How and Leigh, 399-412. 
 
 Beesly, 112-128. Shuckburgh, 589-592. Duruy, II, 536- 
 
 549. 576-579- 
 
 Sources : Life of Marius. Plutarch, Marius. Botsford, 
 
 Story, 179-180. Munro, No. 85. War with Jugurtha. 
 
 Sallust, Jugurtha. Fling, Studies in European History. 
 
 Munro, No. 79. 
 
 51. The Struggle between Marius and Sulla; Reestab- 
 
 lishment of senatorial rule. 88-79 b.c. 
 General Reference : 
 
 Pelham, 225-231. 
 a. The revolution of Marius and Sulpicius, 88 B.C. How 
 and Leigh, 412-419. Beesly, 128-137. Duruy, II, 581- 
 599- 
 
I02 Ancient History 
 
 b. The rule of the Marian party (Cinna), 87-84 B.C. How 
 
 and Leigh, 434-439. Shuck burgh, 596-599. Beesly, 
 137-148. Mommsen, IV, 64-75. 
 
 c. The struggle between the parties of Marius and Sulla : 
 
 the first civil war, 84-82 B.C. Beesly, 172-186. How 
 and Leigh, 439-445. Shuckburgh, 640-646. 
 
 d. The rule of Sulla, and the Sullan constitution, 82-79 B.C. 
 
 Beesly, 191-200. Abbott, 103-107. Taylor, 292-305. 
 How and Leigh, 445-459. Shuckburgh, 646-654. Duruy, II, 
 690-707. 
 
 Sources: The life of Sulla. Botsford, Story, 181-187. 
 Munro, Nos. 87, 88. Plutarch, Sulla. 
 Additional Topic : 
 
 The character of Sulla. Mommsen, IV, 139-151. Freeman, 
 Essays, second series, 324-362. 
 
 52. POMPEY AND C^SAR, 79-48 B.C. 
 
 a. Affairs in the East. 
 
 (i) The condition of the East (Mithridates). Pel- 
 ham, 292-295. Mommsen, IV, 6-1 1 (Mithridates). 
 Beesly, 149-159. How and Leigh, 419-429. Mommsen, IV, 
 12-35. 
 
 (2) The campaigns of Sulla, 86-84 B.C. Pelham, 
 299-305. How and Leigh, 429-434. Beesly, 159-172. 
 Mommsen, IV, 36-45, 50-55. 
 
 (3) The campaigns of Lucullus, 74-66 B.C. Pelham, 306- 
 316. How and Leigh, 471-477. Mommsen, IV, 330-350. 
 Duruy, II, 804-820. 
 
 (4) The campaigns of Pompey and his reorganiza- 
 tion of the East, 66-63 ^-C Pelham, 318-329. Duruy, 
 n, 834-838. How and Leigh, 478-484. Shuckburgh, 
 682-691. Mommsen, IV: (i) 404-420; (2) 441-452. 
 
 b. Affairs at Rome. 
 
 (i) The conspiracy of Catiline, 66-63 B.C. Merivale, 
 Roman Triumvirates, 43-58. Shuckburgh, 698-705. 
 How and Leigh, 484-496. Fowler, Caesar, 79-86. 
 Strachan-Davidson, Cicero. 
 
 (2) The first Triumvirate, 60 B.C. How and Leigh, 
 496-503. Merivale, 70-85. Shuckburgh, 690-698, 707-717. 
 
Outline of Ancient History 103 
 
 c. Caesar in Gaul, 58-51 b.c. 
 
 (i) The condition of Gaul. Pelham, 260-272. How 
 and Leigh, 503-505. Mommsen, V, 7-30. Seignobos, 
 232-234. Fowler, Caesar, 126-136. 
 
 (2) Cesar's campaigns. How and Leigh, 505-515. 
 Merivale, Roman Triumvirates, 86-89, 97-io4- Fowler, 
 136-175- Pelham, 272-288. Seignobos, 234-243. Dodge, 
 Caesar, for special operations. 
 
 (3) Organization of conquests. Mommsen, V, 94- 
 98,100-102. Pelham, 288-289. How and Leigh, 514- 
 515- 
 
 d. Civil war (Pharsalus, Zela, Thapsus, Munda), 49-48 B.C. 
 How and Leigh, 526-539. Merivale, 130-155. 
 Sources : Pompey. Munro, No. 89. Cicero. Munro, 
 No. 90. The conspiracy of Catiline. Botsford, Story, 
 194-198. Sallust, Catiline. Cicero, Orations. Csesar in Gaul. 
 C^sar, Gallic War, Bk. I, Chs. 1-2. Botsford, Story, 
 201-211. 
 Map Work: 
 
 Mark the boundaries of the new provinces. 
 Additional Topics : 
 
 A. Cicero as a public man. Mommsen, V, 504. 
 Shuckburgh, Letters of Cicero, IV, xxxi-xxxv. 
 
 B. Character of Pompey. Mommsen, IV, 271-27C 
 Plutarch. ^ 
 
 C. Caesar's army. Dodge. Judson, Cesar's Army. Editions 
 of Caesar. 
 
 Imaginative Literature: W. S. Davis, A Friend of 
 Caesar. 
 
 53. The Rule of C^sar, 48-44 b.c. 
 
 General Reference : 
 
 Pelham, 342-356. 
 
 a. The condition of the Roman world. Mommsen, IV, 
 
 315-324- Fowler, Casar, 349-354. 
 
 b. The reforms of Caesar. Merivale, Roman Triumvirates, 
 
 164-178. How and Leigh, 539-551. Fowler, 326-349. 
 Froude, C^sar, 486-501. Mommsen, V : (i) 330-341 ,• 
 (2) 341-360. 
 
I04 Ancient History 
 
 c. Estimate of C^sar. Froude, 532-550. Mommsen, V, 
 
 305-315. Fowler, 360-378. 
 
 Imaginative Literature : Shakespeare, Julius Caesar. 
 
 54. The Struggle for the Succession, 44-31 b.c. 
 
 a. Civil war : the overthrow of the liberators. (Fhilippi, 
 
 42 B.C.) Merivale, The Roman Triumvirates, 178- 
 206. Firth, Augustus, 73-94. Allcroft, History of 
 Rome (78 B.C.-31 A.D.), 181-194. Shuckburgh, Au- 
 gustus, 89-99. 
 
 b. The rivalry of Octavius and Antony : the West against 
 
 the East (Actium, 31 B.C.). Merivale, Roman Trium- 
 virates, 214-232. Allcroft, 194-209. Shuckburgh, 118- 
 130. Firth, 129-153. 
 Sources : Antony. Munro, No. 90. Cicero, Philippics. 
 
 Cicero, Letters (translated by Shuckburgh), IV, 1-128. 
 
 Imaginative Literature : Shakespeare, Antony and 
 
 Cleopatra. 
 
 55. Roman Culture in the "Ciceronian Age." 
 General Reference : 
 
 Botsford, Rome, 199-202. 
 a. Literature. Mommsen, V, 495-515. 
 
 (i) Cicero. Mackail, 62-78. Fowler, 65-83. 
 
 (2) Sallust. Mackail, 83-87. Fowler, 89-91. 
 
 (3) Caesar. Mackail, 78-83. Fowler, 83-89. 
 
 d. Education. Johnston, Private Life of the Romans, 74- 
 
 87. Preston and Dodge, Private Life of the Romans, 
 58-66. Mommsen, V, 211-218. 
 Additional Topic: 
 
 Cicero as seen in his Letters. Atlantic Monthly, May, 1888, 
 641-661. 
 
 XI. The Ancient World under the Roman Empire, 31 B.C.- 
 375 A.D. 
 
 56. The Establishment of the Empire, 31 B.C.-14 a.d. 
 
 a. The constitution : survivals of the republican system ; the 
 princeps -^ changes in the government of the provinces 
 and the city of Rome. Capes, Early Empire, 12-28. 
 Abbott, 266-282. Bury, Roman Empire : (i) 13-22; (2)28-34. 
 
Outline of Ancient History 105 
 
 Pelham, 399-415 ; 424-433 ; 437-444. Shuckburgh, Augustus, 
 131-151. Firth, Augustus, 180-199. 
 
 b. The frontiers. Bury, 74-83. 
 
 (1) The East. Bury, 103-116. Pelham, 455-458. 
 
 (2) The Alpine region. Bury, 93-95. Pelham, 
 458-461. 
 
 (3) The Northwest (Teutoberg Forest, 9 a.d.). 
 Bury, 130-133. Capes, Early Empire, 34-35. 
 
 c. The literature of the Augustan Age. Botsford, Rome, 
 
 215-218. Bury, 149-161. Duruy, IV, 169-186. Myers, 
 Rome, 486-492. 
 
 (i) Vergil. Mackail, 91-105. Fowler, 99-114. 
 
 (2) Horace. Mackail, 105-119. Fowler, 1 14-128. 
 
 (3) Livy. Mackail, 144-155. Fowler, 156-163. 
 Sources : Monumentum Ancyranum. Pennsylvania Transla- 
 tions and Reprints, Vol. V, No. i. Munro, No. 99. 
 
 Selections from the Literature. Botsford, Story, 227- 
 231; 233-235; 255-259. 
 
 The provinces under Augustus. Munro, Nos. 184- 
 186; 188-190. 
 Additional Topics : 
 
 A. Reports on particular provinces. Bury, 83-137. Duruy, IV, 
 50-90. Mommsen, Provinces. 
 
 B. Augustus as a builder. Lanciani, Ruins and Excavations, 
 138-144; 302-307. Bury, 140-148. Monumentum Ancyranum, 
 Chs. xix-xxi. 
 
 C. Character of Augustus. Shuckburgh, Augustus, 265-293. 
 Firth, 341-365. 
 
 D. The worship of the Emperor. Duruy, IV, 18 and following. 
 Map Work: 
 
 Mark the provinces ; distinguishing between the imperial and 
 the senatorial. 
 
 Imaginative Literature : Lew Wallace, Ben Hur. 
 57. The Julian and Flavian Caesars, 14-96 a.d. 
 
 a. The constitution : growth of monarchical ideas. Pelham, 
 
 486-499. Abbott, 289-302. Capes, Early Empire (see index). 
 
 b. The Empire. 
 
 (i) The East. Bury, 206-209. Pelham, 497-500. 
 
io6 Ancient History 
 
 (2) The German frontier. Bury, 166-177. Mommsen, 
 Provinces, I, 170-194. 
 
 (3) Britain. Pelham, 501-506. Bury, 223-226. 
 Mommsen, Provinces, I, 170-194. 
 
 C. The emperors. Freeman, Essays, 2d Series, Essay ix ("The 
 Flavian Caesars"). Special reports on individual emperors. 
 Capes (see index). Merivale, Romans under the Empire, 
 
 d. The condition of the Empire and society. Botsford, 
 Rome, Ch. xv. 
 
 (1) Life in the towns, (a) Appearance: Friedlander, 
 Town Life in Ancient Italy, 1-12; Boissier, Rome and Pompeii, 
 354-369- ip) Government: Friedlander, 12-21 ; Duruy, 
 V, 327-331- (0 Amusements : Friedlander, 43-53. Pel- 
 lison, Roman Life in Pliny's Time, 186-228 ; Johnston, Life 
 of the Romans, sec. 338-363. (^) Pompeii : Thomas, 
 Roman Life under the Caesars, 15-28 ; Boissier, 419-435. 
 {e) The Graffiti, Thomas, 28-41. (y) Country houses : 
 Thomas, 190-200. 
 
 (2) Life in the provinces. Capes, Early Empire, 
 191-202. 
 
 (3) Travel and correspondence. Johnston, 278-299. 
 Pellison, 228-271. 
 
 (4) Commerce. Capes, 202-209. Duruy, ¥,475-485. 
 Sources: Education. Munro, Nos. 153-156. Amuse- 
 ments. Munro, Nos. 164-178. The Eruption of Vesu- 
 vius. Botsford, Story, 275-278. Life and manners. 
 Botsford, Story, 281-284. The burning of Rome. Taci- 
 tus, Annals, Bk. XV, Chs. 38-45. 
 
 Additio7ial Topics : 
 
 A. The destruction of Jerusalem. Bury, 366-373. 
 Duruy, IV, 623-637. 
 
 B. The classes in the towns. Friedlander, 21-30. 
 
 C. The finances of the towns. Friedlander, 30-43. 
 Imaginative Literature : Bulwer-Lytton, Last Days of 
 
 Pompeii. Sienkiewicz, Quo Vadis. 
 58. The Empire under the "Good" Emperors, 96-180 a.d. 
 General References : 
 
 Koch, 127-134. Wolfson, 419-429. 
 
Outline of Ancient History 107 
 
 a. The government and administration. Capes, Age of the 
 
 Antonines, 203-221. Abbott, 317-327. Pelham, 5 1 3— 523. 
 Bury, 434-438 ; 509-514. Arnold, Provincial Administra- 
 tion, 232-238. Duruy, IV, 792-807. 
 
 b. Extension and consolidation. 
 
 (i) Trajan (Dacia and Mesopotamia), 98-117 A. d. 
 Bury, 448-456. Capes, 29-51. 
 
 (2) Hadrian (travels and fortifications) , 1 1 7-1 38 a.d. 
 Bury, 494-504. Duruy, V, 105-116. 
 
 (3) Marcus Aurelius (Marcomanic War), 161- 
 180 A.D. Bury, 542-550. Capes, 98-111. 
 
 c. The condition of the Empire in the second century. 
 
 West, 415-423. Wolfson, 431-438. 
 
 d. "The Silver Age of Literature." Mackail, 221-233. 
 
 Botsford, Rome, 256-261. Wolfson, 441-443. Bury, 
 
 458-463, 466, 475-484. Fowler. 
 
 Sources : Correspondence of Trajan and Pliny. Bury, 
 440-448. Duruy, IV, 807-814. Fling, Studies in European 
 History, 1, 125-144. Marcus Aurelius. Botsford, Story, 311- 
 
 315- 
 Additional Topics : 
 
 A. A general view of the Empire. Gibbon, Decline and Fall 
 of the Roman Empire, I, Chs. i-iii. 
 
 B. Conquest and organization of Dacia. Bury, 421-430. 
 Duruy, IV, 743-776. 
 
 C. The life of Pliny the Younger. Thomas, 331-365. 
 
 D. The Forum of Trajan. Lanciani, 310-319. 
 
 E. Hadrian's villa at Tivoli. Boissier, Rome and Pompeii, 
 241-268. 
 
 Map Work: 
 
 Mark the additions of Trajan. Indicate the fortifica- 
 tions of Hadrian. 
 
 Imaginative Literature : Pater, Marius the Epicurean. 
 59. The Roman Empire under the Soldier Emperors : 
 A Century of Revolution. 180-284 a.d. 
 General References : 
 
 Pelham, 546-552. Botsford, History, 266-276. 
 a. Typical Emperors. 
 
io8 Ancient History 
 
 (i) Septimius Severus, 193-21 1 a.d. Gibbon (Bury 
 ed.), 1, 111-116; 121-124. 
 
 (2) Caracalla (extension of the Roman franchise), 
 211-217 A.D. Gibbon, I, Ch. vi, 130-136; 164. 
 
 (3) Elagabalus, 218-222 a.d. Gibbon, I, 144-147. 
 Duruy, VI, 277-286. 
 
 (4) Aurelian, 270-272 a.d. Gibbon, I, 291-300. 
 Duruy, VI, 463-473- 
 
 Additional Topics : 
 
 A. The new Persian Empire. Gibbon, I, 195-212. 
 
 B. The conquest of Pahnyra. Gibbon, I, 302-315. Duruy, 
 VI, 488-498. 
 
 C. The wall of Aurelian. Lanciani, 66-72. 
 
 D. The arch of Septimius Severus. Lanciani, 282. 
 
 60. The Roman Empire under the Absolute Emperors, 
 
 284-375 a.d. 
 General References : 
 
 Morey, 289-301. Botsford, Rome, 278-287. Bemont 
 and Monod, Medieval Europe, 1-2 1. 
 
 a. Absolutism. Gibbon, I, 350-355. Abbott, 334-340. 
 
 Pelham, 555-560. 
 
 b. The provincial organization. Arnold, Provincial Administra- 
 
 tion, 166-178. Morey, 295-298. 
 
 c. Hierarchy of officials. West, 435-438. Gibbon, I, 379-392; 
 
 II, 160-200. Hodgkin, Dynasty of Theodosius, 33-44. 
 Additional Topic : 
 
 Society in the fourth century A.D. West, 449-457. 
 Robinson, History of Western Europe, 8-17. Hodgkin, 
 Dynasty of Theodosius, 44-52. Adams, Civilization during 
 the Middle Ages, 76-88, 
 Map Work: 
 
 Mark the praefectures and dioceses. 
 
 Source : Notitia Dignitatum, Pennsylvania Reprints, VI, 4. 
 
 61. The Rise and Triumph of Christianity. 
 
 a. Attitude of Roman government toward Christianity. 
 Adams, European History, 1 20-1 21. Emerton, Intro- 
 duction to the Middle Ages, 92-95. Gibbon, II, 71-84. 
 
Outline of Ancient History 109 
 
 b. The persecutions. Fisher, The Christian Church, 45-51. 
 
 Wolfson, 449-454. Gibbon, II, Appendix 8. 
 
 c. The triumph and establishment of the Church. West, 
 
 439-443- Wolfson, 454-455. Emerton, 95-96. 
 d. The organization of the Church. Fisher, 51-59. Duruy, 
 VI, 178-196. West, 443-445. Emerton, 96-108. Adams, 
 122-126. 
 
 Sources: The attitude of the emperors toward the 
 Christians. Munro, Nos. 123-129, 132, 134. The Perse- 
 cutions. Pennsylvania Reprints, IV, No. i. Jones, 
 Civilization in the Middle Ages, No. i. 
 Additional Topics : 
 
 A. Christianity in the Roman Empire. Adams, Civilization 
 during the Middle Ages, 39-50. 
 
 B. The contribution of Christianity. Adams. Civilization dur- 
 ing the Middle Ages, 50-64. 
 
 C. The catacombs. Boissier, Rome and Pompeii, 
 142-152, 161. 
 
 XII. The Transition Period, 376-800 A.D. 
 
 62. The Invasions, and the Fall of the Western Em- 
 pire, 376-476 A.D. 
 
 a. The Germans. Emerton, Introduction to the Middle 
 
 Ages, 12-21. West, 458-463. Green, Short History 
 of the English People, 1-7. Hodgkin, Dynasty of 
 ' Theodosius, 55-72. 
 
 b. The invasion of the West Goths (Alaric), 376-410 a.d. 
 
 Emerton, Introduction, 25-34. West, 466-468. Gib- 
 bon, III. 240-255. 
 
 (i) The sieges of Rome by Alaric. Gibbon, III, 309- 
 326. Hodgkin, 159-166. 
 
 c. The invasion of the Vandals (Geiseric), 378-455 a.d. 
 
 Emerton, Introduction, 37-39. Gibbon, III, 398-412. 
 Hodgkin, 204-217. 
 
 (i) The sack of Rome. Hodgkin, 229-232. 
 
 d. The invasion of the Huns (Attila), 378-453 a.d. Emer- 
 
 ton, Introduction, 41-47. Hodgkin. 180-193. Gibbon, 
 III, 416-420. 
 
iio Ancient History 
 
 (i) The battle of Chalons, 451 A.D. Hodgkin, 
 195-197. Gibbon, III, 464-467. 
 
 e. The last Roman Emperor in the West, 476 a.d. Emer- 
 
 ton, Introduction, 48-52. Gibbon, IV, 48-55. 
 
 f. The causes of the decline of Rome. West, 455-458. 
 
 Myers, Rome, 445-455. Adams, Civilization during 
 the Middle Ages, 76-88. Cunningham, Western Civiliza- 
 tion (Ancient Times), 175-195. Hodgkin, Italy and her In- 
 vaders, II, Ch. ix. Bury, Later Roman Empire, I, Ch. iii 
 (valuable for teachers) . 
 
 g. The influence of Rome. Morey, 314-323. Adams, Civil- 
 
 ization, 20-37. 
 
 Sources : The Germania of Tacitus. Selections, in 
 Pennsylvania Reprints, Vol. VI, No. 3 ; and in Kendall, 
 Source Book of English History, 1-12. The Huns. 
 Jordanes' description, in Hodgkin, Dynasty of Theodo- 
 sius, 81-83. 
 63. The West: Continued Invasions, and Formation of 
 Germanic States. 476-774 a.d. 
 General References : 
 
 Adams, Mediaeval Civilization (Primer), 46-49. 
 Fairley's Seignobos, 440-448. Bryce, Holy Roman Empire, 
 Ch. iii. Gibbon, Ch. xxxvii, last half, for Conversion of the 
 Barbarians. 
 
 a. Condition of Europe in 476 a.d. Botsford, Ancient 
 
 History, 445. Gibbon, Ch. xxxvi, last two pages. 
 Adams, Civilization (Primer), 11-16 (generalization). 
 
 b. Italy : Ostrogoths, 493-552 a.d. (Theodoric) ; Lom- 
 
 bards, 568-774 a.d. Wolfson, Essentials of Ancient 
 History, 479-482, 484-485. West, Ancient History, 
 474-477, 479. Botsford, Ancient History, 446-449, 
 450-452. Emerton, Introduction, 52-59. Robinson, 
 Western Europe, 28-34. Myers, Middle Ages, 16-19; 
 25-26. Oman, Dark Ages, Chs. xi, xvi. 
 
 c. Britain : the Anglo-Saxons (see Outline of English His- 
 
 tory^ section 4). Botsford, Ancient History, 452- 
 453. Adams, European History, 148-150. West, 
 483-485. Green, Short History of the English People, 6-16 
 
Outline of Ancient History 1 1 1 
 
 (Harper ed.). Green, History of the English People, Chs. i, ii 
 (for first settlement, 22-27). 
 
 d. Gaul : the Franks (see section 66, below). 
 
 e. Spain: "decaying kingdom of the Visigoths" (to 711 
 
 A.D.). Botsford, History of Rome, 302. Robinson, 
 26, 39. Emerton, Introduction, 33-34. Oman, Dark 
 Ages, Chs. viii, xiii. 
 /. Results of invasions : fusion of the two peoples (language, 
 law). West, 486-490, 492-496, excellent summary. 
 Robinson, Western Europe, 39-43. Adams, Primer, 
 49-55. Bryce, Ch. ill, end. 
 Additional Topic : 
 
 Theodoric. Hodgkin, Theodoric. 
 Map: showing routes of migrations and final place of 
 settlement. Emerton, Introduction, 34. Robinson, 27, 
 31, 62. Putzger, Atlas, 13 a and 13. 
 
 64. The East : One Emperor (Constantinople) ; a New 
 Prophet. 476-732 a.d. 
 General Refercjices : 
 
 Fairley's Seignobos, 449-457^ 467-475- Myers, Middle 
 Ages, 73-115 (too many dynastic details of the caliphs, 
 but otherwise useful). 
 
 a. Justinian: conquests, and codification of the law. 
 
 Adams, European History, 144-146. Botsford. Ancient 
 History, 448-450. West, 477-479- Wolfson, 482- 
 484. Bemont and Monod, Medieval Europe, Ch. viii. Bryce, 
 "Justinian," in the Encyclopaedia Britannica. On the Code: 
 Wilson, The State, 142-159; Gibbon, Ch. xliv; Morey, Roman 
 Law, 158-163. Oman, Dark Ages, 80-105 (Ostrogothic wars 
 of Justinian). 
 
 Source : Fling, European History Studies, I, No. 10. 
 
 b. The rise of Mohammedanism : Mohammed ; his religious 
 
 system ; Saracen conquests. West, 499-505. Oman, 
 Dark Ages, 213-220. Emerton, 122-129. Adams, 
 European History, 155-160. Munro, Middle Ages, 
 Chs. i, ix. Oilman, Story of the Saracens, Chs. 
 XV, xvi. Carlyle, Heroes and Hero- Worship, Lecture ii. 
 Lane-Poole, Speeches and Table-Talk, introduction. 
 
1 1 2 Ancient History 
 
 If time is inadequate, it will probably prove desirable to 
 devote the greater part of the time to Mohammedanism by 
 saving time on topic a. 
 
 Sources : Extracts from the Koran : Sheldon, General 
 History, 276-285 (interesting selections). Jones, Civil- 
 ization in the Middle Ages, No. 3. Lane-Poole, Speeches 
 and Table-Talk. 
 
 Additional Topics : 
 
 A. The Iconoclastic controversy. Robinson, 74. Myers, 
 Middle Ages, 156-158. Gibbon, Ch. xlix, first ten pages. 
 
 B. Belisarius. Oman, Story of the Byzantine Empire, Chs. vi, 
 vii. Hodgkin, Italy and her Invaders, IV. 
 
 C. The siege of Constantinople by the Saracens. Gibbon, 
 Ch. lii. (The Second Siege, 717-718 A.D. Finlay, History of the 
 Byzantine Empire from 716 to 1057, Ch. i.) 
 
 D. The Saracen conquest of Spain. Gibbon, Ch. li. Lane- 
 Poole, Moors in Spain, Chs. i-ii (iii). 
 
 65. "The Rise of The Christian Church." 
 Gejieral References : 
 
 Wolfson, 490-492. Fairley''s Seignobos, 458-467. 
 
 Munro, History of the Middle Ages, Ch. iii. Emerton, 
 
 Ch. ix. Robinson, Ch. iv. Kingsley, The Roman and 
 
 the Teuton, Lecture ix. 
 
 a. Early organization of the Church ; growth of the papal 
 
 power to 600 A.D. West, 443-444, 505-5 10. Botsford, 
 
 Ancient History, 422. Adams, Mediaeval CiviUzation 
 
 (Primer), 25-36. Emerton, Ch. ix. See section 61, d. 
 
 (For the relations of the papacy with the Franks, see 
 
 section 66). 
 
 Source : New Testament. 
 d. Differences and divisions. Botsford, Ancient History, 423. 
 West, 444-445 5 5°7 ^"^ following. Fairley''s Seignobos, 
 400-401. See also references under The Iconoclastic 
 controversy, section 64, Additio7ial Topic A. 
 c. Monasticism. Adams, Primer, 37-38. West, 490-492. 
 Sheldon, General History, 269 and following. Emer- 
 ton, Ch. xi. Kingsley, The Roman and the Teuton, 
 
Outline of Ancient History 1 1 3 
 
 Lecture ix. Jessopp, The Coming of the Friars, 
 Ch. iii. Gibbon, Ch. xxxvii, first 17 pages. 
 
 Source : The Benedictine Rule, in Henderson, His- 
 torical Documents, 274-314; or, in part, in Jones, 
 Civilization in the Middle Ages, 90-103. 
 d. Influence of the early Church. Bury, Later Roman Empire, Bk. I, 
 Ch. ii. Adams, Primer, 38-46. Adams, Civilization during 
 the Middle Ages, 39-43 ; 50-64. Lecky, History of European 
 Morals, II, 1-4; 8-1 1 ; (effects on slavery) 61-73. 
 
 Additional Topics : 
 
 A. Pope Gregory the Great. Robinson, Western Europe, 52- 
 55; 61. Emerton, Introduction to Middle Ages, 109-113. Hodg- 
 kin, Italy and her Invaders, V, Ch. vii. 
 
 B. The life of St. Columban and the work of the Irish Monks. 
 Zimmer, The Irish Element in Mediaeval Culture, 19 ff. 
 
 Source : Pennsylvania Reprints, II, No. 7 (" Life of 
 St. Columban''). 
 
 66. The Growth of the Frankish Power ; a New Em- 
 peror. 486-800 A.D. 
 General References : 
 
 Fairley's Seignobos, 476-485. Myers, Middle Ages, 
 1 17-129. Robinson, Western Europe, 34-38, and Chs. vi, 
 vii. Oman, Dark Ages, Chs. iv, vii, x, xv, xvii, xix-xxii. 
 
 a. Clovis and the Merovingians. West, 480-482. Wolfson, 
 
 486-487. Myers, Middle Ages, 21-23 ; 35. Emerton, 
 
 Chs. vii, X. 
 
 Source: Sheldon, General History, 271-273, for con- 
 version of Clovis, as told by Gregory of Tours. Also 
 see quotations in Emerton, 61 ; 114-115. 
 
 b. The Carolingians as ''• mayors" ; battle of Tours, 732 a.d. 
 
 West, 497-499. Emerton, 126-129 (Tours), 1 51-162. 
 Hodgkin, Charles the Great, 8-45. 
 
 Source: Einhard's Charlemagne, 11-19 (translated 
 in "Harper's School Classics"). 
 
 c. The Carolingians as kings ; Lombardy. Adams, Euro- 
 
 pean History, 160-163. Emerton, 162-179. Bryce, 
 Holy Roman Empire, 34-41. 
 Source: Einhard, 19-21. 
 
114 Ancient History 
 
 d. Charlemagne : the king crowned emperor, 800 a.d. West, 
 512-520. Wolfson, 479-501. Adams, European His- 
 tory, 164-17 1. Munro, Middle Ages, Ch. ii. Emerton, 
 Ch. xiii. Bryce, Ch. iv and the beginning of Ch. v. 
 Hodgkin, Charles the Great. Oman, Dark Ages, Chs. xx-xxi. 
 Sources: Einhard, 21-47 ; 56-68. Sheldon, General 
 History, 274, and Bryce, Ch. v, 49-59, for crowning of 
 Charlemagne. Pennsylvania Reprints, VI, No. 5 (" Laws of 
 Charles the Great "). 
 Map Work: 
 
 The Empire of Charlemagne (see Emerton, 208-213, 
 text). Emerton, map facing p. 180. Gardiner, School 
 Atlas of English History, No. 6. Putzger, Atlas, No. 14. 
 Additional Topics : 
 
 A. Boniface and his Work. Cutts, Charlemagne, Ch. xii. 
 Emerton, Introduction, 130-132. Hodgkin, Italy and her In- 
 vaders, VII, 81-84; 107-109; 123; 127-128; 130; 236. 
 
 B. The Salic Law. Henderson, Select Documents, Bk. II, 
 No. I. Emerton, Introduction, Ch. viii. 
 
 Gy. Retrospect, from the Euphrates to the Rhine. 
 Refer ejices : 
 
 Adams, European History, 5-6; 15; 17; 19; 53-55; 
 102-104. West, 520-522. Botsford, Ancient History, 
 468-469. Lavisse, General View, 1-29. Emerton, Introduc- 
 tion, Ch. i (for Greece and the Roman Empire). Adams, 
 Civilization during the Middle Ages, 443-447 (the Roman 
 Empire, the Church, and the Teutonic elements). Bury, 
 Later Roman Empire, II, 535-540 (summarizing the Empire, 395- 
 800 A.D.) . 
 
PART II 
 
 MEDIEVAL AND MODERN 
 EUROPEAN HISTORY 
 
MEDIEVAL AND MODERN 
 EUROPEAN HISTORY 
 
 800 to 1900 A.D. 
 
 INTRODUCTION 
 
 This field presents peculiar conditions. The period is 
 so vast, so full of life and movement, that the historic 
 picture must be drawn in free and bold outline, in clear 
 perspective, and with strong emphasis upon striking per- 
 sonages and events, if the young pupil is to retain any 
 impression of it that is worth having. Covering a period 
 of eleven hundred years, and the history not only of all 
 the great powers except the United States and England, 
 but also of that period of national expansion which 
 brought Europe into the closest contact with the new 
 world of the West and the old world of the East, it is 
 occupied with large social and institutional movements, 
 and with the complex questions of international politics. 
 As compared with a national history, like that of England 
 or of France, it is much more comprehensive ; as com- 
 pared with Ancient History, it is much more complex and 
 involved. It is, therefore, a period of pecuHar difficulty 
 from the standpoint of the teacher. It is, nevertheless, 
 important that an apprehension of the main features of 
 
 117 
 
1 1 8 Mediaeval and Modern European History 
 
 its life be possessed, because of their bearing upon all 
 the affairs of the world. They are facts of which every 
 person of the most ordinary education ought to know 
 something. There is, therefore, a justification for plac- 
 ing it in the secondary school curriculum ; and if placed 
 there it should follow Ancient History, thus giving due 
 emphasis to the sequence of development. 
 
 The task of any teacher or of any guide through this 
 labyrinth is one of simplification and coordination of 
 things that are seemingly diverse and divergent, but are 
 really closely related. There is not at present any text- 
 book at once simple and comprehensive and giving that 
 thorough grasp of the subject which is essential to make 
 the study of it really valuable. Those of Adams and 
 Myers have some merits, but neither meets the demand 
 for a guide at once simple and scholarly for second-year 
 students in the high school. 
 
 There are two methods of studying this field, each of 
 which has its advocates, — one by grouping the study 
 around the great movements which divide it into nat- 
 ural periods, the other by the use of some national 
 history, as that of France, for a central core. These 
 methods are well discussed in the report of the Com- 
 mittee of Seven, and it is not necessary to recapitulate 
 the argument here. The former has the advantage 
 of presenting a better perspective and a juster pro- 
 portion ; while the latter has the larger opportunity 
 for detailed and connected treatment, and hence for 
 enlisting the interest of the young student, always more 
 readily attracted by concrete facts and the deeds of 
 persons than by the discussion of movements so broad 
 
Introduction iio 
 
 as to seem abstract and lacking in personal interest; but 
 it has the serious disadvantage of distorting the histori- 
 cal perspective, a true sense of which is one of the most 
 important ideas to acquire in this study. A way may 
 be found, in the suggestions that follow, to overcome 
 the common objections to a general treatment. If the 
 specialized method is preferred, the syllabus may be 
 used to the greatest advantage to avoid the danger just 
 mentioned. 
 
 It seems possible to combine to a certain extent the 
 merits of both methods by means of a syllabus based in 
 its general plan upon the large movements of mediaeval 
 and modern Europe ; showing how the peculiar institu- 
 tions of the former were related to those of antiquity, of 
 which the student is supposed to have a knowledge; 
 what great forces (Christianity and the Germanic peo- 
 ples) caused the characteristic changes of the period ; 
 and how in its shadowy recesses were forged the in- 
 struments which opened new worlds and a new historic 
 era. In the same way the pupil should be led to see 
 the Reformation as something more than a debate over 
 doctrines or a quarrel over church administration — as 
 the outcome of the irrepressible conflict between the Ger- 
 man and the Latin idea; he should have some idea of 
 the significance of the growth of the idea of nationahty 
 with its profound influence on modern history, of what 
 is meant by the balance of power and its use in Euro- 
 pean politics; he should understand the changes pro- 
 duced in the world by epoch-making inventions, the 
 advance of industry revolutionizing life for millions of 
 people, the effect of the opening of the new world upon 
 
1 20 Medieval and Modern European History 
 
 Europe itself ; and finally the meaning and importance 
 of modern democracy. These are some of the funda- 
 mentals, the real things of human life, without which the 
 history of mediaeval and modern Europe might as well 
 not be studied. The problem is how to put them before 
 the boy of fourteen or fifteen so as to hold his interest 
 and attention. This can be done by putting human 
 interest into the study of each topic, and it seems possi- 
 ble to accomplish this result by utilizing the biographi- 
 cal element, or by putting in the foreground the 
 nationality most prominent for the time being. 
 
 Thus the first Otto is a striking and typical figure in 
 the founding of the new mediaeval empire ; Frederic 
 Barbarossa may be taken as typical of flood-tide medi- 
 aevalism, with some churchman risen from the ranks to 
 illustrate the other great force of the Middle Ages. It 
 is easy enough to find human interest in the Crusades. 
 The human side of the Renaissance can be made real 
 through carefully selected sources ; and in the Reforma- 
 tion Luther and Zwingli, Calvin and Loyola, and others 
 can be used each in his turn, to give to the study of the 
 period an interest which a mere general narrative would 
 not possess. Spain will appear as the nation of chief 
 prominence in the era of discovery, and through Motley's 
 fascinating pages the pupil may be led to an understand- 
 ing of the reasons for the decline of Spanish power. 
 France, with Henry IV and Louis XIV, may head the 
 line in the study of the growth of nationality, and the 
 French Revolution brings that country to the front again 
 in the study of the beginnings of modern democracy. 
 It is possible to follow this idea from 800 a.d. to 1900, 
 
Introduction 121 
 
 bringing the larger lessons of elementary politics and 
 society into close relation with the lives of individual 
 men and peoples. 
 
 In this connection the committee warmly recommends 
 to teachers the perusal of Diestervveg's article on " In- 
 struction in History " in Stanley Hall's *' Pedagogical 
 Library," Vol. I (Ginn, 1883). Diesterweg is in favor of 
 insisting on the few culminating points of history and 
 letting everything else go. His idea of the proper title 
 for a text-book would be : '' Stories of the most remarka- 
 ble events." It is hopeless to strive for completeness in 
 regard to matter and uniformity of detail, to attempt to 
 " distil the labor of historical minds during fifty years 
 into the concentrated experience of five hours." *'The 
 reading of history," Diesterweg goes on, " must be 
 stataric {i.e. must revolve round fixed points) before we 
 pass over to cursory reading." And Diesterweg is only 
 unhappy because in five hundred lessons he can teach 
 so little of German history. Woe to us with the history 
 of all Europe and one hundred and twenty lessons ! 
 
 Diesterweg's conclusion that the first instruction in 
 general European history should deal with '' culminat- 
 ing points," unquestionably suggests the proper method 
 for first instruction in this most difficult subject, not to 
 impart knowledge as if it came from an encyclopedia, a 
 dictionary, or a table of contents, but to dwell on the 
 points of the most far-reaching importance, those that 
 are most dramatic, most interesting, and most familiar to 
 cultivated persons in the world at large. Better that 
 the pupil should read ten pages about the peace of 
 Tilsit than all that the text-book has to say on the whole 
 
122 Mediaeval and Modern European History 
 
 period. In that way the boy will be introduced to the 
 chief personages of the preceding campaigns, and his 
 natural common sense will lead him to ask what monstrous 
 defeats could have led to this cruellest of all treaties that 
 France ever signed. A little oasis will have been formed 
 in his mind from which he will be constantly and in- 
 stinctively reclaiming more and more of the arid waste 
 around. By this treatment it is possible to establish a 
 number of little points of vantage from which the pupil 
 can look around over the whole field. These are to be 
 his topics, and all his life long he will be interested in 
 adding to and readjusting his knowledge concerning 
 them. Let him look back from the execution of Louis 
 XVI to know what was happening in the months just 
 preceding; let him be introduced to the struggle of the 
 popes and emperors by reading at lengtJi of the dramatic 
 scene at Canossa. This period of wonderful variety 
 lends itself pecuharly well to such a picturesque, graphic 
 treatment. In this lies its salvation as a school study. 
 It is well understood that the residuum of actual knowl- 
 edge left in the mind of the pupil is comparatively 
 small. We can, from a judicious treatment of the 
 period, leave strong and, as far as they go, correct im- 
 pressions, which will be of great value in future reading 
 and study and in the general understanding of civiliza- 
 tion. With such incidental treatment and the use as 
 illustrations of simple and easily appreciated extracts 
 from contemporary accounts and significant documents, 
 the pupil may come from the year's work with some 
 appreciation of what the Middle Ages mean in history, 
 and we can ask for little more. 
 
Introduction 123 
 
 Particularly in this second year of his course the boy 
 should acquire considerable training in historical methods 
 and ways of thinking, and should become familiar with 
 a considerable amount of literature. He should learn 
 to distinguish good, scholarly books from bad, super- 
 ficial ones, and it should be pointed out to some extent 
 how history books are written : that we have not merely 
 been copying one from the other from the days of 
 Charlemagne down, but that large masses of absolutely 
 contemporary evidence, even for periods as distant as 
 that of Charlemagne, still exist, and are constantly being 
 worked over anew. It is quite possible, even at this 
 stage of instruction, to impart an appreciation of the 
 fact that historical knowledge is advancing ; that when 
 legends like that of WiUiam Tell being the founder of 
 Swiss independence are abandoned, it is on good grounds 
 and on careful sifting of evidence. The pupil can also 
 be shown how to handle books, how to find what he 
 wants in the table of contents or in the index. In work- 
 ing out his topics he can be taught how to select and to 
 group his facts, as well as to express his results in con- 
 cise and correct language. Above all, his imagination 
 and his appreciation of what is really interesting and 
 significant may be quickened, strengthened, and dis- 
 ciplined. Remember his age and his natural interest 
 in stirring episodes and in great men. The history of 
 mediaeval and modern times falls naturally into connec- 
 tion with his ordinary reading, with Scott's novqls, 
 and even with the Henty books. This connection 
 should be constantly played upon, as also that with 
 the ordinary geography lessons of this age. He is as 
 
1 24 Mediasval and Modern European History 
 
 yet too young for a coherent, philosophical system of 
 history. 
 
 The Periods of European History. — In the grouping 
 of subjects for this course, its special characteristics 
 and difficulties of treatment have been kept in mind. 
 Ten groups or periods have been made. These are 
 to a certain extent chronological, but their motive is to 
 be found in sequence of development rather than of 
 time. They therefore frequently overlap each other. It 
 will be noted that in the suggested division of time by 
 exercises stress has been laid upon the modern period 
 (since the beginning of the Reformation). This is done 
 because it is as a rule easier to interest a class in those 
 periods which can be constantly related to and illustrated 
 from our modern life, and also because of the greater 
 complexity of modern history and its increasing impor- 
 tance. It is necessary, if the best results are to be 
 attained, to consider especially the quality of interest in 
 the teaching of history of that which is foreign and 
 remote. 
 
 In the first group, the Carolingian Empire and Rise of 
 Feudalism, the pupil is brought face to face with that 
 Germanic reorganization which wrought such great 
 changes in the constitution of Europe, with the anarchy 
 of the ninth century, and the adoption of a new system of 
 society and law, rudely adapted to rude conditions. This 
 is prefaced by introductory sections deahng with the rise 
 of the Papacy and Empire, 325-800 a.d. These sec- 
 tions may be omitted, or used only for a rapid review in 
 those schools which carry the course in Ancient History 
 through to 800 A.D. Close study of institutional details 
 
Introduction i 2 r 
 
 is manifestly impossible for the secondary school pupil. 
 A broad, general view of the structure of feudalism, and 
 an idea of Charles the Great and other dominating 
 figures, together with a picture of the disorder of the 
 ninth century, which enforced new adjustments, is as 
 much as can be expected. The pupil may obtain a clear 
 apprehension of the life of Europe in these stormy 
 centuries from reading Scheffel's " Ekkehard," and 
 the "impression thus gained will be more valuable 
 to him than much exact knowledge more painfully 
 acquired. 
 
 In the second group, a short time is found for noting 
 the new imperial regime that followed the downfall of 
 the Carolingians and the beginnings of the mediaeval 
 church. In it the first Otto stands as the conspicuous 
 and dominating figure. This is hardly more than a 
 preface to this large group, in which the somewhat diffi- 
 cult subject of the Empire and the Church, upon which 
 all mediaeval history hinges, is studied. The technical 
 questions involved may be left out of consideration, as 
 only to be grasped by far older students, but Henry and 
 Hildebrand and their associates may tell their own story 
 in a way to vividly impress the pupil's mind, and gradu- 
 ally work out into true proportions if he pursues his 
 studies in later years. Within the same group, the 
 questions introduced in the preceding part find further 
 illustration and development, and in Frederic Barba- 
 rossa, Bernard, Frederick II, and a host of others, is 
 ample material for a briUiant story picture, attractive to 
 any young person, in which mediaeval Europe will be- 
 come real in spite of himself. 
 
I 26 Mediaeval and Modern European History 
 
 The Renaissance, important as it is, is, like most tran- 
 sition periods, somewhat intangible. It is best studied 
 through its typical personalities, Dante, Petrarch, Boc- 
 caccio, Savonarola, Macchiavelli, Erasmus, and many 
 others, whose lives will readily suggest themselves as 
 broadly illustrative of the period. If possible, its fun- 
 damental, intellectual idea, and its relation to feudal 
 Europe, the Church, and the Reformation, should be 
 sufficiently developed to make its place in history and 
 its contribution clear in a general way to the pupil. 
 
 With the next group, the Protestant Revolution, we 
 come to a period interesting, important, modern, and 
 strongly human. It is very difficult, especially in public 
 schools, to treat Reformation history in a way that will 
 not give offence to the convictions of Protestants or of 
 Roman Catholics. Is it out of place to suggest that the 
 attitude of the teacher of history is one of strict im- 
 partiality and rigid adherence to the established facts of 
 history ? The story may be simply told. The critical 
 questions that have divided peoples are not to be threshed 
 out in the secondary school. It is only the facts that 
 made history that are the subject of school work. 
 
 The effect of the Protestant Revolution and of race 
 and geographical divisions, in emphasizing the spirit of 
 nationality and bringing about the rise of modern 
 nations (notice in this connection the peace of West- 
 phalia and the German revolt against Swedish suprem- 
 acy), advances our study rapidly into the widening field 
 of international relations, and this suggestion is further 
 developed in the eighth period, in which the wars of 
 the eighteenth century, culminating in the Seven Years' 
 
Introduction 
 
 127 
 
 War, with its world-wide consequences, require careful 
 study and will not puzzle the pupil overmuch. He will 
 find delight in the campaigns of Marlborough, Eugene, 
 and Frederic, and will be glad to know what came from 
 them when he knows how profoundly they affected the 
 life of to-day. The growing solidarity of mankind, and 
 the consequent complication of international relations, 
 should be impressed in a simple way at this point, and 
 the thread thus taken up may be followed with interest 
 and profit. Time must be found also to indicate the 
 direction of the great current of eighteenth-century 
 thought. We cannot make our secondary school pupil 
 a philosopher, but it will not be difificult to show him 
 how rapidly the Western world moved toward new 
 things during the years in which Voltaire and Rous- 
 seau and the great German writers and thinkers 
 flourished. 
 
 The French Revolution, rich in graphic literature, 
 intense, dramatic, and rapid in action, with its culmina- 
 tion in Napoleon, is always an easy period to which to 
 draw and hold the attention of a class, and from which 
 to teach many important primary lessons in history and 
 politics. 
 
 It is to be hoped that the full allotment of time can 
 be given to the study of the growth of nationality and 
 democracy in the nineteenth century. The teacher 
 should show here how all the great tendencies and 
 movements have culminated and worked themselves out 
 in this most recent period, out of which has come the 
 Hfe of to-day. The heritage from Charles the Great 
 to William I or Victor Emmanuel II is not very difficult 
 
I 28 Mediaeval and Modern European History 
 
 to show after a year of graphic study on the lines here 
 indicated. Throughout the year stress should continu- 
 ally be laid upon culminating points, and the lives of 
 typical men and women. An attempt has been made 
 to suggest possibilities in this direction in connection 
 with the different sections and topics. 
 
Small School Library 129 
 
 SMALL SCHOOL LIBRARY COSTING ABOUT 
 TWENTY-FIVE DOLLARS 
 
 Adams, G. B., Civilization during the Middle Ages. N.Y., Scribner, 
 1894. $2.50. 
 
 , Growth of the French Nation. N.Y., Macmillan, 1897. $1.25. 
 
 Archer, T. A., and Kingsford, C. L., The Crusades. (Story of 
 •the Nations.) N.Y., Putnam, 1895. $1.50. 
 
 Besant, Walter, Gaspard de Coligny. N.Y., American Book 
 Co., 1901. 30 cents. 
 
 Brown, H. F., The Venetian Republic. (Temple Primers.) N.Y., 
 Macmillan, 1902. 40 cents. 
 
 Bryce, James, The Holy Roman Empire. London and N.Y., Mac- 
 millan, 1896. $1. 
 
 Eginhard, Charlemagne. N.Y., American Book Co., 1880. 30 
 cents. 
 
 Emerton, Ephraim, Mediaeval Europe. Boston, Ginn, 1894. $1 .50. 
 
 Fournier, August, Napoleon the First. N.Y., Holt, 1903. $2. 
 
 Fyffe, C. a.. History of Modern Europe (popular edition m one 
 volume). N.Y., Holt, 1896. $2.75. Or, Phillips, W. A., 
 Modern Europe, 181 5-1899. (Periods of European History.) 
 N.Y., Macmillan, 1901. $1.60. 
 
 Gardiner, B. M., The French Revolution. (Epochs.) N.Y., 
 Longmans, 1902. $r. Or, Morris, W. O'Connor, The French 
 Revolution and First Empire. N.Y., Scribner, 1894. $1. 
 
 Gardiner, S. R., School Atlas of English History. N.Y., Long- 
 mans, 1891. $1.50. 
 
 ,The Thirty Years' War. (Epochs.) N.Y,, Longmans, 1886. 
 
 $1. 
 
 Hassall, Arthur, Louis XIV. (Heroes.) N.Y., Putnam, 1899. 
 $1.50. 
 
 Hausser, Ludwig, The Period of the Reformation, 15 17-1648. 
 N.Y., American Tract Society, n. d. $2. 
 
 Henderson, E. F., A Short History of Germany. 2 vols. N.Y., 
 Macmillan. 1902. $4. 
 
130 Mediaeval and Modern European History 
 
 Hume, M. A. S., The Spanish People. (Great Peoples Series.) 
 
 N.Y., Appleton, 1900. $1.50. 
 Longman, F. W., Frederick the Great and the Seven Years' War. 
 
 (Epochs.) N.Y., Longmans, 1898. $1. 
 Motley, J. L., Peter the Great. N.Y., Maynard, Merrill & Co., 
 
 1893. 25 cents. 
 Ploetz, Carl, Epitome of Ancient, Mediaeval, and Modern His- 
 tory. Boston, Houghton & Mifflin, 1883. $3. 
 ROBLNSON, J. H., Readings in European History. Boston, Ginn. 
 
 In Press, 1904. 
 Seebohm, F., The Era of the Protestant Revolution. (Epochs.) 
 
 N.Y., Longmans, 1890. $1. 
 Symonds, J. A., Short History of the Renaissance in Italy, edited 
 
 by Pearson. N.Y., Holt, 1894. $1.75. 
 Wakeman, H. O., The Ascendency of France, 1598-1715. (Periods 
 
 of European History.) New York, Macmillan. $1.40. 
 
 The above list can be purchased for a school library through a 
 firm of general booksellers for about $25. It includes books pri- 
 marily for collateral reading and therefore omits the text-books of 
 Munro, Myers, Robinson, West, Whitcomb, etc., whose exact titles 
 may be found in the list below. 
 
Town or Large School Library i 3 i 
 
 SELECT LIST OF BOOKS REFERRED TO IN 
 THIS OUTLINE AND ADAPTED FOR A 
 TOWN OR LARGE SCHOOL LIBRARY 
 
 Adams, G. B., Civilization during the Middle Ages. N.Y., Scrib- 
 ner, 1894. 
 
 , European History. N.Y., Macmillan, 1899. Or, 
 
 , Mediaeval and Modern History. N.Y., Macmillan, 1900. 
 
 Growth of the French Nation. N.Y., Macmillan, 1896. 
 
 Alzog, John, Manual of Universal Church History. 3 vols. Cin- 
 cinnati, Clarke, 1899. 
 
 Andrews, C. M. The Historical Development of Modern Europe 
 (student's edition in one volume). N.Y., Putnam, 1900. 
 
 Archer, T. A., The Crusade of Richard I. (English History from 
 Contemporary Writers.) N.Y., Putnam, 1889. 
 
 Archer, T. A., and Kingsford, C. L., The Crusades. (Story of 
 the Nations.) N.Y., Putnam, 1895. 
 
 Armstrong, Edward, The Emperor Charles V. 2 vols. N.Y., 
 Macmillan, 1902. 
 
 Bain, R. Nisbet, Charles XII. (Heroes of the Nations.) N.Y., 
 Putnam, 1895. 
 
 Baird, H. M., Rise of the Huguenots of France. 2 vols. N.Y., 
 
 Scribner, 1879. 
 Balzani, Ugo, The Popes and the Hohenstaufen. (Epochs of 
 
 Church History.) N.Y., Longmans, 1889. 
 Belloc, H., Danton. N.Y., Scribner, 1899. 
 Bemont, Charles, and Monod, G., Medieval Europe, 395-1270. 
 
 N.Y., Holt, 1902. 
 Besant, Walter, Gaspard de Coligny. N.Y., American Book 
 
 Co., 1 90 1. 
 Bismarck, Otto von, Reflections and Reminiscences. 2 vols. 
 
 N.Y., Harper, 1899. 
 Blok, p. J., History of the People of the Netherlands. 3 vols. 
 
 N.Y., Putnam, 1898. 
 
132 Mediaeval and Modern European History 
 
 BouRRiENNE, A. F. DE, Memoirs of Napoleon Bonaparte, edited by 
 
 Phipps. 4 vols. N.Y., Scribner. 
 Bright, J. F., Maria Theresa; Joseph II. (Foreign Statesmen.) 
 
 N.Y., Macmillan, 1897. 
 Brown, Horatio F., The Venetian Republic. (Temple Primers.) 
 
 N.Y., Macmillan, 1902. 
 Bryce, James, The Holy Roman Empire. N.Y., Macmillan, 1899. 
 
 Also cheap edition, N.Y., Burt. 
 Burke, Edmund, Reflections on the Revolution in France. (Came- 
 
 lot Series.) London, Scott, n. d. Also, N.Y., Macmillan. 
 BuRCKHARDT, JACOB, The Civilisation of the Renaissance in Italy. 
 
 N.Y., Macmillan, 1898. 
 Caldecott, a., English Colonization and Empire. N.Y., Scrib- 
 ner, 1 89 1. 
 Calvin, John, The Institutes of Christian Religion, translated by 
 
 John Allen. 2 vols. Philadelphia, Presbyterian Board of 
 
 Publication, n. d. 
 Carlyle, Thomas, French Revolution. 3 vols., edited by Rose. 
 
 N.Y., Macmillan, 1902. Also 3 vols., edited by Fletcher. 
 
 Putnam, 1902. Also Temple Classics and Harper. 
 , History of Friedrich II of Prussia, called Frederick the Great. 
 
 6 vols. London, Chapman & Hall, 1 858-1 864. 
 Cesaresco, Countess E. M., The Liberation of Italy, 1815-1870. 
 
 N.Y., Scribner, 1894. 
 
 , Cavour. (Foreign Statesmen.) N.Y., Macmillan, 1898. 
 
 Cheyney, Edv^^ard p., Industrial and Social History of England. 
 
 N.Y., Macmillan, 1901. 
 Colby, C. W., Selections from the Sources of English History. 
 
 N.Y., Longmans, 1899. 
 Compayre, Gabriel, Abelard. N.Y., Scribner, 1893. 
 Cornish, F. W., Chivalry. N.Y., Macmillan, 1901. 
 Coubertin, Pierre de. Evolution of France under the Third 
 
 Republic. N.Y., Crowell, 1897. 
 Cox, G. W., The Crusades. (Epochs.) N.Y., Longmans, 
 
 1874. 
 Creighton, Louise, The Duke of Marlborough. N.Y., Long- 
 mans, 1892. 
 
Town or Large School Library 133 
 
 Creighton, Mandell, History of the Papacy, from the Great 
 Schism to the Sack of Rome. 6 vols. N.Y., Longmans, 1897. 
 
 Crozer Historical Leaflets. Chester, Pennsylvania, Crozer 
 Theological Seminary, 1901-1902. 
 
 CuTTS, E. L., Scenes and Characters of the Middle Ages. London, 
 1872. 
 
 Dandliker, Karl, Short History of Switzerland. N.Y., Macmillan, 
 1899. 
 
 Davis, H. W. C, Charlemagne. (Heroes.) N.Y., Putnam, 1900. 
 
 Duffy, Bella, Tuscan Republics. (Story of the Nations.) N.Y., 
 Putnam, 1893. 
 
 DuRUY, Victor, The Middle Ages. N.Y., Holt, 1891. 
 
 , Modern Times. N.Y., Holt, 1894. 
 
 Eginhard, Charlemagne. N.Y., American Book Co., 1880. 
 
 Emerton, Ephraim, Desiderius Erasmus. (Heroes of the Refor- 
 mation.) N.Y., Putnam, 1899. 
 
 , Introduction to the Study of the Middle Ages. Boston, Ginn, 
 
 1888. 
 
 , Mediaeval Europe. Boston, Ginn, 1894. 
 
 Fisher, G. P., History of the Christian Church. N.Y., Scrib- 
 ner, 1893. 
 
 , The Reformation, N.Y., Scribner, 1883. 
 
 FiSKE, John, The Discovery of America. 2 vols. Boston, Hough- 
 ton & Mifflin, 1892. 
 
 FouRNiER, August, Napoleon the First. N.Y., Holt, 1903. 
 
 Freeman, Edward A., Historical Essays. First Series. London, 
 Macmillan, 1871. 
 
 Froissart, Sir John, Chronicles. G. C. Macaulay's edition of Ber- 
 ner's translation. N.Y., Macmillan, 1895. 
 
 , Lanier's Boy's Froissart, N.Y., Scribner, 1879. 
 
 Fyffe, C. a.. History of Modern Europe, 1 792-1 878 (popular 
 edition in one volume). N.Y., Holt, 1896. 
 
 Gardiner, B. M., The French Revolution. (Epochs.) N.Y., 
 Longmans, 1902. 
 
 Gardiner, S. R., The Thirty Years' War. (Epochs.) N.Y., 
 Longmans, 1886. 
 
 , School Atlas of English History. N.Y., Longmans, 1891. 
 
I 34 Mediaeval and Modern European History 
 
 Gardner, E. G., Dante. (Temple Primers.) N.Y., Macmillan, 1900. 
 Gautier, Leon, Chivalry. London, Routledge, 1891. 
 GiBBiNS, H. DE B., History of Commerce in Europe. N.Y., Mac- 
 millan, 1 89 1. 
 Gibbon, Edward, Decline and Fall of the Roman Empire, edited 
 
 by Bury. 7 vols. N.Y., Macmillan, 1897-1900. 
 GiLMAN, Arthur, The Saracens. (Story of the Nations.) N.Y., 
 
 Putnam, 1887. 
 Green, J. R., Short History of the English People. N.Y., Ameri- 
 can Book Co., 1879. 
 
 , The Conquest of England. N.Y., Harper, 1884. 
 
 Grosvenor, E. a., Constantinople. Boston, Roberts Bros., 1895. 
 GuizoT, F. P. G., Concise History of France. Boston, Estes, 
 
 1879. 
 
 , Popular History of France. 8 vols. Boston, Estes, 1885. 
 
 Harrison, Frederic, Byzantine History in the Early Middle Ages. 
 
 N.Y., Macmillan, 1900. 
 , William the Silent. (Foreign Statesmen.) N.Y., Macmillan, 
 
 1897. 
 Hassall, Arthur, Louis XIV. (Heroes.) N.Y., Putnam, 1895. 
 Hausser, Ludwig, The Period of the Reformation, 15 17-1648. 
 
 N.Y., American Tract Society, n. d. 
 Hazen, C. D., Contemporary American Opinion of the French 
 
 Revolution (Johns Hopkins University Studies. Extra vol. 
 
 XVI). Baltimore, 1897. 
 Headlam, J. W., Bismarck. (Heroes.) N.Y., Putnam, 1899. 
 Henderson, E. F., History of Germany in the Middle Ages. N. Y., 
 
 Macmillan, 1894. 
 , Select Historical Documents of the Middle Ages. N.Y., 
 
 Macmillan, 1892. 
 
 , Short History of Germany. 2 vols. N.Y., Macmillan, 1902. 
 
 Hodgkin, Thomas, Charles the Great. (Foreign Statesmen.) 
 
 N.Y., Macmillan, 1897. 
 Hume, M. A. S., The Spanish People. (Great Peoples Series.) 
 
 N.Y., Appleton, 1900. 
 Hutton, W. H., Philip Augustus. (Foreign Statesmen.) N. Y., 
 
 Macmillan, 1896. 
 
Town or Large School Library 135 
 
 Jackson, S. M., Zwingli. (Heroes of the Reformation.) N.Y., 
 
 Putnam, 1901. 
 Jacobs, H. E., Martin Luther. (Heroes of the Reformation.) 
 
 N.Y., Putnam, 1898. 
 Janssen, J., History of the German People at the Close of the 
 
 Middle Ages. 6 vols. St. Louis, Herder, 1 896-1903. 
 Jenks, Edward, History of the Australasian Colonies. N.Y., Mac- 
 
 millan, 1895. 
 Jessopp, Augustus, The Coming of the Friars, and other Historic 
 
 • Essays. N.Y., Putnam, 1890. 
 Johnson, A. H., The Normans in Europe. (Epochs.) N.Y., 
 
 Longmans, 1893. 
 Johnston, R. M., Napoleon. N.Y., Barnes, 1904. 
 Joinville, Jean Sieur de, Memoir of Louis IX. (Chronicles of 
 
 the Crusades, Bohn.) N.Y., Macmillan. 
 Jones, Guernsey, Civilization in the Middle Ages. Chicago, Ains- 
 
 worth, 1900. 
 JussERAND, J. J., English Wayfaring Life in the Middle Ages. 
 
 N.Y., Putnam, 1889. 
 Keary, C. F., The Vikings in Western Christendom. N.Y., Put- 
 nam, 1 89 1. 
 Keltie, J. Scott, The Partition of Africa. London, Stanford, 1893. 
 Kirk, J. F., Charles the Bold. 3 vols. Philadelphia, Lippincott, 
 
 I 864-1 868. 
 KiTCHiN, G. W., History of France. 3 vols. Oxford, Clarendon 
 
 Press, 1899. 
 KosTLiN, Julius, Life of Luther. N.Y., Scribner, 1883. 
 KovALEVSKY, Maxime, Russian Political Institutions. Chicago, 
 
 University Press, 1902. 
 KuGLER, Francis, Frederick the Great. London, Routledge, 1877 
 Lane-Poole, Stanley, Saladin. (Heroes.) N.Y., Putnam, 1898. 
 , The Moors in Spain. (Story of the Nations.) N.Y., Putnam, 
 
 1899. 
 , The Speeches and Table-Talk of the Prophet Mohammad. 
 
 N.Y., Macmillan, 1882. 
 Lanfrey, Pierre, History of Napoleon I. 4 vols. London, Mac- 
 millan, I 87 I -I 879. 
 
I 36 Mediaeval and Modern European History 
 
 Latimer, E. W., Europe in Africa in the Nineteenth Century. 
 
 Chicago, McCkirg, 1895. 
 Lavisse, Ernest, The Youth of Frederick the Great. Chicago, 
 
 Scott, Fores man & Co., 1892. 
 , General View of the Political History of Europe. N.Y., Long- 
 mans, 1892. 
 Lea, H. C, a History of the Inquisition of the Middle Ages. 
 
 3 vols. N.Y., Harper, 1888. 
 Lecky, W. E. H., The French Revolution (ed. Bourne). N.Y., 
 
 Appleton, 1904. 
 , History of England in the Eighteenth Century. 8 vols. Lon- 
 don, Longmans, 1 878-1 890. 
 Leroy-Beaulieu, Anatole, The Empire of the Tsars and the 
 
 Russians. 3 vols. N.Y., Putnam, 1893- 1896. 
 Locke, Clinton, Age of the Great Western Schism. (Ten Epochs 
 
 of Church History.) N.Y., Scribner, 1896. 
 Lodge, Richard, The Close of the JVIiddle Ages, 1273- 1494. 
 
 (Periods of European History.) N.Y., Macmillan, 1901. 
 , History of Modern Europe. N.Y., American Book Co., 
 
 1901. . 
 
 , Richelieu. (Foreign Statesmen.) N.Y., Macmillan, 1896. 
 
 Longman, F. W., Frederick the Great and the Seven Years' War, 
 
 (Epochs.) N.Y., Longmans, 1898. 
 Lowell, A. Lawrence, Governments and Parties in Continental 
 
 Europe. 2 vols. Boston, Houghton & Mifflin, 1896. 
 Lowell, Edward J., The Eve of the French Revolution. Boston, 
 
 Houghton & Mifflin, 1892. 
 Lowell, F. C, Joan of Arc. Boston, Houghton & Mifflin, 1896. 
 Luther, Martin, Table Talk. (Bohn.) N.Y., Macmillan, 1846. 
 Macaulay, T. B., Essay on Frederick the Great. N.Y., Maynard, 
 
 Merrill & Co., 1893. 
 McCarthy, Justin, History of Our Own Times. 2 vols. N.Y., 
 
 Harper, 1880. 
 Mahan, a. T., Influence of Sea Power upon History, 1660-1783. 
 
 Boston, Little, Brown & Co., 1890. 
 , Influence of Sea Power upon the French Revolution and Em- 
 pire. 2 vols. Boston, Little, Brown & Co., 1893. 
 
Town or Large School Library 137 
 
 Marco Polo, Travels. N.Y., Cassell, 1886. Or, Brooks, Noah, 
 
 The Story of Marco Polo. N.Y., Century, 1898. 
 Masson, Gustave, Mediaeval France. (Story of the Nations.) N. Y., 
 
 Putnam, 1888. 
 MiLMAN, H. H., History of Latin Christianity. 8 vols, in 4. N.Y., 
 
 Armstrong, 1899. 
 MORFILL, W. R., Story of Poland. (Story of the Nations.) N. Y., 
 
 Putnam, 1893. 
 MORLEY, John, Rousseau. 2 vols. N.Y., Macmillan, 1873. 
 
 , Voltaire. N.Y., Macmillan, 1900. 
 
 Morris, W. G^onnor. The French Revolution and First Empire. 
 
 N.Y., Scribner, 1894. 
 Motley, J. L., Rise of the Dutch Republic. 3 vols. N.Y., 
 
 Harper, 1856. 
 , History of the United Netherlands. 4 vols. N.Y., Harper, 
 
 1861-1868. 
 
 , Life and Death of John of Barneveld. 2 vols. N.Y., 
 
 Harper, 1874. 
 -, Peter the Great. N.Y., Maynard, Merrill & Co., 1893. 
 
 Muller, Wilhelm, Political History of Recent Times, translated 
 by Peters. N.Y., American Book Co., 1882. 
 
 MUNRO, D. C, A History of the Middle Ages. N.Y., Appleton, 1902. 
 
 Myers, P. V. N., The Middle Ages. Boston, Ginn, 1903. 
 
 , The Modern Age. Boston, Ginn, 1904. 
 
 Norton, C. E., Church-building in the Middle Ages. N.Y., Harper, 
 1880. 
 
 Odysseus, Turkey in Europe. London, Arnold, 1900. 
 
 Oliphant, Mrs. M. O. W., The Makers of Florence. N.Y., 
 Macmillan, 1888. 
 
 , The Makers of Venice. N.Y., Macmillan, 1888. 
 
 , The Makers of Modern Rome. N.Y., Macmillan, 1895. 
 
 Oman, C. W. C, The Art of War in the Middle Ages. N.Y., Put- 
 nam, 1898. 
 
 , The Dark Ages, 476-918. (Periods of European History.) 
 
 N.Y., Macmillan, 1893. 
 
 , Byzantine Empire. (Story of the Nations.) N.Y., Putnam, 
 
 1892. 
 
138 Medieval and Modern European History 
 
 Pastor, Ludwig, History of the Popes. 6 vols. St. Louis, Herder, 
 1891-1898. 
 
 Pears, Edwin, The Fall of Constantinople. N.Y., Harper, 1886. 
 
 , The Destruction of the Greek Empire. N.Y., Longmans, 1903. 
 
 Pennsylvania Translations and Reprints from the Origi- 
 nal Sources of European History. 6 vols. Philadelphia, 
 University of Pennsylvania. AlsoN.Y., Longmans, 1894-1899. 
 
 Perkins, J. B., France under Louis XV. 2 vols. Boston, Hough- 
 ton & Mifflin, 1897. 
 
 , France under the Regency. Boston, Houghton & Mifflin, 
 
 1892. 
 
 , Richelieu. (Heroes.) N.Y., Putnam, 1900. 
 
 Perry, Frederick, St. Louis. (Heroes.) N.Y., Putnam, 1901. 
 
 Phillips, W. A., Modern Europe, 181 5-1899. (Periods of Euro- 
 pean History.) N.Y., Macmillan, 1901. 
 
 Ploetz, Carl, Epitome of Ancient, Mediccval, and Modern History. 
 Boston, Houghton & Mifflin, 1884. 
 
 Poole, R. L., Wycliffe and Movements of Reform. (Epochs of 
 Church History.) N.Y., Longmans, 1889. 
 
 Prescott, W. H., History of the Reign of Ferdinand and Isabella. 
 3 vols. (Bohn.) N.Y., Macmillan, 1853. 
 
 Probyn, J. W., Italy, 1815-1890. N.Y., Cassell, 1891. 
 
 PuTZGER, F. W., Historischer Schul-Atlas. American edition. N.Y., 
 Lemcke & Buechner, 1904. 
 
 Rambaud, Alfred, Popular History of Russia. 3 vols. Boston, 
 Estes, 1880. 
 
 Rashdall, H., The Universities of Europe in the Middle Ages 
 (2 vols, in 3 pts.). Oxford, Clarendon, 1895. 
 
 Reinsch, Paul S., Colonial Government. N.Y., Macmillan, 1902. 
 
 , World Politics. N. Y., Macmillan, 1900. 
 
 Remusat, Madame de, Memoirs. London, Low, 1880. 
 
 Robertson, W., Charles the Fifth, edited by Prescott. 3 vols. 
 London, iRoutledge, 1857. 
 
 Robinson, J. H., An Introduction to the History of Western 
 Europe. Boston, Ginn, 1903. 
 
 , Readings in European History. Boston, Ginn. In Press 
 
 (1904). 
 
Town or Large School Library 139 
 
 Ropes, John C, The First Napoleon. Boston, Houghton & Mif- 
 flin, 1885. 
 
 Rose, J. Holland, Napoleon I. 2 vols. N.Y., Macmillan, 1901- 
 1902. 
 
 , The Revolutionary and Napoleonic Era, 1789-18 15. (Cam- 
 bridge Historical Series.) N.Y., Macmillan, 1894. 
 
 ROSEBERY, Lord, Napoleon, The Last Phase. N.Y., Harper, 1900. 
 
 Sabatier, Paul, Life of St. Francis of Assisi. N.Y., Scribner, 
 1894. 
 
 St. Francis, The Legend of St. Francis by the Three Companions ; 
 The Mirror of Perfection; and The Little Flowers. (Temple 
 Classics.) N.Y., Macmillan, 1898-1903. 
 
 Say, Leon, Turgot. (Great French Writers, translated by Mas- 
 son.) London, Routledge, 1888. 
 
 SCHAFF, Philip, History of the Christian Church. 6 vols. N.Y., 
 Scribner, 1 882-1 892. 
 
 Schuyler, Eugene, Peter the Great. 2 vols. N.Y., Scribner, 1884. 
 
 Seebohm, F., The Era of the Protestant Revolution. N.Y., Long- 
 mans, 1890. 
 
 , The Oxford Reformers (3d ed.). N.Y., Longmans, 1887. 
 
 Seeley, J. R., Expansion of England. Boston, Little, Brown 
 & Co., 1889. 
 
 , Life and Times of Stein. 2 vols. Boston, Little, Brown 
 
 & Co., 1879. 
 
 , Napoleon the First. Boston, Little, Brown & Co., 1886. 
 
 Seignobos, Charles, The Feudal Regime, translated by Dow. 
 N.Y., Holt, 1902. 
 
 , Political History of Europe since 18 14, translated by Mac- 
 vane. N.Y., Holt, 1899. 
 
 Sergeant, Lewis, The Franks. (Story of Nations.) N.Y., Put- 
 nam, 1898. 
 
 , Wyclif. (Heroes.) N.Y., Putnam, 1893. 
 
 Simpson, Samuel, Zwingli. N.Y., Baker & Taylor, 1902. 
 
 Slatin, R. C, Fire and Sword in the Sudan. (Popular edition.) 
 N.Y., Lane, 1897. 
 
 Sloane, W. M., Life of Napoleon Bonaparte. 4 vols. N.Y., Cen- 
 tury, 1897. 
 
140 Mediaeval and Modern European History 
 
 Smith, Justin H., The Troubadours at Home. 2 vols. N.Y., Put- 
 nam, 1899. 
 Smith, Munroe, Bismarck and German Unity. N.Y., Macmil- 
 
 lan, 1898. 
 Stanley, Henry M., How I Found Livingstone. N.Y., Scribner, 
 
 1884. 
 
 , Tlirough the Dark Continent. 2 vols. N.Y., Harper, 1878. 
 
 , In Darkest Africa. 2 vols. N.Y., Scribner, 1890. 
 
 Statesman's Year Book, edited by J. S. Keltie. N.Y., Mac- 
 
 millan, annual. 
 Stephens, H. Morse, Revolutionary Europe, 1789-18 15. (Periods 
 
 of European History.) N.Y., Macmillan, 1893. 
 Stephens, W. R. W., Hildebrand. (Epochs of Church History.) 
 
 N.Y., Longmans, 1888. 
 Stillman, W. J., The Union of Italy, 181 5-1895. (Cambridge 
 
 Historical Series.) N.Y., Macmillan, 1898. 
 Sully, Due de, Memoirs. 4 vols. (Bohn.) N.Y., Macmillan, 
 
 1856. 
 Symonds, J. A., Short History of the Renaissance in Italy, edited 
 
 by Pearson. N.Y., Holt, 1894. 
 
 , The Renaissance in Italy. 7 vols. N.Y., Holt, 1898-1899. 
 
 Taine, H. a., The Ancient Regime, translated by Durand. N.Y., 
 
 Holt, 1896. 
 Talleyrand, Prince, Correspondence with Louis XVIII during 
 
 the Congress of Vienna, edited by Pallain. N.Y., Harper, 
 
 1881. 
 Thatcher, O. J., and Schwill, F., Europe in the Middle Age. 
 
 N.Y., Scribner, 1896. 
 Thayer, William R., Throne-Makers. Boston, Houghton & 
 
 Mifflin, 1899. 
 Tocqueville, Alexis de. The Old Regime and the Revolution. 
 
 N.Y., Harper, 1856. 
 Tout, T. F., The Empire and the Papacy, 918-1272. (Periods of 
 
 European History.) N.Y., Macmillan, 1898. 
 ToYNBEE, Arnold, The Industrial Revolution of the Eighteenth 
 
 Century in England. N.Y., Longmans, 1890. 
 Trench, R. C, Gustavus Adolphus. N.Y., Macmillan, 1892. 
 
Town or Large School Library 141 
 
 TuTTLE, Herbert, History of Prussia. 4 vols. Boston, Hough- 
 ton & Mifflin, 1 884-1 896. 
 Van Dyke, J. C, Text-book of the History of Painting. N.Y., 
 
 Longmans, 1895. 
 Vasari, G., Lives of the Most Eminent Painters, Sculptors, and 
 
 Architects. 8 vols. (Temple Classics.) N.Y., Macmillan, 
 
 1900. 
 ViOLLET-LE-Duc, E. E., Annals of a Fortress. Boston, Osgood, 
 
 1876. 
 Wakeman, H. O., The Ascendency of France, 1598-1713. (Periods 
 
 • of European History.) N.Y., Macmillan, 1894. 
 Warburton, W. p., Edward IIL (Epochs.) N.Y., Longmans, 
 
 1887. 
 West, A. F., Aicuin and the Rise of the Christian Schools. N.Y.j 
 
 Scribner, 1892. 
 West, W. M., Modern History. Boston, Allyn & Bacon, 1904. 
 Whitcomb, M., a History of Modern Europe. N.Y., Appleton, 
 
 1903. 
 , Literary Source Books of the Italian Renaissance and German 
 
 Reformation. 2 vols. Philadelphia, University of Pennsylvania, 
 
 1899. 
 Whitman, Sidney, Austria. (Story of the Nations.) N.Y., Putnam, 
 
 1899. 
 WiLLERT, P. F., Henry of Navarre. (Heroes.) N.Y., Putnam, 
 
 1900. 
 
 , Mirabeau. (Foreign Statesmen.) N.Y., Macmillan, 1889. 
 
 Young, Arthur, Travels in France, 1787-1789. (Bohn.) N.Y., 
 
 Macmillan, 1889. 
 
142 Mediaeval and Modern European History 
 
 2 « 
 
 GENERAL SURVEY OF THE FIELD 
 
 MEDIEVAL AND MODERN EUROPEAN 
 HISTORY, 800-1900 A.D. 
 
 4-1 <u 
 C X 
 
 eL,;^; 
 
 I. 
 
 The Carolingian 
 Empire and the 
 Rise of Feudal- 
 ism, to the 
 Tenth Century. 
 
 IL 
 
 The Papacy and 
 the Beginning 
 of the New 
 German-Roman 
 Empire, to 1254. 
 
 in. 
 
 The Formation 
 of France, to 
 1328. 
 
 1. The development of the Christian 
 
 church. 
 
 2. The consolidation of the Frankish 
 
 kingdom, to 768. 
 
 3. The wars and conquests of Charle- 
 
 magne . 
 
 4. The founding of the empire of 
 
 Charlemagne, 800 a.d. 
 
 5. The decline of the Carolingian 
 
 empire, and the formation of 
 separate monarchies. 
 
 6. The beginnings of feudalism. 
 
 Germany and Italy, to the death of 
 Otto the Great, 973. 
 
 The struggle over the right of in- 
 vestiture, to 1 122. 
 
 Fi'ederick I (Barbarossa), 1152- 
 1190. 
 
 Innocent III and his position in 
 Christendom, 1 1 98-1 2 1 6. 
 
 Frederick II and the fall of the 
 Hohenstaufen. 
 
 10. 
 
 II, 
 
 ri2. 
 
 13- 
 
 14. 
 
 The rise of the Capetian dynasty, 
 
 to 1 180. 
 France under Philip Augustus and 
 
 St. Louis, 1 180-1270. 
 Philip the Fair, 1285-1314, and 
 
 Pope Boniface VIII, 1294-1303. 
 
O <J 
 
 lO 
 
 General Survey of the Field 143 
 
 GENERAL SURVEY OF THE ¥lKhT> — Conthttied "5^ 
 
 MEDIEVAL AND MODERN EUROPEAN 
 HISTORY, 800-1900 A.D. 
 
 IV. 
 The East and 
 the Crusades, 
 . 1096-1270. 
 
 V. 
 
 Christian and 
 
 Feudal 
 
 Civilization. 
 
 VI. 
 The Era of the 
 Renaissance, 
 Fourteenth and 
 Fifteenth 
 Centuries. 
 
 15 
 16, 
 
 I?. 
 
 18. 
 19. 
 
 20. 
 
 21. 
 
 24. 
 25. 
 
 [26. 
 
 27. 
 
 29. 
 
 31- 
 32. 
 33- 
 
 The East before the Crusades. 
 The First Crusade, 1096- 1099. 
 The Kingdom of Jerusalem and 
 
 the Second Crusade. 
 The Third and Fourth Crusades. 
 The end of the Crusades. 
 
 The church in the thirteenth cen- 
 tury. 
 
 Mediaeval schools and universities. 
 
 The life of the military classes. 
 
 Peasant life. 
 
 Towns and town life. 
 
 Mediaeval commerce. 
 
 Germany and the Empire, 1273- 
 1493- 
 
 France in the fourteenth and fif- 
 teenth centuries ; the Hundred 
 Years' War. 
 
 The consolidation of Spain into a 
 powerful monarchy. 
 
 Political and social conditions in 
 Italy in the fourteenth and fif- 
 teenth centuries. 
 
 The beginning of the Renaissance 
 in Italy ; the revival of learning. 
 
 The fine arts during the Renais- 
 sance. 
 
 The age of the great discoveries and 
 inventions. 
 
 Reforming movements of the fif- 
 teenth century. 
 
 
144 Mediaeval and Modern European History 
 
 GENERAL SURVEY OF THE FIELD — Contimied 1 
 
 
 
 MEDIEVAL AND MODERN EUROPEAN 
 HISTORY, 800-1900 A.D. 
 
 2 « 
 
 ■t-t V 
 
 a X 
 
 fs;^ 
 
 
 
 34. 
 
 The eve of the Reformation in 
 Germany. 
 
 I 
 
 
 
 35- 
 
 The Lutheran Reformation, to 1525. 
 
 T 
 
 
 
 36. 
 
 Charles V and the Reformation in 
 Germany, 1 526-1 555. 
 
 I 
 
 
 VII. 
 
 37- 
 
 The Zwinglian Reformation in 
 
 
 
 The Protestant 
 
 
 Switzerland, to 1531. 
 
 I 
 
 T r 
 
 Revokition and 
 
 38. 
 
 John Calvin and his work. 
 Rise of Protestantism in France, 
 to 1572. 
 
 
 15 
 
 the Wars of 
 
 39- 
 
 3 
 
 
 Religion, 1517- 
 
 
 
 
 1648. 
 
 40. 
 41. 
 
 42. 
 
 France under Henry IV. 
 
 The Catholic Reformation and the 
 
 Jesuits. 
 The Revolt of the Netherlands, 
 
 I 568-1 648. 
 
 I 
 I 
 2 
 
 
 
 .43- 
 
 The Thirty Years' War, 1618-1648. 
 
 3 
 
 
 VIII. 
 The Ascendency 
 of France and 
 the Age of 
 Louis XIV. 
 
 44. 
 
 Richelieu and the establishment 
 
 
 5 
 
 45- 
 46. 
 
 .47- 
 
 of the absolute monarchy. 
 
 Louis XIV and his court. 
 
 The people ; Colbert and his re- 
 forms. 
 
 Louis XIV's wars. 
 
 I 
 
 I 
 
 I 
 2 
 
 
 
 ^48. 
 
 The formation of the Russian em- 
 
 
 
 IX. 
 
 
 pire ; Peter the Great. 
 
 2 
 
 
 The Rise of 
 
 49. 
 
 The expansion of Russia in the 
 
 
 
 Russia, Prussia, 
 
 
 eighteenth century. 
 
 I 
 
 8 
 
 and of Colonial - 
 
 50. 
 
 The beginnings of the Pmssian 
 
 
 
 Interests. The 
 
 
 state, 1 640- 1 740. 
 
 I 
 
 
 Age of Frederick 
 
 51- 
 
 Frederick the Great, 1 740-1 786. 
 
 2 
 
 
 the Great. 
 
 52. 
 
 Frederick the Great in time of peace. 
 
 I 
 
 
 
 .53- 
 
 The expansion of England. 
 
 I 
 
General Survey of the Field 
 
 ^'^S 
 
 O i) 
 
 o'S 
 
 w V 
 C X 
 
 GENERAL SURVEY OF THE FIELD — Confim/ed 1 
 
 MEDIEVAL AND MODERN EUROPEAN 
 HISTORY, 800-1900 A.D. 
 
 ii u 
 
 
 c2:;zi 
 
 
 
 
 
 
 
 '54- 
 
 The abuses and evils of the Old 
 Regime. 
 
 I 
 
 
 • 
 
 55- 
 
 Growth of a revolutionary spirit 
 before 1789. 
 
 I 
 
 
 
 56. 
 
 Louis XVI and attempts at reform. 
 
 I 
 
 
 X. 
 
 The French 
 Revolution, 
 1 789-1 795. 
 
 57- 
 
 The beginning of the Revolution, 
 
 
 8 
 
 58. 
 
 and destruction of the Old Re- 
 gime. 
 The attempt to make a constitu- 
 tion, 1 789-1 791. 
 
 I 
 I 
 
 
 
 59- 
 
 The failure of the constitution and 
 fall of the monarchy, 1 791-1792. 
 
 I 
 
 
 
 60. 
 
 The first French Republic and the 
 war against Europe, 1792- 1793. 
 
 I 
 
 
 
 61. 
 
 The Reign of Terror, 1 793-1 794. 
 
 I 
 
 
 
 62. 
 
 France in 1795. 
 
 I 
 
 
 
 63- 
 
 General Bonaparte in Italy and 
 
 
 
 XI 
 
 
 Egypt, 1796-1799- 
 
 I 
 
 10 
 
 Napoleon Bona- 
 parte and the 
 Napoleonic 
 Wars, 
 
 64. 
 65. 
 66. 
 
 Bonaparte as Consul, 1 799-1 804, 
 The Napoleonic empire, 1804. 
 Napoleon's campaigns from Aus- 
 terlitz to Tilsit, 1 805-1 807. 
 
 I 
 I 
 
 2 
 
 
 1795-1815. 
 
 67. 
 68. 
 
 The national uprisings against 
 
 Napoleon, 1808-1812. 
 The downfall of Napoleon, 1813- 
 
 -7 
 
 
 
 - 
 
 1815. 
 
 2 
 
146 Mediaeval and Modern European History 
 
 GENERAL SURVEY OF THE ¥\Y.\JD — Contimced ^ 
 
 y O 
 
 MEDIEVAL AND MODERN EUROPEAN 
 HISTORY, 800-1900 A.D. 
 
 O 1) 
 
 c X 
 
 P-,2 
 
 xn. 
 
 Growth of 
 Nationality, 
 Democracy, and 
 Liberty in the 
 Nineteenth 
 Century. 
 
 ^ 69. The Congress of Vienna and Met- 
 ternich's system of absolutism. 
 JO. The Paris Revolutions of 1830 and 
 1848. 
 
 71. France under Napoleon III and 
 
 the Third Republic. 
 
 72. The unification of Italy. 
 
 y^,- The struggle for liberty and unity 
 in Germany, 1815-1858. 
 
 74. The foundation of the German 
 
 empire under Bismarck and 
 William I (1858-1888). 
 
 75. Austria-Hungary under Francis 
 
 Joseph I, 1 848-. 
 
 76. Turkey and the Eastern Question. 
 jj. The development of Russia in the 
 
 nineteenth century. 
 
 78. The expansion of Europe. 
 
 79. The material progress of the nine- 
 
 teenth century. 
 
Outline of European History 147 
 
 OUTLINE OF MEDIEVAL AND MODERN 
 EUROPEAN HISTORY 
 
 I. The Carolingian Empire and the Rise of Feudalism. 
 I. The Development of the Christian Church. 
 
 a. Why the early Christians were persecuted. 
 
 b. The influence of Constantine upon the Church. 
 
 c. The first great Popes : Leo the Great, 440-461 ; Gregory 
 
 the Great, 590-604. 
 
 d. Growth of the power of the Popes, to the 7th century. 
 References : 
 
 Robinson, History of Western Europe, 18-21. Emer- 
 ton, Introduction to the Middle Ages, 93-113 (particu- 
 larly good and adequate). See also sections 61 and 65 
 of the Outline of Ancietit History. 
 Additiofial Topic : 
 
 The rise of Mohammedanism. Gilman, The Sara- 
 cens, Story of the Nations Series, 78-207. (The book 
 reads like a romance.) Lane-Poole, Speeches and 
 Table-Talk of the Prophet Mohammad, introduction. 
 See also Outline of Ancient History^ pp. 111-112. 
 
 It will be seen that this and the following section do not fall within the 
 limits of the period under consideration (a.D. 800-1900), yet a knowledge of 
 them is absolutely essential. Many teachers may prefer to impart this knowl- 
 edge by an informal lecture or talk ; and once more attention is called to the 
 fact that an oral narrative sometimes gives the best possible supplementary 
 material. Or a review may be made of sections 61, 65, and 66 of the Outline 
 of Ancient History. 
 
 2. The Consolidation of Various German Tribes into 
 THE Frankish Kingdom, to 768. 
 
 a. The wars and conquests of Clovis and his sons. 
 
 b. The conversion of the Franks to Christianity and the 
 
 iinportance of that event. 
 
 c. The rise of the Mayors of the Palace and the overthrow 
 
 of the Merovingian dynasty. 
 
 d. The rule of Pippin, 752-768, and its importance. 
 
148 Mediaeval and Modern European History 
 
 References : 
 
 Brief Accounts : Robinson, History of Western Eu- 
 rope, 34-38, 67-68, j2-y6. Myers, Middle Ages, 21-24, 
 34-36, 1 17-120. Henderson, Short History of Germany, 
 1, 11-26. Or see references in section 66 of the Outline 
 of Ancient History. 
 
 Longer Accounts : Adams, Growth of the French 
 Nation, 25-43. Emerton, Introduction to the Middle 
 Ages, Chs. vii, x, xii. Bemont and Monod, Medieval 
 Europe, Chs. v, xii. Thatcher and Schwill, Europe in 
 the Middle Age, 84-88, 97-101, 106-114. Hodgkin, 
 Charles the Great, 5-82. Sergeant, The Franks (Story 
 of the Nations Series), 101-206. Davis, Charlemagne, 
 18-50 (particularly useful and interesting). 
 
 Sources: Eginhard's Charlemagne (Harper ed.), 15- 
 20. Henderson, Select Historical Documents of the 
 Middle Ages, 169-170, 176-189. 
 Additional Topic : 
 
 The ordeal as a legal proof of guilt or innocence. 
 Emerton, Introduction to the Middle Ages, 81-87. Uni- 
 versity of Pennsylvania Translations and Reprints, IV, 
 No. 4. Henderson, Documents, 268-269, 314-319. 
 3. The Wars and Conquests of Charlemagne. 
 
 a. The interference in Lombardy and its results, 772-774. 
 d. The subjugation of the Saxon people, 772-802. 
 c. The minor wars. 
 
 Brief Accounts : Robinson, History of Western Europe, 
 77-83. Kitchin, History of France, I, 125-1 31. Thatcher 
 and Schwill, Europe in the Middle Age, 1 14-126. 
 
 Longer Accounts : Oman, Dark Ages, 343-356. Emer- 
 ton, Introduction to the Middle Ages, 180-213. Davis, 
 Charlemagne, 51-154. Hodgkin, Charles the Great, Chs. 
 v-ix. 
 Additional Topic: 
 
 Personal characteristics of Charlemagne. Eginhard's 
 Life of Charlemagne tells us practically all that we know 
 on this point. See also Kitchin, History of France, 
 
Outline of European History 149 
 
 I. 1 18-125; Davis, 232-257 ; Hodgkin, 85, 216-217, 222- 
 226. 
 
 4. The Founding of the Empire of Charlemagne, 800 a.d. 
 
 a. The imperial coronation in Rome and its meaning. 
 
 b. The methods employed to govern and administer the 
 
 empire. 
 
 c. The encouragement of learning, literature, and art. 
 
 Brief Accounts : Thatcher and Schwill, Europe in the 
 Middle Age, 126-139 (particularly good). Henderson, 
 Short History, I, 29-38. Munro, History of the Middle 
 Ages, 11-18. Emerton, Introduction to the Middle Ages, 
 214-235. Oman, Dark Ages, 369-382. Lavisse, General 
 View, 21-29. 
 
 Longer Accounts : Bryce, Holy Roman Empire, 34-75. 
 Adams, Civilization during the Middle Ages, 154-169. 
 Davis, Charlemagne, 187-231 (very readable). 
 
 Sources: Henderson, Documents, 170-171, 189-201. 
 University of Pennsylvania Translations and Reprints, 
 VI, No. 5 (see also discussion of accounts of the coro- 
 nation in Bryce, Holy Roman Empire, 53-58). 
 Map Work: 
 
 Boundaries of the empire of Charlemagne. Emerton, 
 Introduction to the Middle Ages, 180 (cf. 209-211). 
 Gardiner, School Atlas of English History, No. 6. 
 Putzger, Atlas, No. 14. Adams, European History, 168. 
 Botsford, Ancient History, 459. West, Ancient History, 
 518. 
 Additional Topics : 
 
 A. Charlemagne's conception of the duties of an 
 emperor (as shown in the capitulary of the year 802). 
 Henderson, Documents, 170-171, 189-201. 
 
 B. The Palace School. West, Alcuin, ch. iii. Davis, 
 Charlemagne, 168-174. Guizot, France, I, 246-247. 
 
 5. The Decline of the Carolingian Empire, and the 
 
 Formation of Separate Monarchies. 
 a. Character of Louis the Pious as a reason for the decline 
 of the empire. 
 
150 Medieval and Modern European History 
 
 b. The quarrels of Louis the Pious with his sons. 
 
 c. The events that led to the treaties of Verdun and of 
 
 Mersen ; terms of the treaties. 
 
 d. The last Carolingians in Germany and in France. 
 
 Brief Accounts : Thatcher and Schwill, 140-155. Rob- 
 inson, History of Western Europe, 92-103, 1 20-121. 
 Henderson, Short History, I, 38-45. Bemont and Monod, 
 Medieval Europe, 211-227 (very good). Adams, Euro- 
 pean History, 175-184. 
 
 Longer Accounts : Emerton, Mediaeval Europe, 13-40, 
 405-414. Sergeant, The Franks, 298-319. Oman, Dark 
 Ages, 382-445. Kitchin, France, I, 171-187. Adams, 
 Civilization during the Middle Ages, 170-193. 
 
 Source: Henderson, Documents, 171-172, 201-207. 
 Additional Topic: 
 
 The Strassburg Oaths. Emerton. Munro. 
 Special Map Work: 
 
 The boundaries of the three kingdoms at the Treaty 
 of Verdun. Myers, 130. Thatcher and Schwill, 146. 
 West, Modern History, 10. Putzger, Atlas, No. 14. 
 6. The Beginnings of Feudalism. 
 
 a. Definition of the terms benefice and vassalage, and ex- 
 
 planation of the fief as the central institution of feu- 
 dalism. 
 
 b. Lord, vassal, and sub-vassal, and their respective duties, 
 
 rights, and privileges. 
 
 c. Importance of feudalism from a military, financial, admin- 
 
 istrative, and social point of view. 
 
 Brief Accounts : Earned, History for Ready Reference, 
 V, 3745 (article " Feudal System," compiled by Hender- 
 son). Thatcher and Schwill, 215-229. Myers, Middle 
 Ages, 162-180. Bemont and Monod, 246-257. Robin- 
 son, 104-119. Adams, European History, 185-191. 
 Munro, History of the Middle Ages, 40-50. 
 
 Longer Accounts: Emerton, Introduction to the Middle 
 Ages, 236-255. Emerton, Mediaeval Europe, 478-495. 
 Adams, Civilization, Ch. ix. Seignobos, The Feudal 
 
Outline of European History i 5 i 
 
 Regime (translated by Dow). West, Modern History, 
 
 22-38. 
 Additional Topic : 
 
 The Vikings or Norsemen : their raids and their 
 
 settlements. Myers, Middle Ages, 147-148, 189-191. 
 
 Bemont and Monod, 231-234, 237-240, 290-291. Tout, 
 
 103-109, 114-115, 1 1 7-1 18. Emerton, Mediaeval Europe, 
 
 223-229. Oman, 414-421, 501-503. Kitchin, I, 171-179. 
 
 West, 13-21. Keary, Vikings in Western Christendom. 
 
 Green, Conquest of England. 
 II, ■ The Papacy and the Beginning of the Nevr German- 
 Roman Empire. 
 
 7. Germany and Italy, to the Death of Otto the 
 
 Great, 973. 
 a. Stem-duchies and first elective kings (Henry I, 919-936). 
 d. Revival of the empire by Otto the Great, 962. 
 
 Brief Accounts: Robinson, 148-153 (with good map). 
 Bemont and Monod, 268-278. Thatcher and Schwill, 
 164-178. Henderson, Short History, I, 49-54. West, 
 Modern History, 55-69. 
 
 Longer Accounts : Emerton, Mediaeval Europe, 90-148 
 (with map). Tout, Empire and Papacy, 12-47. Bryce, 
 Holy Roman Empire, 76-88, 133-149. Henderson, 
 Germany in the Middle Ages, 1 19-137. 
 
 Special Map Work: 
 
 Map showing the stem-duchies and the boundaries of 
 the empire of Otto I. Emerton, Mediaeval Europe, 148. 
 Or, Europe in 962 A.D. Munro, History of Middle Ages, 
 52. 
 Additional Topic: 
 
 Comparison of Charlemagne and Otto I. Emerton, 
 Mediaeval Europe, 141-143. 
 
 8. The Struggle over the Right of Investiture, to 1122. 
 
 a. The Papacy in the ninth and tenth centuries ; beginning 
 
 of interference by Otto I. 
 
 b. Church and state under Henry III ; his character and 
 
 plans ; prevalent evils in the Church. 
 
152 Mediaeval and Modern European History 
 
 c. Causes and beginnings of tlie struggle for the right of 
 
 investiture: the youth and education of Henry IV; 
 increasing power of the Papacy, 1059-1073; impor- 
 tance of tlie ceremony of investiture. 
 Brief Accounts: Robinson, 153-166. Tout, 60-64, 
 
 120-123. Henderson, Short History, I, 54-61. Article 
 
 in Larned, History for Ready Reference, V, 3794-3796. 
 
 Bemont and Monod, 286-294. 
 
 Longer Accounts: Emerton, Mediaeval Europe, 194- 
 
 209, 212-240. Bryce, 133-163. Henderson, Germany 
 
 in the Middle Ages, 189-201. 
 
 Source: Henderson, Documents, 361-367. 
 
 d. The struggle at its height, 1073-1077: phases of the 
 
 Saxon rebellion and effect on Henry's policy ; demands 
 
 of Gregory VII ; the ban ; necessity for its removal ; 
 
 the pilgrimage to Canossa. 
 
 Brief Accounts : Bemont and Monod, 291-296. Rob- 
 inson, 164-169. Thatcher and Schwill, 257-271. Hen- 
 derson, Short History, I, 61-68. West, 74-83. 
 
 Longer Accounts : Emerton, Mediaeval Europe, 240- 
 255. Tout, 123-132. Stephens, Hildebrand. 
 
 Source : Henderson, Documents, 367-385. 
 e. The end of the struggle : its course to the death of 
 
 Gregory VII ; last years of Henry IV's reign ; Henry V 
 
 and Pope Paschal II ; the Concordat of Worms, 1122. 
 
 Brief Accounts: Robinson, 169-172. Bemont and 
 Monod, 294-300. Henderson, Short History, I, 68-75. 
 Emerton, Mediaeval Europe, 256-269. 
 
 Longer Accounts : Tout, 132-150. Henderson, Germany 
 in the Middle Ages, 201-227. 
 
 Source : Henderson, Documents, 388-409. 
 Additional Topics : 
 
 A. The titles and pretensions of a mediaeval emperor. 
 Bryce, 182-203. Henderson, Documents, 357, 410-419 
 (Frederick Barbarossa's defence of imperial claims). 
 
 B. The quarrel between Gregory VII and Henry IV, 
 as seen through their own letters (Gregory's accusations 
 
Outline of European History 153 
 
 and Henry's counter-accusations ; Gregory's claim of 
 papal superiority). Henderson, Documents, 351-354, 
 367-388. 
 
 C. Hildebrand's ideas of the powers of a Pope. Emer- 
 ton. Henderson. Stephens. 
 Frederick I (Barbarossa), 1152-1190. 
 
 a. Beginning of the struggle with the Lombard communes : 
 
 rise of the Italian communes ; the Roncaglian decrees ; 
 
 the sieges of Milan. 
 
 Brief Accounts: Robinson, 173-179. Bemont and 
 Monod, 303-312. Henderson, Short History, I, 78-82. 
 Bryce, 167-181. 
 
 Longer Accounts: Emerton, Mediaeval Europe, 282- 
 292, 298-302. Henderson, Germany in the Middle Ages, 
 246-259, 269-273. Symonds, Age of the Despots, 32-66. 
 Tout, 249-265 (covers this and the next two topics). 
 Freeman, Frederick I (Historical Essays, First Series). 
 
 b. Beginning of the struggle with the Popes : quibbles with 
 
 Adrian IV ; election of Alexander III ; council of 
 
 Pavia. 
 
 Brief Accounts : As above {a). Henderson, Short His- 
 tory, I, 79-86. Thatcher and Schwill, 281-295. 
 
 Longer Accounts : Balzani, The Popes and the Hohen- 
 staufen, 29-79. Henderson, Germany in the Middle 
 Ages, 250-269. 
 
 c. The end of Frederick's struggles in Italy : the Lombard 
 
 League ; the peace of Venice ; Henry the Lion. 
 Brief Accounts : As above. 
 
 Longer Accounts : Emerton, 302-312. Balzani, 80-98. 
 Henderson, Germany in the Middle Ages, 269-283. 
 Source : Henderson, Documents, 420-430. 
 Additional Topics : 
 
 A. The Besan9on episode between Frederick Barba- 
 rossa and Adrian IV. Henderson, Documents, 410- 
 419. 
 
 B. Arnold of Brescia. Emerton, 293-297, 454-456. 
 Bemont and Monod, 306-308. 
 
1 54 Mediaeval and Modern European History 
 
 10. Innocent III and his Position in Christendom, i 198-1216. 
 
 a. Innocent and Aragon. 
 
 b. Innocent and England. 
 
 c. Innocent and France. 
 
 d. Innocent and the empire : the rival rulers of Germany 
 
 and the battle of Bouvines, 12 14. 
 
 Brief Accounts: Robinson, 181-184. B^mont and 
 Monod, 321-326. Thatcher and Schwill, 300-307. 
 
 Longer Accounts: Emerton, Mediaeval Europe, 316- 
 343. Tout, 313-335. Balzani, Popes and the Hohen- 
 staufen, 122-156. Henderson, Germany in the Middle 
 Ages, 334-347- 
 
 11. Frederick II and the Fall of the Hohenstaufen. 
 
 a. Reign of the Emperor Henry VI : the acquisition of 
 
 Sicily ; capture of Richard of England ; Henry's ambi- 
 tious plans. 
 
 Brief Accounts: Tout, 304-312. Emerton, Mediaeval 
 Europe, 314-316. B^mont and Monod, 319-321. Hen- 
 derson, Short History, 90-92. 
 
 Longer Accounts : Henderson, Germany in the Middle 
 Ages, 291-317. Balzani, Popes and the Hohenstaufen, 
 99-121. 
 
 b. Frederick II and Gregory IX : causes of enmity ; the 
 
 crusade and its results ; progress of hostilities to the 
 
 death of Gregory IX, 124 1. 
 
 Brief Accounts : Henderson, Short History, I, 92-98. 
 Emerton, 343-350. Munro, History of the Middle Ages, 
 193-197. 
 
 Longer Accounts : Henderson, Germany in the Middle 
 Ages, 345-366, 375-384. Balzani, 172-202. Tout, 
 
 358-385- 
 
 c. Frederick II and Innocent IV : Frederick's misfortunes 
 
 and death ; the last of the Hohenstaufen dynasty. 
 
 Brief Accounts : Emerton, 350-356. Henderson, Short 
 History, I, 98-101. Tout, 385-392,478-488. 
 
 Longer Accounts : Henderson, Germany in the Middle 
 Ages, 385-397. Balzani, Popes and the Hohenstaufen, 
 
Outline of European History 155 
 
 203-220 (Innocent IV), 221-256 (the last Hohen- 
 staufen) . 
 Additional Topics : 
 
 A. The personality of the Emperor Frederick II : his 
 appearance, ability as a ruler, legislation, religious views, 
 amusements, interest in science and art. Freeman, 
 Essays, First Series. Kington, Frederick II. 
 
 B. A mediaeval troubadour. Justin H. Smith, The 
 Troubadours at Home. 
 
 III. The Formation of France, to 1328. 
 
 12. The Rise of the Capetian Dynasty, to 1180. 
 
 a. The great fiefs of France. 
 d. The accession of Hugh Capet, 987. 
 c. The reigns of Louis VI, 1 108-1 137, and Louis VII, 1 137- 
 1180. 
 
 Brief Accounts: Robinson, 120-132. Thatcher and 
 Schvvill, 484-487. Emerton, Mediaeval Europe, 401-405, 
 414-423. Munro, 64-72, 206-208. Adams, Civilization, 
 311-318. Adams, European History, 195-196, 224- 
 229. 
 
 Longer Accounts : Adams, French Nation, 54-88. Be- 
 mont and Monod, 391-404. Tout, 82-92, 274-294, 393- 
 404. Kitchin, France, I, 192-193, 255-284, 292-306. 
 Guizot, Popular History of France, Chs. xiii-xiv. 
 Additional Topic : 
 
 The Norman Conquest of England : William in Nor- 
 mandy ; preparations for conquest ; the invasion ; results 
 of conquest for France. Johnson, Normans in Europe 
 (Epochs Series), 86-91, 1 16-125. Kitchin, France, I, 
 212-215. Green's and Gardiner's Histories of England. 
 Myers, Middle Ages, 189-200. Freeman, Short History 
 of the Norman Conquest. See Outline of English His- 
 tory, p. 238. 
 
 13. France under Philip Augustus and St. Louis, i 180-1270. 
 
 a. The extension of the king's domain. 
 
 b. The development of the central government. 
 
 c. St. Louis as a king and a saint. 
 
156 Medieval and Modern European History 
 
 Brief Accounts: Robinson, 1 25-131. Adams, Euro- 
 pean History, 226-229. Munro, 208-212. 
 
 Longer Accounts: Adams, French Nation, 81-95. 
 Emerton, Mediaeval Europe, 421-433. Tout, Empire 
 and Papacy, 393-427. Hutton, Pliilip Augustus. Perry, 
 St. Louis. Guizot, France, Ch. xviii. 
 
 Source : Joinville, Life of St. Louis (in Chronicles of the 
 Crusades). See especially 357-367, 516-526. (Extracts 
 in West, 48-50.) 
 Special Map Work : 
 
 France under Philip Augustus, showing chief divisions 
 of France and territory acquired during his reign. 
 Robinson, 129. Thatcher and Schwill, 487. Gardiner, 
 Atlas, Nos. II, 12. 
 14. Philip the Fair of France, 1285-1314, and Pope Boni- 
 face VIII, 1294-1303. 
 a. Powef of the Papacy; causes of the quarrel between 
 
 Boniface and Philip. 
 d. Progress of the quarrel. 
 
 c. Death of Boniface. 
 
 d. The power of the king at the close of the quarrel ; the 
 
 Estates-General of 1302. 
 
 e. The Papacy at Avignon. 
 
 Brief Accounts : Adams, French Nation, 96-103. Poole, 
 Wycliflfe and the Movements of Reform, i-io. Lodge, 
 Close of the Middle Ages, 27-31, 155-162. Fisher, His- 
 tory of the Christian Church, 240-250. 
 
 Longer Accounts: Kitchin, I, 367-391. Milman, Latin 
 Christianity, VI, 210-214, 255-275, 282-289, -99-357- 
 Creighton, History of the Papacy, I, 28-57. Locke, 
 Great Western Schism (Epochs of Church History), 
 1-71. Guizot, France, Ch. xviii. 
 
 Source : Henderson, Documents, 349-350, 432-437. 
 Additional Topic : 
 
 The career of Rienzi at Rome. Oliphant, The Makers 
 of Rome. Robinson and Rolfe, Petrarch, 341-357. 
 
Outline of European History 157 
 
 IV. The East and the Crusades, 1096-1270. 
 
 15. The East before the Crusades. 
 
 a. The Eastern Empire. 
 
 Brief Accounts : Munro, 95-104. Bdmont and Monod, 
 336-347. West, 98-102. 
 
 Longer Accounts: Tout, 151-167. Gibbon, Decline 
 and Fall of the Roman Empire, Ch. liii. Harrison, 
 Byzantine History in the Early Middle Ages. Oman, 
 Story of the Byzantine Empire. Odysseus, Turkey in 
 Europe. 
 
 Sources : Liutprand's account of his mission to Con- 
 stantinople. Henderson, Documents, 441-477. 
 
 b. Saracen civilization. 
 
 Brief Accounts : Munro, 86-94. Thatcher and Schvvill, 
 356-361. 
 
 Longer Accounts : Bemont and Monod, 148-166. 
 Source : The Arabian Nights. 
 
 c. The coming of the Seljuk Turks. 
 
 Brief Accounts: Munro, 93-94, 103-104. Tout, 167- 
 
 175- 
 Longer Account : Gibbon, Decline and Fall of the 
 
 Roman Empire, Ch. Ivii. 
 
 Additional Topics : 
 
 A. Constantinople in the Middle Ages. Gibbon, 
 Ch. xvii (beginning). Hutton, Constantinople (Medi- 
 aeval Towns Series). Grosvenor, Constantinople. 
 
 B. Mediaeval Pilgrimages. Jusserand, English Way- 
 faring Life in the Middle Ages, 338-403. 
 
 16. The First Crusade, 1096-1099. 
 
 a. General causes and occasion for a crusade. 
 
 b. The council of Clermont, 1095. 
 
 c. The armies on the march. 
 
 d. Achievements of the crusade. 
 
 Brief Accounts : Earned, History for Ready Reference, 
 V, 3739. Bemont and Monod, 348-355. Robinson, 
 187-194. Emerton, 358-366. Tout, 177-184. Munro, 
 104-111. , 
 
158 Mediaeval and Modern European History 
 
 Longer Accounts : Cox, Crusades, 39-77. Thatcher 
 and Schwill, 367-383. Kitchin, France, I, 216-240. 
 Archer and Kingsford, The Crusades, 1-107. Adams, 
 Civilization, 258-270. 
 
 Source : Pennsylvania Reprints, I, No. 2 (speech of 
 Urban II). 
 
 Imaginative Literature : W. S. Davis, God Wills It ! 
 
 17. The Kingdom of Jerusalem and the Second Crusade. 
 
 a. The rulers, the form of government, and the general con- 
 
 dition of the Kingdom of Jerusalem. 
 
 b. The fall of Edessa and the preaching of St. Bernard. 
 
 c. The Second Crusade: the expeditions of Conrad III of 
 
 Germany and Louis VII of France. 
 
 d. The religious-military orders : Templars, Hospitallers, 
 
 Teutonic Knights. 
 Refer eiices : 
 
 Brief Accounts: Tout, 184-193. Emerton, 366-377. 
 Bemont and Monod, 355-362. Henderson, Germany in 
 the Middle Ages, 240-243. Kitchin, France, I, 267-272. 
 Munro, 111-115. 
 
 Longer Accounts : Thatcher and Schwill, 383-405. 
 Cox, 77-97. Archer and Kingsford, Crusades, 109-129 
 (the land and its organization) ; 130-168 (conquest of 
 the land) ; 188-206 (the kingdom at its zenith) ; 207- 
 221 (Second Crusade). Henderson, Short History, I, 
 1 72-1 8 1 (Teutonic Knights). Guizot, Popular History 
 of France, Ch. xvii. 
 
 18. The Third and Fourth Crusades. 
 
 a. The Third Crusade : its occasion and results. 
 
 Brief Accounts: Bdmont and Monod, 362-365. Emer- 
 ton, 377-379. Thatcher and Schwill, 406-417. 
 
 Longer Accounts : Tout, 295-304. Cox, Crusades, 
 97-140. Archer and Kingsford, 305-348 (easy reading). 
 Lane-Poole, Saladin, 217-234 (Jerusalem regained) ; 281- 
 299 (fall of Acre) ; 324-357 (peace). . 
 
 Source : Archer, Crusade of Richard I. 
 
 b. The Fourth Crusade and its diversion from its purpose. 
 
Outline of European History 159 
 
 c. The Latin empire of Constantinople: its history and 
 
 its fall, 1 204-1 261. 
 
 Brief Accounts: Emerton, 379-383. Cox, 135-129. 
 
 Longer Accounts : Cox, 144-182. Gibbon, Chs. Ix and 
 Ixi. Brown, Venetian Republic. Pears, Fall of Con- 
 stantinople. Oman, Byzantine Empire. Guizot, France, 
 Ch. xvii. 
 
 Source : Pennsylvania Reprints, III, No. i (" The 
 Fourth Crusade"). 
 
 Imaginative Literature : Scott, Talisman ; Ivanhoe. 
 Map Work: 
 
 Outline map showing routes of First and Third Crusades. 
 
 Robinson, 190. Myers, Middle Ages, 228. Emerton, 
 
 356. 
 19. The End of the Crusades. 
 
 a. The Crusades of St. Louis. 
 
 b. Fall of Acre and end of Christian rule in the East. 
 
 c. Results of the Crusades. 
 
 Brief Accounts : Kitchin, France, I, 339-348. Thatcher 
 and Schwill, 427-434. Tout, 450-463. Emerton, 387- 
 397. Munro, 11 7-1 21. Cox, 205-218. Adams, Euro- 
 pean History, 215-223. Myers, Middle Ages, 248- 
 255. 
 
 Longer Accounts: Perry, St. Louis, 154-195 (crusade 
 in Egypt) ; 284-296 (second crusade and death) ; both 
 easy reading. Archer and Kingsford, 390-451 (very 
 good). Guizot, Ch. xvii. 
 Additiofial Topics : 
 
 A. The experience of a mediaeval crusader: motives; 
 vows ; privileges ; preparation ; dress ; arms ; route ; 
 battles and sieges ; benefits and disadvantages of the 
 experience. Archer and Kingsford, 349-366. Cox, 
 32-35. Henderson, Short History, I, 102-108; Docu- 
 ments, 271-272, 333-344. Pennsylvania Reprints, I, 
 Nos. 2 and 4, especially No. 2, pp. 12-18. 
 
 B. A Knight Templar : aims and occupations ; decline 
 and end of the order. Archer and Kingsford, 169-187. 
 
i6o Mediasval and Modern European History 
 
 Article " Templars," in the Encyclopaedia Britannica. 
 Kitchin, France, 1,391-396. Lea, Inquisition, III, Ch. v. 
 
 C. The career and character of Saladin. Lane-Poole, 
 Saladin, 358-376, for personal characteristics. 
 
 D. The Children's Crusade. Gray, The Children's 
 Crusade. 
 
 £. The East after the Crusades. Oman, Byzantine 
 Empire. Gibbon, Ch. Ixviii. Pears, Destruction of the 
 Greek Empire. 
 V. Christian and Feudal Civilization. 
 20. The Church in the Thirteenth Century. 
 a. The secular clergy. 
 d. The monks. 
 
 Brief Accounts : Robinson, 201-215. Munro, 169-175. 
 Longer Accounts: Emerton, 541-581. B^mont and 
 Monod, 488-502. Jessopp, " The Parish Priest in Eng- 
 land before the Reformation," Nineteenth Century, 
 September, 1894. See also references under Additio7ial 
 Topic ^ B, below. 
 
 c. The religious orders : Franciscans and Dominicans. 
 
 d. Heretical sects ; the Albigensian Crusade. 
 
 Brief Accounts: Robinson, 216-232 (very good). 
 Bdmont and Monod, 502-514. Emerton, 577-581. 
 Munro, 175-180. 
 
 Longer Accounts : Sergeant, Wyclif, 40-58 (interest- 
 ing). Sabatier, St. Francis of Assisi (a biography 
 which reproduces the spirit of St. Francis and his times 
 with unusual insight and sympathy). Tout, 428-449 
 (excellent). Lea, History of the Inquisition, I, Ch. vi. 
 Jessopp, Coming of the Friars, Ch. i. 
 
 Sources : Henderson, Documents, 344-349 (" Rule of 
 St. Francis"). Mirror of Perfection, and Legend of St. 
 Francis by the Three Companions (Temple Classics). 
 Additional Topics : 
 
 A. A Gothic cathedral: e.g. Notre Dame, Amiens, 
 Chartres, Salisbury, Cologne. 
 
 B. A day in a Benedictine monastery. Henderson, 
 
Outline of European History i6i 
 
 Documents, 267, 274-314. Henderson, Short History, 
 
 I, 46-48. Jessopp, Coming of the Friars, Ch. iii ("Daily 
 Life in a Mediceval Monastery''). 
 
 21. Medieval Schools and Universities. 
 
 a. Subjects of study (" the seven liberal arts'"). 
 
 b. Monastery and cathedral schools. 
 
 c. The great universities. 
 
 Brief Accounts : Robinson, 267-273. Munro, 160-168. 
 Bemont and Monod, 515-527. 
 
 Longer Accounts : Emerton, 465-476. West, Alcuin 
 and the Rise of the Christian Schools. Compayre, Abe- 
 lard and the Early Constitution of Universities. Rash- 
 dall, Universities of Europe in the Middle Ages. 
 
 Source : Pennsylvania Reprints, II, No. 3 (" The 
 Mediaeval Student"). 
 Additional Topic : 
 
 The life of mediaeval students. Rashdall, Universities, 
 
 II, 593-709. Haskins, " The Life of Mediaeval Students as 
 Illustrated by their Letters," American Historical Review, 
 
 III, 203-229, January, 1898; see also the number for 
 October, 1904, on student life at Paris. Other references 
 as above. 
 
 22. The Life of the Military Classes. 
 
 a. The castle. 
 
 Brief Accounts: Munro, 135-139. Seignobos, Feudal 
 Regime, 34-38. Robinson, 99-100, 267. 
 
 Longer Accounts: Traill, Social England, I, 536-546. 
 Oman, Art of War in the Middle Ages. Viollet-le-Duc, 
 Annals of a Fortress. Smith, Troubadours at Home. 
 Article " Castle," in Encyclopaedia Britannica. Darme- 
 steter, " The Mediseval Country-House," Contemporary 
 Review, January, 1893. Blashfield, Scribner's Magazine, 
 V, 1-26, " Castle Life in the Middle Ages " (illustrated). 
 
 d. Mediaeval warfare. 
 
 Brief Accounts : Seignobos, 27-29. 
 Longer Accounts : Traill, Social England, I, 428-438. 
 Cutts, Scenes and Characters of the Middle Ages, 326- 
 
1 62 Mediaeval and Modern European History 
 
 337? 369-393- Oman, Art of War in the Middle Ages. 
 Viollet-le-Duc, Annals of a Fortress. 
 
 Sources : Joinville, St. Louis. Froissart, Chronicles. 
 Jones, Civilization in the Middle Ages, No. 4 ("Chivalry 
 and the Mode of Warfare," extracts from Froissart). 
 
 c. Chivalry. 
 
 Brief Accounts : Robinson, 256-259. Munro, 139- 
 147. Henderson, Short History, I, 112-121. Bemont 
 and Monod, 257-262. Seignobos, Feudal Regime, 32-34, 
 64-65. 
 
 Longer Accounts : Cutts, Scenes and Characters, 353- 
 368, 406-438. Gautier, Chivalry. Cornish, Chivalry. 
 Article "Knighthood," in Encyclopccdia Britannica. 
 
 Sources : Same as under b. 
 Additional Topics : 
 
 A. Description of some particular castle, e.g. the 
 Tower of London, Chateau Gaillard, Salzburg, Nurem- 
 berg, Wartburg, Kenilworth, Edinburgh, Chillon. 
 
 B. A mediaeval tournament. Cornish, Ch. v. Gau- 
 tier. Cutts. 
 
 23. Peasant Life. 
 
 a. The manorial system. 
 
 d. Mediaeval agriculture. 
 
 c. Village life. 
 
 Brief Accounts : Munro, 148-153. Robinson, 233-237, 
 West, 40-44. 
 
 Longer Accounts : Seignobos, Feudal Regime, 3-26. 
 Emerton, 509-520. * Cheyney, Industrial and Social 
 History of England, 31-52. Traill, Social England, I, 
 640-647. Jessopp, Coming of the Friars, Ch. ii ("Vil- 
 lage Life in Norfolk Six Hundred Years Ago ")• Ashley, 
 Economic History, I, Ch. i ("The Manor and Village 
 Community ") . 
 
 Source: Pennsylvania Reprints, II, No. 5 ("English 
 Manorial Documents"). 
 
 24. Towns and Town Life. 
 
 a. The rise of towns. 
 
 d. The guilds. 
 
Outline of European History 163 
 
 c. Outward appearance of a mediaeval town : walls, build- 
 ings, streets. 
 
 Brief Accounts: Munro, 153-159. Robinson, 237^ 
 242. Myers, Middle Ages, 284-289. Adams, Mediseval 
 Civilization (Primer). 
 
 Longer Accounts: Emerton, 520-540. Bemont and 
 Monod, 377-3^9- Cheyney, Industrial and Social His- 
 tory. 57-73- West, 1 16-132. Cutts, Scenes and Char- 
 acters, 529-546. Adams, Civilization during the Middle 
 Ages, Ch. xii. 
 
 Sources: Pennsylvania Reprints, II, No. i ("Eno-lish 
 Towns and Gilds"). Jones, Civilization during the 
 Middle Ages, II, Nos. 8 and 9 (« The Rise of Cities," 
 " The Trades of Paris "). 
 Additional Topic : 
 
 A study of some town as illustrated by its existing 
 remains, e.g. Rouen, Chartres, Bruges, Nuremberg, To- 
 ledo, Florence, Perugia, Siena. See the volumes on 
 these in the series of Mediaeval Towns (Macmillan), and 
 use illustrations. 
 25. Medieval Commerce. 
 
 a. The principal commodities. 
 
 b. The great routes of trade. 
 
 c. Markets and fairs. 
 
 Brief Accounts : Robinson, 242-248. Munro, 119, 
 155-156. 
 
 Longer Accounts: Cheyney, Industrial and Social 
 History of England, 75-94- Adams, Civilization, 279- 
 286. Cutts, Scenes and Characters, 496-517. Gibbins, 
 History of Commerce in Europe, 33-34, 44-82. Brown, 
 Venetian Republic, 75-85. 
 Additional Topics : 
 
 A. Travel in the Middle Ages. Jusserand, English 
 Wayfaring Life, Part I. See also Richer's account of 
 his journey from Rheims to Chartres, in Munro's Syllabus 
 of Mediaeval History, 75-77. 
 
 B. Marco Polo. Brooks, Marco Polo's Travels, in 
 Bohn Library. Fiske, Discovery of America, I, 280 ft'. 
 
1 64 Mediaeval and Modern European History 
 
 VI. The Era of the Renaissance, Fourteenth and Fifteenth 
 Centuries. 
 26. Germany and the Empire, i 273-1493. 
 
 a. Rise of Austria and of the House of Hapsburg : Rudolph 
 
 of Hapsburg ; the powers of the Emperor and of the 
 seven Electors; the Golden Bull of 1356; the Haps- 
 burgs and their policy. 
 
 b. Eastward expansion : the Mark of Brandenburg ; the 
 
 Teutonic Knights. 
 
 c. The rise of the cities ; the Hanseatic League. 
 
 Brief Accounts: Myers, Middle Ages, 289-291, 416- 
 418. Whitcomb, 8-12. Munro, 198-202. Thatcher 
 and Schwill, in Ch. xx. West, Modern History, 171- 
 
 173- 
 
 Longer Accounts: Bryce, Ch. xiv. Lodge, Close of 
 the Middle Ages, 1-19, 98-123, 419-430. Whitman, 
 Austria, 69-82. Henderson, Short History of Germany, 
 122-125 (Rudolph) ; 159-162 (Golden Bull) ; Ch. viii 
 (Teutonic Order and the Hanseatic League). Zimmern, 
 The Hansa Towns, 96-125. 
 
 Source: Henderson, Documents, 174-175, 220-261 
 (the Golden Bull). 
 
 d. Rise of the Swiss Confederation. 
 
 e. Charles the Bold of Burgundy. 
 
 /. The weakness of the empire at the end of the fifteenth 
 
 century. 
 
 Brief Accounts : Duruy, Middle Ages, 466-467 ; 
 Modern Times, (12-18) 18-22. Myers, Middle Ages, 
 418-421, 398. Ploetz, Epitome of History, 245-247, 250. 
 Seebohm, Era of the Protestant Revolution, 26-33. 
 Thatcher and Schwill, in Ch. xx. 
 
 Longer Accounts: Bryce, Ch. xvii, 299-307 (empire). 
 Kitchin, History of France. E. A. Freeman, Essays, First 
 Series, " Charles the Bold." Lodge, Close of the Mid- 
 dle Ages, Ch. vii (Swiss), 361-389 (Charles the Bold). 
 Lodge, Modern Europe. Kirk's Charles the Bold, 3 vols., 
 will prove interesting reading. 
 
Outline of European History 165 
 
 Additional Topics : 
 
 A. The attitude of the emperors toward Italy {e.g., 
 Rudolph, Henry VII). Bryce, Chs. xiii, xv. Duruy, 
 Middle Ages, Ch. xxx. 
 
 B. The Legend of William Tell. Dandliker, Switzer- 
 land, 47-55. Lodge, Close of Middle Ages. Ploetz, 
 246-247. 
 
 Special Map Work : 
 
 Sketch-map of Switzerland showing the three orig- 
 inal Forest Cantons and the other cantons added, to 
 1 5 13. West, 175. Robinson, 422. Putzger, Atlas, No. 
 18. 
 
 This map will prove useful also for the period of the 
 Swiss Reformation, section 37. 
 
 27. France in the Fourteenth and Fifteenth Centuries ; 
 
 THE Hundred Years' War. 
 
 a. The English occupation of France. 
 
 b. The driving out of the Enghsh. 
 
 c. Louis XI and his work. 
 
 Brief Accounts : Robinson, 281-289, 291-295, 298-302. 
 Myers, Middle Ages, 376-384. 
 
 Longer Accounts: Adams, French Nation, 108-143. 
 Green, Short History, 240-247, 280-284, 288-294. Duruy, 
 Middle Ages, 392-411, 416-432, 437-442. Duruy, 
 France, 187-263. Warburton, Edward III and his Wars 
 (Epochs). 
 
 Sources: Froissart, Chronicles (especially interesting). 
 Use Lanier's Boy's Froissart, or Macaulay's edition of 
 Berner's translation of Froissart. Edward III and his 
 Wars (English History from Contemporary Writers). 
 Additional Topic : 
 
 Joan of Arc. Lowell, Joan of Arc. Murray, Jean 
 d'Arc (extracts from the sources). 
 
 28. The Consolidation of Spain into a Powerful Mon- 
 
 archy. 
 
 a. The Christian recovery of Spain. 
 
 b. The union of Castile and Aragon. 
 
1 66 Mediaeval and Modern European History 
 
 c. The conquest of Granada and the treatment of the 
 
 Moors. 
 
 d. Growth of the royal power, to the opening of the six- 
 
 teenth century. 
 
 Brief Accounts: Myers, Middle Ages, 405-411. See- 
 bohm, Era of the Protestant Revolution, 34-40. 
 
 Longer Accounts : Lodge, Close of the Middle Ages, 
 468-493. Hume, Spain, its Greatness and Decay (1479- 
 1788), 1-30. Watts, Christian Recovery of Spain, 277- 
 301. Hume, Spanish People, in Chs. viii and ix. 
 Prescotfs Robertson's Charles the Fifth, I, 167-191. 
 Prescott, Ferdinand and Isabella. 
 
 Imaginative Literature : Irving, Tales of the Alham- 
 bra. Irving's Conquest of Granada gives the history 
 with a "fictitious and romantic dress" (Prescott). 
 Additional Topics : 
 
 A. The Cid. Clarke, The Cid. 
 
 B. The Alhambra. Lane-Poole, The Moors in 
 Spain, 221-233. 
 
 29. Political and Social Conditions in Italy in the 
 Fourteenth and Fifteenth Centuries. 
 
 a. Florence and Venice. 
 
 b. The papal monarchy. 
 
 c. The Two Sicilies. 
 
 d. The rule of the despots. 
 
 Brief Accounts: Robinson, 321-329. Myers. Middle 
 Ages, 295-302. Thatcher and Schwill, 463-473. See- 
 bohm, Protestant Revolution, 21-26, 66-74. 
 
 Longer Accounts : Burckhardt, Renaissance in Italy, 
 especially 8-27, 62-87. Symonds, Age of the Despots, 
 Chs. iii and iv, or his Short History, Chs. iii and vii. 
 Gardner, The Story of Florence. Duffy, Tuscan Repub- 
 lics. Brown, The Venetian Republic. Oliphant, Makers 
 of Venice ; Makers of Florence. Armstrong, Lorenzo de' 
 Medici. 
 
 Source : Whitcomb, Source Book of the Italian Re- 
 naissance. 
 
Outline of European History 167 
 
 Additional Topic : 
 
 The Condottieri. Browning, The Age of the Condotti- 
 eri. Symonds. Oliphant. 
 
 30. The Beginning of the Renaissance in Italy ; the 
 
 Revival of Learning, 
 a. The spirit and meaning of the Renaissance ; its many- 
 sided character. 
 d. Itahan literatm-e : Dante, Petrarch, Boccaccio. 
 c. The revival of learning : the Greek teachers ; the work 
 of Petrarch and Boccaccio ; the recovery, editing, and 
 printing of classical texts. 
 
 Brief Accounts : Seebohm, Era of the Protestant Revo- 
 lution, 3, 66-69. Robinson, Western Europe, Ch. xxii. 
 Whitcomb, 17-21. 
 
 Longer Accounts: Symonds, Short History of the Re- 
 naissance, Chs. i, vii. Symonds, The Revival of Learn- 
 ing. Burckhardt, Civilization of the Renaissance in Italy, 
 1 71-176, 187-209. 
 
 Sources : Whitcomb, Source Book of the Italian Renais- 
 sance, 62-80. Robinson and Rolfe, Petrarch, 210-214, 
 275-278. 
 Additional Topic : 
 
 The life of Dante. Oliphant, Makers of Florence. 
 Symonds, Study of Dante. Gardner, Dante (Temple 
 Primers). 
 
 31. The Fine Arts during the Renaissance. 
 
 a. The great architects. 
 
 b. The chief sculptors. 
 
 c. The Florentine and Venetian painters. 
 
 Brief Accounts : Myers, 348-353. Lodge, Close of the 
 Middle Ages, 525-533. Robinson, Ch. xxii. 
 
 Longer Accounts: Symonds, Short History of the 
 Renaissance, Ch. xii. Van Dyke, Text-book of the His- 
 tory of Painting (illustrated), Chs. vi-x. Thatcher and 
 Schwill, Europe in the Middle Age, 631-657. 
 
 Source : Vasari, Lives of the Painters, Sculptors, and 
 Architects. 
 
1 68 Mediaeval and Modern European History 
 
 Additional Topics : 
 
 A. The building of the dome of Briinelleschi. Inter- 
 esting chapter on the subject in C. E. Norton, Church 
 Building in the Middle Ages. Vasari, Lives. 
 
 B. The arts at the court of Lorenzo the Magnificent. 
 Armstrong, Lorenzo de' Medici. 
 
 Note. — In the study of this and the preceding section the pupil 
 should confine his attention to a few of the most prominent men. In con- 
 nection with section 31, photographs should be used as liberally as pos- 
 sible to illustrate the art of the period. 
 
 32. The Age of the Great Discoveries and Inventions. 
 
 a. European conditions at the end of the fifteenth century 
 
 which led to discoveries and inventions. 
 
 b. Portuguese discoveries to the east. 
 
 c. Spanish discoveries and conquests in the western world. 
 
 d. Mechanical inventions of the era and how they helped 
 
 discovery and conquest. 
 
 e. The new ideas in astronomy : Copernicus and Galileo. 
 
 Brief Accounts : Robinson, 347-352. Whitcomb, 27- 
 32. West, 218-223. Seebohm, 3-5, 225-226. 
 
 Longer Accounts: Myers, Modern Age, 5-21. Fiske, 
 Discovery of America, I, Chs. iii, v. 
 
 Sources: Hart, Source Book of American History, 
 No. I. Hart, American History told by Contemporaries, 
 I, Nos. 17, 19. Higginson, American Explorers. 
 Special Topics : 
 
 A. The life and struggles of Christopher Columbus. 
 
 B. A comparison between the fifteenth and sixteenth 
 centuries and the nineteenth century. Myers, Modern 
 Age, 21-22. 
 
 C. Invention of printing. Symonds, Renaissance in 
 Italy, II ; Revival of Learning, 368-391. Encyclopaedia 
 Britannica, article " Typography." Putnam, Books and 
 their Makers during the Middle Ages. 
 
 Map Work : 
 
 Sketch map showing the voyages of discovery of 
 
Outline of European History 169 
 
 Columbus, Vasco da Gama, Cabot, and Magellan, Rob- 
 inson, 349. Myers, Modern Age, 6. 
 
 Imaginative Literature : Lowell, Columbus. 
 33. Reforming Movements of the Fifteenth Century. 
 
 a. The reforming councils of Pisa, Constance, and Basel : 
 
 what each attempted and why they failed. 
 
 b. John Hus (for Wycliffe and his relation to Hus see Out- 
 
 line of English History^ pp. 244-248). 
 
 c. Savonarola. 
 
 Brief Accounts : Robinson, Ch. xxi. Adams, Civiliza- 
 tion, 398-415. Adams, European History, 283-288. 
 Fisher, Christian Church, 254-264. 
 
 Longer Accounts : Poole, Wycliffe and the Movements 
 of Reform, 138-150 (councils of Pisa and Constance), 
 151-165 (John Hus), 166-181 (end of the reform move- 
 ment). Henderson, Short History of Germany, 203-227. 
 Lodge, Close of the Middle Ages, 206-221 (Hussite move- 
 ment and council of Constance), 222-242 (Hussite wars 
 and council of Basel). Maurice, Bohemia, 176-220 (in- 
 teresting account of John Hus). Locke, The Great 
 Western Schism. Van Dyke, Age of the Renaissance, 
 69-121. The account of these times in Creighton's 
 History of the Papacy, though too long for specific ref- 
 erence, is very interesting reading. Villari, Life and 
 Times of Savonarola, is most valuable for the subject 
 of which it treats. Symonds, Short History of the 
 Renaissance, Ch. v. Oliphant, Makers of Florence. 
 Pastor, History of the Papacy, I, VL Alzog, Church 
 History. 
 
 Source: Pennsylvania Reprints, HI, No. 6 (Council of 
 Constance). 
 
 Imaginative Literature : George Eliot, Romola. 
 Additional Topic : 
 
 Wycliffe's teachings and how they spread. Green, 
 Short History of the English People, 235-244. Robin- 
 son, 308-309, 315-317. Creighton, History of the Pa- 
 pacy, Bk. I, Ch. ii ; Bk. H, ch. iii. 
 
1 70 Mediasval and Modern European History 
 
 VII. The Protestant Revolution and the Wars of Religion, 
 1517-1648. 
 
 34. The Eve of the Reformation in Germany. 
 
 a. Germany at the opening of the sixteenth century : the Em- 
 
 peror Maximilian ; the electors ; the princes ; the towns ; 
 the Diet. 
 
 b. The church : conditions that made reformation needful. 
 
 c. Erasmus and the German Humanists. 
 
 Brief Accounts: Seebohm, 26-33, 55-65. Fisher, 
 Reformation, 74-82 (the Humanists). 
 
 Longer Accounts: Robinson, Ch. xxiv. Henderson, 
 Short History of Germany, I, 228-250. Emerton, 
 Erasmus. Seebohm, Oxford Reformers. Tlie fullest 
 account is in Janssen, History of the German People, I. 
 A suggestive article on tlie books treating of the Refor- 
 mation, by Robinson, " The Study of the Lutheran 
 Revolt," in American Historical Review, January, 1903. 
 Additional Topics : 
 
 A. Erasmus''s criticism of the church. Emerton, Eras- 
 mus, 158-178 (the account of "The Praise of Folly"). 
 The Praise of Folly is translated into English (published 
 by Scribner or Brentano). 
 
 B. Ulrich von Hutten. Henderson, Short History, 
 289-304. 
 
 Map Work: 
 
 The lands ruled over by Charles V. Robinson, 358. 
 West, 189. Whitcomb, 58. 
 
 35. The Lutheran Reformation, to 1525. 
 
 a. Martin Luther, to the Diet of Worms, 1521 : his early 
 life ; the question of the indulgences and the posting 
 of the theses, 1517 ; the Leipzig disputation, 1519; the 
 burning of the papal bull and canon law, 1520. 
 Brief Accounts : Robinson, 387-400. Myers, Modern 
 
 Age, 25-29, 34-41. Seebohm, 94-100, 102-109. Fisher, 
 
 Reformation, 85-102. 
 
 Longer Accounts : Henderson, Short History, 251-276. 
 
 Hausser, Reformation, 11-28. Jacobs, Martin Luther 
 
Outline of European History 171 
 
 (an excellent life), 59-76 (the ninety-five theses), 168- 
 178 (the burning of the bull). Kosthn^s Luther is the 
 standard life by a German. Alzog, Church History, III, 
 i, 11-17 (indulgences), 18-23 (Augsburg and Leipzig), 
 33-36 (bull). Janssen, History of the German People, 
 HI, Bk. VI, Ch. i (Diet of Worms). 
 
 Source : Luther's ninety-five theses are in Pennsyl- 
 vania Reprints, II, No. 6; and in Larned, History for 
 Ready Reference, article "Luther." 
 
 b. The Emperor Charles V and the Diet of Worms, 1521 : 
 
 election of the emperor ; Luther before the Diet ; the 
 
 Edict of Worms. 
 
 Brief Accounts : Seebohm, 100-102, 1 12-130. Fisher, 
 Reformation, 1 03- 112. 
 
 Longer Accounts : Henderson, Short History, I, 263- 
 284. Jacobs, Martin Luther, 179-197 (very interesting). 
 Armstrong, Charles V, is a thorough study of the reign, 
 but not adapted to the needs of very young students. 
 Hausser, Reformation, 29-47. 
 
 Source : Text of Edict of Worms in Historical Leaf- 
 lets, published by Crozer Theological Seminary, Chester, 
 Penn., I, No. 3. 
 
 c. Fanaticism and revolution in Germany : Hutten and 
 
 Sickingen ; the Peasants' War ; the Anabaptists. 
 
 Brief Accounts: Robinson, 406-410, 413-415. See- 
 bohm, 131-148, 109-112 (remarkably good account of 
 the Peasants' War). 
 
 Longer Accounts : Henderson, Short History, I, 289- 
 304 (Hutten and Sickingen), 308-332. Richard, Melanch- 
 thon, 85-93, 142-153. Jacobs, Martin Luther, 251-262. 
 Hausser, Reformation, Chs. vi, vii. 
 
 Source : Pennsylvania Reprints, II, No. 6 (the Twelve 
 Articles of the Peasants) . 
 Additional Topics : 
 
 A. Luther at the Wartburg. Jacobs. Hausser. Kostlin. 
 
 B. Luther's translation of the Bible. Schaff, Christian 
 Church, VII. 
 
172 Mediaeval and Modern European History 
 
 C. Luther's marriage and home life. Jacobs, Luther, 
 263-267, 395-399- Kosthn, Luther, 325-335, 534-559- 
 
 D. Luther as a man. Kostlin, Luther, 534, 548-559. 
 Find significant points in his Table Talk, e.g. Bohn 
 edition, pp. xxxv, xxvii, 6, 8, 50, 55, 124, 151, 154, 181, 
 207, 340, 369. etc. 
 
 E. Melanchthon as Luther's ally. Richard, Melanch- 
 thon, 68-84. Henderson, I, 285-289. 
 
 36. Charles V and the Reformation in Germany, 1526- 
 
 1555- 
 
 a. The Diets ; Charles"'s rivalry with Francis I and his 
 
 attitude toward the Reformation, 1 526-1 546. 
 
 b. Attacks of the Turks. 
 
 c. The emperor and the Smalkald League, 1547; Maurice 
 
 of Saxony. 
 
 d. The religious peace of Augsburg, 1555 : the limited na- 
 
 ture of its tolerance. 
 
 Brief Accounts: Robinson, 415-420. Whitman, Aus- 
 tria, 137-148. Fisher, 156-169. Seebohm, 162-166. 
 
 Longer Accounts : Henderson, I, 340-345, 352-356, 358- 
 394. Hausser, Chs. viii-ix, xiv-xvii. 
 
 Sources : Crozer Theological Seminary Leaflets, I, 
 No. I (protest at Spires), No. 5 (Peace of Augsburg). 
 The Augsburg Confession of 1530 is published by the 
 Lutheran Publication Society, Philadelphia (10 cents). 
 Additional Topics : 
 
 A. The Italian wars of Charles V with special refer- 
 ence to the battle of Pavia (1525) and the sack of Rome 
 (1527). Henderson, I, 331-352. Kitchin, France, H, 
 187-216. 
 
 B. The gold of the Indies, and how it came into the 
 treasury of Charles V. Prescott, Conquest of Mexico, 
 and Conquest of Peru (see index). 
 
 37. The Zwinglian Reformation in Switzerland, to 1531. 
 
 a. Ulrich Zwingli and the Swiss Reformation, to the time 
 
 of the Marburg Conference. 
 
 b. The Marburg Conference and its failure, 1529. 
 
Outline of European History 173 
 
 c. Religious war in Switzerland ; terms of settlement. 
 
 d. Zwingli's ideas as to government of church and of state. 
 
 Brief Accounts: Robinson, 421-425. Seebohm, 159- 
 162. Fisher, 137-156. Hausser, Ch. x. 
 
 Longer Accounts : Hug-Stead, Story of Switzerland, 
 254-278. Jackson, Huldreich Zwingli, 306-322 (Marburg 
 Conference), or Simpson, Life of Ulrich Zwingli, 189-210. 
 Schaff, Christian Church, VII. 
 
 Source : Jackson, Selections from the Writings of 
 Zwingli. 
 Additional Topics : 
 
 A. The condition of Switzerland at the beginning of 
 the sixteenth century. Jackson, Zwingli, 3-47. 
 
 B. The death of Zwingli. Jackson. Simpson. Schaff. 
 
 C. A comparison between Luther and Zwingli : dif- 
 ferences in their character, their surroundings, and their 
 teachings. Fisher, 143-147. Henderson, I, 356-357. 
 Hausser, 125-126, 141. Jackson. Schaff. 
 
 38. John Calvin and his Work. 
 
 a. Early history, character, and beliefs of John Calvin, to 
 
 1536. 
 
 b. Calvin's activity in Geneva, 1 536-1 564. 
 
 c. Influence of Calvin and Geneva on Germany, France, 
 
 Holland, Scotland, England, and America. 
 
 Brief Accounts : Seebohm, 195-198. Article " Calvin," 
 in Encyclopaedia Britannica. Hug-Stead, Story of Swit- 
 zerland, 279-290, 
 
 Longer Accounts: Fisher, Reformation, 192-225. 
 Baird, Rise of the Huguenots (an excellent and readable 
 work), I, 199-218. Ranke, Civil Wars and Monarchy 
 in France, 204-225. Schaff, Christian Church, VII, 
 Chs. ix, X, xii, xiii, xvii, especially 489-523. Hausser, 
 Ch. xviii. Henry, Life of Calvin, though old, is valuable. 
 
 Sources : Calvin Institutes of the Christian Religion, 
 Bk. IV, Ch. X. (Conscience) ; Bk. II, Ch. viii, §§ 28-34 
 (Sunday). Pennsylvania Reprints, III, No. 3 (Disci- 
 pline in Geneva). 
 
1 74 Mediaeval and Modern European History 
 
 Additional Topics : 
 
 A. Calvin and Servetus. Fisher, 225-233. Schaif, 
 Christian Church, VII, Ch. xvi. 
 
 B. A comparison of the character and ideas of Luther 
 and Calvin. See references above and under sections 
 35 and 37. SchafF, Christian Church, VII, 257-260. 
 
 39. Rise of Protestantism in France, to 1572. 
 
 a. Beginnings of a Protestant party : Jacques Lefevre ; 
 
 persecutions under Francis I, 15 15-1547. 
 
 b. Increase and organization of the Protestants under 
 
 Henry II, 1547-1559. 
 
 Brief Accounts: Robinson, 451-457. Myers, Modern 
 Age, 162-168. Fisher, 243-256. Kitchin, II, 286- 
 
 293- 
 
 Longer Accounts : Baird, Rise of the Huguenots, I, 
 159-192 (the year of the Placards). Duruy, History of 
 Modern Times, Ch. xv. Hausser, Ch. xxv. Besant, 
 Coligny. Johnson, Europe in the Sixteenth Century, 
 Ch. ix. 
 
 c. Civil wars under Charles IX : Catherine de' Medici and 
 
 the Guises ; Coligny ; how the Huguenots gradually 
 gained privileges. 
 
 d. The Massacre of St. Bartholomew, 1572. 
 
 Brief Accounts : Fisher, 256-272, 267-284. Johnson, 
 Europe in the Sixteenth Century, Ch. ix. 
 
 Longer Accounts: Kitchin, France, II, 294-316, 339- 
 364. Besant, Admiral Coligny (Harper's School Clas- 
 sics). Duruy, Modern Times, Ch. xv. Baird, Rise 
 of the Huguenots, II, 426-500 (long but interesting). 
 Hausser, Chs. xxvi, xxvii. 
 Additional Topics : 
 
 A. Catherine de' Medici: her life, character, and 
 policy. 
 
 B. The character and influence of Coligny. Besant, 
 Coligny. 
 
 C. Attitude of Europe toward the massacre. 
 
 D. Abstract of Baird's account of the massacre. 
 
Outline of European History 175 
 
 40. France under Henry IV. 
 
 a. Henry of Navarre's struggle for the crown : battle of 
 
 Ivry ; his abjuration. 
 
 b. The Edict of Nantes, 1598. 
 
 c. Henry IV and Sully : reforms in finances and agriculture. 
 
 d. Henry IV's foreign pohcy and death; his character; his 
 
 popularity then and now. 
 
 e. Troubles after Henry IV's death ; the States-General 
 
 of 1614. 
 
 Brief Accounts : Adams, Growth of the French Nation, 
 174-188. Robinson, Western Europe, 456-458. Myers, 
 Modern Age, 168-173. 
 
 Longer Accounts : Wakeman, Ascendency of France, 
 14-38. Willert, Henry of Navarre. Baird, The Hugue- 
 nots and Henry of Navarre. Motley, History of the 
 United Netherlands, I, 42-52; III, Ch. xxiii ; III, 239- 
 246 (abjuration). Kitchin, II, Bk. IV, Chs. i, ii. 
 
 Sources : Sully, Memoirs. For special references see 
 Historical Sources in Schools, § 42, 
 Additional Topic : 
 
 French settlements in North America. Fiske, New 
 France and New England. Chs. i-iii. Parkman, Pioneers 
 of France in the New World. There is an excellent one- 
 volume abridgment of Parkman's works, well suited to 
 the use of schools, by Edgar, under the title, A Struggle 
 for a Continent. 
 
 41. The Catholic Reformation and the Jesuits. 
 
 a. The Jesuits : Loyola's character and training ; organiza- 
 
 tion, objects, and methods of the Society of Jesus ; 
 their work. 
 
 b. The work of the Council of Trent, 1545-1563. 
 
 c. How the Catholic church was reformed in discipline and 
 
 morals, and gained new power. 
 
 Brief Accounts : Robinson, 437-444. Myers, Modern 
 Age, 49-54. Seebohm, 199-208. Henderson, Short His- 
 tory of Germany, I, 41 1-42 1. 
 
 Longer Accounts : Fisher, Reformation, 390-420. 
 
1 76 Mediaeval and Modern European History 
 
 Johnson, Europe in the Sixteenth Century, 261-276. 
 Symonds, Short History of the Renaissance, Ch. xiv. 
 Ranke, History of the Popes, I, 135-178. Hughes, 
 Loyola. Alzog, Church History, HI, 373-385. 
 
 Source : Pennsylvania Reprints, 11, No. 6 (" Decrees 
 of the Council of Trent '^). 
 42. The Revolt of the Netherlands, i 568-1 648. 
 
 a. The Netherlands to 1556: religious, political, social, and 
 
 economic conditions ; the rule of Charles V. 
 d. Philip n and the outbreak of discontent : political, re- 
 ligious, and economic causes of the revolt. 
 
 c. The leadership of William of Orange. 
 
 d. How the Dutch won their independence. 
 
 Brief Accounts : Robinson, 445-451. Myers, Modern 
 Age, Ch. iv. 
 
 Longer Accounts: Fisher, 285-315. Johnson, Europe 
 in the Sixteenth Century, Ch. viii. Haiusser, Reformation, 
 Chs. xxii-xxiv (to murder of William, 1584). Motley, 
 Dutch Republic is a classic and tells a fascinating story. 
 Part I, Chs. i, ii (first ten pages, character of PhiHp II) ; 
 Part II, Ch. iii (first half. Inquisition, Granvella) ; Part II, 
 Ch. v (Egmont's journey to Spain) ; Part II, Ch. x (the 
 appointment of Alva) ; Part III, Chs. i, ii (Alva's cruelty, 
 execution of Egmont and Horn) ; Part IV, Ch. ii (stir- 
 ring description of siege of Leyden) ; Part IV, Ch. vii 
 (death of William of Orange). There are interesting 
 selections in Prose Passages from the Works of Motley 
 (Harper's "Leaflets from Standard Authors''). Arm- 
 strong, Charles V, II, 332-348, 365-383. (It will be 
 interesting to contrast the two treatments of Motley and 
 Armstrong.) Griffis, Brave Little Holland, is a pictu- 
 resque and interesting short history. Blok, History of 
 the People of the Netherlands (especially Vol. Ill), is a 
 work of careful modern scholarship by an eminent Dutch 
 historian. Harrison, William the Silent. 
 Additional Topics : 
 
 A. The Siege of Leyden. Motley, Part IV, Ch. ii. 
 
Outline of European History 177 
 
 B. Character of William the Silent. Motley, Dutch 
 Republic ; United Netherlands. Putnam, William the 
 Silent. Harrison, William the Silent. 
 
 C. Dutch life at the opening of the seventeenth cen- 
 tury. Motley, Netherlands, IV. Fiske, Dutch and 
 Quaker Colonies in America, Ch. i. Blok, History of 
 the People of the Netherlands, II, Chs. x-xiv, especially 
 Ch. xiii ("City and Country'^). 
 
 D. The Spanish Armada. Green, Short History. 
 Motley, United Netherlands. Gardiner, Students' His- 
 tory of England. Blok, Netherlands. See also Outline 
 of English History, p. 249. 
 
 43. The Thirty Years' War, 161 8-1 648. 
 
 a. The strife of parties in Germany ; the Donauwbrth dis- 
 
 turbances ; the land question involved in the " eccle- 
 siastical reservation." 
 
 b. The Bohemian election and the throwing from the win- 
 
 dow ; the Winter King ; battle on the White Hill. 
 
 c. The Danish period : Christian IV and Mansfeld. 
 
 d. Gustavus Adolphus, the champion of German Protestant- 
 
 ism : his campaigns and their results ; his death. 
 
 e. Wallenstein : his influence, dismissal, return, and assas- 
 
 sination. 
 
 f. French aims and interference. 
 
 g. The Peace of Westphalia : its terms and international 
 
 importance. 
 h. Social and economic effects of the war upon Germany. 
 
 Brief Accounts: Robinson, Western Europe, Ch. xxix. 
 Myers, Modern Age, Ch. vi. Whitcomb, Modern Europe, 
 97-105. 
 
 Longer Accounts : Henderson, Short History of Ger- 
 many, Chs. xvii, xviii. Gardiner, Thirty Years' War. 
 Trench, Gustavus Adolphus. 
 Map Work: 
 
 Sketch map showing Europe after the peace of 
 Westphalia. Wakeman, 124. Myers; 186, Whitcomb, 
 
 103, 
 
178 Medieval and Modern European History 
 
 Additional Topic : 
 
 The Reform of the calendar in 1582. Henderson, 
 Short History of Germany, I, 429. 
 VIII. The Ascendency of France and the Age of Louis XIV. 
 
 44. Richelieu and the Establishment of the Absolute 
 
 Monarchy. 
 a. Richeheu : rise to power; character; aims; his rela- 
 tions with Louis XIII. 
 d. Richelieu and the Huguenots. 
 
 c. Richelieu and the nobles : how he destroyed their power 
 
 and strengthened the monarchy ; the intendants. 
 
 d. Richelieu and the Thirty Years" War. 
 
 e. Mazarin : causes of his unpopularity ; revolt of the nobles 
 
 and lawyers ; how he carried out Richelieu's work ; 
 foreign policy ; what is meant by an " absolute mon- 
 archy." 
 
 Brief Accounts : Myers, Modern Age, 173-177. Adams, 
 Growth of the French Nation, 188-205. 
 
 Longer Accounts: Perkins, Richelieu (Heroes of Na- 
 tions). Lodge, Richeheu (Foreign Statesmen). Wake- 
 man, Ascendency of France, 132-164. Kitchin, History 
 of France, III, Bk. IV, Chs. iv-viii. Guizot, Popular 
 History of France, Chs. xxxviii-xlii. Guizot, Concise 
 History of France (edited by Masson), Ch. x. 
 Imaginative Literature : Dumas, The Three Musketeers. 
 Additional Topics : 
 
 A. Plots against Richelieu. 
 
 B. The French Academy. Lodge, Richeheu, 179-183. 
 
 C. The Siege of La Rochelle. 
 
 45. Louis XIV (1661-1715) and his Court. 
 
 a. Louis the man: early education and training; character, 
 
 abihties, deficiencies, and aims. 
 
 b. Louis XIV the king : idea of government and of a king's 
 
 power ; what he expected of the nobles ; new royal 
 palaces ; occupations and amusements at Versailles. 
 
 c. Art and Hterature in the Age of Louis XIV ; effect of 
 
 Louis^ paternalism. 
 
Outline of European History 179 
 
 Brief Accounts: Robinson, Western Europe, 495-501. 
 Adams, Growth of the French Nation, 209-211, 230-233. 
 Wakeman, Ascendency of France, 187-193. 
 
 Longer Accounts : Perkins, France under the Regency, 
 Ch. V. Hassall, Louis XIV, Chs. iii, xi. Thackeray, 
 Paris Sketch Book (gives a Hvely contrast between Louis 
 the man and Louis the king). 
 Additional Topics : 
 
 A. Costumes in the Age of Louis XIV. 
 
 B. Louis XIV's morning reception and toilette. 
 Whitcomb, History of Modern Europe, no. Taine, 
 Ancient Regime, 104-109. 
 
 46. The People; Colbert and his Reforms. 
 
 a. The people: their burdensome taxes; corruption of 
 
 officials. 
 
 b. Colbert : his services to Mazarin ; how he tried to lio-hten 
 
 the burdens of the people ; how he encouraged indus- 
 tries, commerce, and colonization. 
 
 c. Colbert and Louis XIV : differences in their aims. 
 
 d. The revocation of the Edict of Nantes ; its effect on the 
 
 prosperity and foreign relations of France. 
 
 Brief Accounts : Adams, Growth of the French Nation, 
 21 r-2i6, 227-230. Hassall, Louis XIV, 241-252. Myers, 
 204, 209, 214. 
 
 Longer Accounts : Wakeman, Ascendency of France, 
 193-205, 252-256. Perkins, France under the Regency, 
 Chs. iv, vi. Guizot, Popular History, xlvi, xlvii. Guizot, 
 Concise History (edited by Masson). 
 Additional Topics : 
 
 A. The Dragonnades. 
 
 B. Overthrow of Fouquet. Perkins, France under 
 the Regency, 31-40. Hassall, Louis XIV, 103-124. 
 
 C. How Louis XIV and Colbert governed New France. 
 Parkman, Old Regime in Canada, Chs. xv, xviii. Fiske, 
 New France and New England, Ch. ii. 
 
 47. Louis XIV's Wars. 
 
 a. War against the Dutch, 1672-1678: its causes; Louis' 
 
i8o Medieval and Modern European History 
 
 invasion of Holland ; murder of De Witt, and rise of 
 William of Orange ; what Louis gained by the war. 
 
 b. War of League of Augsburg, 1689- 1697: causes, politi- 
 
 cal and religious ; Louis' devastation of the Palatinate ; 
 
 why England took part in the war ; battles of the Boyne 
 
 and La Hogue ; terms of the Peace of Ryswick, 1697. 
 
 Brief Accounts : Adams, Growth of the French Nation, 
 216-221. Robinson, 501-508. Myers, 205-214. 
 
 Longer Accounts : Wakeman, Ascendency of France, 
 206-264. Perkins, France under the Regency, Chs. iii, 
 vii. Hassall, Louis XIV, Chs. v-vii, x. Mahan, Influence 
 of Sea Power upon History, 1 660-1 783, Chs. iii, iv. 
 Martin, History of France (Age of Louis XIV), I, Chs. v, 
 vi. Guizot, Popular History, Ch. xliv. Green, Short 
 History of the English People, 684-701. 
 
 c. The War of the Spanish Succession, 1702-1713: Carlos 
 
 II of Spain ; Ijis vast territories ; interests of the Eu- 
 ropean nations in the question of the succession ; 
 Louis XIV's aggressive measures ; formation of the 
 Grand Alliance ; Marlborough's campaigns in the 
 Netherlands and on the Danube ; capture of Gibral- 
 tar ; Queen Anne's War in America ; terms of the 
 Peace of Utrecht. 
 
 d. France at the close of Louis XIV's reign : condition of 
 
 the French people at the close of the wars ; increased 
 taxation; famine of 1709; position of France in Eu- 
 rope and America at the close of the wars ; Louis XIV's 
 unlamented death, 171 5; how Louis XIV's reign pre- 
 pared the way for the French Revolution. 
 Brief Accounts : Adams, Growth of the French Nation, 
 221-226. Myers, 212-222. Robinson, 506-508. 
 
 Longer Accounts : Hassall, Louis XIV, Chs. xii-xv. 
 Perkins, France under the Regency, Chs. i, viii, ix. 
 Mahan, Influence of Sea Power upon History, 1660- 
 1783, Ch. V. Wakeman, Ascendency of France, Chs. 
 xiv, XV. Lecky, History of England in the Eighteenth 
 Century, Ch. i. Guizot, Popular History, Ch. xlv. Louise 
 
Outline of European History i8i 
 
 Creighton, The Duke of Marlborough. Coxe, Memoirs 
 of the Duke of Marlborough. 
 
 Sources : La Bruyere's description of the peasantry. 
 Taine, The Ancient Re'gime, 329. Lowell, Eve of the 
 French Revolution, 186. West, Modern History, 307. 
 Map Work: 
 
 Sketch map showing the territorial terms of the Peace 
 of Utrecht. Robinson, 506. Gardiner, School Atlas, 41. 
 
 Imaginative Literature : Southey, After Blenheim. 
 Additional Topics : 
 
 A. The battle of Blenheim. Creighton, Ch. vii. 
 Coxe. Colby, Sources, No. 86. 
 
 B. The effect of the wars upon France. 
 
 IX. The Rise of Russia, Prussia, and Colonial Interests. The 
 Age of Frederick the Great. 
 
 48. The Formation of the Russian Empire; Peter the 
 
 Great. 
 
 a. Russia before Peter the Great : the Slavic races and char- 
 
 acteristics ; Oriental influences on Russian character 
 and development ; Ivan the Terrible ; social and polit- 
 ical condition of Russia at the accession of Peter. 
 
 b. Peter the Great, 1 689-1 725 : struggle for the throne; 
 
 travels, ambitions, and difficulties ; Peter's western 
 friends ; his character. 
 
 c. Internal reforms of Peter the Great : army; navy; dress 
 
 and customs ; church ; the new capital. 
 
 Brief Accounts : Myers, 273-286. Robinson, 509-512. 
 Wakeman, 297-303. 
 
 Longer Accounts : Motley's Essay on Peter the Great 
 is the most interesting and picturesque sketch of Peter. 
 Rambaud, Popular History of Russia. Schuyler, Peter 
 the Great. Perkins, France under the Regency, 528- 
 529 (a lively description of Peter's visit to Paris). 
 
 49. The Expansion of Russia in the Eighteenth Century. 
 
 a. In the Baltic: importance of the Baltic Sea; its special 
 value to Sweden, Denmark, Poland, Prussia, Russia ; 
 Charles XII of Sweden ; his character and ambitions ; 
 
1 82 Mediaeval and Modern European History 
 
 his struggle with Peter the Great ; battles of Narva 
 and Poltava; Charles XIPs mad career and death; 
 decline of Sweden ; Russia's foothold on the Baltic ; 
 St. Petersburg. 
 
 b. In Turkey and the Black Sea : Peter's gain and loss of 
 
 Azov ; death of Peter the Great ; his importance in 
 Russian history; Catherine II, 1 762-1 796; her wars 
 with Turkey and conquest of the north shore of the 
 Black Sea. 
 
 c. In Poland: internal disorders and weakness of Poland; 
 
 Catherine IPs share in the three partitions of Poland, 
 
 1772, 1793, 1795- 
 d. In Siberia : early explorations and settlements. 
 
 Brief Accounts: Myers, 275-276; 286-297. Whit- 
 comb, History of Modern Europe, 129-133. 
 
 Longer Accounts: Bain's Charles XII is a fascinating 
 and scholarly account of this remarkable man. Bain 
 has also written a series of excellent studies on Russia in 
 the eighteenth century : The Pupils of Peter the Great ; 
 The Daughter of Peter the Great; Peter III, Emperor 
 of Russia. Voltaire's Charles XII is interesting and a 
 classic in literature. Motley, Peter the Great. Schuyler, 
 Peter the Great. Rambaud, History of Russia. Morfill, 
 Story of Poland. For the first partition of Poland the 
 best short account is that of Perkins, France under Louis 
 XV, Ch. xxi (same article in American Historical Review, 
 October, 1896). Frederick the Great, Reflections on the 
 Character and Military Talents of Charles XII (Works, V, 
 London, 1789). This is doubly interesting as showing 
 what the greatest ruler of the eighteenth century thought 
 of Charles XII, and also as giving an interesting side-light 
 upon Frederick's own character. 
 special Map Work : 
 
 Sketch map showing the gains in territory made by 
 Russia in the eighteenth century. Myers, 280. Robinson, 
 513. Putzger, Atlas, Nos. 23, 25. Rose, Revolutionary 
 and Napoleonic Era, 76. 
 
Outline of European History 183 
 
 50. The Beginnings of the Prussian State, i 640-1 740. 
 
 a. The Hohenzollerns before 1640: how they acquired their 
 
 three territories (Brandenburg, Prussia, Cleves) ; geo- 
 graphical position of these territories and its future 
 significance ; the task of the Hohenzollerns. 
 
 b. Frederick William, the "Great Elector," 1640-1688: 
 
 character ; gains of territory by Treaty of Westphalia ; 
 his position in his own lands and in Europe. 
 
 c. How the Elector of Brandenburg acquired the title of 
 
 "King in Prussia," 1701. 
 d. Frederick William I, 1713-1740: how he made Prussia 
 
 a military state and a prosperous country ; his foreign 
 
 policy ; the " tobacco parliament " ; good and bad side 
 
 of his character. 
 
 Brief Accounts: Myers, 298-302. Robinson, 515- 
 516. 
 
 Longer Accounts : Longman, Frederick the Great and 
 the Seven Years' War, 3-33. Henderson, Short History 
 of Germany, H, Chs. i-iii. Tuttle, History of Prussia, I. 
 Macaulay's Essay on Frederick the Great is interesting 
 and graphic, but contains many exaggerations ; it should 
 be corrected by reference to Henderson or Tuttle. 
 Carlyle, Frederick the Great, Bks. I-X. 
 Additional Topics : 
 
 A. Origin of the Hohenzollern family. Carlyle, Fred- 
 erick the Great, Bk. II, Chs. v, vi. 
 
 B. Frederick WilHam's reception of the Salzburg 
 Protestants. Carlyle, Bk. IX, Ch. iii. 
 
 C. Frederick William's true and legendary character. 
 Macaulay, Frederick the Great. Henderson, II, Ch. ii. 
 Lavisse, The Youth of Frederick the Great. 
 
 51. Frederick the Great, i 740-1 786. 
 
 a. The youth of Frederick the Great. 
 
 b. The War of the Austrian Succession, 1 740-1 748: death 
 
 of Emperor Charles VI and Frederick William I in 
 1740 ; the Pragmatic Sanction ; Maria Theresa and her 
 difficulties ; Frederick the Great and his ambitions ; his 
 
1 84 Mediasval and Modern European History 
 
 invasion of Silesia ; interests of France and England ; 
 results of the war. 
 
 c. The interval of peace : reforms in Prussia and Austria ; 
 
 Maria Theresa's secret alliances and their purpose ; 
 Frederick's perilous position ; his change of policy and 
 alliance with England. 
 
 d. The Seven Years' War, 1 756-1763: how Frederick de- 
 
 fended Silesia ; his occupation of Saxony ; the battles 
 of Rossbach, Leuthen, and Zorndorf; Frederick's 
 critical position in the last years of the war ; change 
 in Russia's policy ; effect of the war on the rivalry 
 between Prussia and Austria. 
 
 e. Frederick's later years: his share in the first partition 
 
 of Poland; Frederick's character and death, 1786. 
 
 Brief Accounts : Myers, 302-308. Robinson, 518-522. 
 
 Longer Accounts : Longman, Frederick the Great and 
 the Seven Years' War, Henderson, Short History of 
 Germany, H, Ch. iv. Carlyle, Frederick the Great. 
 Macaulay, Essay on Frederick the Great. Kugler, Fred- 
 erick the Great (rich in illustrations by Menzel). Bright, 
 Joseph H, and Maria Theresa (Foreign Statesmen 
 Series). Perkins, France under Louis XV, Chs. v-viii, 
 xii-xv, xxi. 
 
 Sources: Frederick William Fs instructions for his 
 son's education, in Lavisse, The Youth of Frederick the 
 Great. Frederick the Great, History of My Own Times. 
 Special Map Work : 
 
 Sketch map showing the extent of Prussia's territory 
 at the death of Frederick the Great. Myers, 307. 
 Fyffe, History of Modern Europe, frontispiece. Putzger, 
 Atlas, No. 24. West, 297. 
 52. Frederick the Great in Time of Peace. 
 
 a. Personal appearance; habits and popularity of "Father 
 
 Fritz." 
 
 b. Frederick as musician, author, and philosopher ; life at 
 
 Sans Souci ; Voltaire's visits and quarrels. 
 
 c. Frederick's measures for the welfare of his people. 
 
Outline of European History 185 
 
 d. Frederick a typical " enlightened despot " : his idea of a 
 
 rulers duty; comparison of Frederick with Joseph II 
 and Catherine II ; the advantages and disadvantages 
 of government by "enlightened despots." 
 
 e. Frederick's place in history : his importance in Prussian 
 
 and in German history ; Frederick a national hero. 
 f. German literature in the Age of Frederick the Great. 
 
 Brief Accounts : Myers, 307-310, 334-338. Robinson, 
 519-522. 
 
 Longer Accounts : Henderson, Short History of Ger- 
 many, II, Ch. V, Longman, Frederick the Great. 
 Kugler, Frederick the Great, Chs. xxi, xxii, xxxviii-xliv. 
 Carlyle, Frederick the Great, Bk. XVI. Tuttle, History 
 of Prussia, III, Chs. iii-v. 
 Additional Topics : 
 
 A. Frederick and Voltaire as typical representatives 
 of the eighteenth century. Morley, Voltaire, Ch. iv. 
 
 B. Joseph II as an enlightened despot. Bright, 
 Joseph II, Chs. iii, vi. 
 
 53. The Expansion of England. 
 
 a. In North America: settlements at Jamestown, Plymouth, 
 and Boston ; conquest of New York ; characteristics 
 of the English colonies in America ; struggle between 
 England and France for North America; England's 
 gains by the Peace of Utrecht, 171 3; Wolfe and the 
 capture of Quebec, 1759; the Peace of Paris, 1763; 
 how England lost her Thirteen Colonies ; the share 
 of France in the American Revolution. 
 
 b. In India: English trade settlements in India; French 
 
 settlements and policy toward the natives ; struggle 
 between England and France for India; the "Black 
 Hole" ; Clive and the battle of Plassey, 1757; War- 
 ren Hastings and the English government of India. 
 
 c. How the wars in Europe were connected with those in 
 
 America and India. (For table of these Wars, see 
 Out line of American History, section 13.) 
 
 d. The decline of France in the eighteenth century. 
 
I 86 Mediaeval and Modern European History 
 
 Brief Accounts : Robinson, 523-536. Myers, 230, 312- 
 313, 318-331. AdamS; Growth of the French Nation, 
 Ch. xiv. 
 
 Longer Accounts: McLaughlin, History of the American 
 Nation, Chs. ii-iv ; vi ("France and England, 1608- 
 1763''). Seeley, Expansion of England. Mahan, Influ- 
 ence of Sea Power upon History, 1660-1783, Ch. viii. 
 Parkman, Sti"uggle for a Continent (edited by Edgar). 
 Macaulay, Essays on Lord Clive and Warren Hastings. 
 Perkins, France under Louis XV, Chs. ix, x. Emil 
 Reich, "A New View of the War of American Inde- 
 pendence," North American Review, July, 1903. 
 
 General accounts of the growth and struggles of the 
 English colonies in America may be found in the text- 
 books of Channing, McLaughlin, and Eggleston ; and 
 detailed accounts in the works of Fiske, Parkman, Lecky, 
 and Trevelyan. 
 
 Source : Colby, Selections from the Sources of English 
 History, Nos. 66, 69, 70, 88, 94-96. 
 Additional Topics : 
 
 A. What were the differences between the French 
 and English colonies in North America? Parkman, Old 
 Regime in Canada, Ch. xxiv. 
 
 B. John Law and the Mississippi Bubble. Perkins, 
 France under the Regency, Chs. xiii-xv. Adams, Growth 
 of the French Nation, 237-240. 
 
 X. The French Revolution, 1789-1795. 
 
 54. The Abuses and Evils of the Old Regime. 
 
 a. Inherent weaknesses of an absolute monarchy ; incapacity, 
 
 folly, and indifference of Louis XV ; reckless extrava- 
 gance ; lettres de cachet. 
 
 b. Survival of feudal abuses : lack of uniform laws and 
 
 administration ; feudal privileges of nobility and higher 
 clergy without corresponding duties; absenteeism. 
 
 c. Political and social evils : taxation ; taille and gabelle ; 
 
 oppression of government officials. 
 
 d. Economic evils : lack of roads, of freedom of work, and 
 
Outline of European History 187 
 
 of commerce ; poverty and hardships of the peasants 
 
 and parish priests. 
 
 Brief Accounts : Robinson, Western Europe, 537-546. 
 Adams, Growth of the French Nation, 258-268. Gar- 
 diner, P^rench Revohition, 1-13. 
 
 Longer Accounts : Lowell, Eve of the French Revolu- 
 tion, Chs. ii, iii, vi, xiii-xv. Taine, The Ancient Regime, 
 Chs. i, ii. Ue Tocqueville, The Old Regime and the 
 Revolution. 
 
 Sources : Pennsylvania Reprints, V, No. 2 ; VI, No. r. 
 Arthur Young, Travels in France, 1 787- 1 789 (for references 
 to special pages see Historical Sources in Schools, § 43). 
 Additional Topics : 
 
 A. Society and life in Paris before 1789. Lowell, Eve 
 of the French Revolution, Ch. xi. 
 
 B. The army and its officers before 1789. Ibid., 
 Ch. vii. 
 
 C. Decline of respect and love of the people toward 
 the king during reign of Louis XV. Carlyle, French 
 Revolution, Bk. L Perkins, France under Louis XV, II, 
 319-337- 
 
 D. Origin and justification of the system of privilege. 
 Taine, The Ancient Regime, Bk. I, Chs. i, ii. 
 
 55. Growth of a Revolutionary Spirit before 1789. 
 
 a. The Parlements of the eighteenth century: how they 
 
 called attention to the existing evils and proposed 
 " fundamental laws." 
 
 b. Influence of the writers : Voltaire's attack on the church ; 
 
 Rousseau's Social Contract; Montesquieu's Spirit of 
 the Law^s ; the Encyclopedists ; the new school of 
 economists. 
 
 c. The effect of the American Revolution. 
 
 d. How the people came to realize the evils of the Old 
 
 Regime ; the desire for liberty, equality, and fraternity. 
 
 Brief Accounts : Robinson, 546-557. Adams, Growth 
 of the French Nation, 268-272. Myers, Modern Age, 
 345-350- 
 
I 88 Mediasval and Modern European History 
 
 Longer Accounts : Lowell, Eve of the French Revolu- 
 tion, Chs. iv, V, X, xv-xxi. Taine, The Ancient Regime. 
 Morley, Voltaire ; Rousseau. Lecky, History of Eng- 
 land in the Eighteenth Century, Ch. xx; French Revolu- 
 tion (edited by Bourne in one volume), 1-90. Perkins, 
 France under Louis XV, II, 361-475. 
 
 Sources : Pennsylvania Reprints, VI, No. i (French 
 Philosophers of Eighteenth Century). Rousseau, The 
 Social Contract. 
 Additional Topics : 
 
 A. Influence of England upon the growth of revolu- 
 tionary ideas in France. Lowell, Eve of the French 
 Revolution, Chs. ix-x. 
 
 B. Admiration of the French for Benjamin Franklin. 
 Hale, Franklin in France, II, Chs. v, xx. Morse, Franklin, 
 Ch. ix ; especially pp. 230-236. 
 
 C. The expulsion of the Jesuits from France. Per- 
 kins, France under Louis XV, Ch. xvii. 
 
 56. Louis XVI (i 774-1793) and Attempts at Reform. 
 
 a. Louis XVFs character ; comparison with his grandfather ; 
 
 his marriage with Marie Antoinette. 
 
 b. Turgot's ideas and reforms (i 774-1 776) ; why his reforms 
 
 were opposed by every class of society ; Turgors 
 dismissal. 
 
 c. Attempted reforms of Necker and Calonne ; the Assem- 
 
 bly of Notables, 1787. 
 
 d. Impossibility of financial reform ; growing demand for a 
 
 meeting of the Estates-General. 
 
 Brief Accounts : Robinson, 552-561. Gardiner, French 
 Revolution, 17-29. Lodge, Modern Europe, 476-489. 
 Rose, Revolutionary and Napoleonic Era, 30-35. 
 
 Longer Accounts : Lowell, Eve of the French Revolu- 
 tion, Chs. ii, XV. Carlyle, French Revolution, Bk. Ill, 
 Chs. ii, iii. Say, Turgot. Lecky, England in the Eigh- 
 teenth Century, Ch. xx ; French Revolution (in one 
 voluuiCj edited by Bourne), iu-163. 
 
Outline of European History 189 
 
 Additional Topic : 
 
 Beaumarchais. Perkins, France under Louis XV, II, 
 310-319. 
 
 57. The Beginning of the Revolution, and Destruction of 
 
 THE Old Regime, 1789. 
 a. The Estates-General of 1789: Siey^s' pamphlet, public 
 opinion, and the ca/iiers ; meeting of the Estates-Gen- 
 eral at Versailles, May 5, 1789; how should it vote; 
 the " National Assembly ■' and " Tennis Court Oath " 
 (June 20). 
 d. Fall of the Bastile (July 14) ; its real and legendary 
 
 importance. 
 c. Decrees of August 4; establishment of a national guard. 
 Brief Accounts: Robinson, 561-568. Adams, Growth 
 of the French Nation, 273-280. Myers, The Modern 
 Age, 351-360. Morris, French Revolution, 19-33. 
 
 Longer Accounts : Gardiner, French Revolution, 29- 
 50. Lecky, England in the Eighteenth Century (last 
 part of Ch. xx), or in his French Revolution (edited by 
 Bourne), 164-182. Rose, Revolutionary and Napoleonic 
 Era, 35-42. Morse Stephens, Revolutionary Europe, 
 49-60. 
 
 Sources : Pennsylvania Reprints, IV, No. 5, " Typical 
 Cahiers of 1789." Hazen, Contemporary American 
 Opinion of the French Revolution, 40-48, 64-78. 
 Additional Topics : 
 
 A. Character and policy of Mirabeau. Gardiner, 
 French Revolution, and biographies of Mirabeau by 
 Willert (in Foreign Statesman Series), and by Von 
 Hoist. 
 
 B. What people in England thought of Revolution in 
 France. Burke, Reflections on the Revolution in France. 
 Lecky, England in the Eighteenth Century, Ch. xxi, or 
 his French Revolution (edited by Bourne), 183-241. 
 
 58. The Attempt to make a Constitution, i 789-1 791. 
 
 a. The "Declaration of the Rights of Man,'' and the divi- 
 sion of France into departments. 
 
190 Mediaeval and Modern European History 
 
 b. Position of the king : the veto question ; scarcity of 
 
 bread; "To Versailles," October 5. 
 
 c. Financial measures, — assignats and confiscation of 
 
 church property ; civil constitution of the clergy and 
 the " non-jurors " ; emigration of the nobles. 
 d. The flight to Varennes (June 20, 1791), and its conse- 
 quences ; unpopularity of Marie Antoinette. 
 Brief Accounts : Robinson, Western Europe, 568-576. 
 Adams, Growth of the French Nation, 280-286. Myers, 
 360-365. 
 
 Longer Accounts : Morris, French Revolution, 33-53. 
 
 Gardiner, French Revolution, 58-90. Lecky, England 
 
 in the Eighteenth Century, Ch. xxi ; French Revolution 
 
 (edited by Bourne), 242-299. Rose, Revolutionary and 
 
 Napoleonic Era, 43-58. Morse Stephens, Revolutionary 
 
 Europe, 60-76, 98-102. 
 
 59. The Failure of the Constitution and Fall of the 
 
 Monarchy, i 791-1792. 
 
 a. The Legislative Assembly (October i. 1 791 -September 
 
 20, 1792) : hostility of Jacobin and Girondist parties; 
 
 decline of the assignats ; opposition of the clergy ; 
 
 weakness of the king ; continued emigration of nobles. 
 
 d. Interference of Europe in the French Revolution : the 
 
 Declaration of Pillnitz ; its effect on feeling in France ; 
 
 decree against the emigres ; declaration of war against 
 
 Austria ; decree of " the country in danger " ; the 
 
 "federates" of July 14, 1792, and the Marseillaise; 
 
 manifesto of the Duke of Brunswick. 
 c. Insurrection of the loth of August and its results. 
 
 Brief Accounts: Robinson, 576-583. Adams, Growth 
 of the French Nation, 285-289. Myers, 366-369. 
 
 Longer Accounts : Morris, French Revolution, 54-74. 
 Gardiner, French Revolution, 93-118. Lecky, England 
 in the Eighteenth Century, Ch. xxii ; French Revolution 
 (edited by Bourne), 314-424. Fyfife, History of Modern 
 Europe, i-io, 28-33. Rose, Revolutionary and Napoleonic 
 Era, 59-68. Morse Stephens, Revolutionary Europe, 
 105-116. 
 
Outline of European History 191 
 
 Additional Topic : 
 
 Why the French people hated Marie Antoinette. 
 Lecky, French Revolution, 314-356. 
 
 60. The First French Republic and the War against 
 
 Europe, i 792-1 793. 
 
 a. The advance of the invaders : feeling in Paris ; Marat 
 
 and the newspapers ; the September massacres ; the 
 cannonade of Valmy, September 20, 1792. 
 
 b. Establishment of the Republic : meeting of the National 
 
 Convention ; the three parties and the leaders ; the 
 monarchy; proclamation of the Republic and the 
 " Year I " ; trial and execution of the king. 
 
 c. The spread of the Revolution ; victories and conquests 
 
 of the "volunteers of 1792"; how the revolutionary 
 ideas spread into other countries ; how they were 
 checked ; Dumouriez. 
 
 d. The Committee of Public Safety and expulsion of the 
 
 Girondists (June 2, 1793). 
 
 Brief Accounts : Robinson, Western Europe, 582-588. 
 Myers, Modern Age, 369-378. 
 
 Longer Accounts: Morris, French Revolution, 75-97. 
 Fyffe, 33-40, 44-49. Gardiner, 1 19-155. Morse Stephens, 
 Revolutionary Europe, 114-121, 124-129. Rose, Revolu- 
 tionary and Napoleonic Era, 68-83. 
 
 Source : Hazen, Contemporary American Opinion of 
 the French Revolution, 84, 117. 
 
 Imaginative Literature : Dickens, Tale of Two Cities. 
 Victor Hugo, Ninety-Three. 
 Additional Topics : 
 
 A. The cause of the September massacres. Belloc, 
 Danton. 
 
 B. Trial and execution of Louis XVI. Carlyle, 
 Vol. II, Bk. IV, Chs. vi-viii. 
 
 61. The Reign of Terror, i 793-1 794. 
 
 a. Opposition to the Revolution : peasants in Brittany and 
 La Vendee ; alliance with England ; Charlotte Corday. 
 d. The gaiillotine and its victims. 
 
192 Mediaeval and Modern European History 
 
 c. The Reign of Terror : the Revolutionary Calendar and 
 
 Worship of Reason ; the three factions of the Moun- 
 tain (Robespierre, Hebert, Danton) ; character and 
 rule of Robespierre ; the Festival of the Supreme 
 Being. 
 
 d. The fall of Robespierre, July 27, 1794: reaction after 
 
 the Reign of Terror. 
 
 Brief Accounts : Myers, 377-389. Robinson, 588-591. 
 Adams, Growth of the French Nation, 290-292. 
 
 Longer Accounts: Morris, French Revolution, 97-125. 
 Gardiner, French Revolution, 156-220. Rose, Revolu- 
 tionary and Napoleonic Era, 78-88. Morse Stephens, 
 Revolutionary Europe, 130-147. 
 Additional Topics : 
 
 A. Madame Roland. Tarbell, Madame Roland. 
 
 B. Charlotte Corday. Carlyle, French Revolution, 
 Vol. Ill, Bk. vii, Ch. i. 
 
 C. The Revolutionary Calendar. Carlyle, Vol. Ill, 
 Bk. vii, Ch. iv. 
 
 XI. Napoleon Bonaparte and the Napoleonic Wars, 1795- 
 1815. 
 62. France in 1795. 
 
 a. France and Europe : successes of the French against 
 
 English, emigres^ and Dutch (the " Batavian Repub- 
 lic ") ; peace with Spain and Prussia, 1795. 
 
 b. Beneficial progress achieved in France during six years 
 
 of revolution. 
 
 c. The Constitution of 1795 or the "Year III": the 
 
 "Directory"; unpopularity of the Convention ; Bona- 
 parte's " whiff of grape shot." 
 
 d. Napoleon Bonaparte's early life and opportunity : nation- 
 
 ality ; education ; boyish ambitions and occupations ; 
 
 his part in the siege of Toulon ; marriage ; personal 
 
 appearance and habits ; his opportunity in 1795. 
 
 Brief Accounts : Robinson, 590-595. Myers, 390-393. 
 Morris, French Revolution, 132-142. Adams, Growth 
 of the French Nation, 292-298. Rose, Revolutionary 
 
Outline of European History 193 
 
 and Napoleonic Era, 93-99. Ropes, The First Napoleon, 
 12-21. 
 
 Longer Accounts: Fyffe, 51-73. Gardiner, French 
 Revolution, 221-253. Morse Stephens, Revolutionary 
 Europe, 130-131, 154-166. Fournier, Napoleon the 
 First, 1-71. Rose, Napoleon I, 1-69. Seeley, Napoleon 
 the First, 11-36. Johnston, Napoleon, 1-26. Ropes, 
 "Some Illustrations of Napoleon and his Times,"' 
 Scribner's Magazine, June, 1887. 
 
 Remark. -The histories of Napoleon and his time are innumerable • the 
 best short bibliography is that in Fournier's Napoleon the First 745-788 
 This IS also the most satisfactory biography of Napoleon for school purposes" 
 Lanfrey's history of Napoleon I (translated into EngUsh. 4 vols.) is the standard 
 French biography, but is written in a spirit hostile to Napoleon. J H Roses* 
 Life of Napoleon I (2 vols.) and W. M. Sloane's Life of Napoleon Bonaparte 
 (4 vols.) are the standard biographies in English; the latter is sumptuously 
 Illustrated, and is also accessible in the Century Magazine. Ropes's The First 
 Napoleon is rather a series of essays on special topics; military matters are 
 better dealt with by him than any one else ; it is written in a spirit very friendly 
 to Napoleon ; teachers will therefore find it a suggestive exercise to have pupils 
 compare the accounts of Lanfrey and Ropes. Seeley's Napoleon the First is 
 particularly valuable for its suggestiveness and for its philosophic analysis of 
 Napo eon s rise and fall ; it is better adapted for maturer students. Johnston's 
 Napoleon is a brief but good sketch. 
 
 The memoirs of Bourrienne, Meneval, Pasquier, Remusat, and Talleyrand 
 have been translated into English. Special references to them may be found in 
 Historical Sources in Schools, ^^ 44. 
 
 63. General Bonaparte in Italy and Egypt, 1796-1799. 
 a. Bonaparte's first campaign in Italy, 1 796-1 797: why 
 Bonaparte was given the command; how he encour'- 
 aged his soldiers ; how the French army differed from 
 the Austrian and Sardinian armies ; battles of Lodi and 
 Areola; siege of xMantua ; fate of Venice; treaty of 
 Campo Formio, 1797; the Cisalpine Republic; Bona- 
 parte's reception on his return to Paris. 
 ^. The Egyptian expedition : its purposes and the causes 
 of its failure; how it illustrates Bonaparte's character 
 and plans. 
 
194 Medieval and Modern European History 
 
 Brief Accounts : Robinson, 590-598. Myers, 392-400. 
 Ropes, The First Napoleon, 21-41. Morris, French 
 Revolution, 145-168. 
 
 Longer Accounts: Seeley, 37-82. Fournier, 72-153. 
 Rose, Napoleon I, 70-1 97. Rose, Revolutionary and Napo- 
 leonic Era, 97-118. Johnston, 27-70. EyfFe, History of 
 Modern Europe, 74-1 15. Mahan, Influence of Sea Power 
 upon the French Revolution and Empire, I, 240-334. 
 
 Sources : Bourrienne, Memoirs, I, Chs. xii-xiii. Colby, 
 Sources, 281 (the battle of the Nile). 
 Additional Topics : 
 
 A. Bonaparte's treatment of the conquered Italians. 
 
 B. Bonaparte"'s plans of conquest in the Orient. 
 • 64. Bonaparte as Consul, i 799-1 804. 
 
 a. The coup d^ctat of 1799 (eighteenth Brumaire) : what 
 happened in France while Bonaparte was in Egypt ; 
 his reception in Paris on his return ; the coup d'etat ; 
 constitution of the Consulate ; how the First Consul 
 kept the real powder in his own hands. 
 d. Bonaparte's second campaign in Italy, 1 800-1 801 : battle 
 of Marengo ; Moreau at Hohenlinden ; peace with Aus- 
 tria at Luneville (1801) and with England at Amiens 
 (1802). 
 c. The interval of peace (i 801-1803) and reconstruction 
 of French institutions : the Concordat ; decrees in 
 favor of emigrant nobles ; renewal of old habits and 
 society ; the Code Napoleon and its importance ; 
 schools, scholars, and the Legion of Honor ; Bona- 
 parte's colonial projects ; Louisiana. 
 Brief Accounts : Robinson, 598-609. Myers, 400-414. 
 Morris, French Revolution, 168-196. Ropes, 42-62. 
 Seeley, 83-105. 
 
 Longer Accounts: Fournier, 154-241. Rose, Revolu- 
 tionary and Napoleonic Era, 1 19-147. Rose, Napoleon I, 
 198-344. Johnston, 59-101. Fyffe, 1 13-178. Mahan, 
 Influence of Sea Power upon the French Revolution and 
 Empire, II, 1-106. 
 
Outline of European History 195 
 
 Additional Topics : 
 
 A. Bonaparte's reconstruction of Germany. Fyife, 
 166-173. Seeley, Life and Times of Stein, I, 133-145. 
 
 B. How the United States secured Louisiana. Chan- 
 ning, Students' History of the United States, 337-340. 
 Turner, in Atlantic Monthly, May, June, 1904. 
 
 C. Bonaparte's idea of good society. Remusat, Me- 
 moirs. 
 
 65. The Napoleonic Empire, 1804. 
 
 a. Royalist plots against Bonaparte : the execution of the 
 
 Due d'Enghien and its effect on Europe. 
 
 b. Restoration of the Empire : Napoleon I the " successor 
 
 of Charlemagne " ; how old Europe regarded the new 
 emperor. 
 
 c. Renewal of war : Malta ; occupation of Hanover ; coast 
 
 blockade ; changes in the dependent kingdoms ; prep- 
 arations for the invasion of England; Napoleon's 
 weakness on the ocean; the battle of Trafalg-ar, 
 
 1805. 
 
 Brief Accounts: Myers, 416-420. Robinson, 608-610. 
 Rose, Revolutionary and Napoleonic Era, 140-158. 
 Fyffe, 179-187. 
 
 Longer Accounts: Seeley, 105-122. Ropes, 62-87. 
 Fournier, 242-294. Rose, Napoleon I, Chs. xvi-xxi. 
 Mahan, Influence of Sea Power upon the French Revo- 
 lution and Empire, Chs. xv, xvi. Fay, " The Execution 
 of the Due d'Enghien," in American Historical Review, 
 July-October, 1898. 
 
 66. Napoleon's Campaigns from Austerlitz to Tilsit, 1805- 
 
 1807. 
 
 a. Campaign against Austria, 1805: capitulation of Ulm ; 
 
 battle of Austerlitz ; end of the Holy Roman Empire ; 
 Francis H, "Emperor of Austria"; the Confederation 
 of the Rhine. 
 
 b. Campaign against Prussia, 1806: battle of Jena. 
 
 c. Campaign against Russia, 1807: battle of Eylau ; terms 
 
 of the Treaty of Tilsit. 
 
196 Mediaeval and Modern European History 
 
 d. Napoleon\s " Continental System " : purpose ; difficulty 
 
 in execution ; its effect on the European powers. 
 
 Brief Accounts: Myers, 430-431. Robinson, 611- 
 616. 
 
 Longer Accounts : Seeley, 123-144. Ropes, 108-129. 
 Rose, Revolutionary and Napoleonic Era, 158-183. 
 Fournier, 298-432. Rose, Napoleon I, Chs. xxii-xxvii. 
 Fyffe, 187-240. Mahan, Influence of Sea Power upon 
 the French Revolution and Empire, Ch. xviii. 
 
 Sources : The Berlin Decree. Colby, Selections from 
 Sources of English History, No. no. 
 Additional Topic : 
 
 The effect of Napoleon's Continental System upon 
 
 the United States. Channing, Students' History of the 
 
 United States, 343-354. See also Outline of American 
 
 History^ section 23. 
 
 67. The National Uprisings against Napoleon, 1808-18 12. 
 
 a. The Spanish revolt, 1808-1809: importance of Spain 
 
 and Portugal to Napoleon's plans ; Joseph's troubles ; 
 Napoleon in Spain ; how the opposition to Napoleon 
 in Spain differed from previous opposition. 
 
 b. The Austrian revolt, 1809: Austria's hopes; battle of 
 
 Wagram ; Austria's humiliation ; Napoleon's second 
 marriage ; his annexations ; position in Europe in 1810 ; 
 elements of weakness in his empire. 
 
 c. Napoleon's invasion of Russia, 181 2: purpose; causes 
 
 of failure ; its effect on Napoleon's power. 
 
 d. The Prussian rising, 1813: social and military reforms 
 
 in Prussia; Frederick William Hi's proclamations; 
 
 beginning of the " War of Liberation." 
 
 Brief Accounts : Myers, 430-446. Robinson, 618-622. 
 
 Longer Accounts: Ropes, 130-203. Seeley, 145-181. 
 Rose, Revolutionary and Napoleonic Era, Ch. ix. Four- 
 nier, 434-579. Rose, Napoleon I, Chs. xxviii-xxxiii. 
 Seeley, Life and Times of Stein, I, 335-361. 
 
 Imaginative Literature : Southey, At Coruila. Wolfe, 
 Burial of Sir John Moore. 
 
Outline of European History 197 
 
 Map Work: 
 
 Sketch map of Europe showing Napoleon's empire 
 and dependent states in 1810. Myers, 436. Robinson, 
 614. Rose, Revolutionary and Napoleonic Era, 217. 
 
 68. The Downfall of Napoleon, 181 3-1 81 5. 
 
 a. Leipzig, 1813: importance of this battle for Napoleon 
 
 and for Europe. 
 
 b. Elba, 1 8 14: invasion of France by the allies; exhaustion 
 
 of France ; desertions from Napoleon ; Napoleon's 
 abdication ; how he lived at Elba. 
 
 c. Waterloo, 181 5: Napoleon's return and reception; the 
 
 "■Hundred Days"; the battle of Waterloo, June 18, 
 1815 ; Napoleon's second abdication. 
 
 d. St. Helena, 181 5-182 1 : how Napoleon passed the days 
 
 of his exile ; his character ; his place in history. 
 
 Brief Accounts : Myers, 446-451. Robinson, 623-624. 
 
 Longer Accounts: Seeley, 182-233. Ropes, 203-308. 
 Rose, Revolutionary and Napoleonic Era, Chs. x, xi. 
 Fournier, 580-744. Rose, Napoleon I, Chs. xxxv-xlii. 
 Rosebery, Napoleon : The Last Phase (an interesting 
 account of Napoleon's life at St. Helena). 
 
 Imaginative Literature : Erckmann-Chatrian, The Con- 
 script of 1813 ; Waterloo. Victor Hugo, Les Miserables 
 (especially on the battle of Waterloo). 
 Additional Topics : 
 
 A. How far was Napoleon favored by circumstances? 
 Seeley, 240-279. 
 
 B. Napoleon's wTitings. 
 
 C. What in his career did Napoleon regret? Rose- 
 bery, Napoleon: The Last Phase, Ch. xiv("The Su- 
 preme Regrets "). 
 
 D. Napoleon's hold on his soldiers. Ropes, 310-319. 
 XII. Grow^th of Nationality, Democracy, and Liberty in the 
 
 Nineteenth Century. 
 
 69. The Congress of Vienna and Metternich's System of 
 
 Absolutism. 
 a. Forces in the development of Europe in the nineteenth 
 
198 Medieval and Modern European History 
 
 century : nationality ; popular sovereignty and consti- 
 tutional government ; equality ; personal liberty ; the 
 press ; industrial and commercial progress ; colonial 
 expansion ; European Congresses. 
 
 b. The Congress of Vienna, 1814-1815 : the principle of 
 
 legitimacy ; the territorial problems and their settle- 
 ment ; the constitutional arrangements ; failure of the 
 Congress to take account of the new forces in the 
 development of Europe in the nineteenth century. 
 
 c. Metternich's system of absolutism, 181 5-1848: aims of 
 
 Metternich and Czar Alexander; the Holy Alliance; 
 
 struggles against absolutism in Spain, Germany, and 
 
 Italy. 
 
 Brief Accounts : Myers, 454-467. Robinson, 625- 
 637. West, Modern History, 382-392. 
 
 Longer Accounts : Fyffe, History of Modern Europe, 
 368-524 (scholarly, but a little long for school use). 
 Seignobos, Political History of Europe since 18 14 (trans- 
 lated by Mac Vane), Chs. i, xxv (comprehensive and 
 clearly arranged ; dull for reading but good for refer- 
 ence). Phillips, Modern Europe, 1-134 (the most recent 
 and readable one-volume history ; valuable for showing 
 international relations). Miiller, Political History of 
 Recent Times, 1-62. Andrews, Historical Development 
 of Modern Europe, I, 86-133. Seeley, Life and Times 
 of Stein, II, 317-478. 
 
 Sources : Correspondence of Prince Talleyrand with 
 Louis XVIII during the Congress of Vienna (edited by 
 Pallain). Pennsylvania Reprints, I, No. 3 (contains the 
 French Charter of 1 814, the German Act of Confederation 
 of 181 5, and documents on the Holy Alliance and Met- 
 ternich''s anti-revolutionary policy). 
 Map Work: 
 
 Sketch map of Europe in 181 5 showing the territo- 
 rial settlements of the Congress of Vienna. Myers, 458. 
 Robinson, 627. Phillips, at end of book. Gardiner, 
 School Atlas, 59. 
 
Outline of European History 199 
 
 Additional Topics : 
 
 A. Talleyrand at the Congress of Vienna. 
 
 B. Origin of the Monroe Doctrine. Channing, Stu- 
 dents' History of the United States, 377-381. See also 
 Oidline of American History, section 27. 
 
 Remark. — In the nineteenth century the nations of Europe have come into 
 closer contact with each other, and their history becomes more and more inter- 
 woven ; this is partly the result of the introduction of railroads, steam vessels, 
 the magnetic telegraph, and the daily newspaper. This fact has led some histo- 
 rians (Robinson, Fyffe, and Phillips) to treat the nineteenth century chrono- 
 logically, showing this close interrelation ; this method is perhaps more scientific 
 and" scholarly, but also more difficult. It is simpler and easier for young stu- 
 dents to follow the development of but one nation at a time. This topical 
 method is the one followed in this outline ; it is also that of Myers, Seignobos, 
 and Andrews. 
 
 70. The Paris Revolutions of 1830 and 1848. 
 
 a. France after the restoration of the Bourbons : compari- 
 
 son of France in 1789 and in 1815 ; the Charter; Louis 
 XVIII ; Charles X ; reactionary measures. 
 
 b. The July Revolution in Paris, 1830; democracy and 
 
 the press ; Louis Philippe, " King of the French " ; 
 his character and reign ; effect of the revolution upon 
 Belgium and Poland. 
 
 c. The February Revolution in Paris, 1848. 
 
 d. The Second Republic, 1 848-1 852: what the socialists 
 
 wanted ; what the people of P'rance wanted ; Louis 
 
 Napoleon, his character and ambitions. 
 
 Brief Accounts: Myers, 468-472. Adams, Growth of 
 the French Nation, 318-326. 
 
 Longer Accounts: Seignobos, 103-170. Phillips, 168- 
 209, 255-272. Fyffe, 427-446, 603-630, 699-706, 730- 
 737. Andrews, I, Chs. iv, vii, viii. Miiller, 90-120, 
 172-202. 
 
 71. France under Napoleon III and the Third Republic. 
 
 a. The Second Empire, 1852-1870: Louis Napoleon's coup 
 d^etat of December 2, 1852 ; its democratic character; 
 mistakes of Napoleon I IPs foreign policy ; the Franco- 
 Prussian War; the surrender at Sedan, 1870. 
 
200 Mediaeval and Modern European History 
 
 b. The Paris Commune, 1871. 
 
 c. The Third RepubHc, 1870- ; Thiers; the Constitutional 
 
 Laws; difficulties of the Third Republic; reasons for 
 
 its stability. 
 
 Brief Accounts: Myers, 472-480. Adams, Growth 
 of the French Nation, 326-340. Robinson, 642-644 ; 
 661-665. 
 
 Longer Accounts: Seignobos, 170-227. FyfFe, 968- 
 
 1019. Lowell, Governments and Parties in Continental 
 
 Europe, I, Chs. i, ii. Coubertin, Evolution of France 
 
 under the Third Republic. Boclley, France (interesting). 
 
 Additional Topics : 
 
 A. Gambetta. 
 
 B. The Pope and the Third Republic. 
 
 C. The present government of the Third Republic. 
 Lowell. Bodley. 
 
 72. The Unification of Italy. 
 
 a. State of Italy in 181 5: Italy a "geographical expres- 
 
 sion " ; effects of Napoleon's conquests and reforms ; 
 Austrian possessions and influence in Italy. 
 
 b. Struggles against Austrian absolutism, 181 5-1848: the 
 
 carbonari; Mazzini ; the revolution of 1848; Charles 
 Albert and the Constitution ; failure of the first war 
 against Austria. 
 
 c. Union of Italy under Victor Emmanuel II ( 1 849-1 878) : 
 
 position of Piedmont in Italy ; Cavour's aims and 
 diplomatic achievements ; the war of 1859 with Austria 
 and its results ; Garibaldi's career and additions to the 
 kingdom of Italy; the Roman question; final union 
 of Italy, 1870. 
 
 d. The Papacy : how its power was affected by the union of 
 
 Italy; "the prisoner of the Vatican"; Leo XIII and 
 his policy. 
 
 e. The kingdom of Italy since 1870: parliamentary gov- 
 
 ernment ; economic distress and emigration ; colonial 
 
 failures. 
 
 Brief Accounts : Myers, 510-530. West, 457-464. 
 
Outline of European History 201 
 
 Longer Accounts : Seignobos, Chs. xi, xxiii. Phillips, 
 Ch. XV. Fyfife, Ch. xxii. Probyn, Italy, 1815-1890. 
 Stillman, Union of Italy (Cambridge Historical Series). 
 Countess Cesaresco, The Liberation of Italy, 181 5-1895 
 (picturesque and interesting) ; by the same writer, 
 Cavour (Foreign Statesmen). Lowell, Governments and 
 Parties in Continental Europe, I, Chs. iii, iv. Thayer, 
 Throne-Makers (" Cavour ''''). 
 
 Source : Delia Rocca, The Autobiography of a Veteran. 
 Additional Topics : 
 
 A. The march of " The Thousand." 
 
 B. Napoleon Ill's policy toward Italy. 
 
 C. Garibaldi's career in America and ItaJy. 
 
 D. The Vatican Council, 1 869-1 870. 
 
 E. The present government of Italy. Lowell. 
 Map Work: 
 
 Sketch map of Italy in 1870, showing, with dates, the 
 additions to Piedmont since 181 5. Myers, 522. Phillips, 
 map at end of book. West, 465. Putzger, No. 28. 
 73. The Struggle for Liberty and Unity in Germany, 
 1815-1858. 
 
 a. The German Confederation of 181 5 : its defects and weak- 
 
 nesses ; Metternich's influence ; why Austria and Prussia 
 were rivals ; Prussia's Customs Union {Zollverein) and 
 its importance. 
 
 b. The revolutions of 1848: growth of liberalism since 
 
 181 5; attempts to suppress it; effects of the Paris 
 revolution of 1848 upon events in Prussia, Austria, 
 Hungary, and Italy. 
 
 c. First attempts at German unity : the Frankfort Parlia- 
 
 ment and its failure ; Prussia's humiliation and isola- 
 tion. 
 
 Brief Accounts : Myers, 532-542. Robinson, 631-635, 
 644-653. West, 449-456. 
 
 Longer Accounts : Seignobos, Ch. xiv. Phillips, Chs. 
 iii, xi-xiii. Henderson, Short History of Germany, II, 
 Ch. viii. Fyffe, 681-699, 707-809. Andrews, I, Chs. 
 
202 Mediaeval and Modern European History 
 
 vi, ix, X. Headlam, Bismarck (Heroes of the Nations), 
 Chs. iii-v. 
 
 Source: Bismarck, Reflections and Reminiscences. 
 Additional Topic: 
 
 A. The March revolution in Berlin, 1848. Bismarck, 
 Reflections and Reminiscences, Ch. ii. 
 74. The Foundation of the German Empire under Bis- 
 marck AND William I (1858-1888). 
 
 a. Preparation for conflict : reorganization of the Prussian 
 
 military system ; Bismarck's earlier career, his character, 
 and policy of "blood and iron''; his victory over the 
 Prussian Parliament. 
 
 b. Triumph of Prussia over Austria : the Schleswig-Holstein 
 
 War, 1864; the Austro-Prussian War of 1866; end of 
 the German Confederation ; the North German Con- 
 federation, 1867; Austria's position after 1867. 
 
 c. The Franco-Prussian War, 1 870-1 871 : causes; German 
 
 victories ; proclamation of the New German Empire ; 
 " Emperor William I"; Alsace-Lorraine. 
 
 d. Germany since the Franco-Prussian War : the Triple 
 
 Alliance; William II; German colonial policy; the 
 
 power of the Social Democrats. 
 
 Brief Accounts : Myers, 542-554. Robinson, 656-667. 
 Whitcomb, 214-219. West, 466-494. 
 
 Longer Accounts : Phillips, Chs. xvi-xviii. Seignobos, 
 Chs. XV, xvi. Andrews, II, Chs. v, vi. F^-fle, Chs. xxiii, 
 xxiv. Headlam, Bismarck (Heroes of Nations). Thayer, 
 Throne-Makers ("Bismarck"). Munroe Smith, Bis- 
 marck. Henderson, Short History of Germany, II, 
 Chs. ix, x. Lowell, Governments and Parties, Chs. v-vii. 
 Additional Topics : 
 
 A. Comparison of French and German preparations 
 before the war of 1870. 
 
 B. Bismarck as a statesman. 
 
 C. The principles, leaders, and power of the Social 
 Democrats in Germany. West, 489-494. Lowell, Gov- 
 ernments and Parties, II> Chs. v-vii. 
 
Outline of European History 203 
 
 75. Austria-Hungary under Francis Joseph I, 1848-. 
 
 a. The various races in Austria-Hungary : their characteris- 
 
 tics and ambitions ; the Pan-Slavic movement. 
 Map Work: 
 
 Sketch map of Austria-Hungary showing the various 
 races and where they live. Robinson, 649. Whitcomb, 
 221. West, 500. Phillips, map at end of book. 
 
 b. The revolutions of 1848: flight of Metternich ; acces- 
 
 sion of Francis Joseph ; revolts in Bohemia and Hun- 
 gary ; Hungarian Constitution of 1848 ; suppression of 
 these revolts. 
 
 c. Establishment of the dual monarchy, 1867: decline of 
 
 Austria's influence in Germany and Europe after the 
 revolutions of 1848; effect of the Prussian and Italian 
 wars of 1866; restoration of the Hungarian Constitu- 
 tion ; establishment of the " Dual Monarchy " and the 
 Compromise i^Aiisgleich) of 1867. 
 
 d. Austria-Hungary since 1867: acquisition of Bosnia and 
 
 Herzegovina ; Austria's interests in the Balkan Penin- 
 sula ; internal difliculties m the Austro-Hungarian 
 government. 
 Brief Accounts: Whitcomb, 221-236. Myers, 541, 
 
 556-560. Robinson, 646-653. 
 
 Longer Accounts : Lowell, Governments and Parties in 
 
 Continental Europe, H, Chs. viii-x. Seignobos, Chs. xiii, 
 
 xvii. Andrews, I, Ch. ix ; H, vii, xii. Fyff"e, 709-715; 
 
 747-770; 963-967. Phillips, Chs. xiii, xvii. 
 Additional Topics : 
 
 A. Kossuth's career in Hungary and America. Kos- 
 suth, Memories of My Exile. Rhodes, History of the 
 United States, 1. Thayer, Throne-Makers. 
 
 B. The present government of Austria-Hungary. 
 Lowell. 
 
 76. Turkey and the Eastern Question. 
 
 a. The Ottoman Turks : their conquest of Constantinople, 
 1453 ; later gains and losses of territory ; extent of the 
 Ottoman Empire in 1814; its government ; the subject 
 
204 Mediaeval and Modern European History 
 
 peoples ruled by the Turks ; why this rule has been 
 hated. 
 
 b. The War of Greek Independence, 1821-1829: the king- 
 
 dom of Greece and its subsequent history. 
 
 c. The Crimean War, 1 854-1 856: Russia's ambitions; 
 
 " The Sick Man of Europe ; '^ causes and results of the 
 war. 
 
 d. The Russian-Turkish War of 1 877-1 878: revolts from 
 
 Turkish rule ; the " Bulgarian atrocities " ; Russia's 
 demands and attempt at enforcement ; Congress of 
 Berlin (1878) and its settlement of the Eastern 
 Question. 
 
 e. Turkey and the Balkan states to-day : their ambitions 
 
 and troubles ; the Macedonian question ; the Arme- 
 nian question ; policy of England and of Russia in the 
 Near East. 
 
 Brief Accounts : Whitcomb, 256-274. West, 594-604. 
 Robinson, 667-670. Myers, 566-574. 
 
 Longer Accounts: Seignobos, Chs. xx, xxi. Fyffe, 
 525-602, 824-865, 1020-1052. Phillips, Chs. vii, x, xv, 
 xix. Andrews, II, Chs. ii, viii. McCarthy, History of 
 Our Own Times, Chs. xxv-xxviii, xxxix, Ixiv-lxvi. 
 
 Imaginative Literature : Byron, The Isles of Greece. 
 Tennyson, The Charge of the Light Brigade. 
 Map Work: 
 
 Sketch map showing the states of south-eastern Europe 
 at the present day. Myers, 573. West, 596, 605. Rob- 
 inson, 667. Phillips, map at end of book. Putzger, 
 Atlas, No. 25. 
 ']']. Development of Russia in the Nineteenth Century. 
 
 a. Alexander I, 1 801-1825 : French influence in Russia 
 
 under Catherine II ; Russia's part in the Napoleonic 
 wars ; Alexander Ps early liberal and later reactionary 
 policy. 
 
 b. Nicholas 1, 1825-1855 : his character, and domestic policy ; 
 
 beginning of the Slavophil movement ; the Polish re- 
 volt of 1830 ; effects of the Crimean War on Russia. 
 
Outline of European History 205 
 
 c. The liberal movement since the Crimean War : Alexan- 
 
 der II; the emancipation of the serfs and its effect; 
 other liberal reforms ; the Polish revolt of 1 863 ; the 
 Nihilists and their methods ; the policy of " Russian- 
 ization " and its results. 
 
 d. The expansion of Russia toward the Pacific : the trans- 
 
 Siberian railroad. 
 
 Brief Accounts : Myers, 560-579, 602-606. Whitcomb, 
 250-256, 330-334- West, 583-594. 
 
 Longer Accounts : Seignobos, Ch. xix. FyfTe, 574-602, 
 924-934. Andrews, II, Ch. xiii. Rambaud, History of 
 Russia, III. Leroy-Beaulieu, The Empire of the Tsars 
 and the Russians. Wallace, Russia. Krausse, Russia in 
 Asia. Norman, All the Russias. Kovalevsky, Russian 
 Political Institutions. 
 Additional Topics : 
 
 A. The Jews in Russia. 
 
 B. The Siberian exile system. George Kennan, articles 
 in Century Magazine. 
 
 C. The present condition of the peasants in Russia. 
 
 D. The " Russianization " of Finland. 
 
 E. The censorship of the press in Russia. 
 78. The Expansion of Europe. 
 
 a. Revival of interest in colonial expansion toward the close 
 
 of the nineteenth century. 
 
 b. European discovery and partition of the African conti- 
 
 nent : Livingstone and Stanley ; Egypt and the Suez 
 Canal; Algiers; the partitioning of 1884; the Boer 
 W^ar and its results. 
 
 c. Europe in Asia and the Far East : English in India and 
 
 in the Straits Settlements ; China's condition ; her 
 cessions to European nations ; Japan as a world 
 power ; her war with China ; shall China be parti- 
 tioned ? 
 
 d. The Anglo-Saxons in Australasia and the Pacific : the 
 
 voyages of Captain Cook in the eighteenth century ; 
 English settlement at Botany Bay ; discovery of gold 
 
2o6 Mediaeval and Modern European History 
 
 in Australia; the Australian Commonwealth, 1901 ; 
 Hawaii and the Philippines. 
 e. Comparison of the colonial power and possessions of 
 England, France, Germany, and Holland. 
 Brief Accounts: Whitcomb, 312-334. Robinson, 684- 
 687. West, 576-582, 607-613. 
 
 Longer Accounts : Phillips, Ch. xx. Reinsch, Colonial 
 Government ; World Politics. Latimer, Europe in Africa 
 in the Nineteenth Century. Keltie, Partition of Africa. 
 Caldecott, English Colonization and Empire. Seeley, 
 Expansion of England. Jenks, History of the Austral- 
 asian Colonies. Statesman's Year Book (a very valuable 
 annual containing statistical knowledge of all countries 
 and their colonies, and often good maps of recent boundary 
 disputes and changes). Encyclopaedia Britannica, sup- 
 plementary volumes. 
 
 Sources : Stanley, How I Found Livingstone ; Through 
 the Dark Continent ; In Darkest Africa. Slatin, Fire and 
 Sword in the Sudan. 
 Map Work: 
 
 Sketch map showing England and the principal Eng- 
 lish colonies at the present day. Myers, 597. West, 
 612. Gardiner, School Atlas, 65. 
 Special Map Work : 
 
 Sketch map showing European colonies and spheres 
 of influence in Africa. Whitcomb, 312. West, 609. 
 Gardiner, School Atlas, 66. 
 Additional Topic : 
 
 How England governs her colonies. 
 79. The Material Progress of the Nineteenth Century. 
 a. The Industrial Revolution: its effect on manufactures, 
 
 commerce, population, and everyday life. 
 d. Inventions and improvements in means of transportation. 
 c. Inventions and improvements in means of communication 
 
 and of the spread of knowledge. 
 d. Changes in the art of war and attempts at prevention of 
 war. 
 
Outline of European History 207 
 
 e. Discoveries promoting the health and comfort of man- 
 kind. 
 
 Brief Accounts: Robinson, Ch. xli. West, 613-616. 
 Whitcomb, 335-349- 
 
 Longer Accounts: Seignobos, Ch. xxii. Cheyney, 
 Industrial and Social History of England, Chs. viii, 
 ix, X. Cunningham, Growth of English Industry and 
 Commerce. Toynbee, Industrial Revolution of the 
 Eighteenth Century in England. Lecky, History of 
 England in the Eighteenth Century, Ch. xxiii. The 
 Progress of the Century (series of essays published by 
 Harper). The Statesman's Year Book. 
 Additional Topics : 
 
 A. The penny post. McCarthy, History of Our Own 
 Times, Ch. iv. 
 
 B. The average circulation of your daily newspaper. 
 From what foreign cities does the current issue contain 
 despatches ? 
 
PART III 
 ENGLISH HISTORY 
 
ENGLISH HISTORY 
 
 INTRODUCTION 
 
 The paramount interest in the study of the history of 
 England is found in its constitutional aspect. It was 
 in England that certain important governing principles 
 were first realized in successful practice. Self-govern- 
 ment, the ideas of representation and local control, were 
 first tested by the English people, and to-day the Eng- 
 lish constitution is more or less the model of all existing 
 free constitutions. Moreover, the institutions of a people 
 are the truest expression of national life and character, 
 and their study affords the best training for the right 
 understanding of present conditions. This is especially 
 true of the study of EngHsh constitutional history. 
 England's constitution is the slow growth of many 
 centuries, consequently it is more expressive of the 
 character and development of the people than is that 
 of any other nation. No broad gap separates Eng- 
 land's present from the past. From the fifth cen- 
 tury until now there is no break ; each step in the 
 development is connected with the preceding. " There 
 has been such a continuity of life and development that 
 hardly one point in its earliest life can be touched with- 
 out the awakening of some chord in the present; scarcely 
 a movement now visible in the current of modern life 
 
 211 
 
2 1 2 English History 
 
 but can be traced back with some distinctness to the 
 early Middle Ages." A national development, unbroken 
 by great revolutions, and characterized by uniform and 
 progressive growth, must bring home with unusual force 
 the essential connection between the past and the pres- 
 ent, the sense of organic unity. Precedent is the life 
 and soul of the English constitution. How typical of 
 this is the famous scene in Parliament in 1688. The 
 king has fled ; William and a foreign army are encamped 
 near London; Ireland and Scotland are on the point of 
 revolt. Parliament, summoned to face this situation, 
 spends hours in unearthing and examining the four 
 centuries-old records of Richard II's deposition that 
 revolution may be carried out with due regard to 
 precedent. 
 
 For these reasons stress should be laid upon the 
 constitutional aspect of each period in English history. 
 This forms the chief difficulty of the course, for institu- 
 tions do not lend themselves to picturesque treatment ; 
 the personal element is in abeyance, and the details are 
 often obscure and complicated. Fortunately the con- 
 tinuity of English development is of great service here. 
 Since English constitutional history presents itself as an 
 orderly, unbroken chain of events, each linked to each, 
 the student is easily led to note the relation of cause 
 and effect. Moreover, this closeness of connection be- 
 tween the past and the present is full of picturesque 
 suggestion. A party struggle of the nineteenth century 
 has a new interest when we read that a leader who 
 abandoned his side in a critical division is taunted by 
 the newspapers with the treachery of his ancestor on 
 
Introduction 2 1 3 
 
 Bosworth Field ; or when, in the debates over a fran- 
 chise bill, the freedom of Saxon times is called to mind, 
 and the constituencies are bidden to '' look to the rock 
 whence we were hewn, and the hole of the pit whence 
 we were digged." 
 
 The simpUcity and directness of England's develop- 
 ment constitute at the same time a great advantage and 
 a serious danger. The work of instructor and student 
 is much easier because of the fact that there is but one 
 thread to follow, because the English have worked out 
 their history with far more independence of external 
 influences than is true of any other European people. 
 But just because EngUsh history is less interwoven with 
 the general history of Europe there is danger in this 
 course of losing sight of the essential unity of history. 
 As Ranke truly says : " There was but one church, one 
 science, one art, in Europe ; one and the same mental 
 horizon enclosed the different people ; a romance and a 
 poetry varying in form, yet of closely kindred nature, 
 was the common possession of all. The common life of 
 Europe flowed also in the veins of England." In spite 
 of this, English history is often taught and studied ag 
 though it had no more connection with the general 
 development of Europe than with the life of the Amer- 
 ican continent ten centuries ago. The Norman Con- 
 quest is treated as though it were an isolated occurrence, 
 and not simply one aspect, though the most important, 
 of a great movement which profoundly affected Europe ; 
 the discussion of the contest between Henry I and An- 
 selm gives no hint of the larger controversy of a like 
 nature which divided the continent. 
 
214 English History 
 
 This most unhistorical detachment is especially marked 
 in the ordinary treatment of France. As an English 
 teacher has wittily said : '' The French kingdom comes 
 into existence solely for the sake of being conquered 
 by Edward III and Henry V and then sinks back into 
 oblivion. It has a temporary resuscitation to enable 
 Henry VIII to be present at the Field of the Cloth 
 of Gold, and hibernates once again until Charles II 
 requires the financial assistance of Louis XIV. After 
 that comes another blank until the outbreak of the 
 French Revolution ; then after a fitful existence un- 
 der Napoleon it finally expires with the battle of Water- 
 loo." It is true that the brief time allotted a course in 
 English history affords small place for the teaching of 
 contemporary history. But an occasional word of re- 
 minder, where students have already had a course in 
 European history, or, where this is not the case, a few 
 brief summaries, will keep the class in mind of the larger 
 history of which the story of England is merely a part. 
 
 England's connection with the New World must not 
 be overlooked. In the case of American students there 
 is less danger of this, but the importance and dramatic 
 interest of this subject claim for it especial attention. 
 Another aspect of this course is more likely to be neg- 
 lected. English history is often studied with entire dis- 
 regard of Scotch and Irish history, and yet a knowledge 
 of these is essential to the comprehension of the first. 
 Moreover, each has its special value and interest, which 
 must not be ignored. From time to time there should 
 be a careful consideration of the state of Ireland or of 
 Scotland, showing the course of development and the 
 
Introduction 2 1 5 
 
 forces at work. Especially should the interplay of 
 influences between the different kingdoms be made 
 plain. The points of contact between the different 
 divisions of the British Isles in early history should be 
 dealt with at length. 
 
 While there is no sharp break in English history there 
 are clearly defined divisions. The following outlines 
 have been arranged with regard to the special signifi- 
 cance of each period in the history of the English nation. 
 Formerly it was said that EngUsh history began with the 
 Norman Conquest. Then six centuries were added, and 
 the tale began with the coming of the Angles and Sax- 
 ons. Now, whatever the final decision as to the de- 
 gree of Celtic survival or the importance of the Roman 
 occupation, it is recognized that the beginning of Eng- 
 land cannot be understood without some knowledge of 
 the character of the country and of the people that 
 the English conquered. The Celtic characteristics, the 
 Roman influence, are essential elements in the story of 
 the Conquest. 
 
 Following upon this comes the more detailed study of 
 the Saxons, their characteristics and institutions, the new 
 life now begun on British soil. The forces, whether in- 
 ternal or external, making for union should be carefully 
 considered. In the ninth and tenth centuries the social 
 and ecclesiastical disorder resulting from the long contest 
 with the Danes, the growth of feudal tendencies, and the 
 superficial union of England under the West-Saxon kings 
 are features to be noted. Also it should not be forgotten 
 that from the withdrawal of the Romans to the eleventh 
 century England's international relations, forced or vol- 
 
2 1 6 English History 
 
 untary, were chiefly with the northern and backward 
 portions of Europe. 
 
 The Danish conquest arid the reign of Cnut, followed 
 by the hardly less foreign rule of Edward the Con- 
 fessor, form a logical introduction to the Norman Con- 
 quest. " Henceforth England might be conquered but 
 not divided." Between Senlac and the Treaty of Wall- 
 ingford intervenes a period of extraordinary interest. 
 Under Norman rule provincial distinctions are almost 
 effaced, while class divisions are deepened and embit- 
 tered through the presence of two races, one governing, 
 the other governed. England is again united with the 
 other states of western Europe, but is still free to work out 
 the great mediaeval problems of the relation of church 
 and state and of crown and nobles under her pecuHar 
 local conditions. To this period the reign of Henry II 
 forms a fitting conclusion. Under the hard and equal 
 rule of the Angevin, Norman and Saxon are welded to- 
 gether to form the English nation. As representing two 
 foreign policies, one doomed to failure because artificial, 
 the other based on natural conditions, Henry's efforts to 
 build up an Anglo-Angevin empire, and the almost acci- 
 dental beginning of the conquest of Ireland, should be 
 clearly brought out. On the constitutional side, interest 
 centres in the final success of the crown in the long 
 struggle with the feudal baronage and in the development 
 of the administrative machinery as the basis of a strong 
 monarchy. The great issue between church and state is 
 vividly shown in the contest between those two interest- 
 ing personalities, Henry H and Archbishop Thomas, 
 one facing forward, the other still looking backward. 
 
Introduction 2 1 7 
 
 Following with dramatic swiftness upon the triumph 
 of the king over the nobles comes the uprising of the 
 new nation against the tyranny and misrule of John 
 and Henry III. The century of Magna Carta and the 
 Model Parliament is of paramount importance in its 
 constitutional aspect; but a period which opens with 
 the loss of Normandy and closes with an attempt to 
 carry out the British idea, i.e. the union of the British 
 Isles under one rule, is full of interest in its foreign 
 policy. Nor should the architecture of the age be over- 
 looked, for it is here that the creative spirit of the new 
 nation finds splendid expression. 
 
 During the fourteenth and fifteenth centuries the 
 efforts of Edward III and Henry V to conquer France 
 are of controlling interest ; every phase of national life 
 hinges on the Hundred Years' War and its aftermath, 
 the War of the Roses. The story of these struggles 
 furnishes m^any stirring and picturesque incidents, and 
 there is some danger of allowing them to obscure the 
 great constitutional and social importance of the period. 
 The growth of parliamentary government, the Lancas- 
 trian experiment, the Yorkist despotism, are marked 
 stages in the political growth of the English nation, 
 paralleled on the social side by the steps which led to 
 the disappearance of villeinage in the fifteenth century. 
 
 The age of the Tudors forms a clearly defined period. 
 The new monarchy, while holding down the people, 
 holds it together, and makes possible the rapid growth 
 which characterizes the century. The Renaissance, the 
 Reformation, so far as it is a popular movement, the 
 maritime and commercial development, are all expres- 
 
21 8 English History 
 
 sions of a national revival, having a counterpart only in 
 the thirteenth and nineteenth centuries. At the same 
 time, Scotland, under the influence of the Reformation, 
 undergoes an extraordinary social transformation. The 
 crisis of the century comes in the reign of the great 
 queen, with the struggle of the English nation against 
 the Spanish monarchy, a struggle for independence, not 
 for empire. England's foreign ambitions are shown in 
 the revival of the British idea, in the drawing together 
 of the northern and southern kingdoms, and in the com- 
 pletion of the conquest of Ireland. 
 
 With the seventeenth century the situation changes. 
 The controlHng force is the Puritan movement, Eng- 
 land's real religious reformation. The sympathetic des- 
 potism of the Tudors gives place to the selfish and 
 short-sighted tyranny of the Stuarts. On the other hand, 
 the people, strengthened by the intellectual, rehgious, 
 and economic development of the preceding hundred 
 years, and disciplined in the hard school of Tudor rule, 
 feel ready to take up the task of self-government. The 
 inevitable political struggle, confused and intensified by 
 religious division, ends in the Great Rebellion and the 
 Commonwealth. This is a period rich in great men, 
 and the various aspects of the contest may be made clear 
 through a study of typical personalities more easily than 
 in any other way. 
 
 At the Restoration all that had been gained by a 
 struggle of half a century seems lost ; but underneath 
 the reaction against Puritan rule is plain a determination 
 to place definite checks upon the royal prerogative. 
 The political situation is again confused by rehgious 
 
Introduction 219 
 
 division, this time between a Roman Catholic ruler and a 
 Protestant people. The beginnings of political parties 
 should be carefully noted. Finally the Revolution of 
 1688 secures to the nation all the liberties for which it 
 is ready, aristocratic rule under parliamentary forms, 
 and rehgious toleration. Throughout the whole century, 
 as a result rather of individual effort than of royal or 
 national poHcy, a colonial and commercial empire is 
 growing up in the East and in the West, whose impor- 
 tance is realized only in the next period. 
 
 The eighteenth-century contest with France for em- 
 pire culminates in the great war with Napoleon, a con- 
 test which Seeley has aptly named the " Second Hundred 
 Years' War." In politics, interest centres in the working 
 out of the results of the Revolution with the development 
 of party and cabinet government, broken only by the 
 disastrous attempt of George III to revive the power 
 of the king. The Acts of Union of 1707 and of 1800 
 bring the British Isles at last under one rule ; but while 
 Scotland easily finds her place in the United Kingdom, 
 the relations between England and Ireland show no 
 improvement ; the reasons for this difference should be 
 considered. The importance of the industrial changes 
 in the latter part of the period should be clearly brought 
 out, although their full effects are not realized until the 
 next century. 
 
 In 181 5 England emerges from the contest with 
 France the foremost industrial and colonial power in 
 the world. Industrial progress inevitably brings demo- 
 cratic development, embodied in the Reform Acts of 
 1832, 1867, and 1884-1885. Efforts to settle the Irish 
 
220 English History- 
 
 question are summed up in a long series of Land Acts, 
 and Coercion Acts, and Home Rule Bills, culminating 
 in the great Land Act of 1903. Throughout the cen- 
 tury the building up of the British Empire goes quietly- 
 forward, and the influence of Greater Britain is shown 
 in the fact that foreign relations are determined chiefly 
 by colonial and commercial interests. 
 
Small School Library 221 
 
 SMALL SCHOOL LIBRARY COSTING ABOUT 
 TWENTY-FIVE DOLLARS 
 
 SOURCES 
 
 Anglo-Saxon Chronicle. (Bohn.) N.Y., Macmillan, $1.50. 
 Colby, C. W., Selections from the Sources. N.Y., Longmans, $1.50. 
 Kendall, E. K., Source Book. N.Y., Macmillan, 80 cents. 
 
 MODERN WORKS 
 
 ACLAND, A. H. D., AND Ransome, C A Handbook in Outline of 
 the Political History of England to 1901. Chronologically 
 Arranged. 8th ed. N.Y., Longmans, 60 cents. 
 
 Bright, J. F., History of England. 5 vols. N.Y., Longmans, $7.25. 
 
 Creighton, M., The Age of Elizabeth. (Epochs.) N.Y., Long- 
 mans, $1.00. 
 
 Cunningham, W., and McArthur, E. A., Outlines of English 
 Industrial History. N.Y., Macmillan, $1.50. Or^ Cheyney, 
 E. P., An Introduction to the Industrial and Social History of 
 England. N.Y., Macmillan, $1.40. 
 
 Egerton, H. E., The Origin and Growth of the English Colonies. 
 Oxford, Clarendon Press, 7.s. 6d. 
 
 Freeman, E. A., Old English History. N.Y., Macmillan, $1.50. 
 
 , William the Conqueror. N.Y., Macmillan, 75 cents. 
 
 Gardiner, S. R., Puritan Revolution. (Epochs.) N.Y., Long- 
 mans, $1.00. 
 
 , School Atlas of English History. N.Y., Longmans, $1.50. 
 
 Green, J. R., Short History of the English People. N.Y., 
 American Book Co., $1.20. 
 
 Green, Mrs. J. R., Henry II. N.Y., Macmillan, 75 cents. 
 
 Macaulay, T. B., Essays and Lays. N.Y., Longmans, $1.00. 
 
 Montague, F. C, Elements of English Constitutional History. 
 N.Y., Longmans, $1.25. 
 
222 English History 
 
 Oman, C. W. C, Warwick. N.Y., Macmillan, 75 cents. 
 
 Smith, Goldwin, Three English Statesmen. N.Y., Macmillan, $1.50. 
 
 Stubbs, W., The Early Plantagenets. (Epochs.) N.Y., Long- 
 mans, $1.00. 
 
 Taswell-Langmead, T. P., English Constitutional History. Bos- 
 ton, Houghton & Mifflin, $6.00. Or, Medley, D. J., A Students' 
 Manual of English Constitutional History. 3d ed. N.Y., 
 Macmillan, $3.50. 
 
 Taylor, R. W. C, The Factory System and the Factory Acts. 
 N.Y., Scribner, $1.00. 
 
 This selection can be purchased for a school library through a firm 
 of general booksellers for something less than list prices, prob- 
 ably for about $25.00. 
 
Town or Large School Library 223 
 
 A SELECT LIST OF BOOKS REFERRED TO 
 IN THIS OUTLINE AND ADAPTED FOR 
 A TOWN OR LARGE SCHOOL LIBRARY 
 
 Adams, G. B., and Stephens, H. M., Select Documents of English 
 Constitutional History. N.Y., Macmillan, 1901. 
 
 Anglo-Saxon Chronicle. (Bohn.) N.Y., Macmillan, 1847. 
 
 Archer, T. S., and Kingsford, C. L., The Crusades. N.Y., Put- 
 nam, 1895. 
 « Ashley, W. J., Edward III and his Wars. (English History from 
 Contemporary Writers.) London, Nutt, 1887. 
 
 AssER, Life of Alfred. In Six Old English Chronicles. (Bohn.) 
 N.Y., Macmillan, 1847. 
 
 Bagehot, W., The English Constitution. N.Y., Appleton, 1890. 
 
 Barnard, F. P., Strongbow's Conquest of Ireland. (English His- 
 tory from Contemporary Writers.) London, Nutt, 1888. 
 
 Bates, K. L., and Coman, K., English History told by English 
 Poets. N.Y., Macmillan, 1902. 
 ^Bede, Ecclesiastical History. (Bohn.) N.Y., Macmillan, 1847. 
 
 Benson, A. C, William Laud. London, Kegan Paul, 1897. 
 
 Bradley, A. G., Owen Glyndwr. (Heroes.) N.Y., Putnam, 
 1901. 
 
 Bright, J. F., History of England. 5 vols. N.Y., Longmans, 
 1904. 
 
 Brown, P. Hume, History of Scotland. 2 vols. N.Y., Macmillan, 
 1902. 
 
 Butler, W. F., Gordon. N.Y., Macmillan, 1889. 
 
 Carlyle, R. M., and a. J., Hugh Latimer. Boston, Houghton, 1899. 
 
 Cheyney, E. p., Introduction to the Industrial and Social History 
 of England. N.Y., Macmillan, 1901. 
 
 Church, A. J., Early Britain. N.Y., Putnam, 1890. 
 
 , Henry V. N.Y., Macmillan, 1889. 
 
 Clarendon, Edward, Earl of. Characters and Episodes, edited 
 by Boyle. Oxford, Clarendon Press, i88«,- 
 
2 24 English History 
 
 Colby, C. W., Selections from the Sources. N.Y., Longmans, 1899. 
 
 CoNYBEARE, E., Alfred in the Chroniclers. London, Stock, 1900. 
 
 Cotton, J. S., and Payne, E. J., Colonies and Dependencies. N.Y., 
 Macmillan, 1883. 
 
 Creighton, M., Age of Elizabeth. (Epochs.) N.Y., Longmans, 1888. 
 
 Cromwell, Oliver, Letters and Speeches, edited by Thomas 
 Carlyle. i, 3, or 4 vols. London, Chapman, 1893, 1894. 2 vols. 
 N.Y., Scribner, 1903. 
 
 Cunningham, W., and McArthur, E. A., Outlines of English 
 Industrial History. N.Y., Macmillan, 1895. 
 
 Denton, W., England in the Fifteenth Century. London, Bell. 
 N.Y., Dutton, 1889. 
 
 DuNLOP, R., Daniel O'Connell. (Heroes.) N.Y., Putnam, 1900. 
 
 Edwards, O. M., Wales. N.Y., Putnam, 1902. 
 
 Egerton, H. E., Origin and Growth of the English Colonies. Ox- 
 ford, Clarendon Press, 1903. 
 
 Emerton, E., Desiderius Erasmus. N.Y., Putnam, 1899. 
 
 English Chronicle. (Bohn.) N.Y., Macmillan. 
 
 Freeman, E. A., The English People in its Three Homes. Phila- 
 delphia, Porter, 1882. 
 
 , Historical Essays. Third Series. N.Y., Macmillan, 1886. 
 
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Town or Large School Library 225 
 
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 1884. 
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 Hallam, Henry, Constitutional History of England. London, 
 
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 Hamilton, J. A., O'Connell. London, Allen, 1882. 
 Harrison, Frederic, Oliver Cromwell, N.Y., Macmillan, 1888. 
 Harrison, W., Elizabethan England, from a '• Description of 
 
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 Henderson, E. F., Select Historical Documents of the Middle 
 
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 , Side-Lights on English History. N.Y., Holt, 1900. 
 
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2 26 English History 
 
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 , History of England in the Eighteenth Century. 8 vols. N.Y., 
 
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 McCarthy, Justin, England under the Four Georges. N.Y., 
 Harper, 1885. 
 
 , History of Our Own Times. 2 vols. N.Y., Harper, 1897. 
 
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 Masson, G., Mediaeval France. N.Y., Putnam, 1888. 
 
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 Medley, D. J., A Student\s Manual of English Constitutional 
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Town or Large School Library 227 
 
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 Morley, J., Walpole. N.Y., Macmillan, 1889. 
 
 , Life of William Ewart Gladstone. 3 v. N.Y., Macmillan, 1903. 
 
 , Oliver Cromwell. N.Y., Century Co., 1900. 
 
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 Macmillan, 1887. 
 
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 1872-1875. 
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2 28 English History 
 
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General Survey of the Field 229 
 
 o w 
 
 10 
 
 GENERAL SURVEY OF THE FIELD 
 ENGLISH HISTORY 
 
 I. 
 
 Early Britain. 
 
 II. 
 
 The Beginnings 
 of England, 
 Fifth to the 
 Tenth Century. 
 
 III. 
 
 England under 
 Foreign Rule, 
 Eleventh and 
 Twelfth 
 Centuries. 
 
 IV. 
 
 The Struggle for 
 
 Constitutional 
 
 Liberty, 
 
 Thirteenth 
 
 Century. 
 
 1. The land and its resources. 
 
 2. Britain before the Roman con- 
 quest. 
 
 3. Britain and the Romans, 55 b.c- 
 410 A.D. 
 
 4. The coming of the Angles and 
 Saxons. 
 
 5. The English Kingdoms. 
 
 6. England and the Danes, eighth 
 and ninth centuries. 
 
 7. Reunion of England under Wes- 
 sex, tenth century. 
 
 8. The Danish conquest, 984-1042. 
 
 9. The English restoration, 1042- 
 
 1066. 
 
 10. England and the Normans, 1066- 
 
 1154. 
 
 11. The early Angevins, 11 54-1199. 
 
 ri2. 
 
 13- 
 14. 
 
 15- 
 L16. 
 
 Winning the Charter. 
 The shaping of the nation. 
 The struggle for good govern- 
 ment. 
 Progress under Edward I. 
 "The British Idea." 
 
 So 
 
230 
 
 English History 
 
 U 
 
 PiZ 
 
 GENERAL SURVEY OF THE FIELD 
 ENGLISH HISTORY 
 
 o IP 
 C X 
 
 cS^ 
 
 
 
 fi7. 
 
 Edward III and France, 1 327-1 377. 
 
 2 
 
 
 
 18. 
 
 The Social Revolt of the fourteenth 
 
 
 
 V. 
 
 
 century. 
 
 3 
 
 
 The Hundred 
 
 19. 
 
 The constitutional monarchy, 
 
 
 12 
 
 Years' War, 
 
 
 1399-1461. 
 
 2 
 
 
 1337-1453- 
 
 20. 
 
 The House of Lancaster, and 
 France, 1414-1453. 
 
 2 
 
 
 
 21. 
 
 The Wars of the Roses, 1455-1485. 
 
 3 
 
 
 
 22. 
 
 The new monarchy. 
 
 2 
 
 
 VI. 
 
 23- 
 
 The Renaissance in England. 
 
 2 
 
 
 England under 
 
 24. 
 
 The beginnings of the English 
 
 
 12 
 
 the Tudors, 
 
 
 Reformation. 
 
 3 
 
 
 1485-1603. 
 
 25. 
 
 The Age of Elizabeth, 1 558-1603. 
 
 3 
 
 
 
 ,26. 
 
 Tudor England. 
 
 2 
 
 
 
 '27. 
 
 The beginning of strife, 1603-1625. 
 
 2 
 
 
 
 28. 
 
 Breach between King and Parlia- 
 
 
 
 VII. 
 
 
 ment, 1625-1629. 
 
 I 
 
 II 
 
 The Puritan 
 
 29. 
 
 The personal rule of Charles I, 
 
 
 
 Revolution, 
 
 
 I 629-1 640. 
 
 I 
 
 
 1 603-1 660. 
 
 30- 
 
 The Long Parliament. 
 
 I 
 
 
 
 31- 
 
 The Great Rebellion, 1 642-1 649. 
 
 3 
 
 
 
 132. 
 
 Puritan rule, 1649- 1660. 
 
 3 
 
 5 
 
 VIII. 
 Restoration and 
 Revolution, 
 1 660- 1 688. 
 
 r 
 
 33- 
 34- 
 
 England under Charles II, 1660- 
 
 1685. 
 Overthrow of the Stuarts, 1688. 
 
 3 
 
 2 
 
General Survey of the Field 231 
 
 St >< 
 
 Pklz; 
 
 GENERAL SURVEY OF THE FIELD 
 ENGLISH HISTORY 
 
 O 4> 
 
 
 IX. 
 
 Wars of Empire, 
 1 689-1 815; "The 
 Second Hundred 
 Years' War." 
 
 X. 
 
 Hanoverian 
 England. 
 
 XL 
 
 The United 
 Kingdom in the 
 Nineteenth 
 Century. 
 
 XII. 
 The British 
 Empire. 
 
 35. Wilham III and Louis XIV, 1689- 
 
 1697. 
 
 36. The War of the Spanish Succes- 
 
 sion, 1 702- 1 71 3. 
 
 37. The War of the Austrian Succes- 
 
 sion, 1 740-1 748. 
 
 38. The Seven Years' War, 1 756-1 763. 
 
 39. The American Revolution, 1775- 
 
 1783- 
 
 40. The War of the French Revolution, 
 
 1 793-1 802. 
 
 41. War against Napoleon, 1803-18 15. 
 
 r 42. The constitution after the Revolu- 
 ! tion of 1688. 
 
 I 43. Religion and philanthropy. 
 
 [44. The Industrial Revolution. 
 
 L 
 
 r 
 
 45. The rise of democracy. 
 
 46. The life of the people. 
 
 47. Relations of England and Ireland, 
 I 800- I 900. 
 
 48. India and the Eastern question. 
 
 49. The colonies. 
 
232 English History 
 
 OUTLINE OF ENGLISH HISTORY 
 
 I. Early Britain. 
 
 1. The Land and its Resources. 
 
 a. Physical features. 
 
 b. Natural advantages and disadvantages of each political 
 
 division of the British Isles. 
 
 c. Condition of Britain in early historical times. 
 References : 
 
 Cunningham and McArthur, Outlines of English In- 
 dustrial History, ii, refers chiefly to England. Coman 
 and Kendall, History of England, i. Pearson, Histori- 
 cal Maps of England, descriptive text. Green, Making 
 of England, 7-12. 
 Maps : 
 
 In text-books, e.g. Earned, History of England. 
 Coman and Kendall, History of England. Green, Mak- 
 ing of England. Gardiner, School Atlas of EngHsh His- 
 tory. Pearson, Historical Maps of England. 
 Map Work: 
 
 Show on an outline map the most important physical 
 features. 
 Additional Topic : 
 
 England's natural defences. Maps as above. Green, 
 Making of England. 
 
 2. Britain before the Roman Conquest. 
 
 a. The earliest inhabitants, race, characteristics, remains at 
 the present time. 
 
 d. The Celts, race, customs, institutions, remains (Stone- 
 
 henge), survivals. 
 References : 
 
 Brief Accounts : Gardiner, Students' History of Eng- 
 land, I -10. Freeman, Old English History, i (addressed 
 to young students). Church, A., Early Britain, i-io. 
 
 Remark: At the beginning of this course the pupil is cautioned that he is 
 not expected to read all the references given. 
 
Outline of English History 233 
 
 Longer Accounts: Ripley, W. Z., The Races of 
 Europe, I, xii (interesting and suggestive). Wright, T., 
 The Celt, the Roman, and the Saxon, iii (full of facts). 
 Map Work: 
 
 Indicate on an outline map of the British Isles where 
 the Celtic element is most marked. 
 
 3. Britain and the Romans, 55 b.c. to 410 a.d. 
 
 a. The Roman conquest of Britain : early intercourse 
 
 between Britain and the Continent ; Caesar's inva- 
 sions, causes, results ; completion of the conquest, 
 work of Agricola. 
 
 b. The Roman province of Britain : extent of Roman rule 
 
 (the Roman walls) ; character effects upon the people 
 and the country ; remains of Roman occupation to-day. 
 
 c. Withdrawal of the Romans : causes ; condition in which 
 
 Britain was left. 
 References : 
 
 Brief Accounts : Gardiner, Students' History of Eng- 
 land, 10-25. Freeman, Old English History, ii and iii. 
 Church, Early Britain, 66-78. 
 
 Longer Accounts : Green, Making of England, 1-25 
 (very interesting). Wright, T., The Celt, the Roman, 
 and the Saxon. 
 
 Sources : Caesar, Commentaries, Bk. IV, xx-xxxvi, 
 Bk. V, viii-xxiii. Tacitus, Agricola, chs. x-xxiv. 
 Maps : 
 
 As before. Also Green, Short History of the Eng 
 lish People. Church, Early Britain. 
 Additional Topic : 
 
 Roman roads. Maps in Green, Making of England. 
 
 Coman and Kendall, History of England. Compare 
 
 with a railway map of England, see Bradshaw. Wright, 
 
 The Celt, the Roman, and the Saxon, 145-170, 221-227. 
 
 II. The Beginnings of England, fifth to the tenth century. 
 
 4. The Coming of the Angles and Saxons. 
 
 a. The early Germans : home, customs, institutions. Green, 
 Short History, 1-5; Green, Making of England, 
 
234 English History 
 
 15-18; Tacitus, Germania, iv-xxvi. Found also in 
 part in Colby, Selections from the Sources ; Kendall, 
 Source Book of English History. 
 
 b. The English conquest : purpose and manner of coming 
 
 of the English ; principal events ; character ; place in 
 
 English history. 
 References : 
 
 Brief Accounts: Bright, History of England, I, 1-3. 
 Green, Short History, 5-14. Freeman, Norman Con- 
 quest, I, 6-19. Church, A., Early Britain, 92-11 1. 
 
 Longer Accounts : Freeman, Old English History, 22- 
 41. Green, Making of England, chs. i-iv, pp. 26-147. 
 (A long and picturesque account ; very good on the 
 character of the conquest.) Freeman, The English 
 People in its Three Homes. 
 
 Sources : Bede, Ecclesiastical History, Bk. I, xv. 
 Found also in Colby and in Kendall. Not contempo- 
 rary, but based on earlier accounts. Gildas, History, 
 299-314 (Giles, Six Old English Chronicles), only 
 British account. 
 Map Work: 
 
 Indicate on an outline map the division of Britain in 
 600 A.D. between the Celts and the English. 
 Additional Topic : 
 
 Show the influence of Britain's natural defences upon 
 the course of the conquest. Green, Making of England. 
 The English Kingdoms. 
 
 a. Internal organization : effects of the conquest ; the cen- 
 tral government ; local divisions ; the judicial system ; 
 
 the military system ; social conditions. 
 d. The early English church ; introduction of Christianity ; 
 
 conversion of Northumbria ; the Irish missions ; Mer- 
 
 cia and paganism ; organization of a national church ; 
 
 influence of the church on the state. 
 
 c. The strife for supremacy, 568-829 : forces making for 
 
 union ; advantages and disadvantages of each king- 
 dom in the struggle ; character of union finally estab- 
 lished under Egbert of Wessex. 
 
Outline of English History 235 
 
 References : 
 
 Brief Accounts: Bright, History of England, I, 3-5. 
 Freeman, Norman Conquest, I, 19-29. Wakeman and 
 Hassall, Constitutional Essays, 269-279 (on the church). 
 Church, Early Britain, 1 20-131, 167-177. 
 
 Longer Accounts : Freeman, Old-English History 
 (largely tales and legends). Green, Short History, 14- 
 44. Green, Making of England, v-viii. (Chapters 
 vi and vii treat of the church. Pages 147-188 contain 
 a very good account of the organization of the English 
 kingdom.) Wakeman and Hassall, Constitutional 
 Essays, i. The Early English Constitution. 
 
 Sources : Bede, Ecclesiastical History. See also 
 Colby, Nos. 5 and 6, and Kendall, Nos. 3 and 4. 
 English Chronicle. Beowulf. (Portions may be read 
 with much interest and value.) 
 
 Additiojial Topics : 
 
 A. Conversion of Northumbria. Bede, Bk. H, 13-16. 
 Green, Making of England, 254-257, 274-283, 302- 
 308. 
 
 B. The northern monasteriesc Green, Making of 
 England, 333-337, 350-363- 
 
 C. Life among the Saxons. Church, Early Britain, 
 167-177; extracts from Beowulf. 
 
 6. England and the Danes, eighth and ninth centuries. 
 
 a. The Northmen : home, race, characteristics, institu- 
 
 tions, causes for the exodus. 
 
 b. Invasion of England : object, manner of coming, resist- 
 
 ance of Wessex, the Danelaw, effects. 
 References : 
 
 Brief Accounts : Bright, I, 5-9. Green, Short His- 
 tory, 44-48. Freeman, Norman Conquest, I, 29-33. 
 Church, Early Britain, 199-214. 
 
 Longer Accounts : Johnson, The Normans in Europe, 
 1-30 (very interesting sketch). Freeman, Old-English 
 History, 107-129. Green, Conquest of England, 50-68, 
 99-114. Hughes, T., Alfred the Great, 36-126. 
 
236 English History 
 
 Sources : Asser, Life of Alfred. English Chronicle. 
 Colby, No. 9; Kendall, No. 7. 
 Maps : 
 
 As before. Also Green's Conquest of England. 
 Map Work: 
 
 Indicate on an outline map of the world the wander- 
 ings of the Northmen. 
 
 Show on a map of England the territory held by the 
 Danes in England. 
 7. Reunion of England under Wessex, tenth century. 
 
 a. Alfred and Wessex ; military and judicial reorganiza- 
 
 tion ; educational and literary work. 
 
 b. Reconquest of the Danelaw : Edward and Mercia ; 
 
 Brunanburh, 937 ; relations with the Scots ; rule of 
 Edgar and Dunstan ; character of union of the Eng- 
 lish. 
 References : 
 
 Brief Accounts: Bright, I, 9-15. Green, Short His- 
 tory, 48-61. Freeman, Norman Conquest, I, 33-46. 
 
 Longer Accounts: Church, Early Britain, 215-238, 
 245-256. Green, Conquest of England, iv. Pauli, 
 Life of Alfred the Great. Hughes, T., Alfred the 
 Great. 
 
 Sources: English Chronicle. Asser, Life of Alfred. 
 Henry of Huntingdon, Chronicle, 148-177. William of 
 Malmesbury, Chronicle, 147-162. Conybeare, Alfred in 
 the Chroniclers. F. York Powell, King Alfred. Colby, 
 No. 8 ; Kendall, Nos. 6, 8, 9. 
 Additional Topics : 
 
 A. Alfred's law reforms. Hughes, Alfred the Great, 
 156-184; Kendall, No. 6. 
 
 B. Battle of Brunanburh, 937. English Chronicle. 
 (Compare Saxon poem with Tennyson's Battle of Bru- 
 nanburh.) Green, Conquest of England, 242-248. 
 
 C. Dunstan. Green, Conquest of England. (See table 
 of contents.) 
 
Outline of English History 237 
 
 III. England under Foreign Rule, Eleventh and Twelfth 
 Centuries. 
 8. The Danish Conquest, 984-1042. 
 
 a. Renewed attacks of the Northmen: causes, manner of 
 
 coming, leaders ; condition of England ; Ethelred II ; 
 divisions ; Edmund Ironside. 
 
 b. Rule of Cnut : its character, its results. 
 References : 
 
 Brief Accounts: Bright, History of England, I, 15-21. 
 Green, Short History, 61-67. 
 
 Longer Accounts : Green, Conquest of England (see 
 table of contents). Freeman, Old English History, 233- 
 246. Reign of Cnut, Freeman, Norman Conquest, I, 
 269-295 . 
 
 Sources: English Chronicle. Colby, No. 10. Kendall, 
 Nos. 10, II, 12. 
 Additional Topics: * 
 
 A. Battle of Maldon. Freeman, Old English History, 
 191-204. 
 
 B. Edmund Ironside. Freeman, Old English History, 
 227-233. Green, Conquest of England, 395-401 . Free- 
 man, Norman Conquest, I, 256-268. 
 
 9. The English Restoration, i 042-1 066. 
 
 a. Reign of Edward the Confessor ; character of Edward ; 
 the House of Godwine ; internal divisions; connection 
 of this period with the succeeding. 
 References : 
 
 Brief Accounts: Bright, History of England, I, 21-24. 
 Green,! 67-70. Johnson, The Normans in Europe, iio- 
 116, 125-127. Freeman, Short History of the Norman 
 Conquest, 24-29, 39-54. 
 
 Longer Accounts : Freeman, Old EngHsh History, 252- 
 297. Freeman, Norman Conquest, I (see table of con- 
 tents). 
 
 1 Note. — Green, without further title, refers regularly to Green, Short His- 
 tory of the English People, one volume. Harper edition, now pub. by Am. Bk. Co. 
 
238 English History 
 
 10. England and the Normans, 1066-1154. 
 
 a. The Normans : race ; character compared with the Saxon ; 
 previous history ; Normandy ; Duke William. 
 References : 
 
 Brief Accounts: Green, 71-77. Freeman, Short His- 
 tory of Norman Conquest, 9-13, 30-38. 
 
 Longer Accounts : Green, Conquest of England, 470- 
 474, 488-490, 503-522. Johnson, The Normans in Eu- 
 rope, 86-91, 1 16-125 (Duke WiUiam). Freeman's Nor- 
 man Conquest, in six volumes, is the standard authority 
 on this period. 
 d. The Feudal System : definition ; origin; elements ; effects. 
 References : 
 
 Johnson, The Normans in Europe, 91-108. Wake- 
 man and Hassall, Constitutional Essays ("Feudalism'*). 
 Montague, Elements of English Constitutional History, 
 Ch. iii (feudalism in England). See also Outline of Eu- 
 ropean History, pp. 150, 161 -162. 
 
 c. Conquest of England : causes for Norman invasion ; 
 
 Harold's difficulties ; Senlac; completion of conquest, 
 
 coronation of William, rising of the North, final defeat, 
 
 1071 ; comparison of conquest with previous conquests 
 
 of England. 
 References : 
 
 Brief Accounts : Bright, History of England, I, 24-27, 
 40-42, 44-48. Green, 77-83. 
 
 Longer Accounts : Freeman, William the Conqueror, 
 63-121. Johnson, The Normans in Europe, 125-139. 
 Freeman, Short History of Norman Conquest, 64-107. 
 
 Sources : William of Malmesbury, English Chronicle, 
 271-278. Henry of Huntingdon, Chronicle, 208-214. 
 English Chronicle. Colby, No. 12. The Bayeux Tap- 
 estry. 
 
 d. The settlement of England : methods by which William 
 
 established his rule, — confiscations, castle-building, 
 Domesday, the Salisbury oath ; condition of the Eng- 
 lish ; relations of king and church, Lanfranc ; con- 
 
Outline of English History 239 
 
 nection of England with the continent ; effects of the 
 
 Conquest on race, language, architecture, government. 
 References : 
 
 Brief Accounts : Bright. History of England, I, 36-39, 
 42-44, 48-55. Green, 83-89. York Powell, History of 
 England to 1509, 85-90 (condition of the people). 
 
 Longer Accounts : Freeman, Short History of the 
 Norman Conquest, 90, 1 18-127, ^34-~^47- Johnson, 
 Normans in Europe, 140-173. Freeman, William the 
 Conqueror, 122-146. Montague, Ch. iv (constitutional 
 aspect). 
 
 Sources: English Chronicle. William of Malmesbury, 
 Chronicle, 278-280. Colby, Nos. 13, 15, 16. Kendall, 
 Nos. 14-16. 
 e. The later Norman Kings : crown and church, Anselm 
 
 and investitures, monastic revival ; the crown and the 
 
 feudal baronage ; the anarchy, — causes, condition of 
 
 the people, the part of the church. Treaty of Walling- 
 
 ford. 
 References : 
 
 Green, 89-92, 95-98, 101-104. Bright, History of 
 England, I, 60-62, 70-76, 78, 80-86. Stubbs, Early 
 Plantagenets, 10-32. Johnson, Normans in Europe, 
 182-218. Montague, English Constitutional History, 
 22-39. 
 
 Sources : English Chronicle (on the anarchy). William 
 of Malmesbury, 490-535. Henry of Huntingdon, 323- 
 430. Colby, Nos. 18-21. Hill, Liberty Documents, Ch. i 
 (charter of Henry I). Kendall, Nos. 17, 18. 
 
 For the investiture struggle on the continent, see (9///- 
 Ime of Europeaji History^ pp. 1 51-153. 
 Additio)ial Topics : 
 
 A. Battle of Senlac. Freeman, Old English History, 
 325-339. Freeman, Norman Conquest, HI, 295-339. 
 Round, Feudal England. Oman, Art of War in the 
 Middle Ages. William of Malmesbury, English Chron- 
 icle, 274-278. The Bayeux Tapestry. Bates and Coman, 
 
240 English History 
 
 English History told by English Poets, 26-45 (iinagi- 
 native) . 
 
 B. Hereward the Wake. Freeman, Norman Con- 
 quest, IV, 308-330. Kingsley, Hereward the Wake 
 (imaginative). 
 
 C. Domesday Book. Traill, Social England, I, 340- 
 349. Freeman, Norman Conquest, V, 1-34. 
 
 II. The Early Angevins, ii 54-1 199. 
 
 a. Henry II : character, possessions, aims, policy ; judicial 
 
 reforms ; policy toward the church and quarrel with 
 Archbishop Thomas ; conquest of Ireland ; attitude 
 toward the barons and rising of ii'J2>'i continental 
 difficulties ; results of his reign. 
 
 b. Reign of Richard I : Richard's character and career ; his 
 
 influence in England ; work of his ministers. 
 References : 
 
 Brief Account : Green, 104-115. 
 
 Longer Accounts: Stubbs, Early Plantagenets, 55-80 
 (the church). Green, Mrs. J. R., Henry the Second, 
 Chs. V, vii (the church), Chs. iii, iv, vi (judicial reforms), 
 Ch. viii (Ireland). Montague, 40-51. Archer and Kings- 
 ford, The Crusades. Wakeman and Hassall, Consti- 
 tutional Essays, Essay iii. Norgate's England under the 
 Angevin Kings is the most complete work on this peripd. 
 Ramsay, Angevin Empire. 
 
 Sources : Colby, Nos. 22, 23, 27. Henderson, Select 
 Historical Documents, 16-20 (judicial). Kendall, Nos. 
 19-22. 
 
 Imaginative Literature : Tennyson, Becket. Scott, 
 Ivanhoe, Talisman. 
 Additiotial Topics : 
 
 A. Show on a sketch map the Anglo-Angevin empire 
 at its greatest extent. How was each portion acquired by 
 Henry II, and under what title was it held ? Consult maps 
 in Bright, History ; or in atlases of Gardiner or Poole. 
 
 B. Strongbow in Ireland. Lawless, Ireland, Chs. 
 x-xii. Barnard, Strongbow's Conquest of Ireland. 
 
Outline of English History 241 
 
 IV. The Struggle for Constitutional Liberty, Thirteenth 
 Century. 
 12. Winning the Charter. 
 
 a. The break between king and nation : loss of Normandy, 
 
 — causes, results; quarrel with the church, — causes, 
 
 the interdict, reconciliation of king and Pope ; quarrel 
 
 with the barons, — causes, part of Stephen Langton, 
 
 granting the Charter. 
 References : 
 
 Brief Accounts : Bright, History of England, I, 126-137. 
 Green, 115, 116, 122-127. 
 
 Longer Accounts : Stubbs, Early Plantagenets, 129-153. 
 Norgate's John Lackland and Ramsay's Angevin Empire 
 are the best single books on this period. 
 
 Source : Colby, Nos. 29, 30. 
 
 Imaginative Literature : Shakespeare, King John. 
 
 b. The Great Charter : form ; general characteristics ; impor- 
 
 tant provisions ; place of the Charter in English history. 
 References : 
 
 Brief Accounts : Bright, History of England, I, 137-140. 
 Green, 128-132. Freeman, Norman Conquest, V, 475- 
 479. Montague, 53-57. 
 
 Longer Accounts: Stubbs, Early Plantagenets, 129- 
 153. Norgate, John Lackland. 
 
 Sources: Hill, Liberty Documents, Ch. ii (text and 
 comment). Old South Leaflets, No. 5. 
 Additio7ial Topic : 
 
 Chateau-Gaillard. Norgate, England under the Ange- 
 vin Kings, II, 375-381, 410-423. (See picture in illus- 
 trated edition of Green, Short History, I, 216, 217.) 
 13. The Shaping of the Nation. 
 
 a. Public activity; the universities; the towns; the work 
 of the friars. 
 References : 
 
 Green, 92-95, 193-201 (the towns), 132-137 (the uni- 
 versities), 147-152 (the friars). York Powell, History 
 of England to 1509, 158-175 (condition of the people). 
 
242 English History 
 
 Jessopp, Coming of the Friars, Essays i and ii. Colby, 
 Nos. 25, 28. 
 Additional Topic : 
 
 Canterbury Cathedral. Traill, Social England, I, 285- 
 287, 462-472. Century Magazine, April, 1887, article by 
 Mrs. Van Rensselaer (also in her English Cathedrals). 
 
 14. The Struggle for Good Government. 
 
 a. Misrule of Henry III : character of the king; grievances 
 
 of the people. 
 
 b. The Barons' War : causes ; Provisions of Oxford ; divi- 
 
 sions among the barons ; results ; rule of Simon de 
 
 Montfort ; Parliament of 1265; Evesham; results of 
 
 the war. 
 References : 
 
 Brief Accounts: Bright, History of England, I, 158- 
 170 (Barons' War). Green, 141-146, 152-160. Mon- 
 tague, 58-63. 
 
 Longer Account : Stubbs, Early Plantagenets, Chs. 
 viii, ix. 
 
 Sources: Colby, No. 31. Hutton, The Misrule of 
 Henry HI ; Simon de Montfort and his Cause (two vol- 
 umes in English History from Contemporary Writers). 
 Kendall, Nos. 25-27. 
 
 15. Progress under Edward I. 
 
 a. Edward I : character ; aims ; policy. 
 
 b. Constitutional development : the Model Parliament ; pur- 
 
 pose of the king in calling it ; composition ; powers ; 
 
 place in history ; confirmation of the charters ; what 
 
 was granted ? 
 References : 
 
 Brief Accounts : Bright, History of England, I, 171-175, 
 185-188,192-194. Green, 169-184, 201-207. Montague, 
 61-71. 
 
 Longer Account: Tout, Edward the First, Chs. viii, xi. 
 
 Sources : Colby, No. 34. Hill, Liberty Documents, 
 Chs. iii, iv (summons to Parliament and confirmation 
 of the charters). 
 
Outline of English History 243 
 
 16. "The British Idea." 
 
 a. Conquest of Wales. 
 
 b. Struggle with Scotland : the overlordship ; the award of 
 
 Norham ; alliance of Scotland and France ; Dunbar 
 and fall of Baliol ; rising of Wallace ; union of Eng- 
 land and Scotland ; rising of Bruce ; Bannockburn ; 
 recognition of Scotch independence, 1328. 
 References : 
 
 Brief Accounts: Bright, History of England, I, 175- 
 177, 180-192. Green, 167-169, 184-193, 211, 212. 
 
 Longer Accounts : Edwards, Wales, Chs. ix-xi. Tout, 
 Edward the First, Chs. x, xi, xii. Hume Brown, History 
 of Scotland, I, 133-169, or Mackintosh, Scotland, 44- 
 
 73- 
 Source: Colby, No. 35. 
 Additiotial Topic: 
 
 The Battle of Bannockburn. Maxwell, Robert the 
 Bruce, I, Ch. ix. Bates and Coman, 98-106 (imaginative). 
 . The Hundred Years' War, 1337-1453. 
 
 (Compare Outline of European History, p. 165.) 
 
 17. Edward III and France, 1327-1377. 
 
 a. Accession of Edward III: character; causes for trouble 
 
 between England and France ; preparation for w^ar. 
 h. Course of the war to 1377: important events — Sluys, 
 Crdcy, Neville's Cross, Calais, Poitiers, Treaty of 
 Bretigny ; causes for English success ; renewal of the 
 war, the Black Prince and Aquitaine ; state of affairs 
 at close of the reign. 
 References : • 
 
 Brief Accounts: Bright, History of England, I, 197- 
 220, 224-237. Green, 223-231, 233. 
 
 Longer Accounts : Freeman, Historical Essays, The 
 Reign of Edward III (a brief suggestive view of the 
 period). Traill, Social England, II, 234-248 (mode 
 of warfare). Warburton, Edward the Third (consult 
 index). Masson, Mediaeval France, 17 1-2 18 (French 
 point of view). 
 
244 English History- 
 
 sources : Froissart, Chronicles (Lanier's Boy's Froissart 
 or Macaulay's edition of Berners' translation of Froissart). 
 Ashley, Edward III and his Wars. Colby, No. 39. Ken- 
 dall, Nos. 29-31. 
 Additional Topics : 
 
 A. Cr^cy. Froissart, Chs. cxxviii-cxxx (Berners' 
 trans.). Longman, Life of Edward the Third, I, Ch. xiv. 
 
 B. The Black Prince. Froissart, Chs. clvii-clxix. 
 Longmans, I, Chs. xx, xxi ; II, Chs. viii, ix. 
 
 18. The Social Revolt of the Fourteenth Century. 
 
 a. The Black Death : condition of the people before its 
 
 coming ; its effects ; statutes of laborers. 
 
 b. The Lollard Movement : condition of the church ; work 
 
 of John Wycliffe. 
 
 c. The Peasants' Rising : causes ; character ; results. 
 References : 
 
 Brief Accounts : Bright, History of England, I, 229, 
 243-245, 262-270. Green, 235-244 (John Wycliffe), 
 244-260. Traill, Social England, II, 184-188, 319-323 
 (Black Death), 214-234, 395-401 (Wycliffe and the 
 Lollards). Denton, England in the Fifteenth Century, 
 94-114. 
 
 Longer Accounts : The best single book on this period 
 is Trevelyan's England in the Age of Wycliffe. On 
 Wycliffe and the Lollards, see Chs. iv, v, viii, ix ; on the 
 Peasants' Rising see Ch. vi. Cheyney, Industrial and 
 Social History of England, Ch. v. Jessopp, Coming of 
 the Friars, Essays iv, v (Black Death). 
 
 Sources : Froissart. Ashley, Edward III and his Wars. 
 Colby, Nos. 40-42. Kendall, 32-35. 
 
 19. The Constitutional Monarchy, 1399-1461. 
 
 a. Progress under Edward II and Edward III : deposition 
 of Edward II ; division of Parliament into two houses ; 
 Parliament and taxation ; the Good Parliament. 
 
 d. The Lancastrian Revolution : deposition of Richard II ; 
 
 house of Lancaster and Parliament ; causes of failure 
 of Constitutional Monarchy. 
 
Outline of English History 245 
 
 References : 
 
 Bright, History of England, I, 208-211, 221, 237-240, 
 253,275-277,282. Green, 210, 231-235, 261-265. Mon- 
 tague, Ch. vii. Wakeman and Hassall, Constitutional 
 Essays, Essay v. Stubbs, Constitutional History, H, 
 Sects. 255, 268-273 ; m> 320, 321. 
 Additional Topic : 
 
 Glendower's Rebellion. Bradley, Owen Glyndwr. 
 Shakespeare, Henry IV (imaginative). 
 
 20. The House of Lancaster, and France, 1414-1453. 
 
 a. Renewal of the Hundred Years' War by Henry V : 
 causes ; condition of France ; Agincourt ; conquest of 
 Normandy ; Treaty of Troyes ; death of Henry ; Bed- 
 ford and Burgundy, Joan of Arc and the Siege of 
 Orleans ; death of Bedford ; the Angevin treaty and 
 close of the war ; causes of England's failure ; effect 
 of the war on England and on France. 
 References : 
 
 Brief Accounts : Bright, History of England, 1, 278-284, 
 289-319. Green, 267-270, 274-281. Traill, Social Eng- 
 land, H, 401-423. 
 
 Longer Accounts : Denton, England in the Fifteenth 
 Century, 79-91 (effects of the war). Traill, Social 
 England, H, 438-452 (method of warfare). Gairdner, 
 Houses of Lancaster and York, 92-113, 123-134, 140- 
 147, 155. Masson, Mediaeval France, 234-272. Lives 
 of Henry V by Church, and by Kings ford. See Outline 
 of European History^ p. 165. 
 
 Imaginative Literature : Shakespeare, Henry V. 
 Additional Topic : 
 
 Joan of Arc at the Siege of Orleans. Lowell, Joan of 
 Arc, Chs. vii, viii. See also Clemens (Mark Twain), 
 Joan of Arc (imaginative). 
 
 21, The Wars of the Roses, 1455-1485. 
 
 a. Causes for civil strife : condition of the country ; the 
 barons ; character of Henry VI ; rivalry of Lancaster 
 and York. 
 
246 English History 
 
 b. Course of the war : struggle for control of the council, 
 struggle in the field, division of the country, battles 
 of St. Albans, Wakefield, Towton ; triumph and rule 
 of Edward IV ; quarrel between Edward and War- 
 wick, Tewksbury, Barnet ; death of Edward IV and 
 usurpation of Richard III ; Bosworth Field and acces- 
 sion of the Tudors ; results of the wars. 
 References : 
 
 Brief Accounts: Bright, History of England, 1,316- 
 352. Green, 281-288, 299-301. Traill, Social England, 
 II, 430-438- 
 
 Longer Accounts : Traill, Social England, II, 452-460 
 (method of fighting). Oman, Warwick, Ch. i (condition 
 of the country). Gairdner, Houses of Lancaster and 
 York, 155-227. Stubbs, Constitutional History, III, 
 Sects. 344-363. Oman''s Warwick gives a very interest- 
 ing view of the struggle up to the death of Warwick. 
 
 Sources : Colby, Nos. 46, 48. Kendall, Nos. 37-43. 
 Thompson, The Wars of York and Lancaster. The 
 Paston Letters. 
 Additional Topics : 
 
 A. Towton Field. Thompson, 83-89. Oman, War- 
 wick. 
 
 B. "The Last of the Barons." Oman, Warwick. 
 Bulwer, The Last of the Barons (imaginative). 
 
 Map Work: 
 
 Show on a sketch map the division of the country be- 
 tween the Roses. 
 VI. England under the Tudors, 1485-1603. 
 22. The New Monarchy. 
 
 a. The House of Tudor : characteristics; policy. 
 
 b. The establishment of despotism : measures of Henry VII ; 
 
 condition of the country, church, nobles, middle classes ; 
 Henry VIII and his ministers; the court of the Star 
 Chamber; position of Parliament; rule of the great 
 Queen ; reasons for the nation's acceptance of Tudor 
 despotism. 
 
Outline of English History 247 
 
 References : 
 
 Green, 301-303, 322-326, 331-333. 349-351. 401-405- 
 Bright, History of England, II, 354-358, 420. Traill, 
 Social England, II, 615-619, III, 1-22. Montague, 
 92-107, III, 112. Hallam's Constitutional History of 
 England is a classic for this period. (See Vol. I, Chs. 
 i, V.) Merriman, Thomas Cromwell, is very valuable for 
 an important period. Prothero, Statutes and Constitu- 
 tional Documents (for Elizabeth's reign). The intro- 
 duction to Prothero, pp. xvii-xxi, gives an interesting 
 summary. 
 
 Sources: Colby, Nos. 53, 56, 61 B. Kendall, Nos. 
 
 44, 54- 
 
 23. The Renaissance in England. 
 
 a. Europe at the close of the middle ages. 
 d. The Renaissance : causes ; character ; results. 
 c. The New Learning in England : beginning ; peculiar 
 character of the English movement ; leaders ; results ; 
 connection with the Reformation. 
 References : 
 
 Green, 294-299, 303-320. Seebohm, Era of the Prot- 
 estant Revolution, 74-85. Hutton, Sir Thomas More. 
 Emerton, Desiderius Erasmus. Roper, Life of Sir 
 Thomas More. Colby, No. 52. Kendall, Nos. 45, 65. 
 See Outline of European History, pp. 166-169. 
 Additional Topic : 
 
 More's Utopia. Green, 316-320, The Utopia. 
 
 24. The Beginnings of the English Reformation. 
 
 a. The movement on the Continent. 
 
 See Outline of European History, pp. 170-173. 
 
 b. The Reformation under Henry VIII: causes; the di- 
 
 vorce ; legislation of the Parliament, break with Rome, 
 the royal supremacy ; dissolution of the monasteries ; 
 translation of the Bible ; doctrinal changes, the Ten 
 Articles ; attitude of the nation, the Pilgrimage of 
 Grace ; fall of Thomas Cromwell ; the Six Articles ; 
 condition at the close of the reign. 
 
248 English History 
 
 References: 
 
 Green, 320-323, 327-331, 333-348, 351-357. Bright, 
 
 n, 383, 389-398, 404-414. 
 
 Source : Univ. Penn. Translations and Reprints, Vol. 
 I, No. i. 
 
 c. The Protestant Revolution: Edward VI and his advis- 
 
 ers ; policy of the government ; measures ; attitude of 
 the nation. 
 
 d. The Catholic Reaction : Mary's aims, attitude of Parlia- 
 
 ment and of the nation, the Spanish marriage, reunion 
 with Rome ; the Marian persecution ; results of Mary's 
 policy. 
 References : 
 
 Creighton, Age of Elizabeth, 14-18, 24-26, 28-31, 36- 
 39. Green, 357-369. Bright, II, 424, 427-430, 437, 442, 
 447, 453-457. Montague, 107-109. 
 Additional Topics : 
 
 A. Death of Sir Thomas More. Froude, History of 
 England, II, 225-232, 367-387. Roper, Life of Sir 
 Thomas More. Or see Kendall, No. 47. 
 
 B. Latimer the Preacher. Froude, History of Eng- 
 land (consult index). Carlyle, Hugh Latimer. 
 
 C. Lady Jane Grey. Froude, History of England, 
 Vols. V, VI (consult index). 
 
 25. The Age of Elizabeth, i 558-1603. 
 
 a. Europe in 1558: Scotland — religious situation, connection 
 
 with France ; France — the Valois and Guise rivalry, 
 the Huguenots, relations with Spain ; Spain and Philip 
 II — the Netherlands; England — position of Eliza- 
 beth, internal divisions, policy of Elizabeth and Cecil. 
 
 References : 
 
 Creighton, Age of Elizabeth, 43-45, 51-62, 80-87. 
 Bright, II, 488-495. 
 
 Map Work: 
 
 A sketch map showing Europe in 1558. 
 
 b. The Elizabethan settlement ; Elizabeth's policy ; reasons ; 
 
 measures ; effect at home and abroad. 
 
Outline of English History 249 
 
 Refer etices : 
 
 Creighton, 46-50, 125-130. Green, 376-379, 384, 
 405-407. 
 c. England and Scotland : relations under the early Tudors ; 
 plans and policy of Mary Stuart ; danger to England ; 
 Mary's overthrow ; results. 
 References : 
 
 Creighton, 62-79, 100-104. Green, 382-392. Bright, 
 II, 495-499? 503-512. Kendall, Nos. 53, 55, 56. Colby, 
 Nos. 62, 63. 
 ^. The struggle with Spain : aims of Philip II ; England 
 and the Netherlands; Spain and the English Cath- 
 olics; commercial rivalry; the League and the crisis 
 of 1588 ; England and Spain at the end of the century. 
 References : 
 
 Creighton, 87-97, 111-122, 153-180. Green, 411-420, 
 442-444. 
 Ma/f IVork: . 
 
 The Spanish empire in 1580. 
 e. Conquest of Ireland: condition of Ireland from the 
 thirteenth to the sixteenth century ; policy of the early 
 Tudors ; Ireland and the Reformation ; attacks upon the 
 land ; risings of the septs ; conquest and settlement. 
 References : 
 
 Green, 446-458. Lecky, History of England in the 
 Eighteenth Century, II, 92-122. Lawless, Ireland, Chs. 
 xxii, xxiii, xxxi. 
 Additional Topics: 
 
 A. Rise of Puritanism. Green, 460-469. Gardiner, 
 Cromwell's Place in History, Ch. i. Hutchinson, Me- 
 moirs of Colonel Hutchinson. 
 
 B. Execution of Mary Stuart. Froude, History of 
 England, XII, 343-363. Kendall, No. 58. 
 
 C. The Armada. Froude, History of England, XII, 
 478-5 13> or Froude, English Seamen, 259-299. Hen- 
 derson, Side Lights on English History, 18-25. Kendall, 
 No. 59. 
 
250 English History 
 
 26. Tudor England. 
 
 a. The land and agriculture: wool-growing; enclosures; 
 
 effect upon the peasantry ; attitude of the government ; 
 causes of improved conditions at the end of the period. 
 
 b. Industrial progress : growth of manufactures ; religious 
 
 refugees ; commerce and colonization ; connection 
 with Spain. 
 
 c. Social conditions : increase in pauperism ; causes ; care 
 
 of the poor; poor law of 1601 ; the new middle class; 
 
 the great merchants ; changes in manner of living. 
 References : 
 
 Froude, History, I, Ch. i (for the early part of the cen- 
 tury). Bright, II, 462-487 (for the middle of the century). 
 Green, 392-398, and Creighton, Elizabeth, 192-201 (both 
 for reign of Elizabeth). Gibbins, Industrial History, 
 82-90 (economic changes), 90-99 (commerce), 99-108 
 (conditions under EHzabeth). Cunningham and Mac- 
 Arthur,, Industrial History. Cheyney, Industrial and 
 Social History, Ch. vi. Harper's, Vol. LXXXIII, pp. 
 6o2fif., ySoflf., 941 ff. 
 
 Sources: Colby, Nos. 50, 55. Harrison, Elizabethan 
 England. Hart, American History told by Contempora- 
 ries, I, Nos. 44, 46. Kendall, Nos. 62-64. 
 
 d. The revival of literature : characteristics ; great names ; 
 
 important works. 
 References : 
 
 Creighton, 201-218. Green, 398-401, 420-442. Colby, 
 Nos. 64, 65. 
 Additional Topics : 
 
 A. Elizabethan homes. Harrison, Elizabethan Eng- 
 land. 
 
 B. Drake's, voyage round the world. Froude, History 
 of England, XI, Ch. xxix ; or Froude, English Seamen, 
 Ch. iv. Hart, Contemporaries, I, Nos. 30, 31. 
 
 VII. The Puritan Revolution, 1603-1660. 
 27. The Beginning of Strife, i 603-1 625. 
 
 a. Elements in the struggle : character of the first Stuart ; 
 
Outline of English History 251 
 
 religious divisions and the Hampton Court Conference ; 
 the Divine Right of Kings ; foreign policy. 
 b. Contest between king and Parliament : the issues in the 
 first Parliament ; religious question ; the royal prerog- 
 atives ; the Addled Parliament ; the rule of the favorites ; 
 outbreak of the Thirty Years' War ; Parliament of 162 1 
 and revival of impeachments ; the Protestation. 
 References : 
 
 Gardiner, The Puritan Revolution, 1-48. especially 13- 
 20, 29-35, 39-48. This is the best short book on the 
 subject. Green, 474-495. Bright, II, 581-585, 587-589, 
 592-605. Montague, 113-118. Gardiner, History of 
 England, 1603-1642, 10 vols., Civil War, 4 vols.. Com- 
 monwealth and Protectorate, 4 vols., is the authority on 
 the Stuart period. Hallam, Constitutional History. 
 
 Sources : Prothero, Constitutional Documents, contains 
 much valuable material on the constitutional aspect. For 
 the king's view of his position, read 293-295, 399-401 ; 
 for Parliament's side, 286-293 (or more briefly, Kendall, 
 No. 70), and the Commons' Protest of 1621, 313, 314. 
 For a contemporary account of the Hampton Court 
 Conference, see Colby, No. 69, or Hart, Source Book of 
 American History, No. 14. 
 Additional Topics : 
 
 A. The Gunpowder Plot. Gardiner, History of Eng- 
 land, 1603-1642, I, 234-286. Henderson, Side Lights, 
 
 43-47- 
 
 B. Plantation of Ulster. Gardiner, History of Eng- 
 land, 1 603-1 642, I, Ch. X. 
 
 C. The Spanish Journey. Henderson, Side Lights, 
 55-60. Gardiner, History of England, 1 603-1 642, V 
 (see table of contents). 
 
 28. Breach between King and Parliament, i 625-1 629. 
 
 a. Ascendency of Buckingham : character of Charles I ; 
 
 Buckingham's foreign policy ; Sir John Eliot and the 
 attacks upon the favorite. 
 
 b. Parliament of 1628- 1629: Sir Thomas Wentworth and 
 
252 English History 
 
 the Petition of Right ; assassination of Buckingham 
 
 and Wentworth's apostasy ; the religious situation ; 
 
 Eliot's resolutions and the dissolution of 1629. 
 References : 
 
 Gardiner, Puritan Revolution, 48-69. Green, 496-505. 
 Bright, II, 608-627. Montague, 1 18-120. 
 
 Sources : Petition of Right, text in Gardiner, Consti- 
 tutional Documents, or in Old South Leaflets, No. 23, 
 or Hill, Liberty Documents, VI. Clarendon, Characters 
 and Episodes (edited by Boyle), 4-19 (Duke of Bucking- 
 ham). Kendall, No. 72 (dissolution m 1629). 
 Additional Topic : 
 
 Sir John Eliot, the parliamentary leader. Gardiner, 
 History of England, 1 603-1 642 (see index). 
 
 29. The Personal Rule of Charles I, 1629- 1640. 
 
 a. Laud and the Puritans : character and aims of Laud ; meas- 
 ures to enforce conformity ; eiTect upon the country. 
 d. The revenue : tonnage and poundage ; monopolies ; the 
 forests ; ship-money ; Hampden's resistance ; the de- 
 cision of the judges. 
 c. The outbreak in Scotland : religious conditions ; the new 
 Service Book ; the Covenant ; rebellion ; position of the 
 king. 
 References : 
 
 Gardiner, 71-82, 85-96. Green, 509-520, 528-533. 
 Bright, II, 627-631, 637-640. Montague, 120-124. 
 Mackintosh, Scotland, 181-199 (outbreak in Scotland). 
 Gardiner, Documents, 37-54 (ship-money). Old South 
 Leaflets, No. 60 (Scottish covenant). Kendall, Nos. 
 
 73-75- 
 
 30. The Long Parliament. 
 
 a. Meeting of the Short Parliament : reasons for summon- 
 
 ing ; attitude ; dissolution. 
 
 b. First session of the Long Parliament, Nov., 1640-Sept., 
 
 1641 : leadership of Pym ; impeachment and execution 
 of Strafford ; restrictions on the royal prerogative ; the 
 religious question. 
 
Outline of English History 253 
 
 c. Development of parties ; Charles in Scotland ; the army 
 
 plot; division on church questions, the moderates; 
 
 the Irish rebellion, effects ; the Grand Remonstrance ; 
 
 attack on the five members. 
 References : 
 
 Gardiner, Puritan Revolution, 108-124. Green, 533- 
 546. Bright, II, 642-658. Montague, 124-129. Gold- 
 win Smith, Three English Statesmen, essay on Pym. 
 Traill, Strafford. Dictionary of National Biography, 
 articles on Hampden, Pym, Wentworth (Strafford). 
 Lawless, Ireland, 240-250. 
 
 Sources : For the Grand Remonstrance, see Gardiner, 
 Constitutional Documents, No. 34, or Old South Leaflets, 
 No. 24. Clarendon, Characters and Episodes (edited 
 by Boyle), 82-85 (Grand Remonstrance). 
 Additional Topics : 
 
 A. Impeachment of Strafford. Traill, Strafford, Chs. 
 xiv, XV, or Gardiner, IX, 302-372. Clarendon, 54, 63- 
 78. Colby, No. 71. Kendall, Nos. 76, -j-j. Browning, 
 Strafford (imaginative). 
 
 B. Attack on the five members. Kendall, No. 78- 
 Clarendon, 88-94. Gardiner, X, 128-151. 
 
 31. The Great Rebellion, 1642-1649. 
 
 a. Cavaliers and Roundheads: leaders; support in the 
 
 country ; sources of strength and of weakness. 
 
 b. First period of t4ie War : raising the standard at Notting- 
 
 ham; Edgehill; Charles at Oxford; lack of decisive 
 results ; the Scottish alliance, the Solemn League and 
 Covenant. 
 
 c. Independency and the end of the first Civil War : divi- 
 
 sions among the Parliamentarians; Cromwell and 
 Marston Moor; the Self-Denying Ordinance; the 
 New Model ; Naseby. 
 References : 
 
 Gardiner, 125-143. Green, 547-559. Montague, 129- 
 ^ 131. Harrison, Oliver Cromwell, Chs. iv, v. 
 
 Sources: Clarendon, 60, 151-155 (Hampden), 155-168 
 
254 English History 
 
 (Falkland), 174-177 (Pym), 216-218, 275-284 (Crom- 
 well). Colby, Nos. 72, 73. Kendall, Nos. 79, 80. 
 Map Work: 
 
 Show on a sketch map the division of the country 
 between king and Parliament. 
 d. Strife for supremacy, 1 646-1 649: Parliament and the 
 Presbyterians ; the army and the Independents ; the 
 king ; aims and proposals of each ; alliance of Charles 
 and the Scots, the second Civil War; triumph of the 
 Independents ; Pride's Purge ; trial of the king ; exe- 
 cution, Jan. 30, 1649. ' 
 References : 
 
 Gardiner, Puritan Revolution, 144-153. Green, 559- 
 
 572. Harrison, Oliver Cromwell, Chs. vi, vii. Clarendon, 
 
 223-229 (death and character of Charles). Carlyle, 
 
 Cromwell's Letters and Speeches. Gardiner, Civil War. 
 
 Additional Topics : 
 
 A. Naseby. Gardiner, History of the Great Civil 
 War, II, 234-253. Clarendon, 198-200. 
 
 B. Agreement of the People compared with the United 
 States Constitution. For text see Gardiner, Documents, 
 359-371, or Hill, Liberty Documents, Ch. vii. 
 
 C. Trial of the King. Gardiner, Civil War, IV, 288- 
 313. Gardiner, Documents, No. 72, or Kendall, No. 82, 
 for the warrant. Clarendon, 219-223. 
 
 32. Puritan Rule, 1649- 1660. 
 
 a. Restoration of peace in the British Isles : conditions in 
 
 Ireland, work of Cromwell, the Cromvvellian settlement ; 
 Scodand and Charles II, Dunbar and Worcester. 
 
 b. Political conditions : overthrow of monarchy and the 
 
 House of Lords ; the Commonwealth under the Rump; 
 overthrow of the government by Cromwell and the 
 army ; constitutional experiments ; causes of failure. 
 
 c. Foreign policy of the Commonwealth : attitude of 
 
 Europe ; the navigation act and the Dutch War ; war 
 with Spain, — Jamaica, Dunkirk; position of.England 
 in Europe. 
 
Outline of English History 255 
 
 d. Fall of the Commonwealth ; death of Cromwell ; confu- 
 sion, recall of the Stuarts ; causes of the failure of 
 the Puritan Commonwealth. 
 References : 
 
 Gardiner, 154-189. Green, 572-600. Montague, 131- 
 134. Harrison, Oliver Cromwell, Chs. viii-xiv. Lawless, 
 Story of Ireland, 260-276 (conquest of Ireland). Gardi- 
 ner's History of the Commonwealth and Protectorate 
 (unfinished) is the great authority on this period. 
 
 Sources : Cromwell, Letters and Speeches. For the 
 Instrument of Government, see Gardiner, Constitutional 
 Documents, No. 87, or Hill, Liberty Documents, Ch. vii, 
 or Old South Leaflets, No. 27. Kendall, Nos. 84-89. 
 Additional Topics : 
 
 A. Fall of the Rump. Harrison, Oliver Cromwell, 
 168-187, or Gardiner, History of the Commonwealth, II, 
 Ch. XXV. Hosmer, Young Sir Henry Vane, Ch. xvii. 
 Colby, No. 75. 
 
 B. Flight of Charles Stuart from Worcester. Gardiner, 
 History of the Commonwealth, I, Ch. xvii. 
 
 C. Cromwell's work. Gardiner, Cromwell's Place in 
 History. Goldwin Smith, Three English Statesmen. 
 Harrison, Oliver Cromwell. Morley, Oliver Cromwell. 
 
 VIII. Restoration and Revolution, 1660-1688. 
 2,Z' England under Charles II, 1660-1685. 
 
 a. Political conditions: character and policy of the king; 
 
 the nation and the-doctrine of non-resistance; Parlia- 
 ment and taxation and the royal dispensing power. 
 
 b. Religious settlement : act of uniformity ; penal legislation 
 
 against dissent ; condition of the Catholics and aims 
 of the king. 
 
 c. Charles and Louis XIV : aims of the French king ; war 
 
 between England and Holland ; the Treaty of Dover ; 
 the Declaration of Indulgence; the Test Act; the 
 Popish Plot ; the Exclusion Bill and political parties. 
 References : 
 
 Green, 616-619 (political conditions), 619-625 (reli- 
 
256 English History 
 
 gious settlement), 633-662, passim (the French alliance 
 and the Catholic question). Montague, 135-144. 
 
 Sources : Colby, Nos. 77-80. Hill, Liberty Docu- 
 ments, Ch. viii (Habeas Corpus Act, 1679). Kendall, 
 Nos. 90-97. 
 Additional Topics : 
 
 A. The Plague of 1665. Henderson, 1 24-131. De 
 Foe, Journal of the Plague (imaginative). 
 
 B. The Great Fire, 1666. Henderson, 13 1-142. Colby, 
 No. 78. 
 
 C. England after the Restoration. Macaulay, I, Ch. iii. 
 34. Overthrow of the Stuarts, 1688. 
 
 a. Elements in the revolution : character and aims of James 
 
 II ; doctrine of non-resistance versus fear of a Catholic 
 despotism. 
 
 b. Measures of James II, 1685-1 688 : assertion of the dis- 
 
 pensing power, Catholics in office; a standing army ; 
 Declaration of Indulgence ; petition of the seven 
 bishops, trial. 
 
 c. The Revolution of 1688: William of Orange and the 
 
 Whigs ; birth of Prince James ; coming of William and 
 flight of King James ; Parliament and the succession ; 
 results of the Revolution — Bill of Rights, Act of 
 Toleration, 1689, Act of Settlement, 1701. 
 References : 
 
 Green, 666-683. Hale, Fall of the Stuarts, 76-79, 98- 
 iio, 1 19-144. Traill, William the Third, Chs. iii-v (the 
 Revolution). Montague, 144-156. 
 
 Sources : For Bill of Rights see Hill, Liberty Docu- 
 ments, Ch. ix, or Old South Leaflets, No. 19 (contains 
 also the Act of Settlement). Colby, Nos. 82, 83. Hen- 
 derson, 1 8 1- 1 92. Kendall, Nos. 100, loi. 
 Additional Topics : 
 
 A. Jeff"reys on the Western Circuit. Macaulay, History 
 of England, I, 579-593. Colby, No. 81. 
 
 B. Trial of the Seven Bishops. Macaulay, II, 320- 
 362. Kendall, Nos. 98, 99. 
 
Outline of English History 257 
 
 IX. Wars of Empire, 1689-1815; "The Second Hundred 
 Years' War." 
 
 See also Outline of European History (pp. 180-197) 
 and Outline of American History ^ sections 13, 15, 16, 
 
 23- 
 
 35. William III and Louis XIV, 1689-1697. 
 
 a. War in Europe: James II in Ireland — Parliament of 
 
 Dublin, Londonderry, Battle of the Boyne, Treaty of 
 Limerick ; the continental league against Louis (League 
 of Augsburg) — La Hogue, Namur, Peace of Rysvvick. 
 
 b. King William's War: English and French in North 
 
 America ; contest for Acadia and Hudson's Bay. 
 References : 
 
 Green, 684, 694-696, 700. Bright, III, 811, 836-838, 
 846-848, 856-859 (European aspect of the war). Ma- 
 caulay, IV, 313-336 (battle of La Hogue). Macaulay, IV, 
 359-363? V, 53-66 (Namur). Seeley, Expansion of Eng- 
 land, Part I, Chs. ii, v-viii, will be found very suggestive, 
 read in connection with this subject. 
 Additional Topics : 
 
 A. Siege of Londonderry. Macaulay, III, Ch. xii, 
 especially 183-225. 
 
 B. Massacre of Glencoe. Macaulay, IV, 285-312. 
 Colby, No. 84. Kendall, No. loi. 
 
 36. The War of the Spanish Succession, 1702-17 13. 
 
 a. The war in Europe : the Spanish Succession ; Marl- 
 
 borough and Queen Anne; the Grand Alliance, the 
 campaigns of 1704, 1706, and 1708; English parties 
 and the war ; the Treaty of Utrecht. 
 
 b. Queen Anne's War : conquest of Acadia and of Hudson's 
 
 Bay territory. • 
 References : 
 
 Green, 702-720. Bright, III, S7^-g2i, passim. Morris, 
 Age of Anne, discusses the war at length and clearly. 
 See also Outline of European History, pp. 180-181. 
 Additional Topics : 
 
 A. Blenheim. Morris, Age of Anne, Ch. vii. Colby, 
 
258 English History 
 
 No. 86. Southey, The Battle of Blenheim (imagina- 
 tive). 
 
 B. Union of Scotland and England. Morris, Age 
 of Anne, 138-145. Lecky, II, 52-66. Montague, 158- 
 161. Adams and Stephens, No. 244. Colby, No. 87. 
 
 C. Society and Literature in the Age of Anne. Morris, 
 Age of Anne, Chs. xxi, xxii. Addison, Sir Roger de 
 Coverley ; Thackeray, Henry Esmond (imaginative). 
 
 37. The War of the Austrian Succession, i 740-1 748. 
 
 a. War in Europe : the Austrian Succession ; Austria and 
 
 England against Prussia and France ; Dettingen ; Fon- 
 tenoy ; the Peace of Aix-la-Chapelle, 1748 ; connection 
 between topics a and b and c (War in Europe, the 
 West, and India). 
 
 b. War in the West : trade with Spanish colonies and the 
 
 War of Jenkins* Ear, 1739 5 King George's War, 1744- 
 1748; French occupation of the Mississippi Valley; 
 border wars; capture of Louis bourg, 1745. 
 
 c. War in India : the English and French trading com- 
 
 panies ; break up of the Mogul empire ; policy of 
 
 Dupleix. 
 References : 
 
 Green, 732-734, 741-746. Bright, III, 980-984, 988- 
 io\2, passim; 1113-1116. Morris, Early Hanoverians, 
 108-110 (war with Spain). Morley, Walpole, Ch. x, 
 discusses Walpole's foreign policy. See also Outline of 
 European History^ pp. 183-184. 
 Additional Topic: 
 
 "The Forty-Five." McCarthy, England under the 
 Four Georges, II, Chs. xxxiv-xxxvi, or Morris, Early 
 Hanoverians, 143-169. Colby, No. 82. Bates and Co- 
 man, 355-361 (imaginative). Swinburne, A Jacobite^s 
 Exile, 1746 (imaginative). 
 
 38. The Seven YearsVWar, 1756-1763. 
 
 a. Undeclared war : the strife for the Ohio Valley ; Brad- 
 dock's defeat, 1755; war in India; Clive at Arcot, 
 1751. 
 
Outline of English History 259 
 
 b. Open war : alliance of England and Prussia against 
 France and Austria ; connection between the war in 
 Europe and the wars in India and America ; condition 
 of England, 1756; Minorca; Pitt's war administration ; 
 turning-points in the war — Duquesne, Louisbourg, 
 Quebec, Quiberon Bay, Wandewash ; accession of 
 George III and fall of Pitt; Peace of Paris, 1763. 
 References : 
 
 Green, 746-758, 762-764. Bright, III, 1018-1033, 
 1037-1041. Lecky, II, 494-505 (war in America and in 
 India). Walford Green, William Pitt, Ch. iv. Macaulay, 
 Essays on Pitt and on Clive. Lecky, II, 467-489. 504, 
 505, 510-520, a good discussion of Pitt's war ministry. 
 See also Outline of European History, p. 184; and 
 Oittline of American History, section 13. 
 Sources : Colby, Nos. 94-96, or Kendall, Nos. 117, 118. 
 Additional Topics : 
 
 A. The Battle of Plassey. Wilson, Clive, Ch. vi. 
 Kendall, No. 117. 
 
 B. Pitt, the war minister. Walford Green, William 
 Pitt, Ch. iv. Macaulay 's Essay on Pitt. 
 
 Map Work: 
 
 Show on an outline map European possessions in 
 North America in 1763. 
 39. The American Revolution, 1775-1783. 
 
 a. England and the American Colonies, 1765 : political and 
 
 commercial policy ; measures of Grenville, of Town- 
 shend, of North ; effects in America ; attitude of the 
 king, of parties, of the nation. 
 
 b. First period of the war, 1 775-1 778 : organization of colo- 
 
 nial resistance ; war in New England ; Declaration of 
 Independence; war in the Middle States — Saratoga, 
 1777. 
 
 c. Second period of the war, 1 778-1 783: the French Alli- 
 
 ance ; war in the Middle States and South ; siege of 
 Gibraltar; Yorktown ; Rodney in the West Indies; 
 fall of the Tories ; treaties of peace. 
 
26o English History 
 
 References : 
 
 Green, 760-762 ; 768-770 ; 776-786. Seeley, Expan- 
 sion of England, Pt. I, Ch. viii (very suggestive). Sloane, 
 French War and the Revolution. Lecky, American Revo- 
 lution (Chs. from his History of England in the 18th 
 Century, edited by Woodburn), is of great value. Mac- 
 aulay, Essay on Pitt, Earl of Chatham. 
 
 Sources : Colby, No. 99. Henderson, 266-272. Hill, 
 Liberty Documents, Ch. xii (Stamp Act). Kendall, 
 Nos. 119-121. See also Outline of American History, 
 sections 15, 16. 
 
 Additional Topics : 
 
 A. Pitt and the American Colonies. Green, William 
 Pitt, Chs. V, vi, ix, or Macaulay, Essay on Pitt, Earl of 
 Chatham. Kendall, No. 119. 
 
 B. A comparison of political conditions in England 
 and in America in 1765. Green on England; Lecky 
 on America (in his History of England in the Eighteenth 
 Century, or in his American Revolution, ed. Woodburn). 
 
 40. The War of the French Revolution, i 793-1 802. 
 
 a. The French Revolution: condition of France, 1789; 
 
 meeting of the States-general ; fall of the Bastile ; rise 
 of Jacobinism ; declaration of the Republic ; execution 
 of the king. 
 
 b. War against the French democracy : attitude of England ; 
 
 Burke and the reaction ; coalition against France ; rise 
 of Napoleon ; war on the continent, on the sea, in 
 Egypt, in India; Peace of Amiens, 1802. 
 
 c. Conditions in Ireland : Ireland in the eighteenth century ; 
 
 effect of the American Revolution ; Home Rule, 1782- 
 1800; economic and religious difficulties ; influence of 
 the French Revolution ; " Ninety-eight ; " the union of 
 England and Ireland, 1800. 
 References : 
 
 Green, 797, 800-811, 818-819. Rosebery, Pitt, Chs. 
 vi-ix, discusses the French Revolution and the war, 
 showing the part of Pitt. Gold win Smith, Three English 
 
Outline of English History 261 
 
 Statesmen (essay on Pitt). Macaulay, Essay on Pitt. 
 For conditions in Ireland, see Green, 811-818; Lawless, 
 Ireland, 298-310 (condition after Revolution of 1688), 
 354-376 (the Union) ; Lecky, II, 206-221 (Irish indus- 
 tries). Montague, 186-188. Rosebery, Pitt, Ch. xi. See 
 Oittlme of European History^ pp. 190-194. 
 
 Sources : Adams and Stephens, Select Documents of 
 English Constitutional History, No. 258 (Act of Union). 
 Colby, No. 107. Kendall, Nos. 108, in, 123-125. 
 
 41. War against Napoleon, 1803-1815. 
 
 a. First period of the war : the coalition ; Trafalgar; Aus- 
 
 terlitz, 1805 ; death of Pitt. 
 
 b. Second period of the war: commercial warfare; rising of 
 
 the peoples ; Peninsular War, Arthur Wellesley ; over- 
 throw of Prussia ; England and the United States ; 
 Napoleon in Russia; Waterloo; Peace of Paris, 1815. 
 References : 
 
 Green, 819-836. Rosebery, Pitt, 252-260. Bright, III 
 (see index). Colby, Nos. 109-112. Henderson, Nos. 
 291-297 (Waterloo). Kendall, Nos. 126, 127. See Out- 
 line of European History, pp. 195-197. 
 Additional Topic : 
 
 Nelson at Trafalgar. Clark Russell, Nelson, Chs. xix, 
 XX. Henderson, 284-290. Bates and Coman, 369-375 
 (imaginative). 
 X. Hanoverian England. 
 
 42. The Constitution after the Revolution of 1688. 
 
 a. Political parties: Whig ascendency — causes, principles, 
 
 achievements ; reorganization of the Tories after 1 745 
 — principles, causes for ascendency ; parties and the 
 American Revolution ; effect of the French Revolu- 
 tion. 
 References : 
 
 Green, 722-723, 761, 762. May, Constitutional History 
 of England, II, 17-49. 
 
 b. The crown : the first two Georges ; policy and methods 
 
 of George III, results. 
 
262 English History 
 
 References : 
 
 Green, as above, also 765, 'j'j'j. Montague, 174- 
 179 (George III). May, Constitutional History, I, 
 Ch. i. 
 
 Sources : Adams and Stephens, No. 254. Kendall, 
 No. 107. 
 
 c. The Cabinet and party government : development and 
 
 characteristics ; the prime minister. 
 References : 
 
 Green, 697, 723, 724, 749, yyy. Montague, 163-173. 
 Morley, Walpole, Ch. vii. 
 
 d. Parliament : place in the constitution ; state of represen- 
 
 tation ; methods of controlling Parliament. 
 References : 
 
 Lecky, I, 434-453. May, I, Chs. v and vi, passim. 
 Spencer Walpole, History of England, I, 1 14-133 (de- 
 scribes conditions at beginning of nineteenth century) . 
 
 Source: Kendall, Nos. 103-105, 109. 
 
 43. Religion and Philanthropy. 
 
 a. The Wesleyan movement : religious conditions at the 
 
 beginning of the century ; work of the Wesleys and 
 Whitefield; effects of Methodism — religious, social, 
 political. 
 
 b. Social reforms : John Howard and the prisons ; Wilber- 
 
 force and the slave trade. 
 References : 
 
 Green, 735-741, 796, 823. Spencer Walpole, History 
 of England, I, 102-106 (slave trade), 169-179 (John 
 Howard). Lecky, H, Ch. ix, gives a very valuable 
 account of the Methodist movement. McCarthy, Four 
 Georges, II, Ch. xxx (Methodism). 
 
 Source: Colby, Nos. 91, 100, 103. 
 
 44. The Industrial Revolution. 
 
 a. Changes in manufacturing : inventions, use of machin- 
 
 ery ; the factory system ; emigration of industry ; ef- 
 fects on the working classes. 
 
 b. The agrarian revolution : causes ; effects. 
 
Outline of English History 263 
 
 References : 
 
 Gibbins, Industrial History of England, 154-165. 
 Cheyney, Industrial and Social History of England, 
 199-223. Spencer Walpole, I, 50-93. Toynbee, Indus- 
 trial Revolution, 85-93. 
 Additiotial Topic: 
 
 Stephenson and the steam engine. Smiles, Life of 
 George Stephenson, Chs. viii, ix, xxii. 
 XI. The United Kingdom in the Nineteenth Century. 
 
 45. The Rise of Democracy. 
 
 a. The Great Reform Bill, 1832: political situation, 1815- 
 
 1830; Wellington and reform, 1830; the contest of 
 1832 — elements, Whigs, Tories, House of Commons, 
 House of Lords, the king, the nation ; triumph of 
 reform, effects. 
 
 b. Parliamentary reform since 1832: Chartist demands; 
 
 bills of 1867 and of 1 884-1 885, effects. 
 
 c. The Constitution in 1900 : position of the crown, of the 
 
 Cabinet, of the House of Lords, of the House of Com- 
 mons. 
 References : 
 
 Montague, 188-193, 203-211, 213-218. Bright, III, 
 1422-1434. McCarthy, Four Georges, IV, Chs. Ixxi-lxxiii 
 (reform of 1832) ; Our Own Times, II, Chs. li-lii (re- 
 form in 1867). Bagehot, The English Constitution. 
 Sources: Colby, No. 116. Kendall, Nos. 129, 130. 
 
 46. The Life of the People. 
 
 a. The Corn Laws : agricultural conditions at the end of 
 the great war ; Cobden and Bright and the Anti-corn 
 Law League; Sir Robert Peel and repeal, 1846. 
 References : 
 
 McCarthy, Our Own Times, I, Chs. xiv, xv. Walpole, 
 
 History of England, IV, Chs. xviii, xix. Kendall, 
 
 Nos. 135, 136. Bright, Vol. IV, see index under Corn 
 
 Laws and under Peel. 
 
 d. Conditions of labor: the factory system; oppression of 
 
 children ; Lord Shaftesbury and reform. 
 
264 English History 
 
 References : 
 
 Gibbins, Industrial History, 172-186. Cheyney, In- 
 dustrial and Social History, 240-259. Bright, IV, see 
 index under Factory Bills and under Shaftesbury. Spen- 
 cer Walpole, see index under Factory Laws. Kendall, 
 No. 134. Bates and Coman, 400-406 (imaginative). 
 
 47. Relations of England and Ireland, 1800- 1900. 
 
 a. Catholic Emancipation : position of the Irish Catholics, 
 1800 ; O'Connell and the Catholic Association ; the 
 Clare election; repeal, 1829. 
 References : 
 
 Lawless, Ireland, 377-385. McCarthy, Four Georges, 
 IV, 69-79. Kendall, Nos. 108, 128. 
 d. Economic conditions : the land question ; the famine 
 of 1846 and 1847, effects; ^^.nd legislation; the Land 
 League ; present situation. 
 References : 
 
 Lawless, 396-402. McCarthy, Our Own Times, I, Ch. 
 xvii. Kendall, No. 137. Bright, III and IV, see index 
 under Ireland. Morley, Life of Gladstone. 
 c. Political agitation : connection between economic and 
 political conditions ; O'Connell and repeal ; Fenian- 
 ism ; Parnell and Home Rule ; Gladstone and the 
 Home Rule bills. 
 References : 
 
 Bright, III and IV, see index under Ireland. O'Con- 
 nor, Morris, Ireland, Ch. x. Hamilton, O'Connell. Mor- 
 ley, Life of Gladstone. Dicey, England's Case against 
 Home Rule. Kendall, Nos. 132, 133. 
 XII. The British Empire. 
 
 (Good summary of conditions in 181 5, Spencer Wal- 
 pole, I, 95-102.) 
 
 48. India and the Eastern Question. 
 
 a. Conditions in the nineteenth century : expansion, work 
 of Wellesley and Dalhousie ; the Sepoy Mutiny ; 
 India under the crown; proclamation of the empire, 
 1876. 
 
Outline of English History 265 
 
 b. The Crimean War, 1854-1856: causes, character, cam- 
 
 paigns, results. 
 References : 
 
 McCarthy, Our Own Times, I, Chs. xxv-xxviii (the 
 Crimean War), II, Chs. xxxii-xxxvi (Sepoy Mutiny). 
 Spencer Walpole, VI, Ch. xxiv (Crimean War), 273- 
 323 (Mutiny). Seeley, Expansion of England, Part 2, 
 useful for teachers. Lyall, Rise of the British Domin- 
 ions in India. Bright, III and IV (see index under 
 Crimean War and under India). Kendall, Nos. 140- 
 144. 
 
 c. Gordon at Khartum. Butler, Gordon, Chs. viii, ix. Ken- 
 
 dall, No. 149. 
 Additional Topics : 
 
 A. Charge of the Light Brigade. Kinglake, Invasion 
 of the Crimea, IV. W. Russell, Letters from the Crimea. 
 Tennyson, Charge of the Light Brigade (imaginative). 
 
 B. Lord Cromer in Egypt. Traill, Lord Cromer. 
 49. The Colonies. 
 
 a. Settlement of Australasia : the penal settlements ; wool- 
 
 growing; discovery of gold ; confederation of 1901. 
 
 b. The English in Africa : conquest of Cape of Good Hope, 
 
 181 5; English and Dutch; discovery of gold in the 
 Transvaal ; the Boer War, results ; expansion in Cen- 
 tral Africa. 
 
 c. The English in the Western Hemisphere : emigration of 
 
 Loyalists to Canada; the Dominion, 1867; the devel- 
 opment of the Northwest ; the West Indies — abolition 
 of slavery, decline of the sugar industry. 
 References : 
 
 Payne, European Colonies, 165-185 (Australia), 185- 
 196 (Africa), 158-165 (Canada), 196-208 (West Indies). 
 Cotton and Payne, Colonies and Dependencies, Chs. ix 
 and X. Bourinot, Canada. Jenks, History of the Aus- 
 tralasian Colonies. Spencer Walpole, VI, Ch.xxviii. Lu- 
 cas, Historical Geography of the British Colonies, is a 
 work of great value. 
 
266 English History 
 
 Additional Topics : 
 
 A. Present extent and population of the Empire. See 
 latest Statesman's Year Book. 
 
 B. Imperial Federation. Parkin, Imperial Federa- 
 tion. Goldwin Smith, Essays on Questions of the Day ; 
 Reviews, English and American. Kendall, Nos. 139, 
 147. 
 
PART IV 
 AMERICAN HISTORY 
 
AMERICAN HISTORY 
 
 INTRODUCTION 
 
 American History in the last year of the high school 
 demands somewhat different treatment from that of the 
 previous courses, as has been suggested in the conclu- 
 sion to the general introduction. The pupil is more 
 familiar with the field both by previous study and be- 
 cause it is his own country. He is within two or three 
 years of citizenship and needs to know, not merely facts 
 of development, but methods of government and his 
 share in it. He is therefore ready because of interest, 
 preparation, and obligation to examine somewhat more 
 in detail special subjects, particularly those relating to 
 government, its origin and methods of administration. 
 The treatment in the accompanying syllabus recognizes 
 this, and is somewhat less analytical and comprehensive 
 in its topics than is the case in the previous courses in 
 history. 
 
 Furthermore, the field is more limited, and excellent 
 text-books, like Channing's '* Students' History of the 
 United States," and McLaughlin's " History of the 
 American Nation," give an excellent narrative and fur- 
 nish a basis for more detailed study. The syllabus is 
 therefore more free to mark out for especial empha- 
 
 269 
 
270 American History 
 
 sis certain formative events, and to indicate topics 
 that will call for comparison and other exercising of 
 the judgment, and for the understanding of institutions 
 and constitutional questions somewhat more fully than 
 was possible in the other courses. 
 
 The instruction in Civil Government, which should 
 form a considerable part of the course in case there is 
 no separate class in the subject, should seek to empha- 
 size, not only development, but actual existing methods, 
 the spirit as well as the letter of the Constitution. The 
 boss, the machine, and the "third house" should be 
 made as clear as the more formal phases of election and 
 legislation. As these subjects are usually omitted in 
 text-books on Civil Government, the teacher must be- 
 come the main guide. An excellent way to furnish 
 practical experience in government, and to arouse at 
 the same time an interest in public questions, is to organ- 
 ize in the school a Congress, similar, for example, to the 
 Boston Young Men's Congress. To accomplish its pur- 
 pose it should be a permanent affair, and conducted 
 strictly according to parliamentary rules. Visits to 
 legislative bodies are of some assistance, but need to 
 be repeated very frequently and intelligently supervised 
 to convey much distinct information. 
 
 In the detailed syllabus specific topics and references 
 are given on this part of the subject; it is sufficient 
 here to suggest such sections as 17 (Confederation and 
 Constitution), 18 (Organization of the Government), 28 
 (Political Reorganization), 37 (Political Problems); and 
 current events : e.g. caucuses (September), conventions 
 (October), elections (November and December), inaugu- 
 
Introduction 271 
 
 rations (January), and proceedings of legislative bodies 
 during most of the remaining months of the year, all of 
 which furnish a basis for instruction in civics. For the 
 whole subject Bryce's " American Commonwealth " is 
 indispensable. 
 
 The relation of American History to that of Europe 
 and England should be given adequate attention and the 
 pupil taught to see, both in colonial and national history, 
 the factors outside this country that have helped in deter- 
 mining events. This is briefly suggested in a subsequent 
 "Characterization of Periods," and more specific illus- 
 trations will be found in the syllabus of topics and ref- 
 erences : e.g-. sections 2 (European Conditions in the 
 Fifteenth Century), 4 (Reasons in England for Early 
 Failure and Later Success of Virginia), 10 (Dutch), 13 
 (Second Hundred Years' War), 23 (Napoleonic Wars). 
 Wherever possible use should be made of the refer- 
 ences in the syllabus of European or EngUsh History 
 in order to utilize previous work in history. 
 
 The importance of a knowledge of the geography of 
 one's own country in order to understand its history is 
 happily too generally recognized to demand discussion.^ 
 There is in this course more time and opportunity than 
 in the early courses ; e.g. the first period may well 
 be treated geographically, colonial boundaries, lines of 
 treaties, 1763, 1783, 1846; status of slavery, accessions 
 of territory, area of succession, military campaigns, 
 etc., areas of natural products, lines of transportation. 
 
 1 For a general discussion of geography and its relation to history, see 
 General Introduction, p. 27; Report of Committee of Seven, p. 95; 
 Hinsdale, "How to Study and Teach History," Chs. viii, x, xiv. 
 
272 American History 
 
 Graphic representations of facts not strictly geographi- 
 cal will naturally come under this head. Inexpensive 
 small outline maps, such as the Morse Company or the 
 McKinley Company publish, permit of the pupils doing 
 much of this work, and a few done each year on a large 
 scale serve as a nucleus of a growing series of graphic 
 illustration. The subject of geography and maps is 
 treated in Channing and Hart '* Guide," pp. 48-54- 
 
 The Periods of American History. — An understanding 
 of the growth of the American nation must rest upon 
 study of the physical characteristics of the land which 
 made it suitable for colonization and expansion. The 
 character of the people and the reasons for discovery 
 and exploration can be understood only by some study 
 of European conditions in the fifteenth and sixteenth 
 centuries, which produced adventurers, but not founders 
 of states in the new world, exploration but not perma- 
 nent colonization. This first period is full of dramatic 
 power and human interest ; the oppressive monopoly of 
 Spain was checked by England and Holland, and a way 
 made for expansion of free institutions instead of abso- 
 lutism ; but it is a period of preparation rather than of 
 accomplishment on this side the Atlantic. 
 
 But the scene changes with the opening of the seven- 
 teenth century. A new Europe is now able to trans- 
 plant itself to a new world. The sea rovers have done 
 their work, the new ideas of Renaissance and Reforma- 
 tion have won a foothold in Europe, and seek a wider 
 and freer foothold for their logical development in a 
 more untrammelled environment. The new generation, 
 more numerous, better organized, and depending on 
 
Introduction 273 
 
 companies rather than on one man alone, more serious, 
 successfully transfers to a virgin soil, not merely the best 
 ideals of Europe, but many of her best leaders and ele- 
 ments of population. In this period of successful col- 
 onization the first group is the Southern Colonies. In 
 the typical Southern colony, Virginia, after painful ex- 
 periments and threatening extinction under the old 
 adventurous ideas of the earlier period, the more sane 
 and sturdy Englishmen of the seventeenth century de- 
 velop permanent homes and population, and a consti- 
 tutional government. 
 
 Into the Puritan exodus to New England, our next 
 group, enter some of the best elements in England, not 
 merely a devotion to religious principle, but a sound 
 and far-sighted statecraft which bases successful and 
 populous colonies and federation on self-government 
 and economic self-sufficiency. The history of New 
 England is the history of the American nation in 
 miniature. It is almost a biological study of the devel- 
 opment of American institutions, for the original 
 records are still preserved, and some of them are in 
 print and accessible and adapted to the interest and 
 powers of a high school pupil. In the story told by 
 the founders themselves he almost sees before his eyes 
 the growth of local self-government, expansion, repre- 
 sentative institutions, written constitutions, indepen- 
 dence, federation, public schools. 
 
 The next group, the Middle Colonies, are the link 
 between New England and the South, politically and 
 economically, as well as geographically. New York 
 and Pennsylvania are the typical colonies, and emphasis 
 
274 American History 
 
 of these two gives a clear-cut picture, and relieves of 
 unimportant details by treating with these two the 
 smaller and less formative colonies. In the failure of 
 the Dutch feudal aristocrats and servants dependent 
 on a far-removed commercial company and its agents, 
 and in the success of the more self-governing English 
 communities, are seen again steps which have made 
 America what it is. The noble *' Quaker Experiment 
 in Government," like the Puritan state, shows the 
 successful transplanting of ideals across the Atlantic, 
 but with a larger measure of tolerance and gentleness, 
 two generations later, and under less difficult circum- 
 stances. 
 
 The fifth period, the colonies in the eighteenth cen- 
 tury to 1760 (or between the revolutions of 1689 and 
 1776), demands more time and thought than is ordi- 
 narily given it, to bring out the significance of ** this 
 forgotten half-century," and show that *'the colonies 
 were not dormant, but were growing in strength and 
 vigor and a capacity for self-government." A study 
 of the political and economic development, rather than 
 a cataloguing of the quarrels with governors, brings out 
 the significance of the growth of those ''principles of 
 government and of a social and economic system " 
 for which the colonists stood so successfully in 1765 and 
 1776. The period takes on dramatic interest and brings 
 out the significant contrast in the results of two systems 
 of colonization, as the self-governing, self-supporting 
 communities of English homes and commonwealths 
 come into conflict with the scattered camp-fires and 
 trading posts of French and Indian, hampered and 
 
Introduction 275 
 
 made dependent by French absolutism. The period 
 takes on further significance as it is seen to be a part 
 of the struggle for mastery of North America, between 
 England and France, and at last of the world-wide 
 struggle of the Seven Years' War. The significance 
 of the struggle has been suggestively treated in Seeley's 
 " Expansion of England " ; and parts of the masterly 
 narrative of Parkman can hardly fail to stimulate inter- 
 est and an appreciation of good historical literature in 
 even the pupil who usually cares little for history. 
 
 Having followed the separate development of the 
 three groups of colonies to the close of the French and 
 Indian War, it is necessary to pause before the Revolu- 
 tion and ** make a cross section," so as to observe, not 
 merely growth, but also condition at one point of time. 
 The contrasts in social and economic conditions and 
 methods of government show the results of the varying 
 environment and historical conditions previously studied, 
 the diversity so important in the later development of 
 the nation, and make a stimulating field for the exer- 
 cise of powers of comparison and judgment. 
 
 The sixth period shows the winning of independence 
 and the development of union under pressure from 
 without. The common institutions developed in all 
 the colonies, and the fundamental differences between 
 colonies and England in 1760, explain the inevitableness 
 of revolution when George III tries to set the clock 
 back, and with his subservient ministry to impose a 
 vexatious control that violated the best things for 
 which the best English blood on both sides of the 
 ocean had stood. The Revolution is a contest between 
 
276 American History 
 
 two conceptions of government and life, each with its 
 brighter and darker side, and the study of the struggle 
 from a genuinely historical point of view leaves the 
 pupil with a broader, sounder patriotism. The details 
 of military campaigns are passed over rapidly to leave 
 him time to appreciate the justification of the object of 
 the Revolution, and the obligation of the future citizen 
 of service to the country won by such skill and devotion. 
 
 But the Revolution had brought independence, not 
 unity. As soon as the pressure from without is re- 
 moved, the obstacles to union become apparent, while 
 foreign nations eagerly await the speedy disruption of 
 the country. The "Critical Period" from Yorktown 
 to the inauguration of Washington shows the balance 
 trembling between one nation and thirteen. It is a 
 period when civil government and history go hand in 
 hand, and the former takes an increased interest as its 
 growth makes it seem a thing of life, and the Constitu- 
 tion not a mere document but the embodiment of the 
 best the English-speaking race had stood for. 
 
 The carrying into execution of the ideas of the Con- 
 stitution, the translation of words into acts, is the work 
 of the Federalist party during its twelve years' su- 
 premacy ( 1 789-1 801). It is the period, also, of the 
 establishment of a general foreign policy and of the 
 organization of two great poHtical parties. With 
 the general lines of the country's future policy marked 
 out, the Federalists go down to defeat in the *' Revolu- 
 tion of 1800," and the advent of Jefferson marks a new 
 period in American history. Enormous expansion, the 
 gradual adoption by the Republicans of broad construe- 
 
Introduction 277 
 
 tion in spite of their theories, and the struggle for 
 neutral rights mark this important period. 
 
 The end of the War of 18 12 and the fall of Napoleon 
 bring domestic questions into prominence, and the period 
 from 18 1 7 to 1829 is one of reorganization after the 
 disturbed conditions of the previous ten years. Its 
 key-note is the development of the West with its social 
 and economic results, its thrusting into prominence of 
 the slavery question, and its great political triumph in 
 the election of Andrew Jackson. 
 
 From 1829 to 1844 National Democracy is in the 
 saddle, and exhibits its power and abounding life as 
 well as its incompetency and folly in questions of 
 administration which demand training and insight. 
 The country is already marked off into two sections, 
 one half free, the other half slave; the early method 
 of compromise has been carried on, but the South is 
 being outstripped by the expansion of free labor, and 
 is angered by the antislavery agitators of the North. 
 
 The next period, 1844- 1859, marks the desperate 
 attempt of the South to gain new territory for slavery, 
 first by an unjustifiable war with Mexico, and then by 
 breaking down the policy of compromise which had 
 obtained for thirty years. It is a period of rapid devel- 
 opment, that stirs the blood till one is prepared for the 
 crisis when the strongest feelings of the two sections are 
 at white heat. The growing opposition to the further 
 extension of slavery has taken practical form in the 
 Republican party, and the triumph of Lincoln over the 
 broken ranks of the Democracy marks the climax of 
 this dramatic period. 
 
278 American History 
 
 It is no longer a question of slavery in the territories, 
 but of the Union ; and the principles of free labor, diversi- 
 fied industries, development, and nationality triumph over 
 slavery, narrow economic life, and sectionalism. The 
 pupil will not remember military detail, but he can be 
 led to understand the general strategy of the war, and 
 will admire the heroic sacrifices of both sides in the field 
 and in the home, since both are his fellow-countrymen. 
 
 All wars are disturbers of existing conditions ; and 
 this is particularly true of a civil war over a funda- 
 mental constitutional and economic question. The 
 period since 1865 has been almost entirely concerned 
 with the solution of the problems growing out of the 
 civil war : The restoration of the Southern states to 
 their proper place in the Union, the reestablishment of 
 a sound financial system, the adjustment of business to 
 the conditions of peace, the future of the negro, and the 
 economic reorganization of the South are some of the 
 questions that have pressed for solution. 
 
 If the plain facts have told their own stirring story, 
 the pupil has learned something of his national govern- 
 ment and how it has come to be. Its future is in his own 
 hands. 
 
Small School Library 279 
 
 SMALL SCHOOL LIBRARY COSTING ABOUT 
 TWENTY-FIVE DOLLARS 
 
 Epoch Series, 3 vols. Longmans, $1.25 per vol. : 
 
 Thwaites, R. G., The Colonies, 1492-1750, revised edition. 
 
 Hart, A. B., Formation of the Union, 1750-1829, revised edition. 
 
 Wilson, W., Division and Reunion, 1 829-1 889. 
 American Statesmen Series, J. T. Morse, Jr., editor. Houghton & 
 Mifflin, $1.25 per vol. 
 
 Lodge, H. C, George Washington, 2 vols. 
 
 , Daniel Webster. 
 
 Morse, Jr., J. T., Abraham Lincoln, 2 vols. 
 
 ScHURZ, Carl, Henry Clay, 2 vols. 
 Source Material. 
 
 Channing, E., and Hart, A. B., American History Leaflets. 
 Lovell, ;^;^ numbers, 10 cents each. 
 
 Franklin, Benjamin, Autobiography. (Riverside Literature 
 Series.) Houghton & Mifflin, 40 cents. 
 
 Hart, A. B., American History told by Contemporaries, 4 vols. 
 Macmillan, $7. 
 
 Or, less expensive but not so adequate — 
 
 Hart, A. B., A Source Book of American History. Macmillan, 
 60 cents. 
 Works on Special Periods. 
 
 Brown, W. G., Andrew Jackson. (Riverside Biographical Series, 
 school edition.) Houghton & ]V|ifflin, 50 cents.^ 
 
 FiSKE, John, Beginnings of New England. Houghton & Mif- 
 flin, $2. 
 
 , Critical Period of American History, 1 783-1 789. Hough- 
 ton & Mifflin, $2. 
 -, War for Independence. Houghton & Mifflin, 75 cents. 
 
 Lecky, W. E. H., The American Revolution, edited by J. A. 
 Woodburn. Appleton, $1.25. 
 
280 American History 
 
 Lodge, H. C, A Short History of the EngHsh Colonies in Amer- 
 ica. Harper, $3. 
 
 Parkman, Francis, Struggle for a Continent. Selections from 
 Parkman, edited by Pelham Edgar. Little, Brown, $1.50. 
 
 (9r, Parkman, Francis, Pioneers of France. Little, Brown, $1.50. 
 Civil Government. 
 
 Bryce, James, The American Commonwealth, abridged edition. 
 Macmillan, $1.75. 
 
 Hart, A. B., Actual Government as applied under American 
 Conditions. Longmans, $2. 
 
 Hinsdale, B. A., The American Government, revised edition. 
 Werner, $1.25. 
 
 Or, Fiske, John, Civil Government in the United States. 
 Houghton & Mifflin, $1. 
 For the Teacher's Desk. 
 
 Channing, E., and Hart, A. B., Guide to the Study of Ameri- 
 can History. Ginn & Co., $2. 
 History of the State and Town in which the School is located. 
 
Large School Library 281 
 
 SELECT LIST OF BOOKS REFERRED TO 
 IN THIS OUTLINE AND ADAPTED FOR 
 A TOWN OR LARGE SCHOOL LIBRARY. 
 
 {For the best available critical estimates of these books, consult Lamed, Liter- 
 ature of American History, a book invaluable for a good public library. For 
 estimates of books issued since the publication of Lamed, consult the book reviews 
 in the American Historical Review. See below.) 
 
 Adams, Jr., C. F., Charles Francis Adams. 1903.1 
 
 , Lee at Appomatox, and Other Papers. Boston, Houghton & 
 
 Mifflin, 1902, $1.50. 
 
 Adams, Henry, History of the United States of America (during 
 the administrations of Jefferson and Madison), 9 vols. N.Y., 
 Scribner, 1889-1891, $18. 
 
 , John Randolph. 1882, $1.25.1 
 
 American Historical Review. N.Y., Macmillan. Quarterly, $4 
 a year. $3 to members of the American Historical Association. 
 {See p. 35 of this syllabus.) 
 
 American History Leaflets : Colonial and Constitutional, edited 
 by A. B. Hart and E. Channing. N.Y., Lovell, 1892-^ 10 cents 
 each. 33 numbers so far published. 
 
 American Orations. See under Johnston. 
 
 Bancroft, George, History of the United States (to 1789), 
 author's last revision, 6 vols. N.Y., Appleton, 1883-1885, $15. 
 
 Battles and Leaders of the Civil War : Contributions by 
 Union and Confederate Officers, edited by R. U. Johnson and 
 C. C. Buel, 4 vols. N.Y., Century Co., c. 1887-1889, $15. 
 
 Blaine, J. G., Twenty Years of Congress, from Lincoln to Garfield, 
 2 vols. N.Y., Funk, $7.50. 
 
 Bourne, E. G., Spain in America.^ 
 
 Bradford, William, History of Plimoth Plantation. Boston, pub- 
 lished by the State of Massachusetts, 1898, $1. 
 
 Brigham, a. p., Geographic Influences in American History. Bos- 
 ton, Ginn, 1903, $1.25. 
 
282 American History 
 
 Brown, W. G., Andrew Jackson. (Riverside Biographical Series.) 
 Boston, Houghton & Mifflin, 1900, 50 cents. 
 
 , Lower South in American History. N.Y., Macmillan, 1902, 
 
 $1.50 net. 
 
 Bruce, P. A., Economic History of Virginia in the Seventeenth 
 Century, 2 vols. N. Y., Macmillan, 1896, $6. 
 
 Bryant, Wm. C, and Gay, S. H., Popular History of the United 
 States, 4 vols. N.Y., Scribner, 1878-1881. Enlarged edition, 
 Scribner's Popular History, 5 vols. N.Y., 1896, $20. 
 
 Bryce, James, The American Commonwealth, 2 vols. N.Y., Mac- 
 millan, 1888; 3d edition revised, with additional chapters, 1893- 
 
 1895^ ^4-. 
 
 , Same, abridged for colleges and high schools. N.Y., Mac- 
 millan, 1896, $1.75. 
 
 Burgess, J. W., Middle Period, 1817-1858. 1897, $1.75.^ 
 
 , Civil War and the Constitution, 1859-1865, 2 vols. 1901, 
 
 $2 net. 2 
 
 , Reconstruction and the Constitution, 1 866-1 876. 1902, $1 net.^ 
 
 Cambridge Modern History. Planned by the late Lord Acton, 
 edited by A. W. Ward, G. W. Prothero, S. Leathes. Vol. VII, 
 The United States. N.Y., Macmillan, 1903, $4. 
 
 Campaigns of the Civil War, 13 vols. N.Y., Scribner, 1881- 
 1890, $1 per vol. 
 
 Channing, Edward, Students' History of the United States. N.Y., 
 Macmillan, 1898; revised edition, 1904, $1.40 net. 
 
 , United States of America, 1 765-1 865 (Cambridge Historical 
 
 Series). N.Y., Macmillan, 1896, $1.50. 
 
 Channing, E., and Hart, A. B., Guide to the Study of American 
 History. Boston, Ginn, 1896, $2. 
 
 Cheyney, E. p., The European Background of American History.* 
 
 Dewey, D. R., Financial History of the United States. N.Y., Long- 
 mans, 1903, $2. 
 
 Dodge, Col. T. A., Bird's-eye View of Our Civil War. Boston, 
 Houghton & Mifflin, 1883 ; 2d edition. 1897, $1. 
 
 Doyle, J. A., English Colonies in America, 3 vols. Vol. I, Vir- 
 ginia, Maryland, and the Carolinas. Vol. II, The Puritan Col- 
 onies, 2 vols. N.Y., Holt, 1882, 1887 (also Longmans), $10.50. 
 
Large School Library 283 
 
 Dunning, Wm. A., Essays on the Civil War and Reconstruction. 
 N.Y., Macmillan, 1898, $2. 
 
 Eggleston, E., Beginners of a Nation. N.Y., Appleton, 1896, 
 $1.50. 
 
 Farrand, Max, The Basis of American History.^ 
 
 Fisher, G. P., Colonial Era. 1892, $1.25.- 
 
 FiSKE, John, Civil Government in the United States, considered 
 with some reference to its origins. Boston, Houghton & Mif- 
 flin, 1890, $1, net. 
 
 , Historical Writings (arranged in chronological order. Boston, 
 
 • Houghton & Mifflin) : 
 Discovery of America, with some account of ancient America 
 
 and the Spanish conquest, 2 vols. 1892, $4. 
 Old Virginia and Her Neighbors, 2 vols. 1897, $4. 
 Beginnings of New England, or the Puritan Theocracy in its 
 
 Relations to Civil and Religious Liberty. 1889, $2. 
 Dutch and Quaker Colonies in America, 2 vols. 1899, $4. 
 New France and New England. 1902, $1.65 net. 
 American Revolution, 2 vols. 1891, $4. 
 War of Independence (Riverside School Library). 1889, 
 
 75 cents. 
 Critical Period of American History, 1783-1789. 1888, $2. 
 Mississippi Valley in the Civil War. 1900, $2. 
 
 Franklin, Benjamin, Autobiography (Riverside Literature Series). 
 Boston, Houghton & Mifflin, 1886, 40 cents. 
 
 Frothingham, Richard, Rise of the Republic of the United States. 
 Boston, Little, Brown, 1872, $3.50. 
 
 Garrison, W. P. and F. J., William Lloyd Garrison, 1805-1879: 
 the Story of his Life told by his Children, 4 vols. N.Y., Cen- 
 tury, 1 885-1 889. Boston, Houghton & Mifflin, 1894, $8. 
 
 Gay, S. H., James Madison. 1884.^ 
 
 Gilman, D. C, James Monroe. 1883.^ 
 
 Grant, U. S., Personal Memoirs, 2 vols. N.Y., Webster, 1885- 
 1886; Century Co., 1895, $5. 
 
 Hart, A. B., Actual Government as appHed under American Con- 
 ditions. N.Y., Longmans, 1903, $2. 
 
 , American History told by Contemporaries, 4 vols. N.Y., 
 
 Macmillan, 1 897-1 901, $7. 
 
284 American History 
 
 Hart, A. B., Epoch Maps illustrating American History. rN.Y., 
 
 Longmans, 1893, 50 cents. 
 , Formation of the Union, 1 750-1 829. 1892; revised edition, 
 
 1897.3 
 — — , Practical Essays on American Government. N. Y., Longmans, 
 
 1893, $1.50. 
 
 , Salmon Portland Chase. 1899.1 
 
 , Source Book of American History, edited for schools and 
 
 readers. N.Y., Macmillan, 1899, 60 cents. 
 HiGGiNSON, T. W., Young Folks' Book of American Explorers. 
 
 N.Y., Longmans, $1.20. 
 , Larger History of the United States, to the Close of Jackson's 
 
 Administration. N.Y., Harper, 1886, $2. New ed. in prepara- 
 tion. 
 Hill, Mabel, Liberty Documents, edited with introduction by A. 
 
 B. Hart. N.Y., Longmans, 1901, $2. 
 Hinsdale, B. A., American Government, National and State. 1893 ; 
 
 revised edition, Chicago, Werner, 1895, $1.25. 
 
 , The Old Northwest. Rev. ed., N.Y., Silver, 1899, $2.50. 
 
 HoLST, H. E. VON, Constitutional and Political History of the 
 
 United States, translated by J. J. Lalor and others, 8 vols. 
 
 Chicago, Callaghan, 1877-1892; new edition, 1899, $12 ne* 
 
 , John C. Calhoun. 1882, $1.25.1 
 
 HosMER, J. K., Samuel Adams. 1885, $1.25.1 
 
 , History of the Louisiana Purchase. N.Y., Appleton, 1902, $1.25. 
 
 Johnston, Alexander, editor^ Representative American Orations 
 
 to illustrate American Political History, 3 vols. N.Y., Putnam, 
 
 1884, $1-25 per vol. 
 , Same : American Orations, reedited with notes by J. A. 
 
 Woodburn, 4 vols. N.Y., Putnam, 1896-1897, $1.25 per vol. 
 Earned, J. N., History for Ready Reference, from the Best His- 
 torians, Biographers, and Specialists : their own Words in a 
 
 Complete System of History, 5 vols. Springfield, Nichols, 
 
 I 894-1 895, $25. 
 
 , Same, revised and enlarged, 6 vols. 1901, $30. 
 
 , editor^ Literature of American History, a Bibliographical 
 
 Guide in which the scope, character, and comparative worth 
 
Large School Library 285 
 
 of books in selected lists are set forth in brief notes by critics 
 of authority. Published for the American Library Associa- 
 tion. Boston, Houghton & Mifflin, 1902, $6. Supplement for 
 1900-1901, edited by Philip P. Wells. Boston, American Library 
 Association Publishing Board, $r. The supplements for 1902- 
 1903 are combined with the annotated titles of books on Eng- 
 . lish history and are issued in two forms, (i) card, $2, and (2) 
 pamphlet, $1. Boston, American Library Association Publish- 
 ing Board. 
 
 Lecky, William E. H., The American Revolution, 1 763-1783, 
 "being the chapters and passages relating to America from the 
 author's History of England in the eighteenth century ; ar- 
 ranged and edited with historical and bibliographical notes by 
 J. A. Woodburn. N.Y., Appleton (c. 1898), $1.25. 
 
 Lodge, H. C, Alexander Hamilton. 1882.1 
 
 , Daniel Webster. 1883.1 
 
 , George Washington, 2 vols. 1889.1 
 
 , Short History of the English Colonies in America. N.Y., 
 
 Harper, 1881, revised edition, $3. 
 
 LoTHROP, T. K., William H. Seward. 1896.1 
 
 LuMMis, C. F., Spanish Pioneers. Chicago, McClurg, 1893, $1.50. 
 
 McCall, S. W., Thaddeus Stevens. 1899.1 
 
 MacDonald, William, editor, Select Charters and Other Docu- 
 ments Illustrative of American History, 1 606-1 775, with notes. 
 N.Y., Macmillan, 1899, $2 net. 
 
 , Select Documents Illustrative of the History of the United 
 
 States, 1776-1861, with notes. N.Y., Macmillan, 1898, $2.25. 
 
 , Select Statutes, etc., 1861-1898. N.Y., Macmillan, 1903, 
 
 $2. 
 
 McLaughlin, A. C, History of the American Nation. N.Y., Ap- 
 pleton, 1899, $1.40 net. 
 
 , Teaching of American History, with selected references, de- 
 signed to accompany the above. N.Y., Appleton, 1899. 
 
 , Lewis Cass. 1 891.1 
 
 Maclay, E. S., History of the United States Navy, 1 775-1901. 
 N.Y., Appleton, 1894; revised and enlarged edition, 1898-1901, 
 3 vols., $9. 
 
286 American History 
 
 McMaster, J. B., History of the United States from the Revolution 
 to the Civil War, 5 vols, already published, extending to 1830. 
 N.Y., Appleton, 1884-1900, $2.50 per vol. (To be 7 vols.) 
 Magruder, a. B.j John Marshall. 1885.1 
 Markham, C. R., Life of Christopher Columbus. London, Philip, 
 
 1892. 4^". 6d. 
 Morse, Jr., J. T., Abraham Lincoln, 2 vols. 1893. 
 
 , Benjamin Franklin. 1889.^ 
 
 , John Adams. 1885. ^ 
 
 , Thomas Jefferson. 1883.1 
 
 Ogg, F. a., The Opening of the Mississippi. N.Y., Macmillan, 
 
 1904. $2. 
 Old South Leaflets, Edwin D. Mead, editor. Boston, Directors 
 of the Old South Work, Old South Meeting House. 142 num- 
 bers published to April, 1904, 5 cents each, $4 per hundred. 
 Osgood, H. L., The American Colonies in the Seventeenth Century. 
 N.Y., Macmillan, 3 vols. 2 vols, already published, 1904. $5. 
 Parkman, Francis, Historical Works, 12 vols. Boston, Little, 
 
 Brown, 1898. Popular edition, $1.50 per vol. 
 , New Library edition, illustrated, 12 vols., $2 per vol. The fol- 
 lowing is the historical order of the volumes. (The first nine 
 volumes form the series called " France and England in North 
 America.") 
 
 Pioneers of France in the New World. 
 
 Jesuits in North America. 
 
 La Salle and the Discovery of the Great West. 
 
 The Old Regime in Canada under Louis XIV. 
 
 Count Frontenac and New France under Louis XIV. 
 
 A Half Century of Conflict, 2 vols. 
 
 Montcalm and Wolfe, 2 vols. 
 
 The Conspiracy of Pontiac, 2 vols. 
 
 , (The Oregon Trail does not form a part of the historical series.) 
 
 , Struggle for a Continent, edited from the writings of Park- 
 man by Pelham Edgar. Boston, Little, Brown, 1902, $1.50. 
 Pellew, Geo., John Jay. 1890.1 
 
 Rhodes, J. F., History of the United States, from the Compromise 
 of 1850, 4 vols, so far published (extending to 1864). Vol. V, 
 
Large School Library 287 
 
 announced. N.Y., Harper, 1893-1899. Macmillan, $2.50 per 
 vol. 
 
 Roosevelt, Theodore, Thomas Hart Benton. 1887.1 
 
 , Naval War of 1812. N.Y., Putnam, 1882, $2.50. 
 
 , Winning of the West, 4 vols. N.Y., Putnam, 1889-1896, $10. 
 
 Ropes, John C, Story of the Civil War. N.Y., Putnam, 1894- 
 1898. Parti, $1.50. Part H, with maps, $2.50. (Left unfin- 
 ished by the author at his death.) 
 
 Roscher, Wm., The Spanish Colonial System. Translation edited 
 by E. G. Bourne. N.Y., Holt, 1904, 50 cents. 
 
 Schouler, James, History of the United States of America under 
 the Constitution [1783-1865], 6 vols., 1880-1899. Revised edi- 
 tion. N.Y., Dodd, 1899, $13.50. 
 
 Schurz, Carl, Henry Clay, 2 vols. 1887.1 
 
 Schwab, J. C, The Confederate States of America, 1861-1865: 
 A Financial and Industrial History of the South during the 
 Civil War. N.Y., Scribner, 1901, $2.50 net. 
 
 Seeley, J. R., Expansion of England. London, Macmillan, 1883. 
 Boston, Roberts; also Little, Brown, $1.75. 
 
 Semple, E. C, American History and its Geographic Conditions. 
 Boston, Houghton & Mifflin, 1903, $3 net. 
 
 Sharpless, Isaac, History of Quaker Government in Pennsylvania, 
 2 vols., Philadelphia, Leach, 1898-99, $3. Vol. I originally 
 published with the title A Quaker Experiment in Government, 
 Philadelphia, Ferris, 1898, $1.50. 
 
 Sherman. Gen. Wm. T., Memoirs by Himself, 2 vols. N.Y., Apple- 
 ton, 1875. Revised editon with appendix, N.Y., Webster, 1896, 
 Appleton, 2 vols., $5. 
 
 Sloane, W. M., The French War and the Revolution. 1893.^ 
 
 Smith, Goldwin, The United States : An Outline of Political His- 
 tory, T492-1871. N.Y., Macmillan, 1893, $2. 
 
 Sparks, E. E., Expansion of the American People. Chicago, Scott, 
 Foresman, 1900, $2. 
 
 , Men Who Made the Nation, an Outline of United States His- 
 tory, 1760-1865. N.Y., Macmillan, 1900, $2. 
 
 Stanwood, Edward, History of the Presidency. Boston, Hough- 
 ton & Mifflin, 1898, $2.50. This is an enlarged and rewritten 
 
288 American History 
 
 edition of the author's History of Presidential Elections (Bos- 
 ton, 1884) extended to 1896. 
 
 Steffens, Lincoln, The Shame of the Cities. N.Y., McClure, 
 1904, $1.20 net. (Articles reprinted from McClure's Maga- 
 zine.) 
 
 Stevens, J. A., Albert Gallatin. 1884.1 
 
 Storey, Moorfield, Charles Sumner. 1900. ^ 
 
 Sumner, W. G., Andrew Jackson. 1882. Revised edition, 1898.1 
 
 Taussig, F. W., Tariff History of the United States. N.Y., Put- 
 nam, 1888; 4th edition revised, 1898, $1.25. 
 
 Thwaites, R. G., The Colonies, 1492-1750. N.Y., Longmans, 
 1891. Revised edition, 1897, $1.25.^ 
 
 Trevelyan, G. O., American Revolution. N.Y., Longmans, 1899. 
 Part I, I vol. Part II, 2 vols. Three volumes published to 
 1903 (covering period to about 1777). 
 
 Tyler, L. G., England in America. 1904."* 
 
 Tyler, M. C, Patrick Henry. 1887.1 
 
 Van Tyne, C. H., Loyalists in the American Revolution. N.Y., 
 Macmillan, 1902, $1.40. 
 
 Walker, F. A., Making of the Nation, 1783-18 17. 1895, $i.25."2 
 
 Weeden, W. B., Economic and Social History of New England, 
 1620-1789, 2 vols. Boston, Houghton & Mifflin, 1890, $4.50. 
 
 Wilson. Henry, History of the Rise and Fall of the Slave Power 
 in America, 3 vols. Boston, 1872-1877, Houghton & Mif- 
 flin, $9. 
 
 Wilson, Woodrow, Congressional Government. Boston, Hough- 
 ton & Mifflin, 1885, $1.25. 
 
 , Division and Reunion, 1 829-1 889. 1893.^ 
 
 , History of the American People, 5 vols. N.Y., Harper, 1902, 
 
 $17.50. (Illustrated.) 
 
 WiNSOR, Justin, Christopher Columbus, and how he received and 
 imparted the Spirit of Discovery. Boston, Houghton & Mifflin, 
 1891, $4. 
 
 WiNSOR, J., editor^ Narrative and Critical History of America, 8 vols. 
 Boston, Houghton & Mifflin, 1 886-1 889, $44 net. 
 
 , Reader's Handbook of the American Revolution, 1 761 -1783. 
 
 Boston, Houghton & Mifflin, 1880, $1.25. 
 
Large School Library 289 
 
 WiNTHROP, John, History of New England, 1630- 1649, ^o'"" his 
 original Mss., with notes by James Savage, 2 vols. Boston, 
 1 825-1 826. New edition, 2 vols. Little, Brown, 1853. 
 
 1 American Statesmen Series. Edited by John T. Morse, Jr. Boston, 
 Houghton & Mifflin, $1.25 per vol. There is a revised Standard Library edi- 
 tion, 1898-1900, 32 vols., with valuable index volume. " The most important 
 changes in the new edition are in the volumes on Monroe, Jackson, Cass, 
 and Seward" (W. MacDonald, in American Historical Review, July, 1902.) 
 
 2 American History Series. N.Y., Scribner. 
 
 3 Epochs of American History. N.Y., Longmans, $1.25 per vol. 
 
 . 4 The American Nation Series to be in 25 vols. Edited by A. B. Hart. 
 N.Y., American Book Co. The 5 vols, cited in this list are those already in 
 press, Aug., 1904. 
 
290 
 
 American History 
 
 aw 
 
 GENERAL SURVEY OF THE FIELD 
 AMERICAN HISTORY, 1492-1904 
 
 in 
 c X 
 
 gw 
 
 
 I. 
 
 I. 
 
 Land and resources. 
 
 2 
 
 
 Discovery 
 
 
 Discovery of America. 
 
 2 
 
 7 
 
 and Exploration 
 
 3- 
 
 Exploration and early settlement 
 
 
 
 before 1607. 
 
 I 
 4- 
 
 before Jamestown, 1492- 1607. 
 Virginia, 1 607-1 760, a typical 
 
 3 
 
 
 II. 
 
 
 Southern colony. 
 
 3 
 
 
 Southern 
 
 5- 
 
 Maryland, a typical proprietary 
 
 
 5 
 
 Colonies, 
 
 
 colony. 
 
 I 
 
 
 I 607- I 760. 
 
 6. 
 
 Carolinas and Georgia, the 
 
 
 
 
 . 
 
 Southern frontier colonies. 
 
 I 
 
 
 
 ' 7. 
 
 Beginnings of colonization of 
 New England. 
 
 2 
 
 10 
 
 III. 
 
 New England, 
 1620-1760. 
 
 8. 
 9- 
 
 Early Massachusetts, a typical 
 New England colony, 1629- 
 1650. 
 
 New England, 1636- 1760, typical 
 development of American In- 
 
 2 
 
 
 
 
 stitutions. 
 
 6 
 
 
 IV. 
 
 Middle Colonies, n 
 I 609- I 7 60 
 
 ' 10. 
 
 Dutch and English in New York. 
 
 2 
 
 5 
 
 II. 
 
 Pennsylvania, "A Quaker Experi- 
 ment in Government"; New 
 Jersey and Delaware. 
 
 3 
 
Genera] Survey of the Field 291 
 
 
 10 
 
 GENERAL SURVEY OF THE FIELD — Continued 
 AMERICAN HISTORY, 1492-1904 
 
 V. 
 
 Colonies 
 in the 
 Eighteenth 
 Century, to 1760. 
 
 (12. 
 13- 
 
 14. 
 
 VI. 
 
 Union and ! ■'' 
 
 Independence, 1 
 
 ^ o I 10. 
 
 1760-1783. [ 
 
 VII. r 
 
 I 
 
 Critical Period, \ 17. 
 1783-1789. [ 
 
 VIII. r 
 
 Federalist 
 
 Supremacy, 
 
 1789-1801. 
 
 IX. 
 
 Jeffersonian 
 
 Republicans, 
 
 1801-1817. 
 
 18. 
 19. 
 20. 
 
 21. 
 
 '>2 
 I 
 
 123- 
 
 (24. 
 25. 
 
 X. 26. 
 
 Reorganization, <j 
 1817-1829. 27. 
 
 Political and economic develop- 
 ment, 1 700-1 750. 
 
 Struggle between France and 
 England for North America, 
 1 689- 1 763. 
 
 The colonies in 1760; political, 
 social, and economic condi- 
 tions ; comparisons 
 
 Causes of the Revolution, 1760- 
 
 1774. 
 The Revolution, 1 775-1783. 
 
 Confederation and Constitution. 
 
 Organization of the government. 
 Foreign relations, 1 793-1 800. 
 Fall of the Federalists. 
 
 Domestic policy of the Republi- 
 cans. 
 
 Expansion. 
 
 Struggle for neutral rights. 
 
 Economic reorganization. 
 
 Westward migration and internal 
 improvements. 
 
 Slavery and the Missouri Com- 
 promise. 
 
 Monroe Doctrine and Panama 
 Congress. 
 
 Political reorganization and 
 triumph of Jackson. 
 
 ?5w 
 
 C o 
 
292 
 
 American History 
 
 11 GENERAL SURVEY OF THE ¥IY.I.T> — Continued ° ^" 
 
 4-> 0) 
 
 S M 
 
 
 AMERICAN HISTORY, 1492-1904 
 
 Pi!?; 
 
 
 XI. 
 
 29. 
 
 30- 
 
 Nullification in South Carolina. 
 
 2 
 
 
 National 
 
 Overthrow of the United States 
 
 
 6 
 
 Democracy, 
 
 
 Bank ; financial questions. 
 
 2 
 
 
 1 829- 1 844. 
 
 ,31- 
 
 Antislavery agitation, 1 831-1838. 
 
 2 
 
 
 XII. 
 
 ^32. 
 
 Annexation of Texas, and the 
 
 
 
 Slavery in the 
 
 Mexican War. 
 
 2 
 
 9 
 
 Territories, 
 
 33- 
 
 Struggle over slavery in the ter- 
 
 
 
 1 844-1 860. 
 
 . 
 
 ritories. 
 
 7 
 
 8 
 
 XIII. 
 Secession and 
 Civil War, 
 I 860-1 865. 
 
 '34. 
 
 Secession of the Southern 
 
 States. 
 The Civil War, 1 861 -1865. 
 
 
 8 
 
 
 
 r36. 
 
 Reconstruction, the New South, 
 and the race problem. 
 
 3 
 
 
 
 2,7' 
 
 Political problems : civil service, 
 
 
 
 XIV. 
 
 
 foreign relations, municipal 
 
 
 
 Problems of 
 
 
 government. 
 
 2 
 
 9 
 
 Peace, 
 
 38. 
 
 Economic problems : currency, 
 
 
 1865-1904. 
 
 
 tariff, trusts, labor, transporta- 
 
 
 
 
 
 tion. 
 
 3 
 
 
 
 39- 
 
 Summary and Review of Ameri- 
 
 
 
 
 ^ 
 
 can History. 
 
 I 
 
Outline of American History 293 
 
 OUTLINE OF AMERICAN HISTORY 
 
 I. Discovery and Explorations before 1607. 
 
 I. The Land and its Resources. 
 
 a. Physical features. 
 
 b. Efifect of this environment. 
 
 c. AvailabiHty of land of United States for building a 
 
 nation. 
 References : 
 
 Brief Accounts : Fisher, Colonial Era, 1-4. 
 
 Thwaites, Colonies, 2-7. 
 
 Doyle, English Colonies in America, I ('• Virginia/' 
 etc.), 5-8. 
 
 Channing, U.S.A., 1765-1865, 5-8. 
 
 Longer Accounts : Channing, Students' History of the 
 United States, 1-18. Farrand, Basis of Amer. History. 
 
 Bryce, American Commonwealth, abridged edition, 
 Ch. 58. Brigham, Geographic Influences in American 
 History. 
 
 Article by Shaler in Winsor, America, IV, i-xxx. 
 
 Whitney, article "The United States," in Encyclopaedia 
 Britannica, 9th edition ; also Whitney, United States. 
 Semple, Am. Hist, and its Geographic Conditions. 
 Maps : 
 
 In text-books, e.g.: Channing, Students' History. 
 Johnston, High School History. McLaughlin, History 
 of the American Nation . Fisher, Colonial Era. Thwaites, 
 Colonies (also same map in Hart, Epoch Maps). Frye, 
 Geography, relief maps, 32, 34, 35. U. S. Geological 
 Survey map. 
 Map Work: 
 
 Indicate on outline map the most important physical 
 features. 
 Remark : 
 
 At the beginning of this course the pupil is cautioned 
 that he is not expected to read all the references given. 
 
294 American History 
 
 They are given to afford some choice, so that a pupil 
 may use the reference or references that are most 
 interesting and useful ; also in order that on any special 
 topic he may find as much as possible, if he desires to 
 look it up, or has it especially assigned to him. 
 2. Discovery of America. 
 
 How and why it came then. Results and their impor- 
 tance. 
 
 a. Why the Norse discoveries were in no sense a true dis- 
 
 covery of America. Fiske, Discovery of America, I, 
 253-260. 
 
 b. European conditions at close of 15th century leading to 
 
 discovery. Fiske, Discovery of America, I, Ch. iii, 
 especially pp. 272-294. 
 
 c. Columbus : his early career and how it trained him for 
 
 discovery ; ideas, attempts. Pick out facts from 
 Irving, Columbus ; or Fiske, Discovery of America, 
 or Higginson. 
 
 d. The discovery. Hart, Contemporaries, I, Nos. 17 and 
 
 19, interesting extracts from Columbus's own ac- 
 counts ; Old South Leaflets, No. 29, from the life 
 of Columbus by his son. 
 
 e. Columbus's character and place in history. Compare 
 
 accounts in Fiske, Discovery, and Winsor, Columbus ; 
 or use Irving, Columbus. 
 f. Conclusion : the importance of the discovery ; its effect 
 on commerce, colonies, wars, diplomacy, industrial 
 life. Interesting suggestions in Seeley, Expansion 
 of England, Chs. v, vi. 
 Additional Topic : 
 
 The naming of America. Winsor, America. Fiske, 
 Discovery of America. Bourne, Spain in America, Ch. vii. 
 Refer e7ices : 
 
 Brief Accounts : Fisher, Colonial Era, Ch. iii. 
 Higginson, Larger History, Ch. iii. 
 Longer Accounts : Fiske, Discovery of America(brilliant 
 and interesting ; read especially in Chs. iii and v of Vol. I). 
 
Outline of American History 295 
 
 Cheyney, European Background of Amer. Hist., i-v. 
 Higginson, Explorers. Thacher, Columbus. 
 Irving, Columbus. Markham, Columbus. 
 Bryant and Gay, Popular History, I, 92-100. 
 Winsor in his America, II, 1-23; and his Columbus 
 (very critical). Bourne, Spain in America, Chs. i-iv, vii. 
 Stimulating picture in LowelPs poem, Columbus. 
 Sources : Interesting material in Hart, Contempora- 
 ries, I, Nos. 17 and 19. 
 
 American History Leaflets, No. i. 
 Old South Leaflets, Nos. 29 and 33. 
 Special Map Work : 
 
 On an outline map, trace Columbus's first voyage, 
 indicating dates v^^hen points were reached. 
 Explorations and Early Settlements, before James- 
 town, I 492- I 607. 
 a. Spanish : objects ; regions ; reasons for failure. 
 d. French : objects ; regions ; reasons for failure. 
 c. English : objects ; regions ; reasons for failure. 
 Additional Topics : 
 
 A. Character of Spanish rule. Read Fiske, Discovery 
 of America, I, 554-567 ; or Thwaites, Colonies, 42-43, 
 47-48; or Doyle, English Colonies (''Virginia"), I, 76- 
 82. Favorable, Lummis, Spanish Pioneers. 
 
 B. The contest between the Huguenot and Spanish 
 colonies in Florida. Read the thrilling account in 
 Chs. vii-x of Parkman's brilliant Pioneers of France. 
 Who eventually reaped the real fruits of the rivalry? 
 
 C. Spanish motives and policy : Columbus's thirst 
 for gold. Hart, Contemporaries, I, No. 19. Cortez's 
 capture of Montezuma, do., No. 21. Pizarro's conquest 
 of Peru (told by his brother), do.. No. 22. Coronado's 
 march. Hart, Source Book, No. 3 (or longer accounts in 
 American History Leaflets, No. 13, or Old South Leaflets, 
 No. 20). Roscher, 2-10. 
 
 D. The Elizabethan Seamen ; their character and 
 work. Interesting accounts in either Higginson, Larger 
 
296 American History 
 
 History, 84-107, or in his " Explorers," or in Fiske, 
 Old Virginia, I, 15-33. The interesting story of 
 Drake''s voyage around the world, by one of his 
 company, is in Hart, Contemporaries, I, No. 30; 
 briefer. Hart, Source Book, No. 4. 
 E. The Spanish Armada, and Spain's loss of sea 
 power. Fiske, Old Virginia, I, 33-40, or Green's Short 
 History of England, 417-420, or any good account in an 
 English History, e.g. Gardiner, II, 458-464, or Creighton, 
 Age of Elizabeth, 1 81-186, or Earned, 322-328. Why is 
 this event important in American history? 
 General References : 
 
 Brief Accounts : Thwaites, Colonies, Ch. ii. 
 Fisher, Colonial Era, Ch. iii. 
 
 Longer Accounts : Higginson, Larger History, Chs. ii-v. 
 Bryant and Gay, I, Chs. vii-x. 
 
 Bancroft, History, I, Chs. i-v. Tyler, England in 
 America. 
 
 Doyle, English Colonies in America, I ("Virginia"), 
 Chs. iv-v, 101-104. Bourne, Spain in America, Chs. 
 ix-xv. 
 
 Fiske, Discovery of America (Spanish). 
 Parkman, Pioneers of France in the New World. 
 Fiske, Old Virginia and Her Neighbors, Ch. i (Eng- 
 lish), 1-55. Lummis, Spanish Pioneers. 
 
 Winsor, America, II, Chs. iv, v, vii ; III, Chs. ii. iv; 
 IV, Ch. ii. Roscher, Spanish Colonial System. 
 
 Sources: Hart, Contemporaries, I, Chs. iii-v ; espe- 
 cially Nos. 19, 21, 22, 30, 31, 33, 36. 
 Hart, Source Book, Nos. 3, 4. 
 American History Leaflets, No. 13. , 
 Old South Leaflets, Nos. 20, 33, 35. 
 Map IVork : 
 
 a. (For all.) The regions discovered or explored by 
 
 each nation to be pointed out on map. 
 
 b. (Special.) On outline map of world, represent voy- 
 
 ages of Columbus, Cabots, Vasco da Gama, Magellan, 
 
Outline of American History 297 
 
 Verrazano, Drake, with dates, and in colors {e.g. 
 Spanish, yellow; English, red; French, blue). At- 
 lases : Gardner, Eng. Hist. Atlas, No. 25, Putzger, 
 Droysen, etc. Frye, Geography, Plate X. Bryce, 
 Comprehensive Atlas, No. 76. See also text-books. 
 
 c. On outline map of United States, show in colors (as 
 
 above) the explorations or settlements of Spanish 
 (De Leon, Cortes, Pizarro, De Vaca, Coronado, De 
 Soto, and at St. Augustine) ; French (Cartier, 
 Huguenot colonies, Acadia) ; English (Raleigh col- 
 onies). Atlases as above. 
 
 d. Map of world showing Spanish possessions after seiz- 
 
 ure of Portugal (1580), Coman and Kendall, Eng- 
 lish History, 258. 
 II. Southern Colonies, 1607-1760. 
 
 4. Virginia, a Typical Southern Colony. 
 
 a. New motives and methods of colonization in 17th cen- 
 
 tury ; very brief in Thwaites, Colonies, 65-66, or 
 Fisher, Colonial Era, 31-32. Fuller and more sug- 
 gestive accounts in McLaughlin, American Nation, 
 33-36, or Doyle, English Colonies, I ("Virginia"), 
 101-104, 108-109. 
 
 b. Reasons for early failures in Virginia, 1607- 16 19. 
 
 Sources : Hart, Contemporaries, I, No. 61 (cTiaracter 
 colonists). Smith's " Rude Answer," quoted in Fiske, 
 Old Virginia, I, 125-128 (Smith's works, ed. Arber, 
 442-445). Smith's "True Relation," American His- 
 tory Leaflets, No. 27 (especially 4-60). 
 
 Brief Account: Fisher, Colonies, 32-42. 
 
 Longer Accounts : Eggleston, Beginners of a Nation, 
 in Ch. i-iii (especially 27 and following, 59 and follow- 
 ing, 74-84 — a charming book). Fiske's interesting Old 
 Virginia and Her Neighbors, I, iii-v (especially 120- 
 128, 142, 146, 149-160, 166, etc.). Doyle, Colonies, I, 
 109-156. Tyler, England in America, Ch. iv. 
 
 c. Reasons for greater success, 161 9-1 624, under leader- 
 
 ship of Sandys and Southampton, and party opposed 
 
298 American History 
 
 to absolutism. Good account in Eggleston, Begin- 
 ners of a Nation, Ch. ii (especially 53-59, 86-89). 
 Fiske, Old Virginia, I, 184-190 ; II, 243-246. Doyle, 
 English Colonies, I ("Virginia''), 156-162, 167. 
 Winsor, America, III, 142-145, Gay, Bryant's Popu- 
 lar History, I, 305-307. Tyler, Ch. v. 
 Sources : Hart, Contemporaries, Vol. I, No. 65 (As- 
 sembly, 1 61 9). MacDonald, Charters, No. 6 (Ordi- 
 nance of 1 621) ; same in Preston, Documents, 32. 
 
 d. Labor question : early troubles ; indented white ser- 
 vants and negro slaves. Eggleston, Beginners, in 
 Chs. ii-iii. Fiske, Old Virginia, II, 176-203. 
 
 Sources : Hart, Contemporaries, in Nos. 70. 86, 87 
 (especially 239-240, 301, 303-304). Source Book, No. 
 35, (For most detailed information, consult Bruce, 
 Economic History of Virginia in 17th Century, in Chs. 
 iv and ix, or use index.) 
 
 e. Development of representative government and spirit 
 of independence, after annulling of charter, 1624. 
 
 (i) Self-government during Puritan supremacy in 
 
 England. 
 
 Sources : Hart, Contemporaries, No. 69 (articles 
 agreed on). Read also Doyle, English Colonies, I 
 i^\ Virginia "), 223. 
 
 (2) Bacon's Rebellion, causes, changes proposed, 
 results. Fiske, Old Virginia, II, 95-107 (shows sig- 
 nificance). Full account in Doyle, Colonies, I 
 ("Virginia"), ix (especially 247-253). 
 
 Source : Hart, Contemporaries, I, No. 71 (hostile 
 to Bacon). 
 
 (3) Quarrels between assemblies and governors ; 
 the subjects, the significance. Thwaites, Colonies, 
 75, 271-273. Lodge, Colonies, in Ch. i {e.g. 15, 19-20, 
 25-30, etc.). 
 
 f. Pictures of Virginia : 
 
 (i) In 1624; Fiske, Old Virginia, I, Ch. vii, espe- 
 cially 223-231, 246-250. 
 
Outline of American History 299 
 
 (2) In 1649; Fiske, Old Virginia, II, 1-5; compare 
 Hart, Source Book, No. 34. 
 
 (3) In 167 1 ; Governor Berkeley's official report in 
 Hart, Contemporaries, I, No. 70. 
 
 g. For all pupils. Government of Virginia, a typical royal 
 colony. Fiske, Civil Government, S7~^7-^ I45> 146, 
 155 (or equivalent). Fiske, Old Virginia. II, 36-44 
 (a reprint, with a few verbal changes, of his Civil 
 Government, 60-67). Fuller details can be found in 
 Fiske, Old Virginia, I, 185-188, 226-228, 243-250 
 (Assembly); 237-243 (relation to crown). Lodge, 
 Colonies, 44-50, 58, 59. 
 Map Work: 
 
 a. Physical features. 
 
 b. Counties, with dates, illustrating westward movement. 
 
 (Fiske, Virginia, II, frontispiece.) 
 Additional Topics: ' 
 
 A. John Smith as adventurer, governor, and histo- 
 rian. Read his "-True Relation," American History 
 Leaflets, No. 27. On his credibility, Winsor, America, 
 III, 161, and note 4; or Charles Dean, Introduction to 
 ed. '' True Relation " ; or Eggleston, Beginners, 61-63 ; 
 unfavorable. Fiske, Old Virginia, I, 102-112; or in 
 Atlantic Monthly, 1891 ; favorable. 
 
 B. Education, including William and Mary College. 
 Governor Berkeley's ideas. Hart, Contemporaries, I, 241. 
 Fiske, Old Virginia, I, 231-236 ; II, 1 16-130 (Rules, etc., 
 124-127). 
 
 C. Political and economic effects of cultivation of 
 tobacco. Fiske, Old Virginia, I, 176, 231, 242, 243; II, 
 III, 174, 176, 210; or consult index to Doyle, Virginia 
 (especially see 192, 193), or to Bruce, Economic History 
 of Virginia in 17th Century. 
 
 D. "The Coming of the Cavaliers." Fiske, Old 
 Virginia, II, x, especially 6-29. 
 
 E. "Westward Growth of Old Virginia," and settle- 
 ment of the Shenandoah Valley. Fiske, Old Virginia, 
 II, 383-400, and consult map opposite title page. 
 
300 American History 
 
 F. Virginia life in i8th Century. Lodge, Colonies, 
 Ch. ii ; or Fiske, Old Virginia, II, xiv. 
 Maryland. 
 
 a. {Vox all.) Government of Maryland, a typical proprie- 
 
 tary colony. Fiske, Civil Government, 150, 151 ; or 
 equivalent, e.g. Winsor, America, III, 520-522; or 
 Fiske, Old Virginia, I, 269, 270 ; or Lodge, Colonies, 
 113, 114. 
 
 The following may be used for additional informa- 
 tion or special reports as desired : 
 
 Sources: MacDonald, Charters, No. 13 (Balti- 
 more's charter). Accounts of how the provisions of 
 charter were carried out, in Fiske, Old Virginia, I, 
 281-285, or in Lodge, Colonies, 114-116. 
 
 b. Development of representative government in Maryland. 
 
 Brief Accounts : Fiske, Old Virginia, I, 283-285 ; 
 alternate references, Thwaites, Colonies, 83, 84, or 
 Fisher, Colonies, 67-68. 
 
 Longer Account : Doyle, "Virginia,''' 285, 286-291. 
 (Compare with establishment of representation in 
 Virginia.) 
 
 c. Religious toleration in Maryland. 
 
 (i) Provision of charter and desire of Lord Balti- 
 more. Read Fisher, Colonies, 64-65 ; or Fiske, Old 
 Virginia, I, 270-272 (or more full and interesting ac- 
 count in Eggleston, Beginners, 234-241), and 247-248 
 in Hart, Contemporaries, Vol. I. 
 
 (2) The Toleration Act of 1649. Read the act in 
 Hart, Contemporaries, I, No. 84, and notice in what 
 ways it did not give complete toleration. (See com- 
 ments in Doyle, " Virginia,'" 305 ; or Eggleston, 
 Beginners, 256-257). Fiske, Old Virginia, I, 309- 
 311, quotes pertinent sections and comments on 
 them. 
 
 (3) What is said about religion and religious free- 
 dom in the Constitution of the LTnited States, and 
 in the constitution of your own state? Compare 
 
Outline of American History 301 
 
 with the provisions of the " Toleration Act " 
 of 1649. (Constitution of the United States is 
 in many text-books on History or Civil Govern- 
 ment; in American History Leaflets, No. 8; Old 
 South Leaflets, No. i ; MacDonald Documents, 
 No. 5, etc.) 
 
 d. " Some characteristics of Maryland." 
 
 Very brief in Fisher, Colonial Era, 74-75 ; better in 
 Fiske, Old Virginia, II, 267-269. Comparison with 
 Virginia, Lodge, Colonies, Ch. iv, especially 112, 115, 
 117, 125, 131. 
 
 Source : Hart, Contemporaries, I, No. 76, " A 
 Character of the Province of Maryland, 1666," enter- 
 taining, though overdrawn. 
 Carolinas and Georgia, the Southern Frontier 
 
 Colonies. 
 
 a. Independent spirit in the Carolinas. Fiske, Old Vir- 
 ginia, II, 283, 286-287, 292, 294, 297, 307-308; or 
 the less complete account in Fisher, Colonial Era, 
 79, 81, 294, 295, 298-299; or Lodge, Colonies, Chs. 
 V, vii. 
 
 d. The frontier life of North Carolina. Fiske, Old Vir- 
 ginia, etc., II, 270-271, 309-322, 332-333 ; or in Lodge, 
 Colonies, Ch. vi. How did North Carolina differ from 
 Virginia in its life and the character of its settlers? 
 
 c. Life in South Carolina. Fiske, Old Virginia, II, 308- 
 
 309, 322-333; or in Lodge, Colonies, Ch. viii. How 
 did South Carolina diff"er from Virginia in its life and 
 the character of its settlers? how from North Carolina 
 in these respects? 
 
 d. Georgia : its twofold object ; its services ; its character- 
 
 istics. Fiske, Old Virginia, II, 333-336; or Lodge, 
 Colonies, in Chs. ix and x, especially pp. 189, 191- 
 194, 203-204. 
 Additional Topic: 
 
 A. Puritans in the Southern Colonies. Fiske, Old 
 Virginia, etc., II, 336-337; in Virginia, I, 301-302; II, 
 
302 American History 
 
 17 ; in Maryland, I, 31 1-318 ; II, 150 ; in South Carolina, 
 II, 322-323. 
 General References : 
 
 Brief Accounts : Thwaites, Colonies, 89-95 5 o^ Fisher, 
 Colonial Era, Chs. vi, xix, xx. 
 
 Longer Accounts : Fiske, Old Virginia and her Neigh- 
 bors, Ch. XV. Lodge, Colonies, Chs. v, vi, vii, viii, ix. 
 ^- Bryant and Gay, II, xii, xv ; III, iv, vi. 
 
 111. New England (1620-1760). 
 
 7,' Beginnings of Colonization of New England. Char- 
 acter AND Aims of Puritans, Pilgrims, and Plym- 
 outh Colony. 
 
 a. Origin and aims of English Puritans (before 1608) ; 
 special ideas of the Separatists. Treatment of the 
 Puritans by Elizabeth and James I. How the Sepa- 
 ratists around Scrooby became Pilgrims. Why the 
 Pilgrims left Holland (selections from Bradford's His- 
 tory in American History Leaflets, No. 29, or Hart, 
 Contemporaries, I, No. 97). Mayflower Compact. 
 Landing and settling at Plymouth. Early govern- 
 ment and life. 
 References : 
 
 Brief Accounts : Fisher, Colonial Era, 85-99 (clear 
 and useful). Thwaites, Colonies, 11 3- 124. 
 
 Longer Accounts : Fiske, Beginnings of New England, 
 Ch. ii, gives an interesting discussion of the rise of Puri- 
 tanism and the significance of the Pilgrim settlement. 
 Eggleston, Beginners of a Nation, 98, and following. 
 Doyle, Puritan Colonies, I, ii (especially 13-15 and 
 27-74) gives a very careful account. William Bradford, 
 for twenty-nine years a governor of the colony, gives a 
 charming picture of Pilgrim character and acts in his 
 History of "Plimouth Plantation." Interesting extracts 
 are given in Hart, Contemporaries, I, Nos. 49 and 97- 
 100, and also in American History Leaflets, No. 29. 
 An edition of Bradford's History, with facsimiles of 
 several pages of his manuscript, a picture of the book, 
 
Outline of American History 303 
 
 and the story of the return of the manuscript from Eng- 
 land to Massachusetts in 1897, was published, and is 
 sold by the State of Massachusetts at $1,00. 
 
 [Note. — Alternate references (or additional information if desired) : 
 Winsor, America, III, Ch. viii (illustrated) ; Bryant and Gay, I, Chs. xiv, 
 XV ; Bancroft, I, 182-214; Bancroft, Part I, Ch. xii. Still further refer- 
 ences to special works and "Sources" in Channing and Hart, Guide, 
 sections 111-112. See also below. General Refei-eitces, end of section 9.] 
 
 ^ Early Massachusetts. 
 
 A typical New England colony, 1 624-1 650. Objects 
 (religious, political, economic). Character of government 
 and life. 
 
 a. Causes and character of the Puritan exodus to Massa- 
 
 chusetts in 1630. Fisher, Colonial Era, 100-102, 
 108-110. Fiske, Beginnings of New England, 97- 
 loi, 140-148. Eggleston, Beginners of a Nation, 
 191-205. Winthrop's "Conclusions for the Planta- 
 tion in New England'' (Old South Leaflets, No. 50). 
 (Read at least one.) 
 
 b. Founding of Massachusetts : charter, how obtained, 
 
 provisions ; Cambridge agreement, transfer ; settle- 
 ment of Boston and adjoining towns. Charter in Old 
 South Leaflets, No. 7, or MacDonald's Charters, No. 
 8. Excellent account in either Fiske, New England, 
 93-97, 101-104; or Fisher, Colonial Era, 102-103, 
 1 08- 1 12; or Eggleston, Beginners of a Nation, 
 205-212. 
 
 c. Rise of representative government in Massachusetts, 
 
 1631-1650. Read Hart, Contemporaries, I, No. 107 
 (extract from Winthrop). See also Fiske, New 
 England, 105-108. Longer in Doyle, Puritan Col- 
 onies, L 103-111, 253-256. 
 
 d. The threefold danger, 1 634-1 636. Fiske, New England, 
 
 111-123 (interesting and suggestive). 
 
 e. Local government in Massachusetts, its origin and 
 
 form, town-meeting, and selectmen. Fiske, Civil 
 
304 American History 
 
 Government, Ch. ii. Doyle, Puritan Colonies, II, 7- 
 17, 25. Channing, Town and County Government, 
 in Johns Hopkins University Studies, II, No. 10. 
 Mass. Hist. Soc. Proceedings, Second Series, VII 
 ("Genesis of Mass. Towns''). Records of Boston 
 Town Meeting, 1729, Hart, Source Book, No. 52. 
 Of Providence, 1720-1721, Hart, Contemporaries, II, 
 No. 78. (Get and use, if possible, early records of 
 your own town.) 
 f. Education, morals, and religion in Massachusetts in 
 17th century. (May be subdivided into three topics.) 
 Doyle, Puritan Colonies, II, 66-cyj. Thwaites, Col- 
 onies, in Ch. viii. A quaint picture of the founding 
 and early regulations of Harvard College is in Hart, 
 Contemporaries, I, No. 137. Church services, in 
 Hart, Source Book, No. 29. 
 ■^ New England, i 636-1 760. 
 
 Typical development of American institutions. 
 
 Expansion (by Expulsion and Emigration). Written Con- 
 stitutions. 
 
 a. Founding of Providence and Rhode Island, 1636-1640. 
 
 Fiske, New England, 114-120 (or Fisher, 114-116, 
 123-124). Longer, Doyle, Puritan Colonies, I, 113- 
 140, 179-190. Roger Williams's account in Hart, 
 Contemporaries, I, 115. 
 
 b. Founding of Connecticut. Fiske, New England, 122- 
 
 128. Fisher, Colonial Era, 126-131. Thwaites, Col- 
 onies, 140-144. Eggleston, Beginners of a Nation, 
 315-326. Describe the provisions of the first popu- 
 lar written constitution, " The Fundamental Orders 
 of Connecticut," 1 638-1 639, from the text in Hart, 
 Contemporaries, I, No. 120, or in MacDonald, Char- 
 ters, No. 14, or Old South Leaflets, No. 8. 
 
 c. Foundinof of New Haven : aims of founders, difference 
 
 between their government and that of Connecticut, 
 the blue laws. Fiske, New England, 134-137 ; or 
 
Outline of American History 305 
 
 Fisher, Colonial Era, 129-130 ; or Thvvaites, Colonies, 
 144-146. Longer: Doyle, Puritan Colonies, 1, 190- 
 200. "True Blue Laws ^' of 1675 ^^ Hart, Contem- 
 poraries, I, No. 144. The Fundamental Articles of 
 New Haven may be found in MacDonald, Charters, 
 No. 16. 
 d. The Northern settlements, later, New Hampshire and 
 Maine : reasons for settlements ; character ; relations 
 to Massachusetts. Thwaites, Colonies, 150-153, 173- 
 174. Longer: Doyle, Puritan Colonies, 1,201-219. 
 Hart, Contemporaries, I, Nos. 124, 125, are interest- 
 ing but somewhat prejudiced accounts of English 
 commissioners and travellers. Extract from Win- 
 throp, in Hart, Source Book, No. 21. 
 
 Federation. 
 
 <?. The New England Confederation, 1643 • articles, admin- 
 istration, services. Read and describe the Articles 
 in American History Leaflets, No. 7, or MacDonald, 
 Charters, No. 19; also the "Proceedings of the First 
 American Federation,'' in Hart, Contemporaries, I, 
 No. 1^29. A brief suggestive treatment m Fiske, 
 New England, 155-162; or read Thwaites, Colonies, 
 154-164. Longer: Bancroft, 1,289-310. Frothing- 
 ham, Rise of Republic, Ch. ii. Doyle, Puritan Colo- 
 nies, I, 220-319. 
 
 Relation with Subject Races, and with Quakers and 
 
 Witches. 
 
 /. New England treatment of the Indian in 17th century: 
 land, trade, missionary work, Pequot war. Fiske, 
 New England, 199-210 (very briefly in Thwaites, 
 Colonies, 136-137, 170-172). Bancroft, I, 382-386. 
 
 g. The effect of the Indian as neighbor and enemy on the 
 colonist. Fiske, New England, 226-229, 236-241 
 (Philip's war). An excellent brief but comprehen- 
 
306 American History 
 
 sive account in Doyle, "Virginia," iii, 10-17. Hig- 
 ginson. Larger History, 169-178. (Note power and 
 limitation of Indian as fighting man.) 
 
 h. Treatment of Quakers by Massachusetts. Fiske, New 
 England, 179-191. Bancroft, I, 312-315. Longer: 
 Doyle, Puritan Colonies, II, 98-114. Hallowell,. 
 Quaker Invasion of Massachusetts. 
 
 i. Witchcraft delusion. Thwaites, Colonies, 190-192; or 
 Fisher, Colonial Era, 220-222. Doyle, Puritan Col- 
 onies," II, 298-311. Fiske, New France and New 
 England, Ch. v. 
 
 Self-Government and Independent Spirit. 
 
 j. Overthrow of the Massachusetts charter. Fiske, New 
 England, 253-267. Longer : Doyle, Puritan Colonies, 
 I, 190-225. 
 
 k. The tyranny of Andros and the Revolution of 1689. 
 Fiske, New England, 267-278. Longer : Doyle, Puri- 
 tan Colonies, II, 230-272. 
 
 /. Independent attitude of Massachusetts toward English 
 government, 1 630-1 760. Find examples in the text- 
 book and in books referred to above (or other stand- 
 ard works, see below), e.g. in Winthrop's attitude; 
 in actions in 1634, 1636, 1643, 1661, 1664, 1689. 
 
 vt. Provincial New England, 1692-1760: contests with 
 royal governors ; paper money ; commerce ; Harvard 
 and Yale; the "Great Awakening;" literature. 
 Fisher, Colonial Era, Chs. xiii, xxi ; or Winsor, in 
 America, V, Ch. ii (very valuable) ; or in other stand- 
 ard histories (see below) ; or pick out significant 
 facts in Lodge, Colonies, 360-368, 392-395, 400-405, 
 471. ("Great Awakening," Hart, Source Book, No. 
 42 ; Fiske, New France and New England, Ch. vi.) 
 
 Self-Government — Democratic Spirit — Public Schools. 
 n. Colonial governments of New England. (For all.) 
 Fiske, Civil Government, 146-149, 154-156. Lodge, 
 Colonies, 412-418. (Local government, see 8, e.) 
 
Outline of American History 307 
 
 o. Social and economic conditions in New England in 
 1760 (including education). Lodge, Colonies, Ch. xxii. 
 Additional Topics : 
 
 A. John Winthrop : his character and his statesman- 
 ship. Twichell, John Winthrop ; or the standard life 
 by Robert C. Winthrop. Read parts of Winthrop's 
 History of New England ; or read extracts in Hart, 
 Contemporaries, I, No. 107; Old South Leaflets, Nos. 
 50, 66; Hart, Source Book, Nos. 21, 28. 
 
 B. The Body of Liberties, 1641, the first New Eng- 
 land code of laws, compared with Magna Carta. 
 American History Leaflets, No. 25, including compari- 
 son with Magna Carta by Winthrop and others. Also 
 printed text with facsimile of manuscript, in Whitmore, 
 Colonial Laws of Massachusetts Bay, 1660; published 
 1889. (Also in his "Bibliographical Sketch," etc., 
 1890.) 
 
 C. Why was Roger Williams banished from Massa- 
 chusetts ? Eggleston, Beginners of a Nation, 266-306 
 Doyle, Puritan Colonies, II, 1 13-126. H. M. Dexter, 
 As to Roger Williams. Diman, in Narragansett Club 
 Publications, II. See account in Winthrop's History 
 of New England, Mass. Hist. Soc. Proc, 1873. 
 
 Map Work: 
 
 New England in 17th century : Indicate rivers, 
 chief towns mentioned in reading, boundaries of colonies, 
 location of chief Indian tribes. (To be marked 1650 or 
 1700, according to map followed.) 1650 in McLaughlin, 
 History of American Nation, 93, and in Doyle, Puritan 
 Colonies, I. In Seventeenth Century, Fiske, facing 
 title page. In 1700, Thwaites, Colonies, Map 3 (same 
 ia Hart, Epoch Maps), showing clearly the boundaries 
 after charter of 1691. Doyle, Puritan Colonies, II, 
 facing title page. 
 
 General References (For New England Colonies) : 
 
 Brief Accounts : Fisher, Colonial Era, Chs. vii, viii, xiii. 
 Thwaites, Colonies. Chs. vi-viii. 
 
308 American History 
 
 Longer Accounts : (Special works on New England, or 
 portions of colonial history). Fiske, Beginnings of 
 New England. Eggleston, Beginners of a Nation. 
 Doyle (English Colonies in America), Puritan Colonies. 
 Lowell, " New England Two Centuries Ago " (in his 
 "Among My Books "). Weeden, Economic and Social 
 History of New England. Palfrey, History of New 
 England. Lodge, Short History of English Colonies in 
 America. Winsor, Memorial History of Boston. Chey- 
 ney, European Background of American History, Chs. 
 viii, xii-xvi. Tyler, England in America, Chs. ix-xix. 
 Andrews, Colonial Self-Government, Chs. iii, xvi-xix. 
 Fiske, New France and New England. 
 
 General Works : Bancroft, History, Pt. I, Chs. xiii-xv ; 
 Pt. II, Chs. ii-vi, xvii-xviii ; Pt. Ill, Ch. iii. Bryant and 
 Gay, I, xx-xxi ; II, i-v, viii ; III, v, viii. Frothingham, 
 Rise of the Republic, Chs. ii-iii. Hildreth, History of 
 the United States. Winsor, America, III, vii-ix ; 
 V, ii. 
 
 Sources: Hart, Source Book, Nos. 17, 19, 21, 28-31, 
 42, 52. Hart, Contemporaries, I, xiv, xvi, xxi ; II, 
 iii, etc. American History Leaflets, Nos. 7, 25. Old 
 South Leaflets. Winthrop, History of New England. 
 Young, Chronicles of Massachusetts. For topics relat- 
 ing to the colonial history of their own state, pupils may 
 be interested in reading more fully in the state histories, 
 viz. : Massachusetts, by Governor Hutchinson, 3 vols., 
 to 1774; or Barry, 3 vols., to 1820. Rhode Island, 
 Arnold, 2 vols. ; or Green, Short History. Connecti- 
 cut, Johnston (Commonwealth Series). New Hamp- 
 shire, Belknap, 3 vols. Maine, Williamson. For 
 special investigation of state or local history, there is 
 very valuable material in the State Historical Societies' 
 Collections, and in town histories and town records. 
 Additional references under special topics may be found 
 in Channing and Hart, Guide, Sections 109-130, and in 
 Earned, Literature of American History, pp. 76-92. 
 
T^ Outline of American History 309 
 
 IV. Middle Colonies, 1609-1760. 
 
 ID. Dutch and English in New York. 
 
 a. The Dutch. 
 
 (i) Their character and achievements to 1609. 
 Brief Accounts : in European or General Histories, e.g. ; 
 Fisher, Outlines, 414-416; Adams, European History, 
 334-338; Robinson, Introduction to History of Western 
 Europe, 446-451. Bancroft, I, 475-481. Fiske, Dutch 
 and Quaker Colonies, I, Ch. ii. Very fully and with dra- 
 matic power in Motley, Rise of Dutch RepubHc ; and His- 
 tory of United Netherlands. Blok's History of the People 
 of the Netherlands is a work of careful modern scholar- 
 ship by an eminent Dutch historian. (See Outline of 
 Eiiropean History^ pp. 176-177.) 
 
 (2) Dutch discovery and settlement, 1609- 1626. 
 
 (3) Dutch rule in New Netherland : its object, 
 methods, faults ; relations with English, Indians, 
 Swedes ; the patroon system ; comparison of local 
 government with that in Virginia and New England; 
 survivals of the Dutch occupation. 
 
 (4) The influence of the Dutch on American his- 
 tory : indirect (on Europe and England) ; direct in 
 America, its limited nature ; comparison with influ- 
 ence of England. Fiske, Dutch and Quaker Colonies, 
 I, Ch. ii, especially 30-34. 
 
 b. Conquest of New York by the English : object and im- 
 
 portance. 
 
 c. The English in New York. 
 
 (i) Government and politics: local government 
 under Governor Nicoll ; representative government 
 under Governor Dongan ; Leisler"'s rebellion (political 
 controversy) ; Zenger trial (freedom of the press) . 
 Fiske, II, 248-257. Hart, Contemporaries, II, No. 72. 
 
 (2) Social and economic conditions in New York 
 in the i8th century. Thwaites, Ch. x (for 1700). 
 Fisher, Colonial Era, 252-254. Lodge, Colonies, 
 Ch. xvii. Fiske, II, Ch. xv. 
 Source : Hart, Contemporaries, II, No. 32. 
 
3IO American History 
 
 Additional Topics : 
 
 A. " Of the Reasons and Causes why and how New 
 Netherland is so decayed," 1650. Hart, Contemporaries, 
 I, No. 154. 
 
 B. Peter Stuyvesant. 
 
 C. Old Dutch customs in New Netherland. 
 
 D. The struggles of the Dutch and the English for a 
 representative assembly. 
 
 E. Reasons for greater success of England than of 
 Holland as a colonizing nation. 
 
 F. The Iroquois Confederacy. See index to Park- 
 man. 
 
 G. New York in the Intercolonial Wars. See refer- 
 ences in section 13. 
 
 General References : 
 
 Brief Accounts : Fisher, Colonial Era, Chs. ix and xiv. 
 Thwaites, Colonies, 196-207 and Ch. x. 
 
 Longer Accounts : Bryant and Gay, I, 339-369, 429-475 . 
 Lodge, Colonies, Chs. xvi-xvii. Winsor, America, IV, Ch. 
 viii; III, Ch. x; V, Ch. iii. Fiske, Dutch and Quaker 
 Colonies in America, Chs. i-xi, xiii-xv, xvii. Andrews, 
 Colonial Self-Government, Chs. v-vi. Parkman, on re- 
 lations with Indians and Canada; consult index, e.g. in 
 Pioneers of France, Count Frontenac, Jesuits in North 
 America, Old Regime, Half Century of Conflict, Montcalm 
 and Wolfe. Palmer, History of Lake Champlain. See 
 also histories of New York state by Brodhead, Lossing, 
 O'Callaghan, Roberts, Schuyler ; of New York city, by 
 Lamb, Booth, Stone. For further references, see Chan- 
 ning and Hart, Guide, sections 104-105 ; and Larned, 
 Literature of American History, pp. 92-100, and index. 
 
 Sources: Hart, Contemporaries, I, Chs. xxii-xxiii ; II, 
 Nos. 32, 72. Hart, Source Book, Nos. 16, 22, 32, 45, 
 50. 
 
 For the valuable material in the collections of docu- 
 ments published by the state of New York, see Channing 
 and Hart, Guide, 11 2-1 13, or Larned, Literature, 96. 
 
Outline of American History 311 
 
 II. Pennsylvania, ''A Quaker Experiment in Govern- 
 ment." New Jersey and Delaware. 
 
 a. Colonial New Jersey : occupation by the English ; the 
 
 Quaker purchase ; Penn's purchase ; East and West 
 Jersey, 1674; New Jersey as a crown colony, 1702; 
 character of the people. 
 
 b. The principles of the " Friends,"" or Quakers : political, 
 
 moral, religious. Best brief reference is Sharpless, A 
 Quaker Experiment in Government, Chs. i-ii. Ban- 
 croft, I, 528-546. Article " Quakers " in Encyclopaedia 
 Britannica. 
 
 c. Life and character of William Penn. Bancroft, I, 556- 
 
 563. Fiske, Dutch and Quaker Colonies, II, 114- 
 139. Lives of Penn, by Janney or Dixon. Article 
 " William Penn," in Dictionary of National Biog- 
 raphy. 
 
 d. The founding of Pennsylvania. 
 
 e. The Quaker Constitution. 
 
 Sources: The Frame of Government, 1682, in Mac- 
 Donald, Select Charters, No. 40 ; Charters and Laws of 
 Pennsylvania (edition of 1879), 93-99; Poore, Charters 
 and Constitutions, II, 15 18. Charter of Privileges of 
 1 701, MacDonald, Charters, No. 46. 
 
 Brief Accounts : Bancroft, I, 561-571. Fisher, Colo- 
 nial Era, 201-203. Sharpless, Ch. iv. Fiske, Dutch and 
 Quaker Colonies, II, 151-155, 307-311. 
 
 f. The Quaker government, 1 682-1 756. 
 
 (i) Religious and civil liberty. 
 
 (2) Relations with the Indians. Discriminating 
 account in Sharpless, Quaker Experiment, Ch. vi. 
 
 (3) Quaker attitude toward war. Sharpless, Quaker 
 Experiment, Ch. vii. 
 
 (4) Extent to which Quakers controlled the govern- 
 ment. Sharpless, Quaker Experiment, in Chs. iv-viii, 
 ^'g-^ 67-77, 134, 172-177? 274-276. 
 
 (5) Slavery. 
 
 g. Social and economic conditions in Pennsylvania, 1760 
 
312 American History 
 
 (or 1765). Fisher, Colonial Era, 268-271. Fiske, II, 
 319-329. Lodge, Colonies, Ch. xiii. 
 h. Relations with Delaware, '' The Territories." 
 Additional Topics : 
 
 A. Quaker organizations and discipline. Sharpless, 
 Ch. iii. Compare with modern Rules of Discipline and 
 Advice (Philadelphia, 1894). 
 
 B. The virtues and limitations of Quakers and Puritans. 
 
 C. A comparison between the Quaker policy toward 
 the Indians in Pennsylvania, 1 682-1 756, and the Puritan 
 policy in New England in 1 630-1 676. Compare Sharp- 
 less, in Ch. vi, with Fiske, II, 164-166, and Parkman, 
 Conspiracy of Pontiac, in Ch. iii. 
 
 D. The Quakers' attitude toward slavery. John Wool- 
 man's Journal ; selections in Hart, Contemporaries, II, 
 No. 106. 
 
 E. The measure of success of the Quaker Experiment. 
 
 F. Delaware ; settlement, relations with Dutch and 
 with Pennsylvania. 
 
 General References : 
 (i) Pennsylvania. 
 
 Brief Accounts: Thwaites, Colonies, 215-217, and in 
 Ch. X. Fisher, Colonial Era, Chs. xi, xvi. Lodge, Colo- 
 nies, Ch. xii. 
 
 Longer Accounts: Bancroft, I, 528-573; II, 24-31. 
 Bryant and Gay, Popular History, II, 165-178, 481-498. 
 Winsor, America, III, Ch. xii ; V, Ch. iii. Fiske, Dutch 
 and Quaker Colonies, II, Chs. xii, xvi, xvii. Sharpless, 
 History of Quaker Government in Pennsylvania, 2 vols. 
 Vol. I, published originally as A Quaker Experiment in 
 Government, makes use of Quaker sources and brings 
 out clearly the essentials of the Quaker principles and 
 practice, and the extent of their responsibility. It is a 
 book of unusual interest and discrimination. Lives of 
 Penn by Janney and Dixon. Proud, History of Pennsyl- 
 vania. Watson, Annals of Philadelphia. 
 
 Source : For an interesting non-Quaker view, read Ben- 
 
Outline of American History 3 i 3 
 
 jamin Franklin's Autobiography, e.g., 141-147 (Quakers 
 and war). See also Chs. ix-x for examples of practical 
 good citizenship. (Riverside Literature Series edition.) 
 
 (2) Delaware. 
 
 Brief Accounts: Thwaites, Colonies, 207-210. Lodge, 
 Colonies, Ch. xi (also in xii-xiii). 
 
 Longer Accounts: Winsor, America, IV. Ch. ix. His- 
 tories of Delaware by Vincent and by Scharf. 
 
 (3) New Jersey. 
 
 Brief Accounts : Thwaites, 210-214. Fisher, Colonial 
 Era, Chs. x, xv. Lodge, Colonies, Ch. xiv. 
 
 Longer Accounts: Winsor, America, III, Ch. xi ; V, 
 Ch. iii. Andrews, Colonial Self-Government, Chs. vii- 
 viii. Histories of New Jersey by Smith (to 1721), 
 Gordon, Baum, Mulford. Further references for Penn- 
 sylvania, Delaware, and New Jersey, in Channing and 
 _^ Hart, Guide, §§ 106-108; and in Larned, Literature of 
 
 American History, pp. 92-100 and index. 
 V. The Colonies in the Eighteenth Century, to 1760. 
 
 12. Political, Social, and Economic Development of the 
 Colonies, i 700-1 750. 
 
 a. Political development. 
 
 (i) Prog'-ess in self-government: taxation; elec- 
 tions ; free speech. 
 
 (2) Defence of charters. Hart, Contemporaries, II, 
 No. 48. 
 
 (3) Boundary disputes : with France ; with Spain ; 
 between individual colonies. 
 
 (4) Attempts at union: especially in 1690, and Al- 
 bany Plan, 1754; what is shown by their failure? 
 Franklin''s Plan, 1754, is in Old South Leaflets, No. 9; 
 American History Leaflets, No. 14; MacDonald, Char- 
 ters, No. 52. Franklin describes his plan in his Auto- 
 biography, Ch. X. 
 
 b. Economic conditions and development. Thwaites. Wee- 
 
 den, Economic and Social History of New England, for 
 that resfion. 
 
314 American History 
 
 c. Social development : population — immigration, expan- 
 
 sion, increase ; religion (especially " Great Awaken- 
 ing ") ; education ; literature ; newspapers. 
 
 d. General character of the period. 
 
 Good Short Accounts: McLaughlin, History of the 
 American Nation, Ch. v. Thwaites, Colonies, Ch. xiv. 
 Cambridge Modern History, Vol. VII (United States), 
 Ch. ii. 
 
 Material can be picked out of the longer accounts in : — 
 Fisher, Colonial Era, Part II, especially 225-236 (N.E.), 
 246-259 (N.Y. and N.J.), 263-271 (Penn. and Del.), 
 272-276 (Md.), 277-284 (Va.), 296-302 (Car.), and 
 Ch. xxi (Literature). Lodge, Colonies, in Chapters on 
 the history of each colony, e.g., Chs. i, xii, xvi, xviii- 
 xxi. Weeden, Economic and Social History of New 
 England. Bryant and Gay, III, Chs. iii-v, vii, ix. Ban- 
 croft, II, 238-267. Fiske, Old Virginia, Chs. xiv-xvii ; 
 Dutch and Quaker Colonies, Chs. xv-xvii. Winsor, 
 America, V, Chs. ii-vi. For "Great Awakening," see- 
 Fiske, New France and New England, Ch. vi (especially 
 220-232) ; also in Franklin^s Autobiography in Ch. vii, 
 on Whitefield. 
 
 Sources : Much illustrative matter in Hart, Contempo- 
 raries, II, Pts. iii-iv, e.g.^ Nos. 72 (Zenger Case), 48 
 (charters), 81 (Franklin), 38 (Mason and Dixon's Line), 
 59, 66 (salaries and vetoes). Pupils should read espe- 
 cially material on their own state {e.g.^ in state histories ; 
 or even, if time allows, on some special topic like the 
 growth of population or manufacturing in their town or 
 county history). Benjamin Franklin's Autobiography is 
 one of the most interesting and instructive sources in 
 American history. It gives much material which illus- 
 trates clearly the characteristics of this period and shows 
 how a typical American colonist thought and lived. Read 
 e.g., Chs. V (scheme of daily life), vi (practical ideas), vi, 
 viii, ix, x (public spirit, public improvements), vii (White- 
 field, "Great Awakening"), x (Albany Union), i, vi 
 
Outline of American History 3 i 5 
 
 (self-education) ; i, iv, v, vi, printing and newspapers. 
 (The Chs. refer to Riverside Literature Series ed.) 
 Additional Topics : 
 
 A. An outline of the political and economic develop- 
 ment in the pupiPs own state, 1 700-1 750. Use, if avail- 
 able, the topics and sub-topics above, so as to indicate 
 what progress was made in these lines in the state. 
 
 B. Same for pupil's own town. 
 
 13. Struggle between France and England for North 
 America, i 689-1 763. 
 
 a. French explorations and settlements in the St. Law- 
 
 rence and Mississippi valleys, 1 604-1718: Fort Royal 
 in Acadia, 1604; Champlain at Quebec, 1608; La 
 Salle and the Mississippi, 1682; settlement of Louisi- 
 ana, 1699; New Orleans, 1718. 
 
 b. Contrast between French and English methods of colo- 
 
 nization in North America : political, religious, social, 
 economic. Parkman, Old Regime in Canada, Ch. xxiv. 
 
 c. The " Second Hundred Years' War between England 
 
 and France,^' 1689-1815I : its world-wide importance ; 
 the chief events in America to 1748. Seeley, Expan- 
 sion of England, Ch. ii. See also references in Out- 
 line of European History^ pp. 180; 183-185; 190- 
 197 ; Outline of English History, pp. 257-258. 
 
 d. Strength and weakness of the French and of the English 
 
 in 1754. 
 
 1 The following table gives the names and dates for Europe and America : — 
 In Europe In America 
 
 (i) War of League of Augsburg 1689-1697 King William's War. 
 
 (2) War of Spanish Succession 1702-1713 Queen Anne's War. 
 
 (3) War of Austrian Succession 1740-1748 King George's War, 1744-1748. 
 
 (4) Seven Years' War 1756-1763 French and Indian War, 1754- 
 
 1763. 
 
 (5) American War 1775-1783 The American Revolution. 
 
 (6) War against the French Rev- 
 
 olution and Napoleon 1793-1802 
 
 (7) War against Napoleon 1803-1815 War of 1812 with Great Britain. 
 
3 1 6 American History 
 
 (i) In Europe: military resources ; attitude of each 
 of the mother countries toward its colonies. 
 
 (2) In America: geographical conditions; popula- 
 tion ; military resources ; poHtical, social, economic 
 conditions. Parkman, Montcalm and Wolfe, Ch. i. 
 Hart, Formation of the Union, Ch. ii. 
 e. Expulsion of the French, 1 754-1 763, the '^French and 
 Indian War." 
 
 (i) Theatre of war ; lines of invasion. 
 
 (2) Causes and beginnings. 
 
 (3) Early failures of the Enghsh, 1754-1757. 
 
 (4) New plans and leaders, and conquest of Canada, 
 1757-1760: Pitt; Wolfe; Quebec. Parkman, Mont- 
 calm and Wolfe, II, Chs. xviii, xxiv, xxvii ; Conspiracy 
 of Pontiac, Ch. iv ; Struggle for a Continent (see 
 below). 
 
 (5) Terms of peace ; geographical and political re- 
 sults of war to England, France, America, India. 
 
 Map Work: 
 
 a. (For all.) Possessions of. France, England, and Spain in 
 
 North America in 1756; English and Spanish posses- 
 sions in North America in 1763. 
 
 b. Theatre of war ; showing river valleys, lines of inva- 
 
 sions, forts, battles. Maps for a and b in McLaughlin, 
 American Nation ; for a^ in Thwaites, Colonies, and 
 Hart, Formation of the Union ; Sloane, French War 
 and Revolution, for ''Colonies, 1756,"'' and ''Theatre 
 of War.^' 
 Additional Topics : 
 
 A. Were the English justified in : 
 
 (i) The attempt to expel the Acadians ? 
 
 (2) The method used ? Parkman, Montcalm and 
 Wolfe, I, Ch. vii. Compare Winsor, America, V, 415- 
 417, with 452-463. Hart, Contemporaries, II, No. 
 126. 
 
 B. Character and work of the older Pitt. Parkman, 
 Montcalm and Wolfe, Ch. xviii, and following. Long- 
 
Outline of American History 317 
 
 man, Frederick the Great and the Seven Years' War 
 (Epochs of Modern History). 
 
 C. Battle of the Plains of Abraham and Capture of 
 Quebec. Parkman, Montcalm and Wolfe, Chs. xxiv-xxv, 
 xxvii-xxviii, especially Ch. xxvii. 
 
 D. The character and work of the Jesuits in North 
 America in the 17th century. Parkman, Jesuits. 
 
 Review or ExaDiination Topic : 
 
 " The means, the character, and the spirit of the two 
 combatants [in the French and Indian War], and why 
 one succeeded where the other was defeated.'' 
 
 References : 
 
 Brief Accounts : Thwaites, Colonies, Ch. xiv ; together 
 with Hart, Formation of the Union, Ch. ii. McLaughlin, 
 History of the American Nation, Ch. vi. Parkman, 
 Conspiracy of Pontiac, Ch. iv (see also Chs. ii-iii). 
 
 Longer Accounts : The whole subject is most ade- 
 quately treated in the masterly and fascinating narrative 
 of Parkman, France and England in North America, in 
 seven parts, viz. : Pioneers of France in the New World ; 
 Jesuits in North America in the Seventeenth Century ; 
 LaSalle and the Discovery of the Great West ; Old Re- 
 gime in Canada ; Count Frontenac and New France 
 under Louis XIV; Half Century of Conflict (2 vols.); 
 Montcalm and Wolfe (2 vols.). See also his Conspiracy 
 of Pontiac, Chs. ii-iv. Especially interesting and valuable 
 are: Pioneers of France, Chs. vii-ix; Old Regime, Chs. 
 XV, xxiv ; Half Century of Conflict, Ch. iv ; Montcalm 
 and Wolfe, Chs. i, viii, xxvii. Good selections in an 
 abridged edition of Parkman (i vol.), by Edgar, entitled 
 The Struggle for a Continent ; see especially 256-264, 
 301-308, 333-459. Fiske, New France and New England, 
 Chs. vii-x. Sloane, French War and the Revolution, 
 Chs. iii-ix. Bancroft, II, 137-237, 343-346, 362-366, 
 377-388, 416-512, 520-527, 562-555. vVinsor, America, 
 IV, Chs. vii-viii. See also Longman, Frederick the 
 Great and the Seven Years' War, Ch. xii, and 223-232. 
 
318 American History 
 
 Sources: Hart, Contemporaries, II, Nos. in, 112, 
 122 (independence), 126 (Acadians), 127 (Braddock's 
 defeat), 129 (Fall of Quebec). Hart, Source Book, 
 No. 37 (Deerfield), 39 (Washington's account of Brad- 
 dock's defeat), 40 (Quebec). 
 14. Condition of the Colonies in 1760 (or 1765), Politi- 
 cal, Social, and Economic ; Comparisons between 
 the three Sections. 
 
 " Between them [the New England colonies] and Virginia was the contest 
 for supremacy, while the great Middle colonies held the balance; and the his- 
 tory of that conflict of ideas is the history of the United States " (Lodge, Colo- 
 nies, 475). This suggestive sentence may stimulate discriminating discussion. 
 
 a. Economic Conditions. 
 
 (i) In the Southern colonies (Virginia, the typical 
 colony) : occupations ; means of communication. 
 Lodge, Colonies, Ch. ii. Fiske, Old Virginia, II, Ch. 
 xiv. Eggleston, in Century Magazine, 1 883-1 885 
 (illustrated) ; see especially Vol. 27, "Husbandry." ^ 
 
 (2) Contrast between economic conditions in the 
 South and in New England. Compare accounts in the 
 preceding sub-topic with Lodge, Colonies, in Ch. 
 xxii. See also Fiske, Old Virginia, II, 29-35. De- 
 
 . tails may be found in Weeden, Economic and Social 
 History of New England, 2 vols. ; and in Bruce, Eco- 
 nomic History of Virginia in the Eighteenth Century, 
 2 vols. 
 
 (3) Comparison between economic conditions in 
 New England and the Middle colonies. (Pennsyl- 
 vania or New York as typical colony.) See references 
 in preceding sub-topic (2) ; and those in topic c (2) 
 on p. 309; or topic ^ on p. 312. 
 
 b. Social conditions. 
 
 (i) In Southern colonies : classes; slavery; planta- 
 tion life ; religion, churches, and church services ; 
 education ; amusements. (Virginia, typical colony.) 
 
 1 For shorter references than these giveti uitder each topic, see the Brief 
 Accounts tinder the General References at end of this section, page 320. 
 
Outline of American History 3 1 9 
 
 Lodge. Fiske. Eggleston, in Century Magazine, 
 Vol. 28, social conditions (including slavery) ; Vol. 30 
 (travel, amusements, etc.); Vol. 29 ("Colonists at 
 Home"). 
 
 (2) Contrast between social conditions in Southern 
 and New England colonies. Lodge, Chs. ii and xxii. 
 See also preceding references, and General References 
 at end. 
 
 (3) Comparison between social conditions in South- 
 ern and Middle colonies. (Pennsylvania or New 
 York as typical colony.) Compare accounts in sub- 
 topic (i) with those in references in topic c (2), p. 309 ; 
 or topics, p. 312. 
 
 (4) Comparison between social conditions in New 
 England and Middle colonies. (Pennsylvania or New 
 York.) Hart, Formation. Channing, U. S. A., 1765- 
 1865. Lodge, Colonies, Chs. xiii, xvi, xxii. Fiske, 
 Dutch and Quaker Colonies, Ch. xv. Century Maga- 
 zine, Vols. 28-30 (see above in topic b (i)). 
 
 c. Political conditions. 
 
 (i) Contrast between forms of local government 
 in New England and Virginia : causes and results. 
 Brief account in Fiske, Civil Government, 57-67 ; or 
 his Old Virginia, H, 34-44. Compare Lodge, Colonies, 
 in Chs. ii and xxii. Briefly in Hart, Formation, in 
 Ch. i. Or recall work in topic e, p. 303. 
 
 (2) The system of local government in New York 
 and Pennsylvania : comparison with New England and 
 Virginia. Thwaites. Hart. Lodge. Fiske, Civil 
 Government. 
 
 (3) The three forms of colonial government. Hart, 
 Formation, 13-15. Fiske, Civil Government, 140-159. 
 Channing, U. S. A., 26-27, 33-36. Fuller details in 
 Lodge, Colonies, in Chs. ii, iv, xxii. (See topic g^ 
 p. 299 ; topic «, p. 300 ; topic ;/, p. 306.) 
 
 (4) General similarities in political conditions in the 
 thirteen colonies. 
 
320 American History 
 
 d. General conditions. 
 
 (i) Inherited institutions and their development. 
 Hart, Formation, 5-10, 16-17. 
 
 (2) Elements in common among the colonists : in- 
 stitutions, character, ideals. Hart, Formation, Ch. i. 
 Channing, U.S.A., 1765-1865, in Ch. i. Sloane, 
 French War and the Revolution, Chs. i and ii. Fiske, 
 War of Independence, Ch. ii. 
 
 (3) Eftects of diversity and similarity on later de- 
 velopment. 
 
 (4) Means of travel and communication between the 
 colonies. 
 
 (5) Population of the colonies in 1760: numbers; 
 character; distribution. Hart, Formation, 3-5. Chan- 
 ning, U.S.A., 1765-1865, 1-5. 
 
 Additional Topics: 
 
 A. Colonial amusements. 
 
 B. Slavery in the colonies, 161 9-1 760. 
 
 C. Colonial taverns and turnpikes. (May be made 
 a topic for investigation in local history.) 
 
 D. Religion : including toleration, church and state, 
 and clergymen. 
 
 E. Education and literature. See Fisher, Colonial 
 Era, Ch. xxi. 
 
 F. Foreign Trade. 
 General Refer oices : 
 
 Brief Accounts : Hart, Formation of the Union, Ch. i. 
 Channing, U. S. A., 1 765-1 865, Ch. i. McLaughlin, 
 History American Nation, Ch. vii. Fisher, Colonial 
 Era, closing portions of Chs. xiv-xxi. Fiske, War of 
 Independence, Ch. ii. Sparks, Expansion of the Ameri- 
 can People, Chs. iv-v (illustrated). 
 
 Longer Accounts : Lodge's Short History of the English 
 Colonies in America is the best single book on conditions 
 in all the colonies in 1765. See Chs. ii, iv, vi, viii, x, xiii, 
 XV, xvii, xxii, especially Chs. ii and xxii. Fiske, Old Vir- 
 ginia and Her Neighbors, II, 29-44, and Ch. xiv. Fiske, 
 
Outline of American History 321 
 
 Dutch and Quaker Colonies, Chs. xv, xvii. Weeden, 
 Economic and Social History of New England. Eggles- 
 ton, articles in Century Magazine, 1 883-1 885 (illustrated), 
 contain much interesting matter, Vols. 27-30. Earle, 
 Sabbath in Puritan New England, Colonial Dames and 
 Goodwives, Customs and Fashions in Old New Endand, 
 Home Life in Colonial Days (illustrated), Child Life in 
 Colonial Days (illustrated), contain interesting details of 
 colonial social life. Sloane, French War and the Revo- 
 lution, Chs. i-ii. 
 
 Sources : Hart, Contemporaries, II, Pt. iv, Nos. 80-84 
 (life of the people) ; 85-89 (commerce and currency) ; 
 97-101 (religious life) ; 102-108 (slavery and servitude). 
 Hart, Source Book, Ch. vii (colonial life in the i8th 
 century) ; Ch. viii (colonial government). For further 
 '. references see Channing and Hart, Guide, § 133. Earned, 
 
 Literature of American History, especially pp. 69-1 11. 
 VI. Union and Independence, 1760-1783. 
 
 15. Causes of the American Revolution, i 760-1 783. 
 
 a. Underlying causes of the Revolution : fundamental dif- 
 ference in ideas and conditions between England and 
 the colonies in 1760. 
 
 (i) In social conditions (including religion). 
 
 (2) In economic conditions. 
 
 (3) In political ideas and conditions : two kinds of 
 " representation " ; the English view as to the govern- 
 ment of the colonies ; the view in the colonies — ex- 
 amples in the Writs of Assistance and the Parson's 
 Cause. 
 
 Brief Accounts : Channing, United States of America, 
 1765-1865, 25-40. (This portion and the whole "book 
 written in a scholarly, catholic spirit.") Fiske, War of 
 Independence, 18-20, 58-64. Fiske, American Revolu- 
 tion, Ch. i, especially 1-4, 32-45. 
 
 Longer Accounts : Sloane, French War and Revolution, 
 Chs. i and x. For the views of two eminent Englishmen, 
 read: (i) Lecky, American Revolution (being chapters 
 
322 American History 
 
 from his History of England in the i8th Century), 38- 
 51, for a discriminating view of the political and com- 
 mercial relations between colonies and mother country ; 
 (2) Trevelyan, American Revolution, Part I, 44-99, 
 for a brilliant picture of the contrast between life in 
 England and America, very appreciative of the American 
 ideals. Otis's arguments in connection with the Writs 
 of Assistance and Patrick Henry's in the Parson's Cause 
 may serve as examples of the American theory : well 
 treated in Channing, Student's History, and his U. S. A., 
 1 765-1 865 ; Parson's Cause, more fully in Tyler's Patrick 
 Henry, Ch. iv ; Otis on Writs of Assistance, American 
 History Leaflets, No. 33. For the English view in 1765, 
 see Lecky, American Revolution, Ch. i. 
 b. The immediate causes ot the Revolution, 1 763-1 774, 
 resulting from these fundamental differences. 
 
 (i) Grenville's three new schemes of colonial con- 
 trol. (" These three measures produced the American 
 Revolution.") Hart, Formation of Union, 44-50 and 
 following. Channing, U. S. A., 1 765-1 865, 39-48. 
 Fiske, War of Independence, 39-5 1 . Lecky, American 
 Revolution, 50 and following (or in Ch. xi of his 
 History of England in i8th Century). 
 
 (2) The trade laws and attempts at enforcement. 
 Hart, Formation, 17, 19, 44-48. Sloane, French War 
 and Revolution, 1 19-120, 124-125. Lecky, American 
 Revolution, 42-48, 52-56. Winsor, America, VI, 6-14, 
 23-26. 
 
 (3) The Stamp Act. 
 
 {a) Its purpose. Lecky, 60-62, 66-68. Win- 
 sor, America, VI, 15-18. 
 
 {U) The arguments of its supporters. Hart, 
 Contemporaries, No. 138. Lecky, 71-7'^, 77, 
 86-89. 
 
 (<r) The arguments of its opponents. Hart, 
 Contemporaries, II, Nos. 140-143 (Cambridge 
 Town Meeting, Stamp Act Congress, Pitt, 
 
Outline of American History 323 
 
 Franklin). Lecky, 75-79, 89-92. The Decla- 
 ration of Rights by the Stamp Act Congress is 
 also in MacDonald, Select Charters, No. 59 ; 
 Preston, Documents, 1 88-191 ; or Lamed, His- 
 tory for Ready Reference, article " United States/' 
 under date 1765. Patrick Henry's speech is in 
 Tyler's Henry, Ch. v. 
 
 Brief Accounts of Stamp Act : Hart, Formation, 48-53. 
 Fiske, War of Independence, 51-63, or his Revolution, 
 15-27. Channing, U. S. A., 1 765-1 865, 48-56. 
 
 Longer Accounts : Lecky, 67-97. Winsor, America, 
 
 VI, 15-35- 
 
 (4) The Townshend Acts and resistance to them, 
 1767-1769. Fiske, War of Independence, 64-76; Revo- 
 lution, I, 28-32, 46-66. Winsor, America, VI, 35-47. 
 Lecky, 1 07-1 15, 1 18-123. The Acts in MacDonald, 
 Charters, Nos. 62-64. 
 
 (a) Massachusetts Circular Letter, 1768. 
 MacDonald, Charters, No. 65. . 
 
 (d) Pennsylvania Farmer's Letters. Hart, 
 Contemporaries, II, No. 149. 
 
 (c) Virginia Resolves of 1769. MacDonald, 
 Charters, No. 66. Channing, U. S. A., 1765- 
 1865, Appendix. 
 
 (5) Boston Massacre, 1770. Fiske, Revolution, I, 
 65-72, interesting and suggestive. Compare Lecky, 
 126-131. Hart, Contemporaries, II, No. 151. 
 
 (6) Committees of Correspondence, local and colo- 
 nial, 1772 and 1773. Fiske, Revolution, I, 77-80. 
 Winsor, America, VI, 53-57, facsimile of letter of 
 Boston Committee of Correspondence, 55. 
 
 (7) Boston Tea Party, 1773. Fiske, Revolution, I, 
 81-93. 
 
 Sources : Old South Leaflets, No. 68. Hart, Contem- 
 poraries, II, No. 152. 
 
 (8) The five repressive acts of 1774, the "Intolerable 
 Acts." Acts in MacDonald, Charters (except Quebec 
 
324 American History 
 
 Act), Nos. 68-71. Fiske, Revolution, I, 93-99. Lecky, 
 165-175. 
 
 (9) Continental Congress, 1774. 
 
 (a) Demand for it. Fiske, Revolution, I, 
 
 lOO-IIO. 
 
 (d) Declaration and Resolves. MacDonald, 
 Charters, No. 72. Preston, Documents, 192-198. 
 (c) American Association and Non-Importa- 
 tion Agreement. MacDonald, Charters, No. 
 73. Preston, Documents, 199-205. 
 c. A summary of the causes of the American Revolution : 
 brief, but in chronological order, and with definite 
 examples. 
 Additional Topics : 
 
 A. Popular feeling in America, 1 765-1 775 : as shown 
 in handbills, broad-sides, songs, and illustrations. Stamp 
 Act: McLaughlin, American Nation, 176-179; Winsor, 
 America, VI, 33. Non-importation and boycotting in 
 Boston, 1767-1770: Winsor, VI, 77-80. Boston Mas- 
 sacre: Winsor, VI, 48, 89; McLaughlin, 182, 188. Tea 
 handbills and posters : Channing, Students' History, 182 ; 
 Winsor, VI, 92, 93. Following are all in Winsor, Amer- 
 ica, VI: Liberty sentiments, 1769-1770, 86-87; Boston 
 Committee of Correspondence, 1773, 55 ; Regarding Acts 
 of 1774, 61, 97; Virtual Representation, 1775, 103. 
 
 B. Modern English views of the causes of the Revo- 
 lution. Seeley, Expansion of England, Ch. iv, especially 
 65 and following. Lecky, American Revolution in Ch. i, 
 especially pages cited above in topics a and b, and 154- 
 194. Compare Lecky's account of the Stamp Act with 
 Bancroft's. Or read accounts in text-books on English 
 History by Englishmen : e.g.^ Green, Gardiner, Bright. 
 A fascinating picture, favorable to the Americans, in Tre- 
 velyan. American Revolution, I. Two Pts. in 3 vols., so 
 far published (1903). 
 
 C. What were some of the chief constitutional prin- 
 ciples involved in the disputes, 1 760-1 774, with specific 
 illustrations of each ? 
 
Outline of American History 325 
 
 D. How Samuel Adams stirred up the spirit of Revo- 
 lution. Fiske, Revolution. Hosmer, Samuel Adams. 
 General References for sections 15 and 16: see end of next 
 section, on the Revolution. 
 16. The Revolution, i 775-1 783. 
 Map Work: 
 
 (i) Sketch map, showing three fields of campaign 
 (New England, Middle states, the South), with dates 
 (see topics b, c, d) for each of three regions, and for 
 ten or twelve most important battles. ^ 
 
 (2) Boundaries proposed by French court, 1782. 
 Channing, Students' History, 227. Fiske, Critical 
 Period, 21. Winsor, America, VH, 148. 
 
 (3) (For all.) Territory of the United States accord- 
 ing to the Treaty of 1783, showing also the territory 
 of Spain and England. Channing, Students' History, 
 229; U.S.A., 1765-1865,1. McLaughlin, American 
 Nation, 219. Hart, Formation of the Union, map 3, 
 end of volume ; same in Epoch Maps, No. 7. 
 
 a. Comparison of antagonists : population ; resources ; lead- 
 
 ers ; 2 theatre of war ; strategy. Hart, Formation of 
 the Union, 70-73. Channing, U.S.A., 1 765-1865, 
 72-80. 
 
 b. The campaign in New England, i'jj^-ijj6: importance 
 
 of Lexington and Concord, of Bunker Hill, of Evacua- 
 tion of Boston. Fiske, War of Independence, 85-95. 
 Lecky, American Revolution, 201-205, 230-234. 
 Longer Accounts: Fiske, Revolution, I, 120-146, 169- 
 172. Very readable account in Trevelyan, American Rev- 
 olution, in Chs. ix-xi, especially 310, 327-338, 409-411. 
 
 c. The turning of the tide in the Middle states, 1 776-1 780. 
 
 (i) The work of Washington. Fiske, War of Inde- 
 
 1 A convenient way in this and other maps to save space and avoid crowding 
 territory with names is to put dates, etc., along the coast. 
 
 2 British commanders in chief were : Gage, 1774-1775 ; Howe, 1775-May, 
 1778 ; Clinton, May, 1778-May, 1782. (See Bancroft, History, iii, 148 ; iv, 269 ; 
 
 V. 270, S55-) 
 
326 American History 
 
 pendence, 120-122, 138-143 ; Revolution, I, 229-238, 
 306-307,317. Lodge, Washington, I, 1 71-179, 199-205. 
 
 (2) Burgoyne's Campaign. Fiske, War of Inde- 
 pendence, 125-137, 142-143. Lecky, Revolution, 321- 
 327. Fiske, Revolution, I, Chs. vi-vii. 
 
 (3) The French Alliance : political effects ; military 
 aid. Fiske, War of Independence, 144-160, 177-180. 
 Lecky, 295-310, 328-329. Suggestive article by Emil 
 Reich, A New View of the Revolutionary War, North 
 American Review^ July, 1903. 
 
 d. Campaign in the South, 1778-1781. Fiske, War of 
 
 Independence, 163-166, 171-180. Channing, U. S. A., 
 96-102. Lecky, Revolution, 448-455 (Yorktown cam- 
 paign). Fiske, Revolution, II, 274-286. 
 
 e. Growth toward Independence, 1 775-1 776. Good gen- 
 
 eral accounts in Channing, Students' History, 198- 
 206; Fiske, Revolution, I, 157-164, 172-197. 
 
 (i) King's rejection of "Olive Branch" Petition. 
 Fiske, Revolution, I, 158-160. Frothingham, Repub- 
 lic, 435' 444-447, 45 1- 
 
 (2) Formation of new state governments. Hart, 
 Formation, 81-82. Fiske, Revolution, I, 157-158, 
 180-1^2. Fiske, Civil Government, 161-166. Fiske, 
 Critical Period, 63-71. 
 
 Source: Hart, Contemporaries, II, No. 187 (constitu- 
 tion of New Hampshire). 
 
 (3) Beginning of a national government, 1775. 
 Hart, Formation, 74-77. Fiske, Civil Government, 
 204-207 ; Fiske, Critical Period, 90-93. 
 
 (4) Hiring of the "foreign mercenaries." Fiske, 
 Revolution, I, 160-163, 172-173. 
 
 (5) Thomas Paine's "Common Sense." Fiske, 
 Revolution, I, 173-175. 
 
 Sources: Quotations in Hart, Contemporaries, II, 
 No. 186. Bancroft, History, IV, 313-315. 
 f. The Declaration of Independence. Read it through 
 carefully and state : 
 
Outline of American History 327 
 
 (i) Its ideas as to the source and the purpose of 
 democratic government. 
 
 (2) Some of the definite acts referred to in the Hst 
 of grievances. The Declaration is to be found in the 
 appendix to most school histories ; in Old South Leaf- 
 lets, No. 3 ; MacDonald, Select Documents, No. i ; 
 Preston, Documents, 210-217. The original draft is 
 in American History Leaflets, No. 11. (Note what 
 omissions were made and why.) For a suggestive 
 criticism on the frankness of the Declaration, read 
 Goldwin Smith, United States : an Outline of Political 
 History, 1492-1871, 87-89. Compare Bigelow, in 
 Cambridge Modern History, VII, Ch. vi. 
 g. The Treaty of Peace, 1783. Channing, Students^ His- 
 tory, 225-231. Hart, Formation, 95-98. 
 Longer Accounts: Fiske, Critical Period, Ch. i, espe- 
 cially 17-37, 44-45- Lecky, American Revolution, 462- 
 485. 
 
 Sources: Treaty in MacDonald, Documents, No. 3. 
 'Explanation, in Hart, Contemporaries, II, No. 217. 
 k. Difficulties of the Americans. Hart, Formation, 89-95. 
 Sources: Hart, Contemporaries, II, No. 195. The 
 text-book and other accounts will suggest other difficul- 
 ties and dangers which arose during the war. 
 /. Services of Washington in the Revolution. Lecky, 
 Revolution, 209-214 (or in Ch. xi of his History of 
 England in i8th Century). Goldwin Smith, United 
 States, 96-98. Fiske, War of Independence, 109-111. 
 The services suggested above in connection with topic 
 c and accompanying references should be included. 
 j. Patriotism and lack of patriotism during the Revolution, 
 (i) For instances of patriotism, the text-books and 
 books mentioned in the references above will prove 
 helpful. 
 
 (2) For lack of patriotism : Lecky, Revolution, 374- 
 377, 227-230, especially quotation from Washington, 
 in notes, 228-229, 376 ; Goldwin Smith, United States, 
 
328 American History 
 
 100-105, ^Iso including quotations from Washington. 
 
 Source: Hart, Contemporaries, II, Nos. 160 and 170. 
 
 k. Causes of success : American, English, European factors. 
 
 (i) Summary. Hart, Formation, 89. Channing, 
 
 United States of America, 73-80. 
 
 (2) The importance of the aid of France. Lecky, 
 American Revolution, 398-399, 443-447 (or in Ch. 
 xiv of his History of England in the i8th Century). 
 Channing, U.S.A., 79-80. Fiske, Revolution, II, 
 201-203. See also references above, in topic <: (3). 
 
 (3) " How England was hampered and weakened." 
 Fiske, War of Independence, 157-160; more fully in 
 his Revolution, II, 1 30-1 61, 286-287. 
 
 /. The widespread results of the Revolution in America 
 and Europe. Hart, Formation, 99-101. Fiske, Rev- 
 olution, II, 290. Bancroft, V, 580. Compare with 
 Goldwin Smith, United States, 113-119. Seeley, Ex- 
 pansion of England, Ch. vii, suggestive on the impor- 
 tance of the Revolution and its results. 
 m. Justification of the Revolution. Hart, Formation, 64-68. 
 Source : From the Declaration of Independence give 
 such of its principles and statements as to-day may be 
 fairly regarded as just grounds for the Revolution. For 
 text of Declaration, see references above in topic/" (2). 
 ;/. Advantages and disadvantages of the Revolution. Hart, 
 Contemporaries, II, No. 220. Goldwin Smith, United 
 States, 1 1 3-1 19. 
 Additional Topics i 
 
 A. Franklin's services to America in the Revolution. 
 Morse, Franklin. Ford, Many-sided Franklin. Hale, 
 Franklin in France. 
 
 B. The Loyalists and their treatment. Tyler, Literary 
 History of the Revolution. Sabine. Van Tyne. 
 
 C. The Conway Cabal. 
 
 D. Arnold's treason. Fiske, Revolution, Ch. xiv. 
 
 E. Naval warfare ; John Paul Jones. Fiske, Revolu- 
 tion, Ch. xii. Maclay, Navy, I. Winsor, VI, Ch. vii. 
 
Outline of American History 329 
 
 F. The services of foreign officers in the American 
 army. 
 
 G. Account of a battle in which a pupil's ancestor 
 took part. See references below. 
 
 H. John Andr^ and Nathan Hale. 
 
 /. Diplomacy of the Revolution. 
 
 J. The Revolution in the minds and hearts of the 
 people. 
 General References (for the Revolution and its causes) (for 
 specific references see topics in sections 15 and 16) : 
 
 Brief Accounts : Channing, U. S. A., 1 765-1 865. Hart. 
 Formation of the Union Suggestive, and giving modern 
 English point of view, are : Seeley, Expansion of Eng- 
 land ; Goldwin Smith, United States, 1492-1871. 
 
 Longer Accounts : Very judicious and broadening, 
 Lecky, The American Revolution (being selections 
 from Lecky, History of England in 18th Century, edited 
 by Woodburn). Another brilliant English account, very 
 favorable to the Americans, Trevelyan, American Revo- 
 lution (three volumes published, 1903, to 1777). Ex- 
 cellent short account in Fiske, War of Independence 
 (Riverside Literature Series), more fully in his two vol- 
 ume American Revolution, and his illuminating Criti- 
 cal Period. Valuable material, especially bibliographical 
 and illustrative, in Winsor, America, VL Sloane, French 
 War and the Revolution. Frothingham, Rise of the 
 Republic. Very full account in Bancroft, History. 
 For details of battles, consult Lossing, Pictorial Field 
 Book of the Revolution ; Carrington, Battles of the 
 American Revolution (with military criticisms) ; Daw- 
 son, Battles of the United States (with selections from 
 documents). Further details may be found in magazine 
 articles referred to in Poole's Index to Periodical Litera- 
 ture ; and very valuable material in the Collections of 
 State Historical Societies and in the collections of 
 Documents published by the various states. For the 
 Loyalists, or Tories, see Tyler, Literary History of the 
 
330 American History 
 
 Revolution ; Van Tyne, The Loyalists in the American 
 Revolution ; Sabine, Loyalists. Interesting material in 
 the biographies in the American Statesmen Series : e.g. 
 Hosmer, Samuel Adams ; Tyler, Patrick Henry ; Lodge, 
 Washington ; Morse, Franklin ; and in Ford, Many-sided 
 Franklin, and True George Washington. On economic 
 questions. Beers, Commercial Policy of England toward 
 the American Colonies (Columbia University Studies in 
 History, etc., HI, No. 2. N.Y., 1893). 
 
 Sources : Hart, Contemporaries, II, Pts. vi-viii ; Source 
 Book, Ch. ix. MacDonald, Charters (to 1776) ; 
 and his Documents. Preston, Documents. American 
 History Leaflets, NoSo 11, 20, 21, 33. Old South Leaf- 
 lets, Nos. 2, 3, 47, 68, 97, 98. For documents, see 
 the three following works. 
 Fuj-ther Refe7'ejices in Channing and Hart, Guide, §§ 133-143 ; 
 Winsor, Reader's Handbook of the American Revolu- 
 tion ; Larned, Literature of American History, pp. 
 111-152. 
 VII. The Critical Period, 1783-1789. 
 
 17. Confederation and Constitution. Part I. Con- 
 federation. 
 a. Articles of Confederation : history of formation ; leading 
 features ; defects ; merits ; attempts to amend. 
 Walker, Making of the Nation, 1-14 (obstacles to 
 union, 1-6). Hart, Formation of the Union, 93-95, 104, 
 118. Schouler, I, 14-17. Fiske, Critical Period, 90- 
 loi. Winsor, America, VII, Ch. iii. 
 
 Sources: Hart, Contemporaries, II, No. 189. Text of 
 the Articles in American History Leaflets, No. 20 ; Old 
 South Leaflets, No. 2 ; MacDonald, Documents, No. 2 ; 
 Hill, Liberty Documents, Ch. xv ; Fiske, Civil Govern- 
 ment, Appendix A. Proposed amendments, American 
 History Leaflets, No. 28. Defects of the confederation, 
 Hart, Contemporaries, III, Nos. 41, 54, 59. Note in the 
 Articles especially: Art. IV (interstate citizenship); 
 Art. V (representation in Congress) ; Art. VIII (mode 
 
Outline of American History 331 
 
 of supplying the national treasury) ; Art. IX, § 6 (vot- 
 ing) ; Art. XIII (amendment). 
 
 b. Weakness of the government : dealings with the army ; 
 
 foreign relations. 
 
 Fiske, Critical Period, 105-119 (army); 1 19-144 
 (Tories, English trade); 157-162 (Barbary pirates); 
 207-211 (Mississippi question). McMaster, I, Chs. ii, 
 iv (use table of contents). 
 
 Sources: Hart, Contemporaries, III, No. 38 (New- 
 burgh address) ; Nos.49, 5° (trade restrictions) ; No. 53 
 (John Adams's presentation to George III) ; No. 45 
 (Mississippi question). Hart, Source Book, No. 66. 
 
 c. Disorders i'n the states : boundary disputes ; trade dis- 
 
 criminations ; paper-money craze. 
 
 Walker, Making of the Nation, 14-19. Fiske, Critical 
 Period, 144-153, 168-186. McMaster, I, 210-216 (Wyo- 
 ming valley trouble), 281 and following (paper-money). 
 
 Source: Hart, Contemporaries, III, Nos. 55, 58 
 (Shays' rebellion). 
 
 d. Social, economic, and political conditions, and progress, 
 
 1 783-1 789. 
 
 Detailed accounts in : Fiske, Critical Period, Ch. ii, 
 McMaster, I, Ch. i. 
 
 Source: Hart, Contemporaries, III, Part II. 
 
 e. The Northwest Territory : claims of the states ; cessions 
 
 (influence of Maryland) ; organization of the territory ; 
 
 rights guaranteed to people. 
 
 Fiske, Critical Period, 187-207. On present govern- 
 ment of territories, see Bryce, American Commonwealth 
 (abridged edition), Ch. xlvi ; or I, Ch. xlvii. Hart, 
 Actual Government. Hinsdale, American Government, 
 Ch. xli. Hinsdale, Old Northwest. 
 
 Sources: Cessions of the states, American History 
 Leaflets, No. 22. Text of Ordinance of 1787, Mac- 
 Donald, Documents, No. 4; Old South Leaflets, No. 13. 
 On the formation of the Ordinance, see Hart, Con- 
 temporaries, III, Nos. 43 (Ordinance of 1784), 46; 
 
332 American History- 
 
 Source Book, No. 67. See, also, Contemporaries, III, 
 No. 42. Old South Leaflets, No. 40 (Cutler's description 
 of Ohio), Nos. 16, 41 (Washington's interest in the 
 West). Other interesting accounts of the West, in Con- 
 temporaries, III, Ch. V. 
 Map Work: 
 
 The claims of the states to western lands. Epoch 
 maps, No. 6. (Same in Hart, Formation of Union, 
 map 3.) 
 Part II. Constitution. 
 
 f. The Federal Convention : steps leading to convention ; 
 the great compromises ; find in the Constitution the 
 clauses which constitute the great compromises. (For 
 the text, see American History Leaflets, No. 8 ; Old 
 South Leaflets, No. i ; MacDonald, Documents, No. 5 ; 
 Plske, Civil Government, Appendix B ; and in most 
 school histories.) 
 
 Brief Accounts: Hart, Formation of the Union, 121- 
 128. Winsor, America, VII, 237-246. 
 
 Longer Accounts: Fiske, Critical Period, 222-305. 
 Gay, Madison, Chs. vii, viii. Schouler, I, 23-47. 
 McMaster, I, Ch. iv. Bancroft, VI (last revision). 
 Farrand, in American Historical Review, 1904, Vol. IX, 
 No. 3. 
 
 Sources: Hart, Contemporaries, III, Ch. x (includes a 
 short sketch of some of the members of the convention 
 and extracts from the debates on the election of senators 
 and on slavery). Hill, Liberty Documents, Ch. xvii 
 (useful marginal notes to the Constitution). Old 
 South Leaflets, No. 70 (debate on the suff"rage in Con- 
 gress) ; No. 99 (extracts from letters of Washington). 
 
 g. Ratification of the Constitution. 
 
 Brief Accounts: Hart, Formation of the Union, 128- 
 135. Walker, Making of the Nation, 51-62. 
 
 Longer Accounts : Fiske, Critical Period, Ch. vii. Gay, 
 Madison, Ch. ix. McMaster, I, Ch. v. Schouler, I, 
 60-78. Bancroft, VI. 
 
Outline of American History 333 
 
 Sources: Hart, Contemporaries, III, Ch. xi. Source 
 Book, No. 68 (Mason's objections to the Constitution), 
 No. 69 (a common-sense argument for the Constitution). 
 Old South Leaflets, No. 12 (first two numbers of the 
 FederaHst). American Orations (Woodburn's revision), 
 I, 39 (Hamilton's speech in the New York Convention), 
 53 (Madison's speech in the Virginia Convention). 
 h. Preliminary study of the Federal Constitution. 
 
 (i) Congress: numbers, terms, qualifications and 
 mode of election of members of each branch ; mode of 
 making laws (three possible ways) ; powers of Con- 
 gress ; special powers of each House (what special or 
 exclusive powers does the Senate have as compared 
 with the House?) ; find in the Constitution all the acts 
 which require more than a simple majority vote. 
 
 (2) The President : qualifications, term, manner of 
 election (comparison of old and present methods) ; 
 powers (note relations with Congress, and appointing 
 power) . 
 
 (3) The judiciary : kinds of courts ; tenure of judges ; 
 jurisdiction of courts (general features only). 
 
 (4) Division of powers between state and national 
 government. 
 
 Constitution. For brief comment, any Civil Govern- 
 ment, e.g. Fiske, Strong and Shafer, Morey, Hinsdale's 
 American Government. 
 
 Bryce, American Commonwealth (very valuable). A 
 helpful guide to Bryce is Clark's Outline of Civics. Hart, 
 Actual Government. Wilson, Congressional Government. 
 Additio7ial Topics : 
 
 A. Describe the two forms of territorial government 
 laid down in the Ordinance of 1787. 
 
 B. Find four or five rights guaranteed to the people 
 of the northwest territory, and note their appearance in 
 the Constitution. 
 
 C. Compare the Constitution with the Articles of 
 Confederation with reference to: (i) representation; 
 
334 American History 
 
 (2) methods of raising money ; (3) voting in Congress ; 
 (4) amendments. 
 
 D. How has the Constitution remedied the defects 
 enumerated in Hart, Contemporaries, HI, Nos. 41, 54 ? 
 
 E. Contemporary arguments against ratification of the 
 Constitution. Contemporaries, HI, Ch. xi ; Source Book, 
 No. 68. 
 
 F. The contest over ratification in Massachusetts ; in 
 New York; in Virginia. Contemporaries, HI, Ch. xi. 
 Fiske, Critical Period, Ch. vii. McMaster, I, Ch. v. 
 Lodge, Hamilton, 64-73. Hosmer, Samuel Adams, 392- 
 401. Tyler, Patrick Henry, Ch. xviii. American Ora- 
 tions, I. Hart, Source Book, No. 69. 
 
 VIII. The Federalist Supremacy, 1789-1801. 
 
 18. Organization of the National Government. 
 
 a. Inauguration ; executive departments ; inferior courts ; 
 
 first ten amendments. 
 
 Brief Accounts : Walker, Making of the Nation, 88-99. 
 Fiske, Civil Government, 236-240, 250-252 (on present 
 departments) . 
 
 Longer Accounts : McMaster, I, Ch. vi. Schouler, I, Ch. 
 ii. Bryce, Commonwealth (abridged edition), Ch. viii 
 (cabinet) ; Ch. xxi (Federal courts, descriptive of pres- 
 ent conditions). 
 
 Sources : Constitution, Art. H, section i ; section 2, 
 clause I ; Art. Ill, section i ; Amendments, I-X. Hart, 
 Contemporaries, III, No. ']'] (proceedings in Congress), 
 No. 79 (hospitality of the Senate to President Washing- 
 ton). Both of these extracts are from the interesting 
 journal of Senator William Maclay. No. 81 (office-seek- 
 ers). Source Book, No. 71 (Maclay, on Washington). 
 Old South Leaflets, No. 10 (inaugural address). No. 65 
 (address to churches). See, for entire period. Historical 
 Sources in Schools, § 80. 
 
 b. Financial system, and formation of the Republican party. 
 
 (i) Tariff. Taussig, Tariff History, 8-16. Lodge, 
 Hamilton, 108- 11 4 (report on manufactures). Hart, 
 
Outline of American History 335 
 
 Contemporaries, III, No. 78 (first tariff debate) . Mac- 
 donald, Documents, No. 12 (Hamilton's report on 
 manufactures) . 
 
 (2) Debts. Lodge, Hamilton, 1 17-129. Hart, Con- 
 temporaries, III, No. 76; MacDonald, Documents, 
 No. 6 (Hamilton's first report on the public credit). 
 Source Book, No. 73 (Jefferson's account of the com- 
 promise on assumption). 
 
 (3) Excise. MacDonald, Documents, No. 8 (Ham- 
 ilton's second report on public credit). 
 
 (4) National Bank. Lodge, Hamilton, 98-105. 
 Hart, Contemporaries, III, No. 82. MacDonald, 
 Documents, Nos. 9 (Hamilton's report), 10 (Jeffer- 
 son's opinion on constitutionality), 11 (Hamilton's 
 opinion on constitutionality). 
 
 (5) Formation of parties. Hart, Contemporaries, 
 III, Nos. 83, 85 (Jefferson's opinion of Hamilton), 86 
 (Hamilton's opinion of Jefferson). 
 
 References : 
 
 Walker, Making of the Nation, 78-87. Schouler, I, 
 Ch. ii. (use table of contents). McMaster, I, Ch. vi ; 
 II, Ch. vii. Lodge, Washington, II, 103-120. Lodge, 
 Hamilton, Ch. vii. Morse, Jefferson, 100-129. Gay, 
 Madison, Chs. xi, xii. 
 c. The new government tested : Whiskey Rebellion ; Indian 
 
 Wars. 
 
 Brief Accounts: Walker, Making, 103-107, 123-125. 
 Lodge, Hamilton, 180-184. 
 
 Longer Accounts: Lodge, Washington, II, 81-103, 
 120-128. McMaster, II, Ch. ix. Schouler, I. Von 
 Hoist, I, 94-104. 
 
 Source: MacDonald, Documents, No. 15 (Washing- 
 ton's message, 1794). 
 Additional Topics : 
 
 A. " Our Republican Court : " titles, ceremonials, 
 levees. Lodge, Washington, II, 50-57. Schouler, I, 
 Ch. ii. McMaster, I, Ch. vi. 
 
336 American History 
 
 B. The First Slavery Debates : import tax ; petitions ; 
 fligitive slave law, 1793. Gay, Madison, in Ch. xi. 
 Schouler, I. McMaster, I. MacDonald, Documents, 
 No. 7. Constitution, I, section 9, clause i ; IV, section 2, 
 clause 3. 
 
 C. Political writings : newspapers, pamphlets, foreign 
 editors. Schouler, I (use table of contents). Hart, 
 Contemporaries, III, No. 87 (an extract from the 
 National Gazette). 
 
 D. Find in the Constitution three limitations on the 
 power of Congress to tax. 
 
 19. Foreign Relations, i 793-1 800. 
 
 a. Outbreak of war between England and France. (See 
 
 Outline of European History, pp. 190-194.) Procla- 
 mation of neutrality is in MacDonald, Documents, No. 
 13. Criticism in Hart, Contemporaries, III, No. 94. 
 
 b. Relations with France : Genet ; X, Y, Z affair ; war of 
 
 1798; treaty of 1800. Hart, Contemporaries, III, 
 Nos. 95 (Genet) ; 99 (X, Y, Z). Pennsylvania Re- 
 prints, VI, No. 2 (X, Y, Z). MacDonald, Documents, 
 No. 16. Turner, Diplomatic Contest for Mississippi 
 Valley, Atlantic, May-June, 1904; article on Genet in 
 American Historical Review, July, 1898. 
 
 c. Relations with England : Jay's Treaty ; constitutional 
 
 questions involved (Schouler, I, 321-329). Important 
 extracts in MacDonald, Documents, No. 14. For 
 Fisher Ames's famous defence of the treaty in the 
 House of Representatives, see Hart, Contemporaries, 
 III, No. 97 ; or Johnston's American Orations, I. 
 Gallatin's speech is in the latter volume. Pellew, Jay, 
 Ch. xi. 
 
 d. Relations with Spain : Mississippi question and the treaty 
 of 1795. Ogg, Opening of the Mississippi, 411-459. 
 
 General References : 
 
 Brief Account : Walker, Making of the Nation, 99- 
 103, 115-123, 137-144- 
 
 Longer Accounts: Lodge, Washington, II, Ch. iv. 
 
Outline of American History 337 
 
 Lodge, Hamilton, Chs. viii, ix (first part) . Gay, Madison. 
 193-222. Morse, Jefferson, Ch. x. Magruder, Marslial], 
 Ch. vii. Morse, Adams, 269-283. 
 
 Source : Hart, Source Book, Nos. 74, 75. 
 Additional Topics : 
 
 A. Attacks on Washington. McMaster, H (use table 
 of contents). 
 
 B. Washington's Farewell Address. Old South Leaf- 
 lets, No. 4. Hill, Liberty Documents, Ch. xviii. 
 
 C. Treaties: How made? May the House refuse to 
 vote money necessary to carry out a treaty? Can a treaty 
 alter a law of the United States ? Can a law supersede a 
 treaty? Constitution, Art. H, section 2, clause 2. Art. I, 
 section 9, clause 7. Art. VI, clause 2. McMaster, H, 
 266-276. Bryce, Commonwealth, 78-80 (or I, 106-109). 
 
 20. Fall of the Federalists, 1798-1801. 
 
 a. Alien and Sedition Acts ; Virginia and Kentucky Reso- 
 
 lutions. The text of the acts and resolutions is in 
 American History Leaflets, No. 15 ; MacDonald, Docu- 
 ments., Nos. 16-23. 
 Brief Account: Walker, Making of the Nation, 149- 
 
 155- 
 Longer Accounts : Gay, Madison, Ch. xv. Von Hoist, 
 
 L 141-167. McMaster, H, 389-403; Ch. xi (sedition 
 
 trials, use index). 
 
 Sources: Hart, Contemporaries, HI, Nos. loi, 104. 
 
 Constitution, Amendments, L American Orations, I 
 
 (Nicholas on the sedition act). 
 
 b. Party organization and conflicts, and the election of 
 
 1800-1801. 
 
 Brief Accounts: Walker, Making of the Nation, 157- 
 167. Lodge, Hamilton, 225-236. 
 
 Longer Accounts : Stanwood, Presidential Elections ; 
 or History of the Presidency. Schouler, I, 472-500. 
 McMaster, H. Ch. xi (use table of contents). 
 
 Sources: Hart, Contemporaries, HI, Nos. 103, 105. 
 Constitution, Art. II, section i. 
 
338 
 
 American History 
 
 IX. The Jeffersonian Republicans, 1801-1817. 
 
 21. General Principles and Domestic Policy of Jeffer- 
 
 son's Administration. 
 
 a. Inaugural address. American Orations, I. Old South 
 
 Leaflets, No. 104. Hart, Contemporaries, III, No. 106. 
 A Federalist's comment on Jefferson, Hart, Source 
 Book, No. ']']. Hart, Formation of Union, 176-179. 
 Longer criticism in Henry Adams, I, Ch. vii. Henry 
 Adams, History of the United States (during the ad- 
 ministrations of Jefferson and Madison), is the best 
 authority for the period 1801-1817. Morse, Jefferson, 
 209-218. Schouler, II, 1-4. 
 
 b. The civil service under Jefferson. Hart, Formation, 179- 
 
 180. Morse, Jefferson, 218-225. Schouler, II, 6-12. 
 Source : Contemporaries, III, No. 107. 
 
 c. The attack on the judiciary : Schouler, II, 86-89. 
 
 McMaster, III, 162-183. Henry Adams, II, 143 
 (Pickering) ; Ch. x (trial of Chase). Adams, John 
 Randolph, 130-152. 
 
 Source : Constitution, Art. I, section 2, clause 5 ; section 
 3, clauses 6, 7. 
 
 d. Financial policy : reduction of debt ; retrenchment in 
 
 army and navy. Hart, Formation, 182-183. Schouler, 
 II, 22-25. Walker, 175. Henry Adams, I, 238-243. 
 Stevens, Gallatin, Ch. vi. 
 
 22. Expansion. 
 
 a. Louisiana Purchase ; territorial and constitutional impor- 
 tance. 
 
 Brief Accounts: Hart, Formation, 185-187. Walker, 
 Making, 177-184. 
 
 Longer Accounts : Oilman, Monroe, 74-93- H. Adams, 
 II (best account). Schouler, II, 40-59. McMaster, II, 
 Ch. xiii; III, Ch. xiv. Von Hoist, I, 183-192 (chiefly a 
 discussion of its constitutionaHty). Roosevelt, Winning 
 of the West, IV, Ch. vi. Hosmer, History of the Louisi- 
 ana Purchase. Ogg, Opening of the Mississippi. Turner, 
 in Atlantic, May-June, 1904. 
 
Outline of American History 339 
 
 Sources : American Orations, I (Josiah Quincy on the 
 admission of Louisiana as a state). Contemporaries, III, 
 Nos. 111-114, 123 (Quincy's speech). Source Book, 
 No. 78. MacDonald, Documents, No. 24 (Treaty of ces- 
 sion). Old South Leaflets, No. 105 (Louisiana in 1803). 
 b. Oregon; Lewis and Clark expedition, 1 803-1 806. Mc- 
 
 Master, II, 633-635 ; III, 142-144. Henry Adams, II, 
 
 12, 215. Roosevelt, Winning of the West, IV, Ch. vii. 
 
 Sources : Old South Leaflets, No. 44 (Jefferson's in- 
 structions to Lewis). Contemporaries, III, No. 115 (ex- 
 tract from report of Lewis and Clark). Source Book, 
 No. 80 (Gass's Journal). See, also, Larned, Literature 
 of American History, pp. 1 72-1 81. 
 Map : 
 
 The United States at the close of Jeff'erson's first term. 
 Hart, Formation, map 4; same in Epoch Maps. 
 Additiofial Topics: 
 
 A. The Federalists' Secession Projects. Hart, For- 
 mation, 188-189. Schouler, II, 68-75. McMaster, III, 
 42-53. Von Hoist, I, 183-199. 
 
 B. Why did Hamilton accept Burr's challenge .'* Lodge, 
 Hamilton, 251-271. 
 
 C. Burr's conspiracy. Hart, Formation, 1 89-191. 
 Walker, Making of the Nation, 206-208. Morse, Jeff'er- 
 son, 280-285. McMaster, III, 54-88. Constitution, Art. 
 Ill, section 3, clauses i, 2. Schouler, II, 133-139. Mc- 
 Caleb, The Aaron Burr Conspiracy. 
 
 D. War with the Barbary Pirates. Hart, Formation, 
 184-185. Schouler, II, 17-20, 75-78. McMaster, II, 
 Ch. xiii; III, 200-208. Henry Adams, I, 244; II, 425. 
 Maclay, United States Navy, I. 
 
 Source: Contemporaries, III, No. 108. 
 23. Struggle for Neutral Rights. (See Outline of Euro- 
 pean History^ pp. 195-196.) 
 
 a. Aggressions by England and France on neutral trade : 
 Berlin and Milan decrees; Orders in Council; im- 
 pressments. 
 
340 American History- 
 
 Brief Accounts: Hart, Formation, 191-195, Walker, 
 Making, 190-197. Channing, United States of America, 
 174-180. 
 
 Longer Accounts : Morse, Jefferson, 255-267. Schouler, 
 II, Ch. vi. McMaster, III, 219 and following. Henry 
 Adams, III, Chs. iv, xvi. 
 
 Sources : Source Book, Nos. 74, 76, 79. Contem- 
 poraries, III, Nos. 116-119. 
 
 b. Retaliatory measures : non-importation ; embargo ; non- 
 
 intercourse act; Macon's bill No. 2. 
 
 Brief Accounts: Hart, Formation, 192-203. Walker, 
 Making, 199-203, 217-224. 
 
 Longer Accounts : Morse, Jefferson, Ch. xvii. Gay, 
 Madison, Ch. xvii. McMaster, III, especially Chs. xix, xx. 
 Schouler, II. Henry Adams, IV. 
 
 Sources : MacDonald, Documents, Nos. 27 (embargo 
 act), 28 (non-intercourse act). Contemporaries, III, 
 Nos. 121, 122 (embargo). Source Book, No. 31. 
 
 c. The War of 1812: causes, French, English, and Ameri- 
 
 can ; comparison of strength ; military and naval 
 warfare ; opposition to the war (Hartford Convention) ; 
 treaty of peace. For the influence of the young 
 Republicans, see Schurz, Clay, I, Ch. v; McMaster, 
 III, 419, 427-440; Henry Adams, VI, 122-153. Clay's 
 speech on the war is in American Orations, I, and 
 Contemporaries, III, No. 125. For Randolph's speech 
 on the militia bill, see American Orations, I. Causes 
 of the war : MacDonald, Documents, No. 29 ; Source 
 Book, No. 83. Declaration of war, MacDonald, No. 30. 
 On the military and naval events : McMaster, IV (use 
 table of contents) ; Henry Adams, VI-VIII (use table 
 of contents) ; Roosevelt, Naval War of 1812 ; Maclay, 
 United States Navy. On the Hartford Convention 
 and opposition in general to the war : Hart, Forma- 
 tion, 214-218 ; Walker, Making, 240-247 ; Von Hoist, 
 I, 253-272 ; McMaster, IV, Ch. xxviii, especially 247- 
 252; Schouler, II, 461-476; Henry Adams, VIII, IX; 
 
Outline of American History 341 
 
 MacDonald, Documents, No. 32 (report of the Hart- 
 ford Convention). Treaty of Peace and results of the 
 war: Hart, Formation, 218-222; McMaster, IV, 256- 
 276; Schouler, II, 477-485; Schurz, Clay, I, Ch. vi ; 
 Morse, J. Q. Adams, 75-98; Stevens, Gallatin, 312- 
 337 ; Henry Adams, IX ; MacDonald, Documents, No. 
 31 (treaty of Ghent); Contemporaries, III, No. 128 
 (discussion of the treaty by J. Q. Adams) ; Source 
 Book, No. 87 (discussion of the peace, Gallatin). 
 Sources : Contemporaries, III, Nos. 124 (capture of the 
 Java), 127 (campaign of New Orleans). Source Book, 
 Nos. 84 (capture of the Guerriere), 85 (capture of 
 Washington), 86 (battle of New Orleans). Historical 
 Sources in Schools, § 82. For further references and 
 * for criticisms of books on war of 1812, see Larned, Liter- 
 
 ature of American History, pp. 167-172. 
 Additional Topics : 
 
 A. Group all the clauses of the Constitution which 
 relate to war. 
 
 B. The Speaker of the House of Representatives. 
 Bryce (abridged edition), 104-107. Wilson, Congres- 
 sional Government, 103-111. Follett, The Speaker. 
 
 X. Reorganization, 1817-1829. 
 24. Economic Reorganization. 
 
 a. The tariff: effects of the events of 1 808-1 81 5 on com- 
 merce, agriculture, and manufacturing ; protectionist 
 arguments; attitude of the political leaders. Clay, Cal- 
 houn, Webster, and Randolph; tariff acts of 1816, 
 1824, 1828. 
 
 Brief Accounts: Hart, Formation, 225, 229-231, 247, 
 257. Walker, Making, 257-261. Burgess, Middle 
 Period, 1 09-11 5, 157-163. 
 
 Longer Accounts : Taussig, Tariff History, 1-24, 68-103 
 (best account). Schurz, Cla}'-, I, 1 26-1 31 (act of 1816), 
 212-221 (act of 1824, "American System"). Lodge, 
 Webster, 1 54-1 71 (an interesting account of Webster's 
 attitude towards the tariff, 1 816-1828). Von Hoist, 
 
342 American History 
 
 Calhoun, 33-35, 66-73. Henry Adams, Randolph, 279. 
 McMaster, IV, Ch. xxxi ; V, Ch. xlvi. Dewey, Financial 
 History. 
 
 Sources: Hart, Contemporaries, HI, Nos. 129 (com- 
 mercial effects of the war), 130 (Randolph's objections 
 to a protective tariif ). MacDonald, Documents, Nos. 44, 
 45 (protests of South Carolina and Georgia against the 
 tariff of 1828). American Orations, IV, 202 (Clay's 
 speech on protection). 
 b. Banking : evils of state banks ; the second United States 
 
 Bank, 1816. 
 
 Hart, Formation, 226-227. Walker, Making, 261-262. 
 
 Longer: McMaster, IV, III, Chs. xxx, xxxvi. 
 
 Sources: MacDonald, Documents, No. 33 (bank act 
 of 1816). Hart, Contemporaries, III, No. 132 (state 
 banking) . 
 25. Westward Migration and Internal Improvements. 
 
 a. Westward migration : influence of conditions on the sea- 
 
 board (McMaster, IV, 381-385) ; methods and routes 
 
 of travel; conditions of western life, 1800-1830. 
 
 McMaster, IV, Ch. xxxiii. Roosevelt, T. H. Benton, 
 Ch. i. Roosevelt, Winning of the West, IV, Ch. v. 
 Century Magazine, Vol. 63, Nov. 1901-Jan. 1902, articles 
 by Hough. Shaler, United States, I, Ch. v, especially 
 287-303. Higginson, Larger History, Ch. xvii. Sparks, 
 Expansion of the American People. 
 
 Sources: Contemporaries, III, Ch. xxi. Source Book, 
 Nos. 90, 92, 93. Historical Sources in Schools, § 83. 
 
 b. Internal improvements : need of better communication be- 
 
 tween East and West (McMaster, School History, 279- 
 282) ; political and economic results of the Erie Canal 
 and the railroads ; the constitutional question involved. 
 McMaster, IV, 411-429, V, 132-136. Von Hoist, Cal- 
 houn, 35-37. Burgess, Middle Period, 11 6-1 22, 166-170. 
 Sparks, Men Who made the Nation, Ch. vii. Schouler, 
 11,296-298; 111,346-352; IV, 122-131. Encyclopaedias 
 (articles on " Railroads "). 
 
Outline of American History 343 
 
 Sources: Contemporaries, III, Nos. 131 (Calhoun), 
 165, 166, 167 (travel by rail, coach, and canal), Gilman, 
 Monroe, 239-248 (summary of Monroe's vetoes). Cald- 
 well, Survey, 233 (American History Studies, No. 10). 
 Old South Leaflets, No. 108 (steamboat). 
 c. The Indians in Georgia and the question of State Sover- 
 eignty. 
 
 Hart, Formation, 255-256. Wilson, Division and Re- 
 union, 36-38. Burgess, Middle Period, Ch. x. Schouler, 
 III, 370-380. 
 
 For flirther references on Expansion, 1 783-1 828, see 
 Lamed, Literature of American History, pp. 172- 
 181. 
 26. Slavery and the Missouri Compromises. 
 
 a. Slavery extension, 1783-1818: constitutional recognition 
 
 of slavery ; fugitive slave act, 1793 ; economic and polit- 
 ical effects of the cotton gin ; balancing of states ; ex- 
 tent of slavery, 181 8 {jjiap). 
 Burgess, Middle Period, 48-60. Schouler, III, 134- 
 
 146. Von Hoist, I, 302-356 (340-356, economic contrast 
 
 between the free and slave states). 
 
 b. The struggle for Missouri : significance of the contest ; 
 
 first compromise (Tallmadge, Thomas) ; second com 
 
 promise (Clay) ; constitutional questions involved ; 
 
 cite the sections of the Constitution of the United 
 
 States relating to these questions. 
 
 Rhodes, History of United States since Compromise of 
 1850, I, 29-38. Burgess, Middle Period, Ch. iv (detailed 
 and constitutional). Schurz, Clay, I, Ch. viii. McMas- 
 ter, IV, 570-601. Von Hoist, I, 357-381. Schouler, III, 
 155-173. Henry Wilson, Rise and Fall of the Slave 
 Power, I, Chs.. xi, xii. 
 
 Sources: MacDonald, Documents, Nos. 35-41. Con- 
 temporaries, III, Nos. 135, 136 (comments on compro- 
 mise). Source Book, No. 91 (J. Q. Adams's comments). 
 American Orations, II. Historical Sources in Schools, 
 §83. 
 
344 American History 
 
 Map : 
 
 Status of slavery, 1821. Shade the portions of the 
 country affected by the compromise. 
 27. The Monroe Doctrine and the Panama Congress. 
 
 a. Conditions leading to the Monroe doctrine. 
 
 McMaster, V, 31-34. Paxson, Independence of the 
 South American Repubhcs. Contemporaries, III, Nos. 
 142 (Holy Alliance), 145 (Russian ukase). (See Outline 
 of European History^ p. 198.) 
 
 b. Earlier statements of the principles of the doctrine. 
 
 American History Leaflets, No. 4. Contemporaries, 
 III, No. 147 (extracts from Monroe's earher messages). 
 American Historical Review, July and October, 1902, 
 contains a noteworthy article (" John Quincy Adams and 
 the Monroe Doctrine," by Worthington C. Ford), on the 
 correspondence leading up to the message of 1823; see 
 especially the final paragraph. Gilman, Monroe, 162-170. 
 
 c. Contemporary comment on the doctrine. 
 
 For significant extracts from the message, see Mac- 
 Donald, Documents, No. 43 ; Contemporaries, III, No. 
 147 ; American History Leaflets, No. 4 ; Old South 
 Leaflets, No. 56; Hill, Liberty Documents, 321. 
 
 For comments, see McMaster, V, 48-53 (footnotes, 
 containing English newspaper comments) ; Hill, Liberty 
 Documents, 323-328 ; Hart, Contemporaries, HI, No. 148. 
 
 d. Later developments of the doctrine. Hart, " The Monroe 
 
 Doctrine and the Doctrine of Permanent Interest," in 
 American Historical Review, October, 1901 ; reprinted 
 in his Foundations of American Foreign Policy. 
 General References (for Monroe Doctrine) : 
 
 Brief Accounts : Hart, Formation, 241^244. Burgess, 
 Middle Period, 123-128. Morse, J. Q. Adams, 130-137. 
 Longer Accounts : Gilman, Monroe, Ch. vii. Schouler, 
 111,277-293. McMaster, V,Ch.xli. Hill, Liberty Docu- 
 ments, 329-339. 
 
 e. The Panama Congress. 
 
 Hart, Formation, 251-253. Burgess, Middle Period, 
 
Outline of Am'erican History 345 
 
 146-155. Schouler, III, 358-366. Von Hoist, I, 409- 
 419, 429 and following. Schurz, Clay, I, 267-273. 
 McM aster, V, Ch. li. 
 28. Political Reorganization and the Triumph of Jack- 
 son. 
 
 a. Growth of nationalism as shown by Supreme Court 
 
 decisions. 
 
 Hart, Formation, 234-236. McMaster, V, Ch. 1. 
 Magruder, John Marshall, Ch. x. Thayer, Marshall. 
 Lodge, Webster, Ch. iii (Dartmouth College case). 
 
 Sources: Contemporaries, No. 133 (extract from Mc- 
 Culloch vs. Maryland). Hill, Liberty Documents, Ch. 
 xix (McCulloch case with comments). Historical 
 Sources in Schools, § 83. 
 
 b. The "scrub race for the presidency," 1824-1825, 
 
 Stanwood, Presidential Elections, Ch. xi, or his 
 Presidency. Burgess, Middle Period, 131-136 (brief 
 description of candidates). On the " corrupt bargain " 
 charge, see Morse, J. Q. Adams, 181-189. Schurz, Clay, 
 I, Ch. x. Sumner, Jackson, Ch. iv. 
 
 c. New political methods, and the election of 1828. 
 
 Hart. Formation, 246-247, 259-262. Fiske. Civil Gov- 
 ernment, 216-217, 261-263 (gerrymander, spoils). 
 
 Stanwood, History of the Presidency, or his Presi- 
 dential Elections, Ch. xii. Schurz, Clay, I, 288-292. 
 Wilson, Division and Reunion, 9-26 (significance of 
 Jackson's election). Brown, Jackson. 106-117. 
 
 Source : MacDonald, Documents, No. 42 (tenure of 
 office act of 1820). 
 d. Personal features of Jackson's administration : Jackson's 
 
 character ; the Kitchen cabinet ; the spoils system in- 
 troduced into national politics. 
 
 Wilson, Division and Reunion, 26-34. Roosevelt, 
 Benton, Ch. iv. Brown, Jackson, 1 18-128. Sumner, 
 Jackson, 102-4, 140-163. Schouler, HI, 451-461. Mc- 
 Master, V, 525-536. 
 
 Sources: Contemporaries, HL Nos. 158 (removals). 
 
346 American History 
 
 160 (extract from Major Jack Downing), 162 (Jackson's 
 statement of principles). Source Book, No. 102 (ex- 
 tract from Major Jack Downing). 
 Additional Topics : 
 
 A. Indian troubles, 1 824-1 828, 1 830-1 832. Hart, 
 Formation, 255-256. Wilson, Division and Reunion, 
 36-38. Burgess, Middle Period, 210-220. Schouler, III, 
 370-380,477-480; IV, 233-235. Morse, J. Q. Adams. 
 Sumner, Jackson. 
 
 B. Jackson as a type of American frontier life in 1829. 
 Brown, Jackson. 
 
 C. Internal improvements. 
 
 D. Public lands. 
 
 For further references and for criticisms of books for 
 periods VII-X, see Larned, Literature of American His- 
 tory, pp. 1 52-1 81, and index. 
 XI. National Democracy, 1829-1844. 
 29. Nullification in South Carolina; the Question of 
 State Sovereignty. 
 a. The " great debate " : nullification in theory. 
 
 Wilson, Division and Reunion, 43-48. Schouler, III, 
 483-488. Lodge, Webster, 172-204 (includes estimate 
 of Webster as an orator) . 
 
 Sources : Important extracts in MacDonald, Docu- 
 ments, Nos. 47, 49 (Webster), 48 (Hayne). Hart, Con- 
 temporaries, III, Nos. 159 (Webster), 161 (Calhoun). 
 American History Leaflets, No. 30 (extracts from Webster, 
 Hayne, and Calhoun). Johnston, American Orations, I, 
 196 (Calhoun), 213 (Hayne), 223 (Webster). 
 d. The contest with South CaroHna : nullification in practice. 
 Wilson, 48-63. Burgess, 220-241. Schurz, Clay, II, 
 Ch. xiv. Roosevelt, Benton, Ch. v. Von Hoist, Cal- 
 houn, 66-84, 96-108. Sumner, Jackson, 194-206; Ch. 
 x; 281-291. Schouler, IV, 85-109. 
 
 Sources : MacDonald, Documents, Nos. 53 (ordinance 
 of nuUification), 55 (Jackson's proclamation), 56 (act for 
 enforcing the tariff", force bill). 
 
Outline of American History 347 
 
 c. Compare the action of South Carolina in 1 832-1 833 with 
 that of (i) Virginia and Kentucky in 1 798-1 799; 
 (2) Massachusetts in 1813-1815; (3) Georgia in 
 1825-1827. See sections 20, a\ 23, ^ (Hartford Con- 
 vention, etc.) ; and 25, c^ or 28, Additional Topic A. 
 30. Financial Questions, i 830-1 842. 
 
 a. Jackson's war on the bank : objection to the bank ; 
 
 election of 1832; removal of deposits; censure and 
 
 protest. 
 
 Wilson, Division and Reunion, 69-88. Brown, Jack- 
 son, 137-150. Burgess, Middle Period, Chs. ix, xii. 
 Sumner, Jackson. Schurz, Clay, I, 372-382 ; II, Ch. 
 XV. Roosevelt, Benton, Ch. vi. Schouler, IV (use table 
 of contents). Dewey, Financial History. Von Hoist, 
 II, Ch. i. Stanwood, History of the Presidency, or 
 Presidential Elections. 
 
 Sources: MacDonald, Documents (Jackson's annual 
 messages, Jackson's protest, Benton's expunging resolu- 
 tion). American History Leaflets, No. 24. American 
 Orations, I (Benton's speech on the expunging reso- 
 lution). 
 
 b. Financial depression, 1 837-1 840: "pet banks;" distri- 
 
 bution of surplus revenue ; specie circular ; panic of 
 
 1837; independent treasury, 1840 (1846). 
 
 Wilson, Division and Reunion, 88-98. Schouler, IV. 
 Shepard, Van Buren, Chs. viii-ix. Schurz, Clay, II, 
 Ch. xix. Roosevelt, Benton, Chs. vii, ix. 
 
 Sources : MacDonald, Documents, Nos. 67 (specie 
 circular), 75 (independent treasury act of 1846). 
 
 c. Whig financial measures ; Tyler's bank vetoes ; tariff of 
 
 1842. 
 
 Wilson, Division and Reunion, 133-140. Taussig, 
 Tariff History, 112-114, 119-140. Schouler, IV, Ch. 
 xvii, section I. Schurz, Clay, II, Ch. xxiii. 
 Additiojial Topics : 
 
 A. Nominating conventions. Bryce, Commonwealth, 
 Chs. liii. liv. 
 
348 American History 
 
 B. "Why great men are not chosen presidents." 
 Bryce, Ch. viii. 
 
 C. Ashburton treaty, 1842. Lodge, Webster, Ch, 
 viii. Schouler, IV, 396-402. 
 
 31. Anti-slavery Agitation, i 831-1838. 
 
 a. Actual conditions of slavery. 
 
 Brief Accounts: Wilson, Division and Reunion, 125- 
 132. Schouler, IV, 203-210. Rhodes, History of the 
 United States since the Compromise of 1850, I, Ch. iv 
 (excellent brief account of slavery about 1850). 
 
 Sources: Contemporaries, III, Ch. xxvi ; IV, Ch. iv. 
 Historical Sources in Schools, § 85, p. 250. 
 
 b. Revival of the slavery question : a period of general 
 
 moral and religious revival (Von Hoist, II, 84-85) ; 
 new character of the agitation ; leaders (Lundy, Garri- 
 son, Birney). 
 
 Brief Accounts: Wilson, Division and Reunion, 117- 
 123. Burgess, Middle Period, 242-249. Rhodes, I, 53. 
 Schouler, IV, 210-216. 
 
 Longer Accounts : Henry Wilson, Rise and Fall of the 
 Slave Power, I, Ch. xiii. Lives of Garrison, especially 
 that by W. P. and F. J. Garrison. 
 
 Sources : Old South Leaflets, Nos. 73 (Liberator, I, 
 i), 79 (Phillips's eulogy on Garrison). Contemporaries, 
 III, No. 174 (Garrison's principles). Old South Leaflets, 
 No. 80 (Theodore Parker on slavery). Contemporaries, 
 III, No. 181 (Slade). Old South Leaflets, No. 81 (anti- 
 slavery convention of 1833). Contemporaries, III, No, 
 176 (anti-slavery meetings). MacDonald, Documents, 
 No. 63 (Constitution of the American Anti-Slavery 
 Society) . 
 
 c. Northern opposition to the abolitionists : public meetings 
 
 and protests ; riots ; social ostracism. 
 
 Schouler, IV, 216-218. 299. Rhodes, I, 60. Von Hoist, 
 IL Ch. ii, Wilson, Slave Power, I, Chs. xvii (Prudence 
 Crandall), xx, xxi (northern mobs), xxvii (Lovejoy). 
 
 Sources: Source Book, No. 96 (Garrison mob, 1835). 
 
Outline of American History 349 
 
 American Orations, II (Phillips on the murder of Love- 
 
 joy)- 
 
 d. Constitutional questions involved : right of petition ; free 
 speech ; use of the mails. 
 
 Rhodes, I, 67. Burgess, Middle Period, 252-277. 
 Morse, J. Q. Adams, 243-280. 
 
 For further references, and for criticisms of books on 
 slavery, see Larned, Literature of American History, 
 pp. 181-204. 
 XII. Slavery in the Territories, 1844-1860. 
 32: Annexation of Texas and the Mexican WaRo 
 
 a. Independence of Texas. 
 
 Wilson, Division and Reunion, 141-143. Buro-ess, 
 Middle Period, 290-300. Rhodes, I, 76. Schouler, IV, 
 247-257, 302-307. Von Hoist, II. 
 
 Source: Contemporaries, III, No. 185 (Houston's 
 account of the Texan Revolution). 
 
 b. Annexation of Texas : Tyler's attempt ; the election of 
 
 1844; how annexation was accomplished. 
 
 Rhodes, I, 77-85. Schouler, IV, 440-451, 457-461, 
 465-486. Stanwood, History of Presidency, or his 
 Presidential Elections. Schurz, Clay, II, 236-268. Von 
 Hoist, Calhoun, Ch. viii. Garrison, Texas. 
 
 Source: Contemporaries, III, Nos. 187 (Clay's Raleigh 
 letter), 188 (Calhoun's letter to Lord Aberdeen), 189 
 (Benton's story of how annexation was secured). 
 
 c. War with Mexico: immediate origin; campaigns of Tay- 
 
 lor, Scott, Fre'mont, and Kearny; Wilmot Proviso; 
 
 treaty of peace. 
 
 Brief Accounts : Wilson, Division and Reunion, 149- 
 154. Rhodes, I, 87-93. 
 
 Longer Account : Schouler, IV, V. 
 
 Sources: Lowell, Biglow Papers (extract in Source 
 Book, No. 104). Contemporaries, IV, Ch. ii, especially 
 Nos. 10 (extract from Polk's message, alleging reasons 
 for war). 11 (opposition to war, Corwin), 12, 13 (military 
 events. Grant, Scott), 14 (why the whole of Mexico was 
 
350 American History 
 
 not annexed, Polk), 16 (Wilmof s defence of his Proviso). 
 Historical Sources in Schools, § 86. 
 
 See also Larned, Literature of American History, Mex- 
 ican War, pp. 204-206. 
 33. Struggle over Slavery in the Territories. 
 
 a. Compromise of 1850 : slavery in the Mexican cession. 
 
 (i) Settlement of California. Rhodes, I, 110-116. 
 Schouler, V, 130-146. Source Book, No. 105. Con- 
 temporaries, IV, No. 18. 
 
 (2) Discussion of compromise measures. Calhoun : 
 Contemporaries, IV, No. 19; American Orations, II. 
 Clay: American Orations, II; Source Book, No. 100. 
 Webster : Contemporaries, IV, No. 20 ; American 
 Orations, II. Seward: Contemporaries, IV, No. 22. 
 Text of the compromise measures in MacDonald, 
 Documents, Nos. 78-83. 
 
 (3) Workings of the Fugitive Slave Law. Burgess, 
 Middle Period, 365-375. Rhodes, I, 208-213, 222- 
 226, 499-506; II, 73-77. Source Book, No. 107 
 (Shadrach case). Hart, Chase, 1 63-1 71. Henry 
 Wilson, Slave Power, II, Chs. xxvi, xxxiii. Contem- 
 poraries, IV, Nos. 30 (Parker), 31 (Burns), 29, 32 
 (underground railroad), 33 (a personal liberty act). 
 Sumner's speech in favor of the repeal of the law is 
 in American Orations, IL See also Rhodes, I, 265- 
 269. 
 
 General References : 
 
 Brief Account: Wilson, Division and Reunion, 165- 
 
 178. 
 Longer Accounts : Rhodes, I, Ch. ii. Schouler, V, Chs. 
 
 xix, XX. Schurz, Clay, II, Ch. xxvi. Lodge, Webster, 
 
 289-332. Henry Wilson, Slave Power, II. 
 
 Sources : See Historical Sources in Schools, § 86, for 
 
 additional references. 
 d. The Kansas-Nebraska Act and the Struggle for Kansas : 
 Douglas's real object ; Topeka and Lecompton consti- 
 tutions ; civil war in Kansas ; English Bill. 
 
Outline of American History 351 
 
 Brief Accounts: Wilson, Division and Reunion, 182- 
 187, 199. Hart, Chase, 133-147. 
 
 Longer Accounts : Rhodes, 1, 424 ; II (excellent detailed 
 account), especially Ch. vii (use table of contents), e.g. 
 struggle for Kansas, Sumner's " Crime against Kansas," 
 and the assault on Sumner. Burgess, Middle Period, 
 Chs. xix (detailed account of the passage of act), xx 
 (struggle for Kansas, civil war in Kansas). Schouler, 
 V, Chs. xxi, xxii (use table of contents). Spring's Kan- 
 sas (American Commonwealth Series). Storey, Sumner, 
 Ch. vii, especially 109-117 (Sumner's defiance of South- 
 ern "fire eaters"), Ch. viii, Brooks's assault on Sumner 
 (138-153). Lothrop, Seward, Chs. ix, x, 172 and follow- 
 ing. Henry Wilson, Slave Power, II, Ch. xxxv (civil 
 war in Kansas), xxxvi (assault on Sumner) ; see table 
 of contents for additional chapters on Kansas Struggle. 
 On the rise of the Republican party, see Rhodes, II ; 
 Contemporaries, IV, No. 35. 
 
 Sources : MacDonald, Documents, Nos. 85-88 (deahng 
 with the Kansas-Nebraska act). No. 90 (extract from 
 the report of the House committee to investigate affairs 
 in Kansas), No. 92 (Lecompton constitution). Contem- 
 poraries, IV, Ch. vi, Nos. 36 (free-soil emigration), 38 
 (pro-slavery emigration), 39 (civil war in Kansas). 
 Source Book, Nos. 108 (Benton's criticism of the act), 
 109 (conditions in Kansas). For the Appeal of the 
 Independent Democrats, see American History Leaflets, 
 No. 17. Sumner's speech on the "Crime against Kan- 
 sas " is in Old South Leaflets, No. 83, and in American 
 Orations, III, 88. 
 
 Dred Scott Decision, 1857 : slavery throughout the terri- 
 tories. 
 
 Brief Accounts: Burgess, Middle Period, 449-459. 
 Schouler, V, 376-381. 
 
 Longer Accounts: Rhodes, II, 249-271 (good for inner 
 history of the case, and for contemporary comment). 
 Henry Wilson, Slave Power, II, Ch. xxxix. 
 
352 American History 
 
 Sources: Hill, Liberty Documents, Ch. xxi. Mac- 
 Donald, Documents, No. 91. American History Leaflets, 
 No. 23. Contemporaries, IV, Nos. 42, 43. Source Book, 
 No. no. 
 
 d. Lincoln-Douglas Debates, 1858 : the issues defined. 
 
 Brief Accounts : Burgess, Civil War and the Constitu- 
 tion, I, 19-26. Schouler, V, 410-416. 
 
 Longer Accounts : Morse, Lincoln (for the debate, see 
 I, Ch. v). Rhodes, H, 308-343. Henry Wilson, Slave 
 Power, II, Ch. xliii. Brown, Douglas. Tarbell, Lincoln. 
 
 Sources : American Orations, III, 154-194. Old South 
 Leaflets, No. 85. Contemporaries, IV, Nos. 44 (Lincoln's 
 "House Divided"" speech), 45 (Seward's "Irrepressible 
 Conflict " speech). Source Book, No. in (Douglas). 
 
 e. John Brown's Raid, 1859. 
 
 Brief Accounts : Burgess, Civil War, I, 35-44. Schou- 
 ler, V, 437-448. 
 
 Longer Account: Rhodes, II, 383-416. 
 Sources : Old South Leaflets, No. 84. Source Book, 
 No. 112. Contemporaries, IV, Nos. 47, 48. 
 
 f. The Election of i860: split in the Democratic party; 
 
 the Republican convention ; the campaign. 
 
 Brief Account: Wilson, Division and Reunion, 204- 
 210. 
 
 Longer Accounts: Rhodes, II, 440-502. Stanwood, 
 Presidency, or Presidential Elections, Ch. xxi. Schouler, 
 V, 454-469. Morse, Lincoln, I, Ch. vi. Lothrop, Sew- 
 ard, Ch. xi. Hart, Chase, Ch. vii. Burgess, Civil 
 War, I, Ch. iii. 
 
 Source: Contemporaries, IV, Ch. viii. 
 Map Work: 
 
 (i) Show, by a series of maps, the status of slavery in 
 1 85 1, 1855, i860 (Epoch maps). 
 
 (2) Show, by a series of charts, the sectionalization of 
 political parties in the elections of 1852, 1856, i860. 
 Additional Topics : 
 
 A. Webster's services to the idea of national union. 
 
Outline of American History 353 
 
 B. Clay^'s character and services. 
 
 C. Uncle Tom's Cabin. Rhodes, I, 278-285. Old 
 South Leaflets, No. 82 (Mrs. Stowe's story of Uncle 
 Tom's Cabin). Read the book itself. 
 
 D. Cuba and the Ostend Manifesto. Rhodes, II, 
 Ch. vi. MacDonald, Documents, No. 89. American 
 History Leaflets, No. 2. 
 
 E. The Isthmian Canal Question. Rhodes, II. 
 MacDonald, Documents, No. 'j'j. American History 
 Leaflets, No. 34. Contemporaries, IV, No. 195 (Nicara- 
 gua canal). 
 
 F. The Know-Nothing Party. 
 
 G. The panic of 1857. 
 
 XIII. Secession and Civil War, 1860-1865. 
 34. Secession of the Southern States. 
 
 a. Underlying causes ; process of secession ; constitution of 
 
 the Southern Confederacy. 
 
 Wilson, Division and Reunion, 210, 239-244. Rhodes, 
 
 III, Chs. xiii, xiv. Burgess, Civil War and the Consti- 
 tution, I, Ch. iv. Schouler, V, 474-480, 488-493. 
 
 Sources: American Orations, III, Ch. vi (secession 
 speeches) ; IV, 39 (Stephens''s " corner-stone ^' speech ; 
 extract also in Source Book, No. 113). Contemporaries, 
 
 IV, Chs, ix, X. MacDonald, Documents, Nos. 94 (South 
 Carolina Secession Ordinance), 97 (Constitution of the 
 Confederate States). American History Leaflets, No. 12. 
 
 b. Attempts at compromise. 
 
 Rhodes, III, Ch. xiii, xiv. 
 
 Sources: Contemporaries, IV, Ch. xi. MacDonald, 
 Documents, Nos. 93 (Crittenden compromise), 95, 96 
 (proposed constitutional amendments). 
 
 c. Abraham Lincoln and his policy. 
 
 Wilson, Division and Reunion, 216-218. Morse, 
 Lincoln, I, 219-241, 273-282. Rhodes, III, 316-320, 
 325-346. Nicolay and Hay, Lincoln. Tarbell, Lincoln. 
 
 Sources: Old South Leaflets, No. 11, or American 
 Orations, IV, 16 (Lincoln's first inaugural address). 
 
354 American History 
 
 American History Leaflets, No. i8 (inaugural and first 
 message). Historical Sources in Schools, § 87. 
 Map Work: 
 
 The seceding states. Indicate, also, the loyal, but 
 slave-holding, states. 
 Additional Topic: 
 
 Summary of State Sovereignty ideas, 1 783-1 861. 
 35. The Civil War, 1861-1865. 
 
 a. Fort Sumter, and the uprising of the North. 
 
 Rhodes, III, 325-374. Burgess, Civil War, I, Ch. vii. 
 Sources : Hart, Contemporaries, IV, Ch. xii. Source 
 Book, Nos. 114 (Sumter), 115 (rousing of the North). 
 
 b. The sections in 1861 compared: population; economic 
 
 resources ; military spirit. 
 
 Rhodes, III, 397-413. Atlantic Monthly, December, 
 1901, article on the "Resources of the Confederacy." 
 Hart, " Why the South Lost," New England Magazine, 
 November, 1891 ; reprinted in his Practical Essays on 
 American Government. Cambridge Modern History, 
 VII, Chs. xiv, xviii-xix. Schwab, Confederate States 
 of America, 1 861-1865. 
 
 c. General plan of campaign and chief military events : 
 
 1861. Bull Run, and the organization of the eastern 
 
 army by McClellan. 
 
 1862. East: Peninsular campaign ; Antietam ; Fred- 
 
 ericksburg. 
 West : Opening of the Mississippi — Forts Henry 
 
 and Donelson, Shiloh, New Orleans. 
 Eastern Te?inessee : to isolate the Gulf states. 
 
 1863. East: Chancellorsville ; Gettysburg. 
 West : Vicksburg. 
 
 Eastern Tennessee : Chickamauga ; Chattanooga. 
 
 1864. East: Grant's move on Richmond. 
 
 Sheridan in the Shenandoah Valley. 
 West: Sherman's march from Chattanooga to 
 Atlanta ; " from Atlanta to the Sea ; " 
 Thomas's campaign and its importance. 
 
Outline of American History 355 
 
 1865. Closing in on Lee; Appomattox. 
 1861-1865. The work of the navy. 
 
 Brief Accounts : Dodge, A Bird's-eye View of the Civil 
 War (brief accounts of the military events by an expert). 
 General Wm. T. Sherman, "The Grand Strategy of the 
 War of the Rebellion,'' Century Magazine, Vol. 35, 580- 
 598 (1887-8), gives in comparatively brief space the gen- 
 eral plan of the war with the clearness of a master. 
 
 Longer Accounts : Rhodes, III, IV, V. Schouler, VI. 
 Fiske, Mississippi Valley in the Civil War. Ropes, 
 Story of the Civil War (to 1863). Maclay, United 
 States Navy. Nicolay and Hay, Life of Lincoln. C. F. 
 Adams, Lee at Appomatox. Cambridge Modern History, 
 VII, Chs. xiv-xvii. 
 
 Sources : Hart, Contemporaries, IV, Chs. xviii, xix, xx, 
 xxii. Source Book, Ch. xviii. Century War Book 
 (Johnson and Buell, editors), Battles and Leaders of the 
 Civil War, 4 vols. Scribner's Series, Campaigns of the 
 Civil War, 13 vols. Grant, Memoirs. Sherman, Memoirs. 
 
 For further references, see Larned, Literature, pp. 213- 
 260. 
 
 Financial management of the war: tariff; internal taxa- 
 tion ; paper-money ; national banking system. 
 Schouler, VI, 282-287. Rhodes, III, IV (use table 
 of contents). Dewey, Financial History. Hart, Chase, 
 Chs. ix, xi. Taussig, Tariff History, 155-169. Condi- 
 tions in the South, Cambridge Modern History, VII, Ch. 
 xix; Schwab, Confederate States of America, 1861-1865. 
 
 Source : MacDonald, Select Statutes. 
 Attitude of Europe towards the war. Rhodes, III, Chs. 
 XV, xvi (use table of contents) ; IV, Chs. xvii, xxii 
 (excellent). Adams, C. F. Adams, Chs. ix-xvii, espe- 
 cially Chs. xii (Trent affair), xiv (cotton famine), xvi 
 (effect of the emancipation proclamation), xvii (the 
 Alabama). Schouler, VI, 111-116, 261-274. Morse, 
 Lincoln, I, Ch. xii (Trent affair). Burgess, Civil 
 War, II, Ch. xxxiii (French in Mexico). ' 
 
35^ American History 
 
 Sources : Contemporaries, IV, Nos. 98 (John Bright), 
 . 99 (Trent affair), 100 (attitude of Napoleon III). 
 
 f. Conditions incidental to war ; enlistments ; bounties ; 
 
 prison life ; camps ; railroad and telegraph ; sanitary 
 
 and Christian commissions ; the work of the pupiPs 
 
 own town or city. 
 
 Schouler, VI, 290-316, 400-424. Facts maybe picked 
 out of most of the detailed histories of the war (see 
 above, ^). For conditions in southern states, see Cam- 
 bridge Modern History, VII, Ch. xix ; Schwab, Con- 
 federate States of America, 1861-1865. 
 
 Sources : Contemporaries, IV, Pt. V. Source Book, Nos. 
 117 (southern soldier), 118 (supplies for the wounded). 
 
 g. Northern opposition to the war. Morse, Lincoln, II, 
 182-199. Rhodes, IV, 221-236, 245-255, 320-332. 
 
 Sources: Contemporaries, IV, No. 121 (draft riots). 
 American Orations, IV, 82 (Vallandigham's speech). 
 //. Emancipation. 
 
 Schouler, VI, 214-224. Rhodes, III, 630; IV, 67-76, 
 157-163, 212-219. Morse, Lincoln, II, Chs. i, iv, xii. 
 
 Sources: Contemporaries, IV, Ch. xxi. American 
 History Leaflets, No. 26 (Lincoln's reply to Greeley). 
 Source Book, Nos. 120 (Lincoln's account of the history 
 of the proclamation), 124 (Lincoln on the relation of 
 slavery to the war). MacDonald, Select Statutes. Old 
 South Leaflets, No. 11 (emancipation proclamation). 
 Constitution, Amendment XIII. 
 Additwnal Topics : 
 
 A. Grant's military ability. 
 
 B. Lee as a General. C. F. Adams, Lee at Appo- 
 matox and Other Papers. See also above under c. 
 
 XIV. Problems of Peace, 1865-1904. 
 36. Reconstruction, the New South, and the Race 
 Problems. 
 a. Principles of reconstruction : policy of Lincoln and of 
 Johnson ; congressional policy ; the Reconstruction Act 
 of 1867 ; constitutional amendments. 
 
Outline of American History 357 
 
 Brief Accounts: Wilson, Division and Reunion, 256- 
 263. Bryce, Commonwealth, II, 468-480. 
 
 Longer Accounts: Burgess, Reconstruction and the 
 Constitution. Dunning, Essays on the Civil War and 
 Reconstruction, 2d Essay. Storey, Sumner, Chs. xviii, 
 xix. McCall, Stevens, Chs. xiii-xvi. Hart, Chase, 
 Chs. xiii, xiv. Blaine, Twenty Years of Congress, II. 
 Atla7itic Monthly^ January-October, 1901, series of arti- 
 cles on reconstruction. 
 
 Sources : Contemporaries, IV, Ch. xxiv. MacDonald, 
 Select Statutes. American Orations, IV, 129-188. Hill, 
 Liberty Documents, Ch. xxiii. Source Book, No. 130. 
 
 b. Process of reconstruction : conditions in the South at the 
 
 close of the war ; southern opposition to the freedmen ; 
 
 freedmen's bureau ; carpet-bag government ; struggle 
 
 between Congress and President Johnson. 
 
 Wilson, Division and Reunion, 260-277. Cambridge 
 Modern History, VII, 622-633, 640-642. Brown, Lower 
 South in American History, 191-225. Blaine, Twenty 
 Years of Congress, II. Burgess, Reconstruction and the 
 Constitution. Wilson, American People, V, Ch. i. 
 
 Sources: Southern conditions as seen by Northern 
 observers: Contemporaries, IV, Nos. 141 (Mrs. Botune), 
 142 (Godkin), 143 (Carl Schurz), 144 (General Grant). 
 Contemporaries, Nos. 151 (Southern legislation against 
 freedmen, 154 (impeachment proceedings), 156 (Ku Klux 
 Klan), 157 (carpet-bag government). MacDonald? 
 Select Statutes. Source Book, Nos. 127, 128, 131, 
 132. 
 
 c. The new South and the race problem : economic devel- 
 
 opment ; social and industrial progress of the negro ; 
 
 revision of constitutions of Southern states. 
 
 Brown, Lower South, 247-271 (shifting the white man's 
 burden). Andrews, The Last Quarter Century (1870- 
 1895), II» 150-156, Ch. xii (disfranchisement, economic 
 conditions). Dunning, in Atlantic Monthly, October, 
 1901. Outlook, December 31, 1898 (race problem). 
 
358 American History 
 
 McClure's, March-May, 1904. T. N. Page, in Scribner's, 
 July, 1904. A. H. Grimke, in Atlantic Monthly, July, 
 1904. Bryce, Commonwealth, II, 483-490, Ch. xciii. 
 
 Sources: Contemporaries, IV, Nos. 203 (southern 
 election frauds), 205 (H. W. Grady), 208 (Booker 
 Washington). 
 2p. Political Problems since 1865. 
 
 a. Party contests: Liberal Republicans, 1872; Hayes- 
 
 Tilden contest, 1 876-1 877 ; Democratic triumph, 1884 ; 
 
 split in Democratic party, 1896; party issues. 
 
 Wilson, Division and Reunion, 281-290, 296. Blaine, 
 Twenty Years of Congress, II. Stan wood, Presidency 
 or Presidential Elections. Andrews, Last Quarter Cen- 
 tury. Wilson, American People, V, 104-112; 169-184; 
 253-263. McClure's Magazine, July, 1904. 
 
 Sources: Contem.poraries, IV, Nos. 159 (1876-1877) ; 
 160 (1880); 161 (1884). MacDonald, Select Statutes. 
 h. Civil service reform. 
 
 Brief Accounts : Wilson, Division and Reunion, 277, 
 293-294. Hinsdale, American Government, 273-279. 
 Wilson, Congressional Government (index, Civil Service). 
 
 Longer Accounts: Bryce, Commonwealth, II, Ch. Ixv 
 (spoils). See interesting chapters on Rings and Bosses, 
 and on the Machine ; also, Chs. Ixxxviii, Ixxxix. 
 
 Sources : American Orations, IV, 367 (G. W. Curtis) ; 
 400 (Carl Schurz). Hart, Source Book, No. 137 (Curtis 
 on civil service reform). Contemporaries, IV, Nos. 199 
 (Carl Schurz), 202 (Bird S. Coler). MacDonald, Select 
 Statutes. Reports of the Civil Service Commission. 
 c. Foreign Relations, 1865-1904: Purchase of Alaska; 
 
 treaty of 1871 with Great Britain, and the Geneva 
 
 award; Venezuelan affair, 1895 ; annexation of Hawaii ; 
 
 war with Spain ; the Philippine problem ; indepen- 
 dence of Cuba ; American policy in China ; Isthmian 
 
 canal. 
 
 Cambridge Modern History, VII, 670-672, 674-686. 
 Woolsey, America's Foreign Policy. Foster, American 
 
Outline of American History 359 
 
 Diplomacy in the Orient, Chs. xi, xii. Wilson, American 
 People, V, 269-300. Larned, History for Ready Refer- 
 ence, VI. 
 
 Sources: Hart, Contemporaries, IV, Nos. 174, 175, 
 178, 179, 192-194, Chs. XXX, xxxi. MacDonald, Select 
 Statutes, Nos. 63, 93, 126, 128-131. 
 d. Problems of municipal government. 
 
 Goodnow, Municipal Problems. Reports of the Na- 
 tional Municipal League (Philadelphia). Hart, Contem- 
 poraries, IV, No. 206. Steffens, The Shame" of the 
 Cities. Steffens, Enemies of the Republic, in McClure's, 
 April- August, 1904. 
 38. Economic Problems since 1865. 
 
 a. The tariff : attempts to reduce the war tariff; Cleveland's 
 
 tariff message, 1887; the McKinley Act, 1890; the 
 
 Wilson Act, 1894; the Dingley Act, 1897; movement 
 
 for reciprocity and tariff reform. 
 
 Taussig, Tariff History. Dewey, Financial History. 
 Wilson, American People, V, 187-194. American Ora- 
 tions, IV, 38 (Hurd's speech in favor of free trade; 
 compare Clay's speech, same volume). 
 
 b. Currency : resumption of specie payments ; the silver- 
 
 coinage struggle. 
 
 Taussig, Silver Situation in the United States, Pt. I. 
 Hart, Chase, Ch. xv. Dewey, Financial History. Ameri- 
 can Orations, IV, § 9. Hart, Source Book, No. 136. 
 Wilson, American People, V, 142-148, 206-208, 214-227. 
 MacDonald, Select Statutes. 
 
 c. Combinations of labor and of capital : labor unions ; 
 
 trusts ; strikes and lock-outs ; growth of railroads ; 
 
 regulation of interstate commerce; the Northern 
 
 Securities case. 
 
 Larned, Ready Reference, VI, 529-535. Tarbell, 
 History of the Standard Oil Trust, McClure's Magazine, 
 1903-1904. Baker, articles in McClure's, 1904. Mon- 
 tague, Rise and Progress of the Standard Oil Co. Hart, 
 Contemporaries, IV, Nos. 162, 163, 165, 201. Bryce, 
 
360 American History 
 
 Commonwealth, II, Ch. ciii. Eliot-Foster debate, Boston 
 Herald, February 8 and 22, 1904. C. W. Eliot, in Bos- 
 ton Herald, May 3, 1904. For further references on the 
 period since 1865, see Earned, Literature of American 
 History, pp. 260-273, ^^^ supplement. 
 39. Summary and Review of American History. 
 
 a. The chief factors in the progress from colonies to 
 nation, from 1607 a.d. to the present. Review this 
 Oiitlme and its references. 
 
 b. The United States at the present day : population ; 
 resources ; conditions, social, political, economic. Census 
 Report. Statesman's Year Book. Current publications. 
 
 c. " Some Reasons why the American Republic may 
 Endure." Eliot, American Contributions to Civilization 
 (extracts in Hart, Contemporaries, IV, No. 207). 
 
APPENDIX 
 
 A List of Some American Libraries Containing Special 
 Collections of Historical Material Serviceable to 
 Teachers of History 
 
 Prepared by Lucy Maynard Salmon, Professor of History, and Adelaide 
 Underhill, Reference Librarian, and Cataloguer, Vassar College, 
 Poughkeepsie, N.Y. 
 
 The information contained in the following list has been sought 
 through blanks sent to fifty libraries that apparently have unusual facilities 
 for historical study. The libraries were selected from " Notes on Special 
 Collections in American Libraries," prepared in 1892 by Mr. W. C. Lane 
 and Mr. C. K. Bolton, supplemented by the lists contained in the "Libra- 
 ries of Greater New York " issued by the New York Library Club in 1902, 
 and by personal information. In a few cases no replies were received 
 from the libraries from which information was asked, and in a few others 
 the replies were so general as not to be serviceable. In some instances 
 where no direct information was received from the libraries themselves, 
 facts in regard to their equipment were obtained from university cata- 
 logues. These statements are made to explain the noticeable gaps that 
 appear in the list. 
 
 The libraries selected are for the most part connected with universities, 
 colleges, and state historical societies. College and university libraries are 
 usually strong in collections of public documents, both American and Euro- 
 pean. They have also often been made the repositories of collections 
 on special subjects made by those actively interested. Johns Hopkins 
 University, for example, has the collection of works on slavery and the 
 negro race made by General William Birney, and Cornell has the price- 
 less collection of works on the French Revolution and the Protestant 
 Reformation collected by ex-President Andrew D. "White. The libraries 
 of state historical societies usually contain quite complete collections of 
 works on state and local history, genealogy and biography, and of the 
 
 361 
 
362 Appendix 
 
 newspapers of the state. They often also make a specialty of the his- 
 tory of the section in which they are located ; the State Historical Soci- 
 ety of Virginia, for example, gives particular attention to the history of 
 the South. They are also strong in the publications of other historical 
 societies. Several collections have been included that are numerically 
 small but of great importance on account of their character. The Charle- 
 magne Tower collection of 942 volumes of colonial laws is of greater value 
 than collections numerically larger but duplicated in many libraries. 
 
 A number of libraries in the list are not open to the public, but permis- 
 sion to use them may, as a rule, be obtained by students properly intro- 
 duced. It has not been intended to include in the list the name of any 
 library where this permission would be refused. 
 
 It has been difficult to prepare a statement in regard to special collec- 
 tions of historical material that would be serviceable to teachers of history, 
 and that would be at the same time one at which special students of his- 
 tory would not look askance because of its incompleteness. But it is 
 hoped that this attempt may prove of some slight service until it is super- 
 seded by a more exhaustive study of the subject. 
 
 It would not have been possible to send out this list without the coop- 
 eration of the librarians that have given their assistance. To our own 
 gratitude for this assistance must be added that of those who may find the 
 
 list useful. 
 
 L. M. S. 
 
 A. U. 
 
 ALBANY, NEW YORK 
 
 New York State Library 
 
 Manuscript archives of the state of New York and a very good series of 
 United States and state documents and British Parliamentary papers. 
 
 ANN ARBOR, MICHIGAN 
 
 Library of the University of Michigan 
 
 Greek and Roman antiquities, including archceology and institutions, 
 1000 volumes, 4000 photographs ; history of Great Britain, 5000 volumes, 
 400 pamphlets, lOO photographs ; of Ireland, 200 volumes ; of Germany, 
 1000 volumes; of France, 1500 volumes; of America, 15,000 volumes; 
 of Michigan, looo volumes, 200 pamphlets, 100 photographs. 
 
Appendix 363 
 
 BALTIMORE, MARYLAND 
 
 Library of the Johns Hopkins University 
 
 Birney collection^ works on slavery and the negro race, brought together 
 by General William Birney, 400 volumes, 1000 pamphlets ; Bluntschli 
 library, library of the late Professor J. C. Bluntschli of Heidelberg, relating 
 mainly to international law, treaties, etc., 2500 volumes, 3000 pamphlets, 
 and the author's manuscript lecture notes, etc. Added to this are com- 
 plete sets of the works of Francis Lieber and of E. Laboulaye ; collection 
 of Swiss history, laws, etc., presented by the Swiss government through 
 Professor J. M. Vincent, 900 volumes ; Adams' historical collection, library 
 of the late Professor H. B. Adams, 4000 volumes and over 10,000 pam- 
 phlets, a collection of books on history, education, etc., especially valuable 
 for its section of works on history of education, 450 volumes, 2500 pam- 
 phlets ; Scharf collection, books and pamphlets relating chiefly to Southern 
 history and the Civil War, presented by Colonel J. Thomas Scharf, 300 
 volumes, 20,000 pamphlets ; Creswell collection, collection of the late 
 Postmaster-General J. A. J. Creswell, 171 volumes, 700 pamphlets, includes 
 works on Alabama Claifus and supplemental works on international arbi- 
 tration, including original papers as well as documents connected with 
 the Alabama Claims Commission ; Southern history and literature, 1000 
 volumes, 2500 pamphlets (this collection of works relating to Southern 
 history includes also books illustrating the social life of the South) ; McCoy 
 collection of Americana, 350 volumes ; Helbig collection of Roman and 
 Greek coins ; Theodore Marburg collection of Cypriote antiquities, eighth 
 to second centuries, B.C. ; Cohen collection of Egyptian antiquities ; Dill- 
 man library of Biblical literature ; Strauss Semitic library. 
 
 Peabody Institute 
 
 Sixty thousand volumes on history. 
 
 Especially rich in sets relating to English history, as Master of the Rolls 
 and the Record Commission publications, Monujuental Histories of the 
 Counties of England zxiiS. Victoria History of the Counties, publications of 
 societies, as the Camden, Surtees, Harleian, Hakluyt, English Historical, 
 Oxford Historical, Cambridge Historical, Parish Register Society, and 
 publications of the local archaeological societies of England and Scotland. 
 
364 Appendix 
 
 Relating to French history, the Moititeiir and several thousand volumes of 
 Archives, Recueils, etc., on the French Revolution. 
 
 An admirable catalogue of the library, with supplement, has been 
 printed. 
 
 BERKELEY, CALIFORNIA 
 Library of the University of California 
 Californiana, 2000 volumes, 10,000 pamphlets. 
 
 BOSTON, MASSACHUSETTS 
 Boston Athen.^um 
 
 Washingtoniana, including part of Washington's library and books 
 concerning him, 457 volumes, 750 pamphlets; books printed in the Con- 
 federate States, J 861-186^, 570 volumes; a large collection on interna- 
 tional law and diplomacy ; a collection of United States public documents 
 v^'hich ranks as one of the three or four best sets known; early American 
 pamphlets. 
 
 The admirable printed catalogue, dated 1874- 1880, has no printed 
 supplement. 
 
 Boston Public Library 
 
 The library is especially strong in American history (particularly the 
 Civil I'Var) ; English history (especially county history and topography) ; 
 genealogy (very large, including town histories, parish and town registers, 
 and records, both English and American), archaeology and Egyptology. 
 Special collections : the Prince library, 2935 volumes, constantly growing, 
 containing early New England history and theology, including among the 
 manuscripts, the Afather papers, the Cotton papers, ond Prince papers ; the 
 Franklin collection, 465 volumes, with constant increase, including works 
 written by, printed by, and relating to Beiijamin Franklin ; the library 
 of President John Adams, held in trust, about 3700 volumes, including 
 books used in the preparation of his Defence of the Constitutions of 
 Government of the United States, and containing many histories of the 
 Italian republics ; the John A. Lewis library of early Americana ; the 
 Charlotte Harris fund, constantly used to purchase early Americana — 
 many works on the Quakers recently bought ; one of the most complete 
 
Appendix 365 
 
 sets of Congressional doaiments and the Parliamentary papers of Great 
 Britain ; the Thayer library, about 4000 volumes, relating to the Stuart 
 period of English history. The library has, perhaps, the strongest assem- 
 blage of anti-slavery matter to be found : all the Garrison manu- 
 scripts ; the collections of manuscripts of Sa??iuel J. May, Maria Weston 
 Chapman, Edward A. Phelps, John Bishop Estlin, Lysander Spooner, 
 Davis Lee Child, and some additional John Brown matter ; the Hunt 
 library, relating to the West Indies and slavery therein, 700 volumes ; 
 the Wendell Phillips books, not numerous, but strong, relatively, in slavery 
 material ; several hundred patJiphlets from the family of William Lloyd 
 Garrison. The library is especially rich in portraits. The Departfuent of 
 Statistics and Documents is full of illustrative material, commercial, socio- 
 logical, and political. 
 
 Massachusetts Historical Society 
 
 Relating to the history of Massachusetts, 42,000 volumes and 100,000 
 pamphlets. 
 
 State Library of Massachusetts 
 
 Large collection of state and toivn histories of A^ew England, especially 
 of Massachusetts. The collection includes newspaper clippings of local 
 interest, mounted and bound. 
 
 BROOKLYN, NEW YORK 
 
 Long Island Historical Society 
 
 American history, general, 1558 volumes ; Civil War and slavery, 523 
 volumes and 852 pamphlets ; Mexico, Central A77ierica, South America, 
 and West Indies, 308 volumes; Ejiglish history, 11 69 volumes; French 
 history, 805 volumes; Italy and Rome, 387 volumes; Greece, 175 vol- 
 umes; Egypt and the Holy Land, z^2,6 volnvaes. 
 
 CAMBRIDGE, MASSACHUSETTS 
 
 Library of Harvard University 
 
 See Potter, Descriptive and Historical Notes on the Librajy of Harvard 
 University (Bibliographical Contributions from the Library of Harvard 
 University, No. 55), Cambridge, 1903. 
 
366 Appendix 
 
 In American history, 31,085 volumes; the collection is especially strong 
 in works relating to the period of exploration and discovery, in early 
 Americana, and in books on slavery ; it also includes the Sparks and other 
 ma?tuscripts. English history, 11,396 volumes, including complete sets of 
 the Rolls Series, the Calendars of State Papers, and the publications of the 
 Record Comjfiission, the Historical Manuscripts Commission, and the 
 principal historical and archceological societies of Great Britain, and 3500 
 volumes on British local history and topography ; French history, 9334 
 volumes, including the Documents inedits, the publications of the Societe 
 d^histoire de France, and the principal collections of memoirs; German 
 history, 4165 volumes, in addition to the Hohenzollern collection of 10,000 
 volumes begun in 1903 by gift of Professor A. C. Coolidge ; Italiati his- 
 tory, about 4000 volumes, including a rapidly growing collection on the 
 nineteenth century; history of the Crusades and the Latin East, 890 vol- 
 umes, mainly from the library of the late Count Riant; folklore and medi- 
 eval romances, about 9000 volumes, supposed to be the largest collection 
 in existence; the Otto??ian Empire and the Eastern Question, 3000 vol- 
 umes, and a large collection on the history of Russia and other Slavic 
 countries ; history of China and Japan, 1000 volumes; United States 
 Congressional documents, 4900 volumes ; American state and city docu- 
 ments, 4000 volumes; British documents, over 5000 volumes, including a 
 com^XtiQ ?,t\. o{ Parliamentary papers since i8jo; American newspapers 
 and periodicals, over 5000 volumes. The library also possesses the great 
 collection of the late Konrad von Maurer on Scandinavian history; 
 Thomas Carlyle's collection of books relating to Cromwell and to Frederick 
 the Great; and unusually full collections of Greek and Roman history 
 and antiquities, ecclesiastical history (including such sets as the Acta 
 Sanctorum, the Patrologia of Migne, the collections of church councils^ 
 etc.), palceography^ and historical bibliography. 
 
 CHICAGO, ILLINOIS 
 
 Chicago Public Library 
 
 16,889 volumes on history. 
 
 18,942 volumes of government documents and state papers. 
 Especially full collection of state and local histories, and of literature of 
 the Civil War. 
 
Appendix 367 
 
 Newberry Library 
 
 51,600 volumes and pamphlets on history. 
 
 Americana, the library of Edward E. Ayer, 15,000 volumes and pam- 
 phlets; collection of works on Egypt, 700 volumes. 
 
 Library of the University of Chicago 
 
 United States goverufnent publications, one of the three or four most 
 complete collections; statutes of the states, complete in many cases, nearly so 
 in others; colonial statutes, nearly 100 volumes; historical publications of 
 the British government, 1 100 volumes; of the French government, 700 vol- 
 umes; of German governf?ients, 350 volumes; of other European govern- 
 ments, 300 volumes; publications of European historical societies, 800 
 volumes ; of American historical societies, 500 volumes ; historical publi- 
 cations of American states, 400 volumes ; Civil War tracts, 543 bound 
 volumes ; Efiglish tracts of 1 640-1 660, 550 bound volumes ; paleographi- 
 cal facsimiles, 40 bound volumes. 
 
 CLEVELAND, OHIO 
 Western Reserve Historical Society 
 
 Specially rich in original manuscripts and data concerning the Western 
 Reserve and Cleveland. 
 
 Other collections: general New England histories, 120 volumes; his- 
 tories of Massachusetts, 535 volumes ; of New Hampshire, 77 volumes; 
 of Connecticut, 178 volumes; oi New York, 249 volumes ; oi Pennsylvania, 
 183 volumes; of Ohio, 782 volumes; general United States histories, 558 
 volumes; early voyages, travels in North America, 416 volumes; British 
 America, 173 volumes; genealogy and heraldry, 682 volumes; a collec- 
 tion of 230 portraits of men prominent in the Western Reserve and Ohio 
 as early pioneers, etc. 
 
 DURHAM, NORTH CAROLINA 
 
 Trinity College Library 
 
 History of North Carolina, and North Carolina literature, about 400 
 volumes and 400 pamphlets ; Early English history, 300 volumes (good 
 
368 Appendix 
 
 collection in connection with early English literature) ; Virginia colonial 
 history, and general Southern history, fairly good. 
 
 HANOVER, NEW HAMPSHIRE 
 
 Dartmouth College Library 
 
 General Sylvanus Thayer collection of military science and history, 
 especially French military history of the eighteenth and early nineteenth 
 centuries, including 500 volumes and a large number of maps and plans of 
 eighteenth century wars and of Napoleon's campaigns; New Ha77ipshire state 
 and toxvn history, 600 volumes, 700 pamphlets, and about 7000 manuscripts 
 (the last relating chiefly to the early history of the College, but containing 
 also matter on New Hampshire, on the Revolution, on Indians in the eigh- 
 teenth century, and on New England ecclesiastical history) ; English his- 
 tory, seventeenth century, chiefly ecclesiastical, about 300 contemporary 
 pamphlets; Calvin and Geneva, about 200 volumes, with constant in- 
 crease, including some rare sixteenth and seventeenth century publications 
 and reprints. 
 
 ITHACA, NEW YORK 
 
 Cornell University Library 
 
 The French Revolution, rich in contemporary pamphlets, a part of the 
 ex-President White Library; slavery in America, including the collections 
 of Samuel J. May and of ex- President White; the Civil War, rich in 
 contemporary pamphlets collected by ex-President White; Dante and his 
 time, the largest collection in its field, the gift of Professor Willard Fiske; 
 the Grisons (Graubiinden), the second largest existing collection, the gift 
 of Professor Willard Fiske; heretic persecution in Christendom zw^tvitch 
 persecution in Christendom, and the history of jiidicial torture, parts of 
 the ex-President White Library; the Protestant Reformation, rich in 
 contemporary pamphlets, also part of the ex-President White Library; 
 the Jesuits; Ancietit Egypt, the largest element being the Eisenlohr 
 library, recently purchased; Palestine pilgrimages, collected by ex-Presi- 
 dent White; the Thirty Years' War, rich in contemporary pamphlets ; 
 the English Revolution, rich in contemporary pamphlets; Brazil, col- 
 lected by Herbert H. Smith; Santo Domingo, collected by ex- President 
 White, mainly at the time of his mission in the island, 1870-1871. 
 
Appendix o6q 
 
 MADISON, WISCONSIN 
 Library of the State Historical Society of Wisconsin 
 Bound files of American newspapers, 1730 to date, 11,875 volumes- 
 the Mormons, 460 volumes, 550 pamphlets, 632 volumes of periodicals 
 and 43 volumes of newspapers ; American local history, 12,000 volumes • 
 public documents. United States, state and city, 15,000 volumes- mapl 
 American, 4000; Draper collection of bound manuscripts relating to the 
 Middle West, 1735-1815, 4i6 volumes; collection of letters and^nanu- 
 scripts of signers of the Declaration of Indepejideftce and of the Consti- 
 tuti'on; special collections on early American travel, slavery, and the 
 Civil War ; unusually complete files of early American periodicals ■ 
 Tank collection of 4000 volumes on the Netherlands; English history 
 15,000 volumes, including the Rolls Series, Calendars of State Papers 
 Reports of the Historical Manuscripts Commission and of the Deputy 
 J^eeper, publications of the Record Commission, and of all important local 
 historical and a^itiquarian societies in England, besides a considerable 
 collection oi English local history ; large collection oi American genealogy 
 There is an elaborate printed catalogue of the Society's newspaper col- 
 lection, and also a special bulletin descriptive of the works on English 
 history which are available at Madison in the State Historical and the 
 University Libraries. 
 
 Library of the University of Wisconsin 
 
 The library is strongest in the history of cojitinental Europe, particularly 
 the history of Germany, and the Crusades. It possesses complete files of 
 all the principal historical, philological, and economic periodicals, and a 
 number of important sets of sources, such as Migne^s Patrologia, the Acta 
 Sanctorum, the Monnmenta Ger?naniae Historica, the Chroniken der 
 deutschen Sfddte, the R neil des Historiens des Croisades, the Historiens 
 des Gaules et de la France, the Moniteur, etc. There is also a good 
 working collection in Greek and Roman history. 
 
 MINNEAPOLIS, MINNESOTA 
 
 Minneapolis Public Library 
 
 Complete sets of Hansard, of the Moniteur, of the publications of the 
 Historical Manuscripts Commission, and of the Hakluyt and Camden 
 Societies and of Stevens' Facsimiles. 
 
370 Appendix 
 
 NEW HAVEN, CONNECTICUT 
 
 Yale University Library 
 
 Particularly strong in United States history, in English history, and in 
 general mediceval history. Special collections : H. AI. Dexter collection 
 relating to early history of Puritanism and Congregationalism, 1850 vol- 
 umes ; Scandinavian history, consisting of the collection of Count Riant, 
 containing 5000 volumes, some manuscripts, and 16,000 doctoral disser- 
 tations ; Ernst Curtius^ collection on Greek history and archceology, 3500 
 volumes; Russian history, containing the Sbornik Russian Historical 
 Society and other important series ; newspapers and periodicals relating 
 to American history, with the Confederate press well represented ; the 
 doctimentary collections for English, French, and general mediaeval history, 
 for Spanish America, and for the United States are extensive and in some 
 cases fairly complete ; a very large collection relating to the history of 
 missions is in the Divinity School. 
 
 NEW ORLEANS, LOUISIANA 
 
 Howard Memorial Library 
 
 Two hundred and fifty sets of local periodicals and files of bound news- 
 papers ; on the history of Louisiana, Zoo volumes, looo pamphlets, 200 
 maps, and on the Gulf States generally, 100 volumes. 
 
 NEW YORK, NEW YORK 
 
 Columbia University Library 
 
 Forty-two thousand volumes on history, of which 7000 are on Ameri- 
 can history ; 6000 on English ; 7000 on German, French, and Italian ; 
 3500 on other European, Asian, and African ; 6500 on geography and 
 general history ; 9000 on biography and 2300 on ecclesiastical history. 
 
 A special collection on Mary, Queen of Scots, given by General J. Watts 
 De Peyster, numbers 521 volumes. 
 
 New York Historical Society 
 
 One hundred thousand volumes on American history ; one of the larg- 
 est special collections on America^i local history and genealogy, also par- 
 ticularly rich in American newspapers earlier than 1800. 
 
Appendix ^71 
 
 New York Public Library, Astor, Lenox, and Tilden Founj 
 
 JDA- 
 TIONS 
 
 American genealogy and local history, 12,000 volumes; American 
 newspapers before 1800, 35,000 numbers ; Americana, 20,000 volumes ; 
 Dutch history, 480 volumes, 10,000 pamphlets ; Mor7non collection, 500 
 volumes, 500 pamphlets; naval history, 660 volumes, 300 pamphlets; 
 public documents, 60,000 volumes ; ?naps, 5000 sheets and 300 atlases. 
 
 OBERLIN, OHIO 
 
 Oberlin College Library 
 Slavery and anti-slavery, 1000 volumes, 1500 pamphlets. It contains 
 parts of the libraries of William Goodell, Oliver Johnson, and Austin 
 Willey. 
 
 PALO ALTO, CALIFORNIA 
 
 Leland Stanford Junior University 
 
 Australasia, 1500 volumes; British sessio?ial reports, 3500 volumes. 
 
 PHILADELPHIA, PENNSYLVANIA 
 
 The Historical Society of Pennsylvania 
 
 Charlemagne Tower collection of colonial laws, 942 volumes, besides 87 
 oi Americana; Gilpin collection, comprising colonial and Revolutiojiary 
 history, especially Philadelphia and Pennsylvania imprints, 3500 volumes; 
 Cassel collection, composed of Pennsylvania German imprints, 2000 vol- 
 umes ; Dreer autograph collection, 150 volumes; American genealogies, 
 2000 volumes ; English local histories, 2500 volumes ; Fretich Revolution 
 collection, or Wilson collection, 1000 volumes ; seventeenth and eighteenth 
 century manuscripts, including Penn, Pemberton, Clifford, Shippen, etc., 
 papers and tax lists, etc., 300 volumes; also, the only collection in 
 America oi Journals of the Lords of Trade and Proprieties, 107 volumes ; 
 genealogical manuscripts, comprising church and Friends' meeting records, 
 wills, etc., 500 volumes. 
 
372 Appendix 
 
 Library Company of Philadelphia 
 
 American history during the seventeenth and eighteenth centuries, mclnd- 
 ing a unique collection of broadsides and fugitive printed matter of the 
 middle and latter part of the eighteenth century ; local history of Phila- 
 delphia, with nearly complete files of all the newspapers published there 
 during the eighteenth century ; and a very large and rare collection of 
 broadsides, ballads, pictures, envelopes, and other fugitive printed matter 
 relating to the Civil War. 
 
 University of Pennsylvania 
 
 Collection of books relating to Americatt history and institutions, con- 
 sisting of about 12,000 volumes, classified and arranged as follows : 
 national documents, a practically complete legislative record of the govern- 
 ment of the United States, 1789 to date; state doctiments ; Canadian 
 public documents, 1843-1890; municipal ordinances and documents of 
 American cities; the lazvs of the states and territories, 1 840-1 890; the 
 laws of the United States ; the John A. Jamesoji library of American con- 
 stitutional convejitiotis, debates, journals, etc. ; the Robert Purvis collection 
 of anti-slavery literature ; miscellaneous letters from and to Benjamin 
 Franklin (over 600), also broadsides, pamphlets, and memorabilia once 
 belonging to Benjamin Franklin, purchased by the University in 1903. 
 
 Of foreign docu??ients, an extensive collection of English governme^it 
 publications ; 900 volumes oi French legislative documents ; and the entire 
 proceedings and other documents of the Reichstag since the founding of the 
 German Empire. 
 
 The library also contains special collections on the antiquities of Mexico. 
 Three thousand volumes in Russian presented by the Hon. Charlemagne 
 Tower concern Russian history and literature. 
 
 PRINCETON, NEW JERSEY 
 
 Library of Princeton University 
 
 Special collections : Civil War, 3500 volumes, 2000 pamphlets; history 
 of the college and university, works by and about officers and alu?nni, 
 memorabilia, etc., 2500 volumes. 
 
Appendix 273 
 
 PROVIDENCE, RHODE ISLAND 
 
 Library of Brown University 
 
 Metcalf collection of pamphlets on American, especially New England, 
 history, sermons, addresses, etc., 1700 to 1850, and also later, about 15,000 
 volumes; Richards collection of pamphlets on English and Welsh history 
 and church history, eighteenth century, 5000 volumes ; John Carter 
 Brown Library of North American and South American colonial history, 
 1492-1800, see below. 
 
 John Carter Brown Library, Brown University 
 
 Special collection of books printed in or about the two Americas before 
 the year 1800, 10,000 volumes and pamphlets, 750 ffiaps, portraits, and 
 other illustrative material. The collection is especially rich in contempo- 
 rary works relating to the discovery of America, 300 volumes ; early geog- 
 raphy and cosmography, 500 volumes ; Mexico, 400 volumes ; Mexican 
 linguistics, 500 volumes ; books on the English colonies, particularly New 
 England, Virginia, the Carolinas, and Georgia, 400 volumes ; missionary 
 enterprises, especially the Society for the Propagation of the Gospel, 150 
 volumes ; voyages and travels, 500 volumes ; revolutionary pamphleteering, 
 800 volumes. 
 
 Providence Public Library 
 
 1 1,500 volumes and pamphlets on slavery and the Civil War. Of these, 
 653 volumes and 7755 pamphlets are the Caleb Fiske Harris collection. 
 
 Rhode Island Historical Society 
 
 Rhode Island history, large collection of books, pamphlets, and manu- 
 scripts ; American genealogy and local history, 5000 volumes ; Bartlett 
 collection of American travels and ethnology, 450 volumes; Foster collec- 
 tion of early United States government documents, Contitiental Congress 
 broadsides, etc., 300 volumes, 1000 pamphlets. 
 
374 Appendix 
 
 SALEM, MASSACHUSETTS 
 
 Essex Institute 
 
 Essex County, Massachusetts, 2000 volumes, ii,000 pamphlets; Civil 
 War, 500 volumes, 250 pamphlets; slavery {^United States), 250 vol- 
 umes, 1000 pamphlets; China, 700 volumes; Neio England town histories, 
 3000 volumes; genealogies, 1 100 volumes. 
 
 WASHINGTON, DISTRICT OF COLUMBIA 
 
 Library of Congress 
 
 See A Guide to the Archives of the Governtnent in Washington, by C. H. 
 Van Tyne and W. G. Leland, edited by A. C. McLaughlin, published by 
 the Carnegie Institution, Washington, D.C., 1904. ^i. 
 
 Collections of public documents especially full, including documents of 
 foreign governments as vv^ell as United States government publications and 
 state and municipal documents. The library is rich in early Americana, 
 American history and topography, American biography, American geneal- 
 ogy, Washingtoniana, Lincolniana, Confederate publications, works relat- 
 ing to Canada, Spanish America, Central America, West Indies, South 
 America, China, islands of the Pacific. It contains the largest collection 
 in existence of American newspapers, also files of a number of foreign 
 neivspapers, and a very full list of periodical sets. The library also con- 
 tains, through the Smithsonian Institution, the most complete collection in 
 America of the publications of foreign learned societies. The important 
 collections of manuscripts include the Jefferson manuscripts, Dolly Madison 
 papers. Loyalist papers, Eorce manuscripts, De Kochambeau papers, Wash- 
 ington manuscripts, Delaware manuscripts, Schoolcraft papers. A large 
 collection of broadsides relate to American colonial and Revolutio7iary 
 history. The collection of maps and atlases relating to Atnerica is exten- 
 sive, and there is also an important collection of early maps published by 
 foreign govertnnents. 
 
 Library of the Department of State 
 
 3500 volumes on American history, 9500 volumes on foreign history, 
 4500 on biography. 
 
Appendix nJS 
 
 WORCESTER, MASSACHUSETTS 
 
 American Antiquarian Society 
 
 Over 100,000 volumes. The largest collection is of American history, 
 including general, state, and local histories, genealogy, biography, city 
 and town documents. The collection of files of Ajnerican newspapers is 
 one of the most valuable in the country; among the most complete files 
 of the early papers are those of the Boston News Letter, American 
 Weekly Mercury, Pennsylvania Gazette, New York Gazette, New York 
 Weekly Journal, Nevi^ Hampshire Gazette, Newport Mercury, Connecticut 
 Gazette, Connecticut Courant; the library has a nearly complete file of 
 the Massachusetts Spy. The library also has the following valuable 
 collections : works on Mexico, Central America, and South A?nerica, early 
 voyages and travels, including many early editions; a large proportion of 
 early A?nerican imprints ; over 400 volumes of the printed works of the 
 members of the Mather family; old Bibles and collections of psalmody, 
 hymnology, and other material relating to the ecclesiastical history of New 
 England ; an unusually complete set of Congressional documents ; Ameri- 
 can text books ; publications of learned societies. Among the manuscript 
 collections are : the voluminous collection of Mather manuscripts, including 
 diaries, sermons, essays, etc.; numerous orderly-books of the American 
 Revolutionary ar?ny, records, muster-rolls, army-orders, etc., covering the 
 later Indian wars and the Revolutionary period; a large collection of deeds, 
 inventories, town papers, autograph letters, sermons, and diaries. The 
 museum contains Indian, colonial. Revolutionary, and Civil War relics. 
 
ADVERTISEMENTS. 
 
HISTORY 
 
 Methods of Teaching and Studying History 
 
 Edited by G. Stanley Hall, President of Clark University, Worcester, Mass. 
 Cloth, xiv + 391 pages. Retail price, $1.50. 
 
 THIS volume contains, in form likely to be of direct practical utility 
 to teachers, as well as to students and readers, the opinions and 
 modes of instruction, actual or ideal, of eminent and representative 
 specialists in each department of history. 
 
 Studies in Historical Method 
 
 By Mary Sheldon Barnes, author of Studies in General History and Studies 
 in American History. Cloth, iv-f- 144 pages. Retail price, 90 cents. 
 
 IN the first part of this book, method is considered from the point of 
 view of the nature of history, in the second part from the nature of 
 the historical sense, and in the third from the point of view of historical 
 aim. The second part is purely inductive, containing original studies 
 on the historical sense in children and among primitive peoples. The 
 first part includes bibliographical aids for the study of history, while at 
 the close of the book there is given a complete bibliography of English 
 works on the subject of method. 
 
 History Topics 
 
 Part I, Ancient and Modem History. Part H, History of the United States. 
 By W. F. Allen, late Professor in the University of Wisconsin. Paper. 121 
 pages. Introduction price, 25 cents. 
 
 THE principal object of the topical method is to give prominence to 
 the most important names and events in history, and to concentrate 
 the attention of the students upon certain selected ones among these. 
 Incidentally, the strictly chronological arrangement followed in these 
 lessons, and the method of their grouping, will assist in conveying a 
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 85 
 
I 66 OUTLINE MAPS 
 
 Progressive Outline Maps 
 
 Printed on drawing paper, adapted to lead pencil or to ink. 10x12 inches. 
 United States and Mercator's Projection, 12x20 inches. Introduction price, 
 2 cents each ; ^1.50 per hundred. When sent by mail, $1.75 per hundred. 
 The following is a list of those kept in stock : — 
 
 United States. Australia. 
 
 World, Mercator's Projection. New England. 
 
 North America. Middle Atlantic States. 
 
 South America. Southern States, Eastern Section. 
 
 Europe. Southern States, Western Section. 
 
 Central and Western Europe. Central Eastern States. 
 
 British Isles. Central Western States. 
 
 Palestine. Pacific States. 
 
 England. The Great Lakes. 
 
 Italy. State of New York. 
 
 Greece. State of Ohio. 
 
 Africa. State of Washington. 
 
 Asia. State of Pennsylvania. 
 
 Smaller maps of the continents are also printed in black on bond paper, 
 8 X 9s inches, for use in history note-books. 
 
 Outline Maps of the World 
 
 Introduction price, 3 cents each ; ^2.50 per hundred. 
 
 No. I. World outline, on the Plane of London, 115X 18 inches. 
 No. 2. World Drainage Outline, on the Plane of the North Pole. 145x18. 
 No. 3. Southern Hemisphere, Drainage Outline, on the Plane of the South 
 Pole. 13^x18. 
 
 Outline Maps of the United States 
 
 Prepared by Edward Channing and Albert B. Hart, Professors of His- 
 tory in Harvard College. The Large Map is on strong white paper, in four 
 sections, each 26 x 42 inches. Introduction price, 15 cents per section ; 50 cents 
 complete. Mounted, ^3.00. The Small Map is on tough white paper, in blue 
 ink, and iii x 18 inches. Introduction price, 2 cents each ; ^1.50 per hundred. 
 Intermediate Map, prepared by W. A. Mowry. 28x40 inches. Intro- 
 duction price, 30 cents each. 
 
 Historical Outline Maps 
 
 Map of Ancient History. 12 x 20 inches. Introduction price, 3 cents each ; 
 
 ^2.25 per hundred. 
 Map of England. (By T. C. Roney.) 19x24 inches. Introduction price, 
 
 5 cents each ; ^4.00 per hundred. 
 Map of Europe. 12 x 18 inches, on bond paper. Introduction price, 3 cents; 
 
 ^2.25 per hundred. 
 Maps to accompany Sheldon's American History. Six maps : The World on 
 
 Mercator's Projection, North America, the United States west to Santa Fe, 
 
 west to the Mississippi, west from the Mississippi, and the Southern and 
 
 Middle States for use in studying the Civil War. Printed on bond paper. 
 
 Introduction price, 2 cents each; ^1.50 per hundred. 
 
History. 
 
 Allen's History Topics. Covers Ancient, Modern, and American history and gives an 
 excellent list of books of reference. 121 pages. Paper, 25 cents. 
 
 Allen's Topical Outline of English History. Including references for literature. Boards, 
 25 cents ; cloth, 40 cents. 
 
 Boutwell's The Constitution of the United States at the End of the First Century. 
 Presents the Constitution as it has been interpreted by decisions of the United States Su- 
 preme Court from 1789 to 1889. 430 pages. Buckram, ^2.50 ; law sheep, $3.50. 
 
 Fisher's Select Bibliography of Ecclesiastical History. An annotated list of the most 
 essential books for a theological student's library. 15 cents. 
 
 Flickinger's Civil Government: as Developed in the States and the United States." 
 An historical and analytic study of civil institutions, for schools and colleges. 374 pages. 
 Cloth, $1.00. 
 
 Hall's Method of Teaching History. " Its excellence and helpfulness ought to secure it 
 many readers." — The Nation. 405 pages. 51.50. 
 
 Pratt's America's Story for America's Children. A series of history readers for ele^ 
 mentary schools. 
 
 I. The Beginner's Book. Cloth. 60 illustrations. 132 pages. 35 cents. 
 II. Discoverers and Explorers: 1000 to 1609. Cloth. 152 pages. 52 illus. 40 cents. 
 III. The Earlier Colonies: 1601 to 1733. Cloth. 160 pages. Illus. 40 cents. 
 IV. The Later Colonies. Cloth. Illus. 160 pages. 40 cents. 
 V. The Revolution and the Republic. Cloth. Illus. 160 pages. 40 cents. 
 
 Sheldon's American History. Follows the " seminary " or laboratory plan. " By it the 
 pupil is not robbed of the right to do his own thinking." Half leather. ^1.12. 
 
 Teacher's Manual to Sheldon's American History. 60 cents. 
 
 Sheldon's General History. For high schools and colleges. The only general history 
 following the " seminary " or laboratory plan. Half leather. 572 pages. ^1.60. 
 
 Teacher's Manual to Sheldon's History. Puts into the instructor's hand the key to the 
 above system. 172 pages. 85 cents. 
 
 Sheldon's Greek and Roman History. Contains the first 250 pages of the General 
 History, ^i.oo. 
 
 Sheldon-Barnes's Studies in Historical Method, Suggestive studies for teachers and 
 students. Cloth. 160 pages. 90 cents. 
 
 Shumway's A Day in Ancient Rome. With 59 illustrations. Should find a place as a 
 supplementary reader in every high-school class studying Cicero, Horace, Tacitus, etc. 
 96 pages. Paper, 30 cents ; cloth, 75 cents. 
 
 Thomas's Elementary History of the United States. For younger grades. Maps and 
 illustrations. Cloth. 357 pages. 60 cents. 
 
 Thomas's History of the United States. Revised and rewritten. Edition of 1901. For 
 schools, academies, and the general reader. A narrative historv with copious references 
 to sources and authorities. Fully illustrated. 592 pages. Half leather. $1.00. 
 
 English History Readers. English history for grammar grades. 
 
 Wilson's Compendium of United States and Contemporary History. For schools and 
 the general reader. 114 pages. 40 cents. 
 
 Wilson's The State. Elements of Historical and Practical Politics. A book on the 
 organization and functions of government. Revised edition, largely rewritten. 692 
 pages. ^2.00. 
 
 Sent postpaid on receipt of price by the publishers. 
 
 D. C. HEATH & CO., Publishers,Boston, NewYork,Chicago 
 
A HISTORY SYLLABUS 
 
 For Secondary Schools, outlining the four years' course in H«istory 
 recommended by the Committee of Seven of the American His- 
 torical Association. By a Special Committee of the New England 
 History Teachers' Association. Cloth. 375 pageso $1.20 net. 
 
 OUTLINE OF ANQENT HISTORY 
 
 Reprinted from "A History Syllabus for Secondary Schools" by 
 a Special Committee of the New England History Teachers' 
 Association. Paper. 58 pages. 15 cents. 
 
 OUTLINE OF MEDIEVAL AND MODERN 
 EUROPEAN HISTORY 
 
 Reprinted from "A History Syllabus for Secondary Schools" by 
 a Special Committee of the New England History Teachers' 
 Association. Paper. 67 pages. 15 cents. 
 
 OUTLINE OF ENGLISH HISTORY 
 
 Reprinted from " A History Syllabus for Secondary Schools " by 
 a Special Committee of the New England History Teachers' 
 Association. Paper. 40 pages. 15 cents. 
 
 OUTLINE OF AMERICAN HISTORY 
 
 Reprinted from " A History Syllabus for Secondary Schools " by 
 a Special Committee of the New England History Teachers' 
 Association. Paper. 72 pages. 15 cents. 
 
 D* C HEATH & CO*, Publishers 
 BOSTON NEW YORK CHICAGO 
 
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