D yC-NRLF I: •teiP V'', ■ ! U SYLLABUS I\- ; MODERN EUROPEAN HISTORY ^^' A Syllabus in Modern European History from Charlemagne to the Present (800-1920) by William Thomas! Morgan Associate Professor of European History in Indiana University Assisted by Prescott W. Townsend Instructor in History in Indiana University. 1920 -n |0 }^ Preface The present Syllabus lays little claim to originality, particularly in the appendices. It is an outgrowth of three years experience Avith the Syllabus by Professor C. J. H. Hayes, while at Columbia, and the Columbia University Press has kindly granted us permission to use such portions of this syllabus as we desired. ISIuch use has been made in places of Professor Clarence Perkins' Syllabus on jModern European History, and valuable suggestions have been taken from the SyUabi of Professors Paetow, Burr, Thompson, Foster and Fay and others. The idea of outlining each days lesson as the unit is, we think, peculiar to the present S^-llabus as are the suggestive questions at the end of each days assignment. The aim throughout has been to give point to the work of each day. Considerable pains have been spent upon the sections on note taking and the term essay, which in our estimation, are among the most valuable things to be taught in the course. The purpose of this new excursion into an old field is only another serious attempt to guide the bewildered college youth carefully through the maze of facts, essential and unessential, in his first college course in history. It is hoped that this manual may also prove of some assistance to overworked instructors in their overcrowded classes of the present day. Indiana University, W. T. MORGAN. August 18, 1920. Table of Contents " PAGE Suggestions ** Note-taking ^ Abbreviation of book titles 8 I Outline of the Middle Ages 11-23 1. Political developments 11 2. Economic and social conditions 14 3. Religious Life of the Middle Ages 18 4. Medieval Culture and the Renaissance 21 II The Sixteenth Century (1453-1598) 24-35 1. Political progress and events 24 2. The Commercial Revolution 29 3. The Protestant Revolt 33 III The Seventeenth Century (1598-1689) 36-43 1. Rise of Absolutism in France 36 2. Development of Parliamentary Government in England. ... 40 IV The Eighteenth Century (1689-1789) " 44-52 1. Colonial Rivalry of France and England 44 2. The Rise of Russia and Prussia 46 3. Dynastic and Colonial Rivalry 49 V A Summary of Progress (1500-1800) 52-55 VI The French Revolution (1789-1795) 56-60 VII The Napoleonic Era (1795-1815) 61-64 VIII The Industrial Revolution (1775-1825) 65-71 IX The Era of Metternich (1815-1830) 72-73 X Struggles of the Liberals (1830-1848) 74-76 XI The Period of Nationalism (1848-1871) 77-78 XII The "Era of the Benevolent Bourgeoisie" (1871-1914) 79-111 XIII The Great War and Reconstruction (1914-1920) 112-113 Appendix I — Map Studies 114-134 Appendix II — Evolution of English Parliament 135-136 Appendix III — Book Reviews 136-138 Appendix IV— The Term Essay 138-144 Appendix V — Lists of Questions 144-154 M ^^52338 Syllabus for Modern European History (History I) SUGGESTIONS li'd/i/ircd books unil apparatus foi' History I. 1. S. B. Harding, Essentials in Medieval History (8(30-1500). 2. E. P. Cheyney, Social and Industrial History of England. '.]. C. J. H. Hayes, Political and Social History of Modern Europe, v. 1. 4. J. vS. Sehapiro, Modern and Co7itemporary European History. o. Ramsay Mliir, Hammond's New Historical Atlas for Students (4th ecL). (). A loose-leaf notebook with pages 8 x 10 J^ inches. . 7. Envelope of maps for History I, and box of water colors or crayons. These books are really indispensable for the student in the course, and he will save himself a great deal of unnecessary work if lie invests at once in all of these books except Sehapiro and Cheyney. With each lesson in this course as outlined in the Syllabus are given required and recommended readings, from which the student can choose a certain number of topics for wider reading as lie pleases. Additional references on any desired sub- ject may readily be found by referring to the chapter bibliographies in the texts required. General Informal lectures explanatory of the Syllabus, recitations based upon assigned readings, and informal map exercises make up the class-room work. Bring your difficulties (historical) to class to be discussed. On the assigned work and the lectures, the student should take notes in ink, and be pre- pared to submit them for inspection at any time. In this Syllabus the student will find the following: 1. A brief synopsis of each day's assignment. 2. A list of required and recommended readings for that day. 3. General and specific directions for map studies. 4. Extended directions for note-taking and book reviews. 5. Elaborate explanations for preparing the term essay. 6. Suggestive daily questions, typical hour examinations, final examina- tions and review questions, for each semester's work. The student should make constant use of the suggestions in the Syllabus which are intended to act as his guide and to save him endless trouble. If he will be so kind and thoughtful as to carry out the following sug- gestions, he will render himself and his instructor a real service. I Direction.- for Written Work. 1. Please write in ink all notebook work, class quizzes and examina- tions. Write on regular 8 x 10 3 2 note paper or e.xamination blanks. 2. Kindly see to it that your name is written legibly upon the upper right hand corner of all written exercises handed to the instructor. 'A. In answering any list, of questions, separate jour answers to all questions. Unless otherAvise directed, ahvays answer all questions. Dates and specific facts are always Avelonme if they are germane to the question. SYTX.vnrs OF !N[()i>Knx EntorEAX History 5 4. Always hand iii \arious exercises, such as maps, notebooks, and Avritten essays separately. 0. Please hand in on time all WTitten exercises of any kind; otherwise only half credit may be given for your exercise. This course meets three time a week, and the normal weekly assignment is al>out 100 pages, or somewhat less when a map exercise is required. Written tests are always in order at the will of the inslrudor. IT The Ratinc of the Student. 1. Four things are considered Avhen rating a student: a. Daily recitation record. h. Notebook ,map exercises, and other written work required. c. Regular monthly tests and periodical quizzes. d. The final examination. 2. The greatest emphasis will be placed upon the student's daily record. Ill ilow TO Study: Suppose, for purposes of illustration, that the instructor assigns for the next recitation-period the topic "Agriculture in the fifteenth century." {Syllabus, p. 14). The student should first familiarize himself thoroughly with the sub-topics in the underscored section of the SyaUabus. Then he should read slowly and thoughtfully the text narrative — Vol. I 28-36, of Haijes, — he should at the same time retain in mind the sub-topics of the Syllabus and notice attentively the drawing of the manor in the atlas (either Shepherd, p. 104 or Muir, diagram xx\a— preferably the former). Xext he should till in gaps between Stjllabus text-book and atlas, by reading the designated pages of Cheyney's rndusirial and Social History of England or whatever collateral reading has been assigned him by the instructor Having thus familiarized himself with the headings in the Syllabus and having thoughtfully read once the required reading, the students should take notes in manner described in the following paragraph. And to test his knowledge, he should close his books, transform every statement in the Syllabus into a question, and endeavor to give himself clear and full answers to the questions asked. Another excellent method of preparing work on a topic is to answer one of the suggestive questions in two hundred words. In all historical study, an atlas should ever be at hand. Important dates in the Syllabus should be memorized. Every student wiU find it decidedly to his advantage to prepare time lessons regularly and in advance. It is presumed that for each hour in the class-room the average student will spend two hours in study. As general ad\-ice, it may be well to keep in mind the much-preached but little-heeded truth that all study is valueless without strict mental concentration and discipline, and to remember in a special way that proper historical study involves : first, visualizing ; secondly, memorizing; thirdly, discriminating and fourthly, using "common sense". What one should derive from thorough historical study is criticism without CATiieism and human sympathy without hero-worshii). V How to Prepare the Notebook. 1. Be sure to place the general topic subject (e. g. "Medieval Agricul- ture" at the top of each and every page, and to indicate the author, title, and exact pages of the book being outlined. 6 Indiana Univkrsity 2. After a little practice the student ought to be able to condense from five to ten pages of text into one page of notes. 3. Subordinate topics ought to be indicated by an indentation of about a third to a quarter of an inch. Whenever possible statements should be condensed into one line in order to preserve the outline form. 4. The noteljook should be kept strictly up-to-date. 5. The following instructions should be studied and carefully followed out. In order to insure a habit of logical arrangement of facts gained from the printed page, the student will be required to keep in a regulation note-nook the digest of the text and of class lectures which will be examined at intervals by the instructor, at least for a portion of the year. In summarizing the text the student is expected to condense into the fewest words possible the important facts or suggestions, arranging them topically according to the Syllabus with sub-topics in outline form to show the relation of one to an- other. That the method of outlining may be understood*, the student should turn again to the Syllabus, 9-10, and to Hayes I. 28-36, and then notice how the following summary corresponds: Hayes, I. 27-33. A. SOCIAL AND ECONOMIC LIFE OF MIDDLE AGES. I. Medieval Agriculture. 1. Majority of people in country, not in town. a. Wealth in lands, not in stocks and bonds. b. Towns as yet small and few. Uniformity throughout Europe; Germany, Hungary, France, England. 2. Proprietors of land; landed aristocracy or nobility. a. Owed duties to king or fellow-noblemen. Held land of them. b. Supported by peasants living on estate (manors). c. Wealth and honors. d. Reason for pre-eminence of nobility. 1. In earlier times, defended peasants, preserved peace. 2. Continued by right of inheritance to enjoy finan- cial income and social prestige. e. Decline in feudalism. 1. In national monarchies, king supplanting nobles as source of peace and order. 2. Nobles being drawn to royal court. "The nobility had outlived its usefulness, yet it retained its old-time privileges." 3. Workers of land; peasantry. a. Serfs. 1. Numerous in early middle ages; lessening numbers by 1,500. Syllabus of Modern European History 7 2. Differed from slaves, hired men, and rent-paying tenant farmers. 3. P'ree to work for self part time; no wages; ■"attached to soil." 4. Obligations of serf to lord-work 2 or 3 days, "boon-days dues 'in kind', " "banalities," "heriot," "relief," etc. a. Free-Tenants. 1 . Increasing in numbers. 2. Paid regular dues to lord, but usually not obHged to work 2 or 3 days for him, and free to move. e. Hired laborer. — ^Worked for fixed wages on lord's land, (demesne). d. Metayers (France); Stoek-and-land lessees (Eng- land); worked farms "on shares." 4. Steady decline of serfdom. a. Obligations of serfdom too galling for serf; unpro- fitable for lord. b. In England, "inelosures" for sheep raising. c. Survival of serfdom in 19th century: Prussia, Austria, Russia. The above specimen outline is simply a topical outline of the textbook in the order of the SijUabus. It should, of course, be further amplified if an assignment of collateral reading is made. As the note-book now lies open, the digest of the test (and collateral read- ing, if any) should be written in ink on the left-hand page, while the class- room notes should be put in on the right. Very likely the instructor will have something to say about the manor, in fact or in interpretation, which the text-book omits, and this should be put opposite the proper division of the text digest which the student has prepared before coming to class. For example, if the instructor offers some explanation of how the serfs were transformed into "freemen" or "hired laborers," the note upon that will be placed opposite the proper section (No. 4). Occasionally, on particular topics, which are treated very briefly in the text-book and for which no special assignment of collateral reading is made, much of the information win be gained in the class room, in which case the text side of the notebook sheets may be left blank or thinly written; at other times the class-room work will consist in discussing the material offered in the text, when the class notes will be few. In the former case, the student should not take down a word-for-word reproduction of the lecture but should condense it into his own language. If anything is not clearly understood, he should ask to have it repeated. If a lecture is missed the blank should be immediately filled with reference to some fellow-student's notebook, giving credit at the top of the page. Thus a parallel account is preserved of the information gained in private study and in the class-room. The student may come across articles and pictures in newspapers of special interest in modern history; these, together with pictures of historic places, may properly l)c inserted under appropriate sections. 8 Indiana Univeksity Abbreviations of Book Titles Used In Syllabus Abbott — W. C. Abott, The Expansion of Europe, 2 vols. Adams — G. B. Adams, Civilization during the Middle Ages. Andrews — C. M. Andrews, The Historical Development of Modern Europe, 2 vols. Bourgeois — Modern France, 2 vols. Bourne — H. E. Bourne, The Revolutionary Period in Europe (1763-1815). Bullard — A. Bullard, The Diplomacy of the Great War. Camb. Mod. Hist. — The Cambridge Modern History, (12 vols.). Cheyney — E. P. Clieyney, Social and Industrial History of England. Chej'^ney, Readings — E. P. Clieyney, Readings in English History. Cross — A. L. Cross, History of England and Greater Britain. Cunningham — W. Cunningham, Growth of English Industry and Commerce, 2 vols. Duruy — V. Duruy, History of the Middle Ages (Adams ed.). Emerton — E. Emerton, Introduction to the Study of the Middle Ages. Emerton, Med. Europe — E. Emerton, Medieval Europe. Emerton, Beginnings — E. Emerton, Beginnings of Modern Europe. Gibbins — H. de B. Gibbins, Industry in England. Gibbons — H. A. Gibbons, New Map of Europe. Gibl)ons, Africa — H. A. Gibbons, The N^ew Map of Africa. H and C— Holt and Chilton, A Brief History of Europe (1789-1815). Harding — S. B. Harding, Essentials in Medieval History (800-1500). Hassall— A. Hassall, The Balance of Power (1715-1789). Hassall, Louis XIV — A. Hassall, Louis XIV. Hayes — C. J. H. Hayes, A Political and Socicd History of Modern Europe, 2 vols. Hazen — C. D. Hazen, Modern European History. Hazen, Fifty Years — C. D. Hazen, Fifty Years of Europe (1870-1919). Hulme — E. M. Hulme, The Renaissance and Reformation. Henderson — E. P. Henderson, A Short History of Gernuiny, 2 vols. Hobson — J. A. Hobson, Imperialism (1902 ed.). 'Holt and Chilton— Holt and Chilton, History of Europe (1862-1914). Johnson — A. H. Johnson, Europe in the Sixteenth Century. Kitchin — G. W. Kitchin, History of France, 3 vols. Lecky — W. E. H. Leeky, History of England i7i Eighteenth Century, 8 vols. Lowell — E. J. Lowell, The Eve of the French Revolution. Luehaire — A. Luchaire, Social France in the Reign of Philip Augustus. Madelin — L. Madelin, The French Revolution. Muu' — R. Muir, Hatnrnond's New Historical Atlas for Sludetds, (4th ed.). Munro, D. C. — Medieval History. Munro and Sellery — Munro and Sellery, Medieval Civilization. Ogg — F. A. Ogg, Economic Development of Modern Europe. Ogg, Governments — P. A. Ogg, Governments of Europe. Ogg, Source Book — P. A. Ogg, Source Book of Medieval History. Orth — S. P. Orth, Socialism and Democracy in Europe. Pollard — A. P. Pollarcl, Factors in Modern History. Rambaud — A. Rambaud, History of Russia, 2 vols. Si'LLAitr;s OF Modern Euijopean History Robinson — J. H. Robinson, Readings in European History, 2 vols. Schapiro — J. S. Seliapiro, Modern and Contemporary Euro-pean History. Schmitt — B. ^chrmti, England and Germany (1740-1914). Seignobos — C. Seignobos, Political History of Europe since 1814. Shepherd — W. R. Shepherd, An Historical Atlas for Students. Taine — H. A. Taine, Ancient Regime. Taine, Fr. Rev. — -H. A. Taine, The French Revolution, 2 vols. Thorndike — L. Thorndike, His'ory of Medieval Europe. Tiekner — F. W. Tickner, Social and hidustrial History of England. Turner— E. R. Turner, Europe, 1789-1920. Usher — A. P. Usher, Industrial History of England. Wakeman — H. O. Wakeman, Ascendancy of France (1598-1715). Warner — G. T. Warner, Landmarks in English Industrial History. Western Europe — J. H. Robinson, History of Western Europe. 10 Indiana University The Scope and Purpose of History I. T. The Scope of the Course. 1. Period covered; 800-1920. a. First 500 years will be dealt with very lightly. b. Each succeeding century will receive greater emphasis. 2. Textbook assignments, collateral readings, map studies, and occa- sionally other ■ttTitten exercises Avill be required. 3. The instructor will lecture informally from time to time to supplement the readings assigned. 4. There will be regular monthly tests and a final semester exam. II. Purpose of the Course. 1. To study the heritage left by the past and gain an appreciation of the civilization of other times. 2. To learn something of the great men and women, and of their con- tributions to the civilization of the world. 3. To gain the ability to interpret the statements made by historians without prejudice or favor. 4. To show the continuity of the history of mankind. III. What is Historyl 1. Various definitions: Bacon, Bolingbroke, Macaulay, Acton, Lam- precht. 2. Is it the biography of a few imperial men? 3. To what extend should it concern itself with kings, queens and prime ministers? 4. Is it the duty of the social and economic development of past? 5. To what degree should it be concerned with the intellectual develop- ment of periods studied? (Kulturgeschichte). 6. How much space should be devoted to the history of Church? 7. What emphasis must be placed upon tracing general movement? 8. What portion of the time should be allotted to connecting past events with present tendencies and events? 9. In all this it must not be forgotten that the roots of the present lie deep in the past. IV. Foundations for the Study of the Middle Ages. 1. The Empire; its origin, its importance and history. 2. Feudalism; its main features, its function, and decline. 3. The Christian Church; its relation to the Empire and to Feudalism. Syllabus of Modern European History 1 1 LESSON 1. THE EARLY MIDDLE AGES (300-1095) I. The Roman Empire of Ancient Times, 1. Struggle of Rome for the control of the Mediterranean. 2. The Empire at its greatest extent in early 2'nd century. 3. Graeco-Roman civilization; fusion of east and west. 4. Decline of the Roman Empire and of classical civiUzation. a. Economic: decline of agriculture, industry and population. b. Political: decline of municipaUties and growth of an official class. c. Military: pressure of barbarians and weakening of the army. d. Relations between these factors. 5. Separation of the eastern and western parts of the empire. II. Origin and growth of the Holy Roman Empire. 1. Germanic invasions: end of the western (476) and survival of the eastern part of the Roman Empne... 2. Rise of the Frankish kingdom; the Carolingian mayors of the palace. 3. Re-establishment of the Empire of the West. a. Coronation of Charlemagne as emperor (800). b. Strife among the Carolingian successors of Charlemagne. 4. Re\-ival of Empire in the West; selection of Otto the Great (962). III. The Normans in Europe. 1. In Northern Europe: Norway, Denmark and Russia. 2. In Western and Southern Europe: England, France and Sicily. IV. Spread of Mohammedanism. 1. Its origin and principles. 2. Spread to Asia, Africa, Europe; in Spain and France. 3. Saracen civilization; Bagdad, Cairo, Cordova. 4. Rise of the Seljuk Turks. V. The Eastern Empire. 1. Reign of Justinian (527-65). a. Codification of Roman law. b. Conquests; successors and failures of Heraclius. 2. Ci\alization of Byzantium. Assignment: Harding, 32-50, 63-75. Readings: Western Europe, 67-103; 120-164; Emerton, 180-213; Adams, 170-84; Thorndike, 128-53, 172-91, 213-31; Munro and Sellery, 212-39 Robinson I, 150-68, 245-60; C. Oman, The Dark Ages, 369-423; A. H. Johnson, The Norman.^ in Europe, 3-51, 71-90; S. O. Jewett, The Normans; Duruy, 1-15, 71-104; Munro. Suggestive Questions: 1. To what extent were the Germanic trilies a])le to introduce tlieir own civilization into the areas they conquered? 2. In what sense may Byzantium be considered the most important city in the medieval world? 3. Trace the influence of the Northmen upon the history of medieval Europe. llJ Inihana I'MNlOltSirY LESSON 2. HIE LATER MIDDLE AGES (1093-1521) I. The Crusades. 1. Causes: religious, political, economic. 2. General character and extent of the movement. 3. Leading events and characters; the first four crusades. 4. Immediate and fundamental effects upon Europe. II. The Mongols and the Ottoman Turks. (1261-1463) 1. Mongol activity following the crusades — Jenghiz Khan. 2. The work of Tamerlane and the advance of Bajazet. 3. Rise of the Ottoman Turks. a. Battles of Nicopolis (139(5) and Angora (1402). b. Extent of their conquests, fall of Constantinople (1453). c. Character of their rule; use of the Janizaries, ill. Italy during the later Middle Ages. 1 . Emperor vs. papacy. 2. Papal seat is removed to France. IV. Germany in the later Middle Ages. 1. Achievements of the Early Hohenstaufens. 2. Decline of the Hohenstaufens. 3. Rise of the Hapsburgs. V. France in the Middle Ages. 1. Rise of the Capetian dynasty. 2. Feudal disorganization of the country. 3. Settlements of the Normans in France. 4. Consolidation and centralization of the realm. a. Phihp Augustus (1180-1223); relations with England and witl) the papacy. b. Louis IX (1226-70) and development of the central government. c. French kings of the 14th century and the Avignon papacy. Assignment: Harding, 114-43. For the area of the Empire consult Muir, 23b. Readings: Hayes I, 10-14; Adams, 258-78; Hulme, 19-27, 36-49; Archer and Kingsford, The Crusades, passim; Robinson, I. 312-43; Thorndike, 532-59; Munro and Sellery, 248-73; R. Lodge, TheCloseof the Middle Ages, 243-314, 494-514; Tout, Empire and Papacy, 177-97, 295-392; J. Bryce, Holy Roman Empire, chs. X-XTI; Western Europe, 173-200; Duruy, 261-89; 346-85; IMunro. Suggestive Questions: 1. Had you been a French knight, desirous of going upon a crusade, how would you have prepared for the expedition? 2. What was the secret of the success of the Mohammedans during the Crusades? for the success of the Ottoman Turks? 3. Voltaire said that the Empire was neither Holy, nor Roman, nor an Empire. Was he right? Svi.l.AIM S OF MoiiEltX EriiOl'EAX HiSToUY 1."' LESSON 3. POLITICAL OK(, VNIZATIOx\ OF THE .MIDDLE AGES FEUDALISM I. Political orgaiiii^atiun in antiquity. 1. Tlie city-state in the east and among the Greeks and Romans. 2. Consolidation of the ancient world in the Roman Empire. 3. The break-up of the Roman Empire and the beginnings of feud- ism. a. Commendation. b. Fatrocinium, precariuin, heneficium. II. Political Elements of Feudalism, 1. Land tenure — the fiefs and subinfeudation. 2. Relation of suzerain and vassal. a. Suzerain guaranteed security to the vassal. b. Vassals guaranteed loyalty and service. 1. Military vs. menial services. 2. Feudal aids and feudal dues. 3. Other rights of the overlord. 3. Legal position of the villein. a. Protected by the overlord. b. Free in relation to all men except his overlord. • e. Bound to the soil. d. Tried in manorial courts. e. Performed menial services and paid customary dues. III. Complexities and Irregularities of the System. 1. A vassal might be suzerain to his overlord. 2. The king often a vassal of one of his subjects. 3. Peculiarities in relation of ecclesiastical property to feudalism. IV. Social Side of Feudalism. 1. Chivahy; altitude toward noble women. 2. Knighthood; training for social life. 3. Tournaments; preparation for war. Assignment: Harding, 50-60; Western Europe, 104-19; Tickner, 119-35. Readings: Munro and Selleiy, 159-76. 188-201; Adams. 194-226; Luchaire, 306-73; Thorndike, 232-53; Emerton, 236-56; Emerton, Med. Europe, 478-508; A. H. .Johnson, The N or mans in Europe, 96-114; Duruy, 200-34; Mum-o, . Suggestive Questions: 1. Can you account for the differences of opinion among authorities as to the origin of feudalism? 2. What were the functions performed In' the courts customary, the court leet. and the court baron? 3. E.xplain: escheat, forfeiture, disseisin, feud, homage, patrocinium. 14 Indiana University LESSON 4. MEDIEVAL AGRICULTURE I. Agriculture in Antiquity. 1. In the earl3^ Greek or Roman city-state; use of slave labor. 2. Decline of Italian agriculture in 2nd century, B. C. 3. Agriculture in the provinces under the Roman Empire. 4. Decline of agriculture in the later Roman Empire. a. Growth of cities at the expenses of rural districts. b. Decreases in slave labor; appearance of the coloni. 5. Decline of agriculture as a factor in the downfall of the empire. II. Importance of agriculture in 800. 1. Vast majority of people engaged in agriculture. 2. Manor the unit of agriculture; its size, population and importance. 3. Self-sufficiency of the manor. 4. Productivity of medieval agriculture. III. The Lord of the Manor. 1. His feudal position. 2. Wealth and general importance. 3. His domestic servants and retinue. IV. The Peasantry. 1. Free tenants, their positions, number and importance. 2. Metayers, who worked land upon the shares. 3. Villeins or serfs — most important class on manor. a. Their number (enlarge). b. Their duties. c. Dues, fees and fines. 4. Cottars and agricultural laborers. Assignment: Cheyney, 31-52. Hayes, I. 26-34. The student should draw for himself a diagram of a manor. Readings: Consult Muir, xxvi and Shepherd, 104; Gibbins, 65-85; Robinson, 399-406; Ogg, 18-25; Warner, 26-44; R. E. Prothero, English Farming Past and Present, 1-30; Tickner, 10-24; Usher, 119-26. Suggestive Questions: 1. What do you consider the chief disadvantage in the manorial system for the serf? for the manorial lord? 2. Carefully define the following terms: heriot, chevage, glebe, demesne, commons, enclosure. 3. What reasons can you give to account for the unprogressiveness of medieval agriculture? Syllabus of Modern European History 15 LESSON 5. RURAL LIFE IN 1500. I. The System of Agriculture. 1. Size and population of the manor. 2. Important divisions. 3. The three field system. a. The open fields. b. Distribution of land among the ^dlleins. 4. General productivity of the soil. II. Raising of live stock. . 1. Varieties. 2. Size and care. 3. Uses for food and transportation. III. The Homes of the people. 1. Manor house. 2. Peasant cottages. 3. Ventilation and sanitation. IV. Food and Clothing. 1. Lack of variety in food; few vegetables and fruits. 2. Little meat for serfs. 3. Clothing usually of coarse wool and extremely dirty. V. Social Life of the People. 1. Centered around the manor. 2. Influence of the Church. VI. Decline of the manor. 1. Influence of the Black Death. 2. Increase in trade. VII. The Manor as a judicial unit. 1. Punishment of crime. 2. Court leet; court baron. Assignment: Hayes I. 34-6; Tickner, 25-36; Cheyney, 123-34, 141-7. Readings: R. E. Prothero, English Farming Past and Present, 31-54; Gibbins 111-9; Ogg, 25-35; Cunnmgham, I. 396-408; Hallam. Middle Ages, ch. ix, passi7n; C. Seignohos, Feudal Regime, 1-65; Lipson, ^/conomc History of England, 30-76; Jessopp, Village Life in England Six Hundred Years Ago; Usher, 127-33. Suggestive Questions: 1. Why was so little attention paid to the rearing of live stock;' 2. What were the most important causes, immediate and remote of the decline of the manorial system? • u i 3 What is your estimate of the average daily wage of the agricultural laborer or villein in 1300? How does it compare in purchasing power with agricultural wages today? 16 Inkiaxa Fxi\t;i!sitv i.KSSOX (i. MEDIEVAL lOWNS AND MEDIEVAL LNDLSTKY 1. Economic Stages in lluiiiuii Life. 1. Hunting and fishing. 2. Nomadic stage. 3. Agi"ieultural (manorial) system. 4. Handicraft stage. 5. Domestic system. 6. Factory system. II. Causes for the origin and growtli of towns. 1. Physical position. 2. Nearness to cathedral or abbey. 3. On trade routes. III. Rise of Merchant gilds. 1. Functions. 2. Importance. TV. Craft gilds. L Reasons for their origin. 2. Functions-economic, social, political. 3. 1 nfluence upon industry. 4. Their gradiial decay. V. The '"domestic" system. 1. Competes with the crafts. 2. Rise of the entrepreneur, importance of capital. VT. Life in the Towns. 1. Architecture and furniture. 2. Influence of the gilds. 3. Food and dress. 4. Sanitation and police. 5. Crime and its punishment. Assignment: Harding, 180-6; Hayes I. 36-43; Cheyney, 57-73. Readings: R. T. Ely, Outlines of Economics; J. A. Fronde, History of England I. ch. i; W. J. Ashley, 90-242; Lipson, 163-95; Hallam, Middle Ages, ch. ix, pt. 2; Ogg. 45-64; Cunningham, I. 336-52; Gibbons, 86-97, 134-48; Tickner, 42-84; Mrs. J. R. Green, Toivn Life in the Fifteenth Cen- tury, I. ch. iv, II. eh. ii; Munro and Sellery, 358-65; Thorndike, 327-40. Usiier .^2-86, 134-94. Suggestive Questions: 1. Name six cities having more than 100,000 population in 1500. 2. Why did the craft gilds decline? To what extent did the crafts hinder the development of industry? 3. Would you have preferred to live in town or country in 1500? Why? SVM.AIMS or .MciDKKX EuROl'KAX HlSTOltV 17 LESSON 7. MEDIEVAL COMMERCE. I. Commercial Life of Ancient Times. 1. Great trading centres; Crete, Egypt, Greek cities, cities of the Roman Empire. 2. Difficulties besetting ancient commerce. 'A. Important commodities; ^rain. olive oil. wine, dyes, metals, luxuries. 4. Trade routes. a. Through the ^Slediteranean to the levant and the Black Sea. b. From the eastern ]\Iediteranean and Aegean to the East. c. Persistence of important routes throughout history. II. Influence of the Crusades. 1. Upon ^Mediterranean cities. 2. Upon trade routes. 3. Introduction of new commodities. III. Important Commodities of trade. 1. With the Orient and Northern Africa. 2. Between European nations. 3. Important markets and fau's. IV. Great Trading Centers of Europe. 1. Italian cities in the ]SIediterranean. 2. Flanders on North Sea betwen Mediterranean and Baltic. 3. Hansa towns on the Baltic. V. Medieval trade routes. 1 . The three routes to the Orient. 2. Principal routes ^\'ithin Europe. 3. The work of the Hanseatie League. 4. Attack of the Ottoman Turks upon Oriental commerce. VT. Great increase in Commerce. 1. Causes. 2. New cpmmodities. Assignment: Harding, 186-9; Cheyney, 75-94; Western Europe, 242-9; begin map study No. 1. Readings: Hayes I. 43-53; Clive Day, History of Commerce, 31-77; Ogg, 65-75; Gibbins, 98-100; 120-33; Cheyney, 147-64; Adams, 279-310; E. P. ChejTiey, Background of American Histonj, 1 40. Suggestive Questions: 1. What effect did the crusades have upon the growth of towns in France and Germany? 2. To what extent did the capture of Constantinople by the Turks inter- fere with Oriental commerce? (See Hayes). 3. What causes contributed to the rather rapid growth of towns and of commerce at the close of the middle ages? 18 Indiana University LESSON 8. THE CHURCH IN THE EARLY MIDDLE AGES. T. Tlie Origin of Christianity. 1. Hebrew elements — the idea of monotheism. 2. Conditions and ideas in Palestine at the time of Jesus. 3. Influence of Greek philosophy upon the early church. IT. The Church in the Roman Empire. 1 . The apostohc age and the early missionaries. 2. Dechne of Roman state rehgion and spread of oriental faiths. 8. Attitude of the Roman government generally toward friendly religion. a. Toleration toward Christianity under most emperors. b. Persecutions under Domitian, Diocletian and Nero. 4. Constantine and the victory of Christianity over other rehgions. a. Persecution ceases and Christianity becomes state rehgion. b. Arianism and Athanasianism — Council of Nicaea 315 A. D. 5. The Church fathers: Ambrose, Augustme, Gregory and Jerome. 6. Growing breach between eastern and western branches caused by, a. Differences of civilization and di^dsion of the empire. b. Political and doctrinal differences; papacy and iconoclast, in. The Growth of the Papacy (440-1046). 1. Reasons for the ascendency of the bishop of Rome. a. The Petrine tradition. b. Political importance of the city of Rome. c. Forged documents: Donation of Constantine, False Decretals. 2. The popes and the barbarians. a. Gregory the Great (590-504), St. Augustine and the conversion of England; St. Boniface and the Germans. b. The popes and the Frankish kingdom; Clovis and Pippin. 3. Growth of the Church under Charlemagne. IV. The Rise and Growth of Monasticism. 1. Pre-Christian and early Christian monks; the ascetic ideal. 2. St. Benedict (480-543) ; the Benedictine order and rule. 3. The monasteries in relation to ecclesiastical and temporal powers. 4. Evils of the system and the Cluniac reforms. Assignment: Harding, 77-90; Western Europe, 44-66. Readings: Emerton, 92-113; Adams, 39-65,107-36; Thorndike, 95-115; 154^70; Munro and Sellery, 114-36; Jessopp, Coming of the Friars, 113-66; E. Gibbon, Decline and Fall of the Roman Empire, chs. xv and xvi; Luehaire, 37-92, 212-48; Carter, Religious Life of Ajicient Ro^ne, chs. iii, iv and viii; Thatcher and Schwill, Europe in the Middle Age, 230-56; Duruy, 105-21; Munro. Suggestive Questions: 1. Account for the final triumph of the Christian church in the Roman Empire. 2. What were the causes for and the effects of the ascendancy of the bishop of Rome?' 3. What was the importance of Monasticism in medieval life? Syllabus of Modern Ei'ropean History 19 LESSON 9. THE PAPACY AND THE EMPIRE I. Conflicting claims of Emperor and Pope. 1. Election of bishop and pope. 2. The ceremony of investiture — the e^al of simony. 3. Control of land belonging to the Church; papal taxation. II. Investiture Contest between Hildebrand and Henry IV. 1. Hildebrand's influence before he became pope (1046-73). 2. Attitude of Hildebrand and Henry on investitures. 3. Council of Worms (1076). 4. Deposition of Henry-Canossa (1077). 5. Renewal of the struggle; death of Gregory. 6. Outcome of the contest; Concordat of Worms (1122). III. The rise of Hohenstaufens (1122-1250). 1. Frederick Barbarossa in Italy. a. Guelf and GhibelUne. b. Rivalry with the papacy and the Lombard League. 2. Papal power at its height: relations of Innocent II with England and France. 3. Frederick II's Reign. a. Renewed struggle with pope. b. Intellectual revival in Sicily. IV. Fall of the Hohenstaufens and the Great Interregnum (1250-73) . Assignment: Harding, 98-110, 145-7, 164-7; Emerton, 135-50. Readings: Western Europe, 164—86; Medieval Europe, 210-357; Adams, 227-58; Thorndike, 230-99; Fisher, Short History of the Christian Church, 182-92; Emerton, Beginnings, 47-105; T. F. Tout, The Empire and the Papacij, 120-50, 221-73; Thatcher and SehwiU, Europe in the Middle Age, 257-317; Duruy, 235-60; Munro. Suggestive Questions: 1. Who was the real victor in the struggle between emperor and pope? 2. Show the efftcieney of interdict and excommunication in the struggle between the pope and temporal rulers. 3. What is the historical significance for Italy and Germany of the struggle between the empire and the papacy? iMI IxniANA University LESSON 10. THE CHURCH IN THE LATER MIDDLE AGES I. Orfiiiiiizatioii an«l Membership. L Gcof^raphical and hierarcliical organization. 2. S(M'ulai- and rryular clergy; functions and character of ])oth. 1 I. IJcliefs and Ceremony. L Sacraments: penance, eucharist, ordination, extreme unction. 2. Theology: the Church as the sole interpreter of the will of God. 111. Orthodoxy and Heresy. 1 . Reasons for the attitude of the Churcli toward free thought. 2. Heretical sects and their treatment, a. Albigenses and Waldenses. 1). Wiclif and the Lollards in England. c. John Hus of Bohemia and the Council of Constance. 3. Weapons: excommunication and interdict, the Inquisition. IV. The Franciseans and Dominicans. 1 . Purposes of their founders and the organization of the orders. 2. Differences between the two_groups. 3. Gradual decline of monastic orders and reasons therefor. V. The Babylonian Captivity, (1305-77). 1. Boniface VTIT (1294-1303); relations with France. 2. Popes of the captivity and their worldhness. 3. Effect of the captivity upon the papacy, the people, and the national states. VI. The Great Sehism (1378-1118). 1. The double papacy. 2. Council of Pisa (1409) resulting in tlu-ee popes. 3. Council of Constance (1418-18); the sehism healed. Assignment: Harding, 215-9, 264-70; Hayes, I. 112-24; We.'ilern Europe, 224-32. Readings: Hulnie, 3-19; Jessopp, Coining of the Friars, 1-53; Luchaire, 104-248; Emerton, Beginnings, 106-64; Adams, 392-415; Tickner. 85-103 Munro and Sellery, 137-58; H. O. Taylor, The Medieval Mind, 415-42 Lodge, Close of the Middle Ages, 182-222; Duruy, 505-16; Munro, Western Europe, 201-24, 303-20. Suggestive Questions: 1 . Why was the church so hostile toward heresy? 2. Account for the rise of mendicant orders. 3. What were the results of the Babylonian captivity? of the Cireat Schism? Syi.i.aius of Modeux Imkoi'F.ax History 21 LESSON 11 THE IMELLKCTUAI. HEKll V(;i: OF IIJE MIDDLE AGES I. Greek civilization the basis of our own. 1. Spirit of inquiry and reason. 2. Philosophy and science. a. Ionian school of 6th century, B. C. b. Pythagoras, the mathematician ; Archimides, the physicist. c. Socrates, the master thinker of Athens in oth century, B. C. d. Pupils of Socrates; Plato and the ideal state. e. Aristotle, A\Titer on philosophy, science, politics, ethics, meta- physics. f . Hellenistic Age. 1. Scholars of the museum at Alexandria, a state university. 2. Rise of Stoicism, Epicureanism, Neo-platonism. 3. Literature. a. Poetry; the Homeric epics, Hesiod, tlie lyric poets. b. Historj'. 1. Herodotus, the father of history; Persian War.s. 2. Thucydides and critical history; Peloponnesian War. c. Drama and oratory. 4. Architecture and Sculpture. 11. The Romans and the Transmission of Greek Ideas. 1. Ideas on law and govermnent, a genuine Roman contribution. 2. Roman literature and science largely modelled on the Greek. 3. Spread of Greek philosophy and culture among the Romans. III. Decline of learning in later Roman Empire and early Middle Ages 1. General decline of ci-\dhzation. 2. Tntluence of the attitude of the Church toward pagan learning. 3. The barbarian invasions. IV. Survival of Learning. 1. hi the East: the Byzantine Empire and the Saracens. 2. In the West: the monasteries and cathedral schools. 3. Universal use of Latin in the Middle Ages. V. Language and Literature of the Middle Ages. 1. Use of Latin. 2. Development of the Romance and Germanic dialects. 3. The trou])adours, trouveurs and minnesingers. \ I. The Rise of the Universities in the Later Middle Ages. 1. Early ones: Salerno. Bologna, Paris, O.Kford. Cambridge. 2. Organization: i)rofessors, students, general pubhc. 3. Curriculum: trivium, quadrivium, and newer subjects. 4. Character of the instruction; scholasticism. a. Influence of Aristotle's works. b. The schoolmen: Abelard, All)ertus Magnus, Tliomas Aquinas. c. Roger Bacon and the early opposition to scholasticism. Assignment: Harding, 92-4; Hayes, I. 173-7; Western Europe, 2;30-76. Readings: Hulme, .59-76; Adams, 363-72; Compayre, Abelard and Origin of Universities; Ogg, Source Book, 340-61; Emerton, Med. Eur., 4.50-75 48; Walter Libby, History of Science, 15-29, 43-53. Luchaire, 374-81 H. Hallam, Introduction to the Literature of Europe, I. ch. i; Duiiiy, 232-34 305-17; Munro. Suggestive Questions: 1. What was the effect of the attitude of the Cliurdi upon le:irning in (lie Middle Ages? 2. Discuss the influence of the universities of tJie later Middle Ages. 3. How did the Greeks contribute to the civilization of the Middle Ages? 22 Indiana University LESSON 12. THE RENAISSANCE: REVIVAL OF ARTS AND LETTERS I. Revival of Literature. 1. Dante: The Divine Comedy Siwd The New Life. 2. Petrarch and the revival of Latin studies. 3. Boccaccio's the Decameron. 4. Chaucer and the revival in England. 3. Chrysoloras; re^^val of Greek studies. n. Tlie Humanists. \. Colet and More in England. 2. Ei-asmus in The Netherlands and England. in. The Revival of the Arts. 1. ISIedieval art: Romanesque, Byzantine, Gothic. 2. Architecture; Brunellesco, Michaelangelo. 3. Sculpture; Ghiberti. Donatello, Michaelangelo. 4. Painting — a. Italy, Giotto, de Vinci, Michaelangelo, Raphael, Titian. b. Low Countries; Jan Van Eyck, the Van Dj'cks, Rembrandt, Rubens. c. Germany: Durer and Holbein. d. Spain: Velasquez and Murillo. Assignment: 271-6; Hayes, I. 180-95; Western Euro'pe, 328-47, passim. Readings: Mrs. M. O. Oliphant, Makers of Florence, 1-164; J. A. Symonds, .4 Short History of the Renaissance, 214—62; Adams, 364-91; Ogg, Source Book, 443-73; Cellini, Autobiography, passim; Emerton, Beginnings, 461- 502; Hallam, Literature of Europe, I. ehs. ii and iii; Lord Bacon, Advance- ment of Learning, passim; Duruy, 517-34; Munro, . Suggestive Questions: 1. Why did the Renaissance begin in Italy rather than in France? 2. What are the essential differences between Medieval and Renaissance art? 3. What influence did the Renaissance have upon the church? The Church upon the Renaissance? Sylt.atus of Modern EuRorEAX History 23 LESSON 13. THE RENAISSANCE: REVIVAL OF SCIENCE I. Science of the earlier IVIiddle Ages. 1. Astrology, alchemy, and the natural sciences. 2. Geographical knowledge. a. Ideas as to the size and shape of the earth; Ptolemaic theorv". b. Widening of geographical knowledge by 12dO; the Polo brothers. 3. Attitude of the Church and the schoolmen toward experimental science. II. Thirteenth Century; Beginninp of the Revival. 1. Roger Bacon (.1214-94). 2. Albertus Magnus (119.5-1280) and Thomas Aquinas (1227-74). III. Valla; revival historical science; Donation of Constantine. IV. Politics. 1. Influence of Aristotle. 2. Machiavelli's The Prince. V. Astronomy and Physics. 1. The geocentric theory. 2. Copernicus (1473-1543) and the heliocentric theoiy. 3. Kepler (1571-1830) and Gilbert (1540-1603). 4. Galileo (1564-1842). VT. Chemistry and the Biological Sciences. 1. Paracelsus (ca. 1490-1541). 2. Harvey (1578-1657). VII. The inventions. 1. The mariner's compass; increase of geographical knowledge. 2. In bookmaking: paper, movable type and printing. VIII. General cfFects of the Renaissance. 1. Diffusion of knowledge. 6. Growth of a spirit of inquiry. Assignment: Harding, 276-9; Hulme, 124-43; Hayes, I. 177-80, 186-201. Readings: A. D. White, History of the Warfare of Science with Theology, passim; S:^-monds, Age of Despots, 243-90; Sedge^^^ek and Tyler, History of Science, 53-98; hocy, Biology and Its Makers; Cajori, History of Physics; Abbott, I. 58-81, 240-53; Hallam, Literature of Europe, I. eh. ii, passim; Bacon, Novum Organum, passim; Duruy, 318-40; Munro, . Suggestive Questions: 1. What was the effect of the Revival of Science upon the Church? 2. What was the influence of the \witings of Aristotle upon the Revival of Science? 3. Why did the Church object to Galileo's scientific statements? -J TM'I.WA I'\I\ KItSlTV LESSON 14. THE DECLINE OF FEUDALISM T. The Noble at War. 1. The basis of military organization. 2. The influence of the Crusades. 3. The Hundred Years of War. 4. Constant revolts of ^'assals against their .suzerains. TI. The Increase of Industry and Coninierre. 1. Importance of the Crusades. 2. The development of a trading class. 3. Growth of toAvns. 4. Increase in manufactures. 5. Work of Hanseatie League and Italian city states. III. Feudalism in the Church. 1. Lands held in mortmain. 2. Relation of the ecclesiastical vassal to the king. 3. Interest of the clergy in trade. IV. Relics of Feudalism still in existence. 1. Titles of nobiUty. 2. Social and political privileges. 3. Laws of primogeniture. 4. Systems of land temire. V. GroAvth of the National Stales (to be discussed below). Assignment: Pollard, Factors in Modern History, 26-51; or Adams, 337- 363. Readings: Luchaire, 249-305, 381-428; Emerton, Med. Europe, 509-40; Thorndike, 614-40; Emerton, Beginnings, 164-214; Munro, ; Cro.ss, 85-6, 179, 191-208. ^ Suggestive Questions: 1. What in your estimation was the most important single cause of the decline of feudalism? 2. Why did the relations of the church to feudaUsm prove so trying to the feudal king? 3. Why should the masses of the peasantry object to feudalism? SyLLAIU'.S of ]MoitEHN EUROPEAN' HiSTOUY 25 LE^.SON 15. THE FORMATION OF NATIONAL STATES IN THE I5TH CENTURY T. The Idea of Nationality grows. 1. The decline of feudalism. 2. Growth of industry and international trade. 3. Development of the vernacular. 11. Rise of Spain. 1. Union of Castile and Aragon (1479). 2. Conquest of Granada (1492) and Navarre ( 1512). 3. Discovery of America. 111. Tlie Development of Portugal. 1. Prince Henry the Navigator and King John 1 1. 2. Discoveries of Da Gama. the Diazs and Cahral. \y . Growth of Franee. 1. Influence of the Hundred Years War. 2. Rivalry of Louis XI and Charles the Bold. 3. The French Idngs in Italy: Charles VIII and Louis XII. V. The Foundation of the Tudor Monarchy. 1 . Hundred Years War and Wars of the Roses. a. Edward Vs commercial policy. b. Destruction of feudal nobility. 2. Henry VII's Reign (1485-1509). a. Reduced the feudal nobles, elevated the middle class. b. Diplomatic marriages with Spain and Scotland, e. Negotiated many favorable commercial treaties. 3. Henry VIII destroyed power of the Catholic church. Assignment: Harding, 229-44; Hayes, I. 3-10; begin Map Study No. 2. Readings: Western Europe, 277-302, 35-1^^68; Pollard, 1-25; Hidme, 50- S, 190-200; Adams, 331-8; Hallam, Middle Ages, ch. IV; Robinson, II, 2-30; Thorndike, 490-510; Emerton, Beginnings, 1-47; Lodge, Close of Middle Ages, 349-393, 468-493; Dtiruy, 392-442; Munro, ; J. H. Rose, Nationalily. Suggestive Questions: 1. How do you account for the growth of the idea of nationalily in the latter part of the fifteenth century? (Define Nationality). Z- In which of the great national states would you have preferred to live in 1500? Why? 3. Why did Spain and Portugal become the great maritime powers of Europe in the sixteenth century? Why did they eventually decline? 26 Indiana University LESSON 16. THE POLITICAL DIVISIONS OF CENTRAL AND EASTERN EUROPE IN 1500 I. The Holy Roman Empire. 1. Ancient and medieval conceptions of an empire. 2. Extent and government. II. The City-States. 1. Importance of the city-state among the Greeks and Romans. a. Area and population. b. Economic and social conditions. c. Forms of political organization: monarchy, aristocracy, olig- archy, tyranny, democracy. d. Athens, Sparta, and Rome as typical and leading cities. 2. The Italian city-states; resemblance to those of antiquity. a. Venice and her commerce. b. Genoa's trade; rivah-j' with Venice. c. Florence and her art. 3. City-states in central and western Europe. a. Germany; Hamburg, Bremen, Liibeck and the Hansa. b. Low countries; Ghent, Bruges, Ypres, Antwerp. 4. The city-states vs. the new national states. III. Northern Europe. 1. Scandana^^an countries; the Union of Kalmar (1397). 2. Grand Duchy of Muscovy. 3. Poland and Prussia. IV. Southeastern Europe. 1. Hungarj\ a. Relations with the Hapsburgs. b. Wars with the Turks. 2. Ottoman Empire. a. Capture of Constantinople (1453). b. Battle of Mohacz (1526). Assignment: Hayes, I. 10-23. Map study No. 2 is now due. Readings: Western Europe, 369-384; Thorndike, 548-59, 576-96; Hulme, 36-49; Abbott, I. 7-42, 132-73; Rambaud, chs. x-xiii; Lodge, Close of Middle Ages, 419-67, 484-514; Emerton, Beginnings, 358-460; Bryce, Holy Rotna7i Empire, chs. • Suggestive Questions: 1. Can you account for the "imperial state" in Germany and the "city- state" in Italy? How did their presence affect the idea of nationahty? 2. In what sense did Hungary preserve the ciAdlization of Western Europe? By whom was she aided? 3. Why were Poland and Russia relatively unprogressive? Syllabus of Modern European History 27 LESSON 17. PREDOMINANCE OF THE HAPSBURGS: REIGN OF CHARLES V I. Early History of the Hapsburgs. 1. Origin of the house. 2. Emperor Maximilian. II. Extent of Charles V's Dominions (1521). 1. His Spanish inheritance. 2. Land inherited through his father. 3. The imperial crown. III. The Domestic Difficulties of Charles V. 1. His character and personality. 2. Internal jealousies in Spain. 3. Religious and economic unrest in the Netherlands. 4. The Holy Roman Empire. a. Politically: governmental decentralization. b. ■ Religiously : the revolt of Luther. c. Economically: the Peasant's Revolt (1525). IV. Foreign Affairs. 1. Rivalry with Francis I of France. a. Spanish and French claims in Italy. b. Marignano, Pavia and the Sack of Rome. c. Peace of Cambray; peace of Cateau Cambresis. 2. Relations with England. a. Connection with Henry VIII's divorce. b. Marriage of his son with Mary Tudor. 3. War with the Turk. Assignment: Hayes, I. 7^88; Hulme, 258-68. Readings: Johnson, 129-80, 220-60; C. Robertson, Charles V, passim; Henderson, I. 308-94; J. L. Motley, Rise of the Dutch Repiiblic; Western Europe, 371-86; Robinson, II. 31-53. Suggestive Questions: 1. Compare Henry VIII, Charles V, and Francis I as to general appear- ance, personality and achievements. 2. Why did Charles V fail to unify Germany or consolidate the govern- ment? 3. What was the secret of Charles V's successes over Francis I? 2S IxiuAXA ( '\i\Ki:srrY LESSOX 18 PREDOMINANCE OF THE H APSBURC;: REIGN OF PHILIP II I. Division of the Hupsbur<; inheritance, i 1 . Part given to Philip II. 2. hVrdinaiuI, his mifle, inherits .Vustrian dominions and sofurcs fho imperial title. I I. Donieslif Poliey of Pliilip II. 1. Character and nationality of Philij). 2. His dilficxilties in Spain. a. Political jealousies. b. Commercial restrictions; colonial policy. c. Religious strife; rise of the Inquisition, .'j. Alisori)tion of Portugal. (loSO). 4. Revolt of the Netherlands. (ir)66-164S). a. Causes: political, religious, economic, personal. 1). Administration of Alva. e. Work of Requesens and the Duke of Parma. d. Patriotism of William the Silent. 1. Oi-iginally a Catholic; reasons for opposing Philip [1. 2. Pacification of Ghent (1576). 3. Union of Utrecht (1579). 4. The Ban and the Apology. 5. Assassination of the Prince of Orange (1584). e. Establislmient of independence of Holland. HI. Foreign Complications. 1. Relations with England. a. Married Mary I of England. b. His attitude towards Elizabeth. c. Influence of the defeat of the Armada (1588). 2. Intereference in French pohtics. a. Catherine de Medici; jealousy of Bourbon and Guise. b. Rehgious Wars; War of the three Henries. 3. War against Suleiman the Magnificent. Assignment: Western Europe, 444—51, 462-4; Hayes. T. 87-109; begin Map Study No. 4. Readings: Hulme. 475-87; Johnson. 277-314. 397-448; Motley, Dutch Republic, ch. ii; Abbott, 336-58; Robinson, IT. 168 99: W. H. Woodward, Expanaion of the British Empire, 17-62. Suggestive Questions: 1. Which in your estimation was the abler ruler, Philip 11 or his father? What are the reasons for your conclusions? 2. What part did Elizabeth play in the revolt of the Netherlands? What occasioned the growth of Dutch commerce during the period? 3. E.xplain: Poliliqnes, alcabala, ces gueu.x. Council of Blood, the Span- ish Furv. Syllaius! of M()i»ku.\ ]"]ri;()rKAN History 29 LESSON 19. CAUSES OF THE COMMERCIAL REVOLUTION I. What was the Coniincrcial Revolution? L Greatly increased the interest in commeree. 2. It had three phases: discovery, exploration, scltlenieiit. li. Shifted center of trade from Mediten-anean to Atlantic. 4. Oversea expansion of European civilization. 11. Political eaiise: the Rise of National States. 1. Rivalry with city-states of Ni'therlauds and Italy. 2. Jealousy of Hanseatic League. 111. Intellectual Causes. 1. Influence of Renaissance; the spirit of adventure. 2. Increase in geographical knowledge. 0. Invention of mariner's compass. IV. Economic Causes. 1. Decline of craft gilds. 2. Increase of commerce and manufacturing. 3. Increased demands for Oriental commodities. 4. Capture of Constantinople by Turks. Assignment: Haj^es, I. 49-53; Cheyney, 147-76. Readings: W. H. Woodward, Expansion of British Empire, 9-44; Abbott, I. 60-81; G. L. Beer, Origins of (he British Colonial System (1578-1660), 32- 52; Gibbins, 223-33; Camb. Mod. Hist. I, eh. i; Warner, 168-200, W. R. Shepherd, "Expansion of Europe;" Polit. Sri. Quart., Vol. 34, pns.^im; E. Cressey, Outline of Indust. Hi.st., 34-54. Suggestive Qviestions: 1 . To what extent is it true that Columbus was venturing out into a great unknown and uncharted ocean? 2. Exactly what is the bearing of Professor Lybyer's studies upon the significance of the captm-e of Constantinople? 3. How did the increase in world commerce help bring about the Com- mercial Revolution? 30 Indiana University LESSON 20. DISCOVERIES AND EXPLORATIONS I. Influence of Nationalistic Ambitions. 1. Laud hunger for more territorj'. 2. Greed for resources to enrich the country. 3. Extension of the culture of the mother country. IL Activity of the Portugese. 1. The pioneer work of Prince Henry the Navigator, the Diazs and de Gama. 2. Early explorations of Cabral and Cortereal in America. 3. Discoveries in the East Indies and India. III. Work of the Spanish. 1. Explorations of Columbus, Vespuceius, Balboa, De Soto. 2. Magellan's circumnavigation of the globe (1519-22). . 3. Spanish claims in the Americas. IV. Dutch Explorers. 1. Explorations of Hudson in America. 2. The Dutch in the East Indies. V. English Discoveries and Explorations. 1. Discoveries of the Cabots. 2. Search for the Northwest Passage. 3. English explorers in Northeastern Europe. 4. Explorations in the Indies. VI. French Explorations. 1. Work of early explorers: Verazzano, Cartier, Cham plain. 2. Later explorations of Marquette, Johet, La Salle. Assignment: Hayes, I. 53-6; Hulme, 175-85. Readings: Abbott, I. 148-73; Hakluyt, Voyages, passim; Camb. Mod. Hist., I. ch. ii; John Fiske, Discovery of America; Cheyney, Background, 31-103; J. A. Froude, English Seamen in the Sixteenth Century, 1-74; Beer, 1-31; La veil and Payne, Imperial England, chs. i-iii. Suggestive Questions: 1. Why were the Spanish and Portugese so successful in exploration? What were the results of their explorations? 2. Account for the slow start of the English, Dutch and French in ex- ploring. 3. Why did the European states turn their attention to the Americas rather than to the Orient? Syllabus of Modern European History 31 LESSON 21. THE ESTABLISIIIVIENT OF COLONIAL EMPIRES I. Motives for Colonization. 1. Political: influence of nation increased by possession of colonies. 2. Religious: Christianize heatlien; expand influence of Christendom. 3. Economic: mercantilist idea. a. Market for surplus supplies of Mother country. b. Supplement products of Mother country. c. Give Mother country monopoly of carrying trade. d. Take in sxirplus population. II. Portugese Colonies. 1 . Brazil important as a colony. 2. East Indian Islands and India. 3. Exploitation of the native. 4. Absorption, of Portugese colonies by Spain. III. Spanish Colonization. 1. Mexico: conquest by Cortez; discovery of silver. 2. Peru: conquered by Pizarro; discovery of gold. 3. Settlements in North America, South America and Philippines. 4. Spanish colonial system; attitude towards the native. IV. Dutch Colonial Empires. 1. Commercial acti\-ity of Dutch during their "Revolt". 2. Establishment in New Amsterdam and the East Indies. 3. Partially absorbed by the English. V. English Colonies. 1. Earlier settlements in America; thirteen colonies. .2. Gained a hold upon India. 3. Policy towards colonists and natives. VI. French Colonization. 1. Secm'ed a late start. 2. Established principally in St. Lawrence and Mississippi Valleys. 3. Character of their settlements: attitude towards savages. Assignment: Hayes, I. 55-62; Che\Tiey, 177-98. Readings: R. G. Thwaites, The Colonies, 45-66; Abbott, I. 220-39, 315-26; R. G. Thwaites, France in America, 3-71; W. H. Prescott, Conquest of - Peru, and Conquest of Mexico, both jmssim; F. Parkham, Pioneers of France in the New World, Pt. II. chs. i, ii, and xi; Cheyney, Background, 103-167, 202-242; E. G. Bourne, Spain in America; Beer, 53-77. Suggestive Questions: L Why was it fortxmate for the English colonists that they found the Indians so hostile? 2. Compare the French, Dutch and Spanish treatment of the natives. What were the residts of the varying policies? 3. What elements in the character of the Anglo-Saxon fitted him to become the most successful of colonists? 32 Indiana Univeksity LESSON 22. RESULTS OF THE COMMERCL4L REVOLUTION I. Decline of Mediterranean and Baltic commerce. 1. Gradual decay of the Italian city-states; Venice, Genoa. 2. General Aveakening of the Hanseatic League. 3. Decline of the markets of the Low Countries. IL New Commercial Methods. 1. Mercantihsm: application to colonization. 2. Commercial Companies. a. Regulated companies. b. Joint stock companies. 3. Extension of banldng facilities. III. Introduction of New Commercial Commodities. 1. Tobacco, quinine, cocoa, and new supplies of gold. 2. African slaves. 3. The importance of maize in the settlement of the United States. IV. The Price Revolution of the Sixteenth Century. 1 . I mportation of grea,t quantities of gold and silver. 2. Operation of the "quantity theory" of money. 3. Great increases in prices (1550-1600). 4. Increase in amount of mobile capital. \ Development of an important trading class. 1. Increase in manufactm-ing and trade. 2. Standards of wealth, knowledge and comfort rise. 3. Increased importance of financiers. \ I. Europeanization of the World. 1. Influence of European colonist on native. 2. Reaction of native and his en-\aronment on colonist; native pro- ducts. 3. Interaction of colonists upon those remaining at home. Assignment: Hayes, I. 62-9; finish and hand in Map Study No. 1. Readings: Camb. Mod. Hist. I, eh. xv; Abbott, T. 356-57, 441-64; Cun- ingham, T, 473-90; Tickner, 340-87; Bland, Tawney and Brown, Eng. Econ. Hist.. 317-65; 400-81. Suggestive Questions: 1. Explain clearly tlie theory upon which mercantilism was based. What was (and is) its influence in Em-opean polities? 2. What relation did the Price Revolution bear to royal taxation? Illustrate. 3. To what extent was Europe influenced by the introduction of new commodities? Syllabus of Modern European History 33 LESSON 23. THE PROTESTANT REVOLT— RISE OF LUTHER- ANISM I. Causes of the Protestant Revolt. L Political: jealousy of the papacy by the temporal princes. 2. Economic: freedom from taxation and vastness of church posses- sions aroused envy of rulers and individuals. 3. Religious: abuses within the church. IT. Early life of Martin Luther (1183-1816). 1. As friar — trip to Rome. 2. Doctrine developed — justification by faith alone. ITL The Dispute about Indulgences. 1. Ninety-five theses (1517). 2. Disputation at Leipzig. 3. Separation from Rome (1520) IV. Growth of Lutheranism in Germany. 1. Luther at Wartburg — translation of the Bible. 2. Melanchthon and Carlstadt. 3. Emperor Charles V and the Edict of Worms. 4. Peasant's Revolt (1525). 5. Augsburg Confession (1530). 6. Schmalkaldic War and the Peace of Augsburg (1555). V. Growth of Lutheranism outside of Germa-ny. 1. In Scandanavia. 2. In Prussia and Livonia. 3. In Poland, Hungary and Lithuania. AssignmvntiWestern Europe, 387-400; Hayes, I. 124-39. Readings: Hulme, 223-68; T. M. Lindsay, History of Reforniaiion, I. 189- 417; Seebohm, £•/■« of Protestant Reformation, 97-171; Camb. Mod. Hist., III. 104-280; W. Moeller, History of Christian CInirch, III. 5-162; Encij- clopedia Britannica, subject "Reformation". Suggestive Questions: 1. Why was Germany in 1515 particularly ready to revolt from Rome? 2. In your opinion was the Peace of Augsburg a desirable settlement of the controversy between Catholic and Protestant in Germany? 3. In what sense was Luther responsible for the Peasant's Revolt? Justify or condemn his attitude toward it. 34 Indiana University LESSON 24. THE PROTESTANT REVOLT— SWITZERLAND, FRANCE AND ENGLAND I. The Swiss Revolt. L Reasons for Zwingli's opposition to the church. 2. The civil war in Switzerland. 11. The French Revolt. 1. John Calvin as a leader. a. His life in France. b. ReUgious views — the Institutes (1536). e. Autocracy at Geneva — religious organization. 2. Growth of Calvinism in France. a. The Huguenots— factions and classes. b. The Religious Wars. 1. Catherine de Medici and St. Bartholomew's Day. 2. War of the three Henries. 3. Henry IV and the Edict of Nantes (1598) in. John Knox and the Scottish Revolt. 1. Presbyterianism and the Scots. 2. Mary Stuart and the "lords of the Congregation". TV. The English Revolt — Anglicanism. 1. Henry VIII: The divorce suit and the separation. 2. Edward VI: the forty-two articles and the Book of Common Prayer. 3. Reaction under Mary; burning of heretics. 4. The Elizabethan Settlement; the thirty-nine articles. Assignment: Western Europe, 421-36; Hayes. J. 139-56. Reading: Hulme, 269-307, 343-70; Lindsay, IT, 21-421, Seebohm, 171- 205; Camb. Mod. Hist., II. 280-377, 416-512, 550-99; Moeller, 162-218. Suggestive Questions: 1. What were some of the more important results of the Protestant Revolt? 2. Why did the revolt meet with more success in the north than in the south of Europe? 3. Was Henry IV justified in forsaking Calvinism to become a Roman Catholic? Henry VIII in breaking away from Rome? Syllabus of Modern European History 35 LESSON 25. THE CATHOLIC REFORMATION T. Causes for the Catholic Reformation. 1. The Protestant revolt and the abuses of the church. 2. Rehgious panic — fear of Protestantism. 8. Revival of loyalty to the Catholic church. IT. Rise of the Society of Jesus. 1. Character of its founder: Loyola (1491-1556). 2. Foundation — attitude of the papacy. 3. Its organization, mihtarj'. 4. Puri^oses and methods. 5. Extent of its influence. III. The Council of Trent (1542-1563). 1. Pin'poses for which it was summoned. 2. Results. a. Reformatory canons. b. Settlement of church doctrine. c. Made clear, essential ditferences between Catholic and Protes- tant. IV. The Struggle Against the Protestants. 1. The reforming popes. 2. Work of the Jesuits. 3. The Inquisition: its extent and influence. 4. The Index and the "White List". V. Results of the Struggle. 1. Political: on national states and the balance of power. 2. Economic: on growth of industry and commerce. 3. Social: on lower and middle classes. 4. Religious: on CathoUeism, its spirit, dogma and ritual. .5. Intellectual: to what degree a continuation of Renaissance? Assignment: Hayes, I. 166-69; Hulme, 328-42. Reading: Hulme. 397-475; Lindsay, II. 484-611; Seebohm, 205-33; Camb. Mod. Hist. II. 639-90; MoeUer, 218-75, 345-58. Suggestive Questions: 1. Account for the failiu-e of the Catholic Reformation in England. 2. Why did Protestantism fail to gain a foothold in Ireland? 3. Discuss the significance of the work of the Jesuits. .*{(! Indiana Univi;!:sity l.ESSON 2(). Tin: CROWTII Ol AHSOLITISIVI IN FRANCE (1589-1661) T. Political Tendencies in France before 1589. 1. ('(nitralizatioii and consolidation under Louis XI. 2. Influence of the Italian Wars on the monarchy. 'A. Disintop;rating effect of the Religious Wars. II. The Reifin of Henry IV — the first of the Kourbons (1589-1610). 1 . Religious policy. a. Henry IV accepts CathoUcism. b. The king issues Edict of Nantes (1598); its signifieance. 2. Political tendencies. a. Strengthening the power of the monarch. b. Checks the financial power of the intendants. 3. Economic reforms. a. Condition of France in 1598. b. Scully's agricultural reforms. c. King insists on the stimulation of industry and commerce. 4. Foreign policy; the "Grand Design". III. The Regency of Marie de Medici (1610-1624). 1. Court intrigues and royal extravagance. 2. Estates General dismissed. 3. Rise of Richelieu. IV. The Domestic Policy of Cardinal Richelieu (1624-1642). 1. Political policy. a. Disregarded Estates General and Parlement de Paris. b. Curbed rebellious nobles; appointed intendants. e. Destroyed the political power of the Huguenots. 2. Economic policy weak and unsuccessful. V. Cardinal Mazarin as first minister of France (1642-1661). 1. Probably secretly married to Anne of Austria. 2. Continued the domestic and foreign policies of Richelieu. 3. Difficulties with the Fronde — the Old and New Fronde. Assignment: Hayes, I. 207-18; Hulme, 189-200. Readings: Wakeman, 1-38, 132-64; J. B. Perkins, Richelieu, 1-16, 142-55, 22.5-.58; Adams, Growth of French Nation, 180-201; R. Lodge, Richelieu, ch. viii; Willert, Henry of Navarre, passim; Kitchin, III. 1-57; Robinson, II. 268-72; Westerii Europe, 451-8; Memoirs of Cardinal du Retz, passim; Macdonald, History of France, II. 88-207; passim; Camh. Mod. Hist., III. 657-95; IV. 118-.57; .592-622. Suggestive Questions: 1. How do you account for the general popularity of the first of the Bourbon kings'? What was his greatest political achievement? 2. What elements in Richelieu's administration seem strongest to you? Compare his administration with that of Henry VII of England. 3. Hem-y IV is said to have jocularly remarked when he joined the Cath- olic chiirch tha,t Paris was worth a mass. What did he mean? SyllacTs of Moderx EuROi'EAx History 37 i^ESSON 27. THE THIRTY YEARS WAR: HAPSBLRG vs. BOURBON T. Thirty Years War; Humiliation of Austrian Hapsburgs. 1. Causes: religious, political and economic. 2. Phases of the War. a. Bohemian War; Frederick of Palatinate and Catholic League. b. Danish Period: Christian IV and the Protestant princes. c. Gusta\'us Adolphus. Pi-otestant leader; Lutter and Lutzen. d. French intervention: Conde and battle of Roeroi (1643). 3. Treaty of Westphalia. Marks end of purely rehgious wars (1648). a. Territorial proATsions; Bavaria. Holland, Prussia. b. Political; decentrahzation of Germany. c. Rehgious settlement; gains of the Cahanists. 4. General Effect of the Thirty Years War. a. On Germany and Sweden. b. Upon the Hapsburgs and Bourbons. c. Rise of International Law; Grotius. II. The Bourbons vs. the Spanish Hapsburgs. 1. The Purpose of Mazarin. 2. Relation to the Fronde movement in Fr9.nce. 3. Victories of Tureime and Conde; independence of Portugal. 4. Aid of Cromwell, battle of the Dunes. 5. Peace of the Pyrenees (1659); French and English gains, III. General Significance of the Struggle. 1. For the Hapsburgs and Bourbons. 2. Effect upon European poUcies. Assignment: Wester7i Europe, 465-74; Hayes, T. 218-32; continue Map Study Xo. 4. Reading: Wakeman, 59-77; Abbott, I. 495-512; II. 3 11; Wakeman, 105- 31; Adams, Groioth of French Nation, 102-33; Robinson, II. 200-17; Per- kins, Richelieu, 157-84; Lodge, Richelieu, chs. vi and \ii; S. R. Gardiner, Thirty Years War, chs. i and ii; A. D. White, Seven Great States7nen, "Gro- tius"; Macdonald, II, 88-207, passim; Camb. Mod. Hist., IV. 1-34, 395- 433. Suggestive Questions: 1. Why was Fi-ederick of the Palatinate selected as the champion of Protestantism in the first phase of the Thu-ty Years War? Account for his failures. 2. Why did Cromwell support France against Spain in 1657? Why did this turn out to be an unwise policy? 3. Why was the Thirty Years War so horrible? The Peace of the Pyre- nees so decisive? 38 Indiana University LESSON 28. THE DOMESTIC POLICY OF LOUIS XIV (1661-1715) I. Tlir "Age of Louis XIV". 1. Monarchy ])y "Dhdne Right"; Bossuet's ideas. 2. Literature of the period. 3. Court hfe; standards of etiquette. 4. MiHtary grandeur of the reign. II. Political Administration. 1. Estates General disregarded. 2. Parlement de Paris controlled; noblesse de la robe. 3. Increased centralization of power — the intendants. 4. Loss of political power by nobility replaced by social prestige. III. Economic Kefornis: Colbertism. r. Revolution in financial administration. 2. MercantiUsni reaches greatest height: causes and results. 3. Colonial policy very paternal, but nevertheless a failure. IV. Military reorganization. 1. Condition of European armies in the Thirty Years War. 2. Reforms of Louvois: administrative and sanitarj'. 3. Engineering skill of Vauban; the frontier fortresses. 4. MiUtary genius of Conde and Turenne. V. Religious Intolerance. 1. Attitude toward the Hugenots; the dragonnades. 2. Revocation of Edict of Nantes; significance. Assignment: Hayes, I. 235-42; Robinson, II. 272-93. Reading: Westeni Europe, 495-501; Perkins, France iDider the Regency, 129-208; Abbott, II. 51-72; Hassall, Lowis XIV, 82-102; 230-52; Mei7ioirs of St. Simon, passim; Wakeman, 184-205; Kitehin, III. 142-73; 206-29; H. Martin, Age of Louis XIV; Camh. Mod. His., V. ehs. i, iv; Macdonald, II. 211-88, passim. Suggestive Questions: 1. Was Louis XIV really a great ruler? What was his gi-eatest achieve- ment? his greatest mistake? 2. How do you account- for the contentment of the French nobihty when they were politically impotent? 3. To what degree was the Colbertism helpful to France? Did the good in the system outweigh the evil? Syllabus of Modern European History 39 LESSON 29. THE FOREIGN POLICY OF LOUIS XIV (1661-1715) I. Continued Richelieu's Policy of Territorial Aggression. 1. Bullied smaller powers. 2. Defeated those resisting liim. II. The War of the Revolution (1667-1668). 1. Louis XI V's marriage treaty — renunciation clauses, 2. Principle of "devolution." 3. French successes; Triple AlUance. 4. Ti-eaty of Aix-la-Chapelle ; Louis' anger against the Dutch. III. War Against the Dutch (1672-1679). 1. Strife in Holland between DeWitt and Orange Famihes. 2. The Netherlands diplomatically isolated. a. Louis XIV's treaty with Sweden. b. His secret treaty of Dover (1670) with England. 4. The Hapsburgs come to the aid of the Dutch. 5. Treaty of Nijmwegen; losses of the Hapsburgs. IV. Louis XIV's ''Reunion" policy (1680-1685) 1. The theory of reunions. 2. Extent of its application. 3. Aroused the fears of other nations. V. War of the Palatinate (1686-1697). 1. Formation of the League of Augsburg (1686). 2. French invade the Palatinate. 3. Revolution of 1688 in England causes Louis to change his plan. 4. War of the League of Augsburg (1689-1697). a. Phases: The Continent, Ireland, North America. b. Peace of Ryswick (1697); Louis XIV recognized William Ill's title. VI. War of the Spanish Succession. 1. Causes: political, economic. 2. Formation of Grand AUiance: Marlborough and Prince Eugene. 3. Battles: Blenheim, Ramillies, Almanza, Oudenarde, Malplaquet. 4. Peace of Utreehet (1713) marks the end of an era. Assignment: Hayes, I. 229-30, 242-58, 306-9; begin Map Study No. 3. Reading: Wakeman, 311-71 ; Abbott, II. 73-93, 152-76; Robinson, II. 295- 300; Hassall, Louis XIV, 162-95, 253-85, 315-31; Kitchin, III. 290-340; Perkins, France under the Regency, 52-38; Martin, II. ehs. v and vi; Mac- donald, II. 211-88; Camh. Mod. Hist., V. chs, ii, xiii, xiv. Suggestive Questions: 1. Was Louis XIV legally justified in his "devolution" policy? His "reunion" policy? 2. To what degree was the War of the League of Augsburg a personal contest between Louis XIV and Wilham HI? Which was successful? 3. Show that the treaty of Utrecht marks the end of one epoch and the beginning of another. 40 TxiiIAXA UXIVERSITY LESSON 30. EVOLUTION OF THE ENGLISH PARLIAMENT TO 1455 1. The Early Advisers of the Enfrlish Kin«*^Vr- b. European phase. ^^,,,. ,^^ '-.^' '■ ' c. War in America; capture of Louisburg; expulsion of Acadians. d. Dupleix captures Madras in India. 4. Peace of Aix-la^Chapelle (1748). IV. The Diplomatic Revolution. 1. Causes: jealousies of Saxony and Great Britain. 2. Influence of Count Kaunitz and Madame de Pompadour. ^ 3. Alliance of Great Britain and Frederick the Great. 4. Significance of the Hapsburg-Bourbon alliance. Assignment: Hayes, I. 253-6, 308-12, 351-9; hand in Map Study No. 3- Readings: Henri Martin, History of France, I. 69-199; Abbott, II. 177- 203, 232-51; HassaU, 2.5-106, 206-40; W. H. Woodward, Expansion of British Empire, 182-92; E. Armstrong, Elisabeth Farnese, 34-109; Marriott and Robertson, ch. iv. Suggestive Questions: 1. For what reasons has EUsabeth Farnese been styled the "termagant queen"? Account for her great influence in European affairs. 2. Why did France and Spain support, and Russia and Austria oppose, the election of Lescznski as king of Poland? 3. What were the lasting results of the War of the Austrian Succession? the Polish War of the Polish Succession? y; (,/uj^^i- • '-- 50 Indiana I^xiveksity LESSON 40. THE SEVEN YEARS WAR AND THE AiMERICAN REVOLUTION; RIVALRY OF FRANCE AND ENGLAND. AUSTRIA AND PRUSSIA (1756-1783) T. Seven Years War (1756-1763). 1. Causes: political and economic. <^*---'»>*'^^-*- '-*^' a. Great Britain's alliance with Prussia. b. Ri\ airy over colonies. 2. The War in Europe. a. Frederick the Great wins Rossbaeh, Leuthen. h. Importance of the English navy. c. Victory against the French at Minden (1759). d. Frederick the Great's dilemma. e. Withdrawal of English subsidies. f. Death of Czarina Elizabeth (1762). 3. The war in India. a. Significanee of DupleLx's policy. b. The Black Hole of Calcutta. c. Clive wins battle at Plassy (1757). d. Sir Eyre Coote's victory at Wandewash (1760'). 4. Old French and Indian Wars (1754-1763). a. English and French claims to Ohio and Mississippi valleys. b. Braddock's defeat (1755). c. Reorganization under Pitt, the elder. d. Wolfe's victory over Montcalm at Quebec (1759). e. Surrender of Montreal (1760). 5. Treaty of Paris. a. Main pro\dsions. b. Its significance. II. The American Revolution. 1. Caused partly by readjustment of English colonial policy. 2. Burgoyne's surrender at Saratoga (1777). 3. The French Alliance; French aid at Yorktown. 4. Treaty of Versailles (1783). Assignment: Hayes, I. 312-40, 359-62; Robinson, II. 336-45, 353-6. Readings: Abbott, 251-60, 283-332; F. Harrison, Chatham, 169-205; Longman, Frederick the Great and Seien Years War; G. L. Beer, British Colonial Policy, 6-15, 31-51, 160-227; Cheyney, Readings, 590-603; Hassall, 241-79, 332-48; Camb. Mod. Hist., VI. chap, ix, xv; Lecky Anierica7i Revolulion (Woodburn ed.) passim. Suggestive Questions: 1. What were the really significant causes of the Seven Years War? What did England and Pnissia gain by it? Why is 1759 considered one of the most significant dates in American History. 2. To what degree was the success of the English due to Pitt? to Clive? 3. Show clearly how important was the aid rendered the colonies by France in 1781. 8yi:!.ai:i s of Modern Eii:orEAN History 51 LESSON 41. THE EASTERN QUESTION (1713-1795). I. Relations of Russia and Turkey (1711-1774). 1. General state of Turkey; peace of Passarowitz (1718). 2. Russia's advance eastward and southward. 3. German influences in Russia. a. Work of Munich, Osterman and Biren. b. Russia and Austria attack Turkey (1736). c. Peace of Belgrade (1739); Russian gains and Austrian losses. 4. Catherine the Great and the Tm-ks (1762-1796). a. Cossack uprising; jealousy of Prussia and Austria. b. Russia wins decisive victories. e. Treaty of Kuehuk-Kainarji (1774). 11. The Bavarian Suecession (1777-1778). 1. General political situation in Europe (1777-1778). 2. DecHne of the House of Wittelsbach; Austrian interference; ini- inent danger of war. 3. The Treaty of Tesehen averts war (1779). III. The Partition of Poland (1772-1795). 1. Defenceless position of Poland. 2. Covetousness of Prussia and Russia. 3. Stanislaus Poniatowski elected king (1764). 4. Russia makes war against the Poles. .5. The Triple Alliance; the First Partition (1772) 6. The Second Partition (1793); Austria not concerned. 7. Extinction of Poland (1795) ; Austria again takes a share. IV. Significance of the Rise of Russia and Prussia. 1. Upon Turkey and Austria. 2. On Europe in general. Assignment: Haves, T. 379-88; Hazen, 24-30. Readings: P. Guedalla, Partition of Europe, 1715-1815. 68-91. 120-24; Hassall, 107-27, 298-331, 350-93; Rambaud, II chs. iii, x; T. L. Plunket, Fall of the Old Order, 17-45; Camb. Mod. Hist.. VI. chs. x, xviii, xix. Suggestive Questions: 1. Summarize the factors and conditions that made possible the par- tition of Poland. 2. How can you account for the Russian successes and Austrian failures against the Turks.? 3. One historian has said that Catherine the Great was probably the ablest woman who ever graced a throne in Europe. Criticise the statement. i">2 Indiana University LESSON 42. RELIGIOUS CONDITIONS IN THE EIGHTEENTH CENTURY L Successes of the Catholic Reformation. 1. Saved South Germany and Bohemia. ■2. Reclaimed large part of Hungary and Poland. IL Protestant Europe. 1. Distributions of the Lutherans. 2. Growth of AngUeanism before and after 1660. 3. Spread of Calvinism; break-up into many denominations. III. History of the Catholic Church (1600-1789). 1. Expulsion of the Huguenots (1685). 2. Rise of Jansenists and Febronians. 3. Growth of skepticism, agnosticism and deism. 3. Expulsion of the Jesuits. 5. Increased bitterness in the attacks upon the Church. IV, Rise of Methodism in England. 1. Strength of the old Puritan movement. 2. Spiritual decay in the Anglican church. 3. Increase in drunkeness, crime and immorality. 4. Evangelical work of the Wesleys and Whitefield. 5. Significance of the movement in English history. Assignment: Hayes, I. 406-14; Lowell, chapter on "clergy." Readings: Leck3^ (Cabinet ed.), eh. viii; Maeaulay, History oj England, ch. iii, fassim; Taine, Bk. I, ch. iv, passim, Alathews, 42-51; Tickner, 483-98; Bourne, 33-40; Toequeville, France in 1789; John Wesley, Journal Suggestive Questions: 1. Why have the Calvinists split up into so many different denomina- tions while the Lutherans and Anglicans have not? 2. Why were the Jesuits expelled from France, Spain and Portugal? To what extent were they responsible for the attacks made upon the Catholic Church? 3. Account for the dechne in manners and morals in England during the first half of the eighteenth century. Syllabus of Modern European History 53 LESSON 43. INTELLECTUAL LIFE IN THE EIGHTEENTH CENTURY I. Lack of Means of Education. 1. No thought of educating the masses. 2. Influence of the Church supreme in education. 3. Schools few and books expensive. 4. Vast majority of the people in Europe illiterate in 1700. 5. Spread of interest in science and political philosophy. II. Development of Science. 1. Characteristics of the "New" Science. 2. Work of Sir Isaac Newton. 3. Experimental and Applied Science. 4. Scientific study becomes popular. III. Growth of Political Philosophy. 1. General interest in subject — Locke's Essay on Civil Government. 2. France the home of poUtical philosophy. a. Montesquieu and the Spirit of Laws. b. Voltaire's attack on Church and State. 0. Rousseau's philosophy — the Contrdl Social. 3. The work of the Encyclopedists. IV. The Physiocrats and Adam Smith. 1. Teachings of the Physiocrats. 2. Work of Sully, Quesnay and Turgot. 3. The mercantile theory. 4. Significance of Adam Smith's Wealth of Nations. Assignment: Hayes, I. 414-26; Robinson, II. 380-86; Lowell, 119-33. Readings: Abbott, II. 261-82, 333-76; Mathews, 52-90; Bourne, 33-48; Taine, Bk. IV and Bk. V, ch. iii; Madehn, 13-7; Montesquieu, Spirit a Laws, I. ch. vii; Aulard, French Revo'ution, I. 79-126. Suggestive Questions: 1. One Avriter insists that the French peasantry revolted not because they were worse off, but rather because they were better off than the other peasants of Continental Europe. How could that be tnie?J|i§ Jjsf- | 2. Which one of the three great French poUtieal philosophers exercised the greatest influence upon the French Revolution? Why? 3. What has been the reason for the great influence of Adam Smith's Wealth of Nations? 54 Indiana University LESSON 44. THE GOVERNMENTS OF EUROPE (1759-1789) I. Government of the British Isles (1789). 1. Position of England, Wales, Scotland and Ireland. 2. The Executive: tlie king and the cabinet. 3. Relation of the cabinet to Parliament. 4. "Um-epresentative" system and elections. 5. Demands for political reform. II. The "Benevolent Despotisms". 1. Prussia under Frederick II. 2. Russia under Catherine the Great. 3. Spain under Charles III. 4. Hapsburg dominions under Joseph II. 5. Portugal under Joseph I and Pombal. III. Other European Governments. 1. "Enlightened" statesmen and princes. a. Taniicci and Squilacci in Italj' and Spain. b. Struensee in Denmark. c. Du Tillot in Parma. 2. Governments of Tiu-key, Italian and German states. IV. The Bourbon Monarchy under Louis XV. 1. Centralization of power in the king. 2. Checks upon the king: custom, parlement de Paris. 3. Utmost confusion in judiciarj-. a. Different kinds of law. b. Corruption and ignorance among the judges. c. The royal prerogative and the judiciary: lettres de cachet. 6. Absence of political parties and real legislative bodies. Assignment: Hayes, I. 430-54; Robinson, II, 360-5. Readings: Bourne, 48-75; Mathews, ehs. i-ii, Madelin, 31-7; T. E. May, Consiitutional History of England, eh. vi; Cheyney, Readings, 616-23, 640-6; Cross, 904-14; Lowell, 4-24; G. O. Trevelyan, Earhj Life of C. J. Fox, 61-137. Suggestive Questions: 1. How do you account for the "Unreformed House of Commons"? Why was reform so long in coming? 2. Charles III has been termed the greatest of the benevolent despots. Justify or condemn this statement. 3. What was the political status of the French nobilitj^? What was the cause for and significance of this state of things? Syli.ap.us of Modern Europeax History 55 LESSOX 45. SOCIAL AND ECONOMIC CHANGES (1500-1»00) I. Gradual Nature of all these changes. 1. General inertia in rural life and feudal survivals. 2. Despotic government often forgot the masses. 3. Lack of new inventions, means of transportation and mobile capital. II. Agricultural Progress. 1. Land in England has a social and political value.' 2. Rise of "Gentlemen Earmers". a. Application of capital to land improvements. b. Work of To^\Tisliend, TuU, Bakewell and Coke. c. Convertible husbandry and enclosures. 3. Increase in agricultural education; Arthur Young. 4. Survival of the open field system. III. Increased [Manufacturing and Commerce. 1. General effect of the Commercial Revolution. 2. Relations of the towns and the craft guilds. 3. Rise of the entreprenexir: the domestic system. 4. Mercantilism and Colbertism. 5. Influence of colonization and sm-plus manufactures. 6. Increase of "commercial" bourgeoisie. 7. Approach of the Industrial Revolution. IV. Social Classes in France. 1. First estate: higher and lower clergy. 2. Second estate : greater and lesser nobility. 3. The Third estates. a. Urban : bourgeoisie and artisans. b. Rural: peasant proprietors and peasantry. 4. Land tenure. a. Feudal sur^^vals. b. Position of the seigneur : absenteeism. Assignment: Hayes,!. 39,5-406; Tickner, 499-509; prepare and hand in Map Study No. 6a. Reading: Taine, Fr. Rev., Bk. I. ch. ii, Bk. V, ch. i; Warner, 281-300; Mathews, 12-30; Lowell, 1S6-242; Gibbins, 2 65-83,321-40; De Tocque- \dlle, vn^sirn; Usher, 19.5-2.39; Aulard, I. 161 211. Suggestive Questions: 1. Why were enclosures in England both a benefit and an evil to the people? Why did they proceed so slowly? 2. By what indirect means did the bourgeoisie attempt to increase their pohtieal influence in France? To what extent did they succeed? 3. Why is- absenteeism the curse of any system of land tenure? Why were the peasants so oppressed in France? 50 Indiana University LESSON 46. MOKE IMMEDIATE CAUSES OF THE FRENCH REVOLUTION I. Decline of the Monarchy. 1. Ineptitude of Louis XV. 2. Character of Louis XVI. 3. Unpopularity of the Queen. 4. Political ignorance of nobility. II. Financial Difficulties. 1. Wars of Louis XIV. 2. Extravagance of Louis XV. 3. Louis XVI attempts to avert bankruptcy. a. Turgot's reforms (1774-6). b. Necker's Administration (1776-1781). e. Inefficiency of Calonne. d. The Assembly of Notables and Archbishop de Brienne. e. Demand for an Estates General. III. Ineqvialities of Taxation. 1. Unfairness of the taille. 2. Complaints against the gabelle. 3. Seigneurial dues; other perquisites of the nobility. 4. Oppositions of peasantry and bourgeoisie. IV. The American Revolution. 1. PoUtieal theories borrowed from France. 2. The work of Franklin. 3. Experiences of FVench soldiers and sailors in America. 4. Loans of France to America. V. Famine in France. 1. Failure of the harvests. 2. Poor distribution — tax on gi*ains passing from pro^^nce to province. 3. Speculation in food stuffs. Assignment: Hayes, I. 449-461, 464-69; Robinson, II. 386-96. Readings: Hazen, 60-9; Hassall, 394-417; Bourne, 62-75; Vesta Webster, Fr. Rev. ; MadeUn, 38-47; Mathews, 91-110; Aulard, I., 79-126; Taine, Bk. V, ch. ii; Kitchin, III. 469-86; Tocqueville, 192-246; H & C, ch. ii; Turner, . Suggestive Questions: 1. Show that it was not the weight of taxation but the inequality of its distribution that played havoc with France. 2. Why did Turgot and Neeker fail in their attempts to reform French finances? 3. Explain why the different units of local administration brought chaos in France. Syllabus of Modern European History 57 LESSON 47. THE MEETING OF THE ESTATES GENERAL 1. Membership. 1. Third estate given double representation. 2. Leading representatives of the clergy. 3. The more prominent nobles. 4. General purpose of the Estates General. 5. The eahiers prepared for the meeting,. II. Attitude of the Third Estate, 1. Refused to organize as an estate. ^ 2. Take on themselves the name of National Assembly. 3. The Oath of the Tennis Court (June 20, 1789), 4. The Royal Session (June 23).. 5. Louis XVI yielded to third estate. III. The Constituent Assembly. J-- 1. Fears compulsion by the Court. 2. Dismissal of Necker; Desmoulins arouses the masses. 3. The search for arms. IV. Outbreak of Disorder. 1. The Fall of the Bastile (July 14, 1789).^ a. Organization of government of Paris. b. National Guard. e. Significance of the day. 2. "Weeks of the great fear." 3. Destruction of feudaUsm. 4. March of the "Market Women" to Versailles. 5. King and Assembly go to Paris. 6. Festival of July 14, 1790. V. Flight of Louis XVI (June 20, 1791). 1. Mirabeau and the Coiu-t. 2. Failure of Mirabeau and Lafayette to co-operate. 3. Mirabeau's suggestions; his death. 4. Fhght of the King to Varennes. 5. Significance of the attempt. Assignment: Hayes, I. 464-79; Thomas Carlyle, The French Revolution chs on "The Procession" and on the "Fall of the Bastile." Readings: Bourne, 88-106; Webster, ; Aulard, I. 127-60; Robin- son, II. 397-404; Kitchin, III, 487-98; Madelin, 51-92; Mathews, 111- 37; Taine, Fr. Rev. I.; H. & C, eh. iii; Turner, . Suggestive Questions: 1. What is your estimate of Mirabeau? Necker? Lafayette? 2. Could a strong king or a strong ministry, or bcjth, have arrested the Revolution? 3. What was the real significance of the march of the "market women"? of the flight of the king? 58 Indiana Univpjksity LESSON 48. THE LEGISLATION OF THE CONSTITUENT ASSEMBLY 1. The Nature of tlie Constituent Assembly. 1. Shape of the meeting hall — Right and Left. 2. Absence of higher clergy and greater nobles. 3. Sessions open to the public. 4. Indecorous nature of some of the meetings. II. "Orgy" of the 4th of August, 1789. 1. Anarchy among the peasantrJ^ 2. Self-denying ordinance of nobility. 3. Legal end of feudalism. 4. Immediate results. III. Declaration of the Rights of Man. 1. Great need of a settled government. 2. Time spent in debating about "natural rights of mankind." 3. Great importance of this legislation. IV. Constitution of 1791. 1. King to have suspensive veto. 2. Judges to be elective. 3. Legislative assembly elected by taxpayers. 4. Administrative reorganization. V. Ecclesiastical Legislation. 1. Civil Constitution of the Clergy. a. Estates of the clergy confiscated. b. Clergy to take special oaths of allegiance to state. c. State to pay them. 1. Salaries of higher clergy lowered. 2. Pay of lower clergy increased. 2. Effects on church: constitutional and non-juring clergy. 3. Economic influences. a. On finance — assignats. b. Land tenure. Assignment: Hayes, I. 479-86; Robinson, II. 405-27. Readings: Bourne, 107-36; Madehn, 93-143; Aulard, I. 212-59; Webster, ; Mathews, 138-65; Taine, Fr. Rev. 11. chs. i-iii; Hazen, 86-100; Turner, . Suggestive Questions: 1. What were the political effects of the nationalization of church pro- perty. 2. One writer has said that he was surprised, not that the Constituent Assembly accomplished so little, but that they were able to accomplish anything at all. What were the reasons for his statement? 3. Show that the Declaration of the Rights of Man and the abolition of feudaUsm mark milestones in the political and economic history of Europe. Syllabus of Modern European Hlstory 59 LESSON 49. THE LEGISLATIVE ASSEMBLY T. Rise of Political Parties. 1. Growth of Political Clubs. 2. The Constitutional Monarchists. 3. The Girondists and Mountain. a. Their poUtical ideas. b. Local support of each. c. Temperament of their leaders. II. Composition of the Legislative Assembly. 1. More radical than those of Constituent Assembly. 2. Lack of legislative experience among its members. 3. Leading members and their opinions. III. Important happenings in France. 1. Growth of revolutionary spirit — santt miotic army. a. Petion elected mayor of Paris. b. Massacres at Avignon. 2. Louis XVI accepts the Constitution of 1791. 3. Confiscation of the property of emigrants. 4. King's two vetoes and dismissal of Feuillant ministry. IV. Foreign Affairs. 1. Appeal of Emperor Leopold. 2. Treaty of Pillnitz between Austria and Prussia. .3. Camps of emigre nobles on the Rhone. 4. Declaration of war against Austria, 2P April, 1792. V. Attacks on the King. 1. Effect of his A-etoes and intrigues with Austria. 2. First attack on Tuileries. 3. Manifesto of the Duke of Brunswick 4. Sack of the Tuileries — massacre of Swdss Guards. 5. Deposition of king; the Marseillaise. 6. September massacres — the cannonade of Valmy. Assignment: Hayes, I. 486-500; Robinson, IT. 428-45. Readings: Hazen, 101-9; Aulard, I. 260-337; iMathews, 166-205; Bourne, 137-93; INIadehn, 213-97; Taine, Fr. Rev. IT. 70-155; H. Belloc, Danton, passim; H & C, ch. iv; Turner, ; Webster, . Suggestive Questions: 1. Trace the growth of Louis XVI's unpopularitj*. How did it affect the Revolution? 2. Who were the Jacobins'? the Feuillants? 3. a. What was the Commune of Paris? ' b. What was its influence on the Legislative Assembly? OU Indiana University LESSON 50. THE NATIONAL CONVENTION T. liefiinning of tht- Convention. 1. France proclaimed a Republic. 2. Adoption of the Republican calendar. 3. Republic promises aid to all other revolutionaries, 15 Decembei, 1792. 4. Trial and e.xeeution of the king. a. Influence of the Commime of Paris. b. Part played by pohtical parties. II. Struggle between the Girondists and the Mountain. 2. Over the form of the new constitution. 3. Proscription of the Girondist leaders. 4. Execution of Marie Antoinette and Gironams. 5. Condition o^ France. a. Bankrupt. b. Faced domestic insurrections; Nantes, Lyons, Toulon. c. Invaded by foreign armies: Jemmappes and Neewinden. III. Reorganization of the Government. 1. Lack of centralization of power. 2. The Committee of Pubhc Safety. 3. Committee of General Security. 4. Revolutionary tribunal and deputies on mission. IV. Terror as a Political Expedient. 1. Extent of its use. 2. Success in averting bankruptcy. 3. Puts down domestic insurrection and checks foreign invasion. V. Contest Between the Mountain Leaders. 1. Jealousy of Hebert as leader of Commune of Paris. 2. The question of the Terror. 3. Execution of Danton. 4. Supremacy of Robespierre. VI. The Thermidorian Reaction. 1. Paris wearies of the Terror — battle of Fleurus. 2. Execution of Robespierre. 3. Suppression of Jacobin Club — the White Terror. 4. Constitution of 1795. 5. 13th Vendemiaire. VII. Constructive Work of the Convention 1. AboUtion of ground rents; law of the maximum. 2. Establishment of equal inheritance. 3. Adoption of metric system. 4. Cordorcet's sj^stem of education. 5. Legal protection of women and slaves. Assignment: Hayes, I. 501-12; Robinson, II. 450 — 64; finish and hand in Map Study No. 6a. Readings: Hazen, 120-51; Aulard, II. 211-95; Webster, Made- hn, 299-390; Turner, ; Bourne, 194-226; Taine, Fr. Rev. II. 196- 233; Mathews, 207-86; C. G. Robertson, England iinder the Hanoverians, 357-407;H&C, chs. v-vi. Suggestive Questions: 1. What in your estimation was the greatest work done by the Conven- tion? 2. Compare the Constitution of 1795 with that of 1791. Why was the Constitution of 1793 never put into operation? 3. Justify or condemn the use of Terror as a political expedient in the French Revolution. Syllauus of Modei{n European History 61 LESSON 51. FRANCE UNDER THE DIRECTORY I. The Directory Government. 1. Executive body of five; how selected. 2. Council of Ancients; qualifications. 3. Council of Five Hundred; how elected. 4. Membership; the two-thirds amendment. II. Early Life of Napoleon. 1. Controversy about his birth in Corsica. 2. Work at Toulon. 3. Life in Paris. 4. Protected the Convention (Oct. 1795). 5. Influence of Barras; marriage with Josephine. III. Campaigns in Northern Italy (1796-1797). 1. The Plan of the Campaign. 2. Condition of his anny. 3. Defeat of the Sardinians. 4. Battle of Lodi; retreat of Austrians to Mantua. 5. Attempts to relieve the siege of Mantua. 6. Leoben and Campo Formio (1797). IV. Napoleon in Egypt and Syria (1798-1799). 1. Weakness of the Directory; Fructidor. 2. Napoleon visits the naval arsenals. 3. Aim of his campaign in Egypt. 4. Battle of the Pyramids; destruction of French fleet. 5. Reorganization of Egypt. 6. Campaigns in Syria: Acre, Jaffa, Mt. Tabor. 7. Battle of Aboukir; return to France. V. Overthrow of the Directory. 1. Unpopularity and inefficiency of the Directory. 2. French military reverse in Italy. 3. Plans of Sieyes and Napoleon. 4. Events of the eighteenth Brumaire. 5. Establishment of the Consulate. Assignment: Hayes, I. 512-26; Robinson, II. 465-40, 486-9. Readings: Aulard, III. 269-392; Bourne, 226-70; Madehn, 487-634; Hazen, 152-78; Rose, I. 1-220; Fournier, 1-187; Taine, Fr. Rev. III. 420- 84; Johnston, 1-70; H & C, ch. vii; Turner, . Suggestive Questions: 1. What were the secrets of Napoleon's success in Italy in 1796-1797? What was his greatest battle in this campaign? 2. In what way did the preliminaries of Leoben differ from the final treaty of Campo Fonnio? What had occurred to cause this change? 3. What were the most important results of Napoleon's campaigns in Egypt and Syria? Was he wise in undertaking them? G2 Indiana University" LESSON 52. NAPOLEON'S RISE TO POWER I. Second I talian Canipaipii, (1800). 1. EstaV)lishmcnt of the Consulate 2. Napoleon's plans to defeat Austria. 8. Battle of Marengo (June, 1800). 4. Moreau wins the battle of Hohenlinden. 5. Treaty of Luneville. IT. Napoleon's Constructive Legislation (1800-1801J. 1. General reorganization of Administration. 2. The Concordat with the Pope. 3. The Code Napoleon. 4. Financial administration; Bank of France. 5. Education ; public works. 0. Napoleon's schemes for colonization, a. Hostility to England : India. h. Idea of an American Empire, c. Haiti and the sale of Louisiana. ITT. Establishment of the Empire. 1 . Disappearance of republican institutions. a. Re-establishment of the courts, nobility and council of state. b. Secret poUee; censorship of the press. 2. Organization of tributary states (1797). a. Batavian and Helvetian republics. b. Cisalpine, Ligurian and Parthenopean republics. c. Encroachments along the Rhine. d. Changes in these states under the empire. TV. The Armed Peace (1801-1805). 1. Peace of Amiens with England. 2. Extensive naval preparations — the Boulogne flotilla. 3. Increased size of army. V. The First Austrian Campaign (1805). 1. Villeneuve and Trafalgar. 2. General Mack at Ulm. 3. The battle of Austerlitz. 'a. Russians and Austrians against the French. b. Kutusov vs. Napoleon. c. Napoleon's strategy brought victory. 4. Peace of Pressburg. Assignment: Hayes, I. 523-39; Robinson, II. 480-98. Readings: Johnston, 71-129; Rose, I. 221-445; Bourne, 270-326; Aulard, IV. 152-282; Hazen, 179-214; Fournier, 188-325; P. Guedalla, Partilion of Europe, 246-66; H & C, ehs. vii-viii; Turner, ^-. Suggestive Questions: 1. Compare the jwovisions of the treaties of Basle, Campo Formio, Lune- ville and Pressburg as to their ])earing upon tlie Germanics. 2. By many the Code Napoeon is considered Napoleon Bonaparte's greatest momiment. Why? 3. Discuss the battle of Trafalgar as to: a. strategy, )>. influence on France, c. influence on England. Syllabt^s of Modern Eiiroi-ean Hisi'oi'y fJo LESSON 53. THE NAPOLEONIC EMPIRE AT ITS HEIGHT I. Campaign against Prussia (1806). 1. Haugwitz's diplomacy; Hanover. 2. Napoleon creates Confederation of the Rhin(\ 3. Prussia's lack of commanders. 4. Jena and Auerstadt. IT. Napoleon invades Russia (1806-1807). 1. Russia was an ally of Prussia. 2. Benigsen and the battle of Eylau. 3. Heilsperg and Friedland. 4. The Treaty of Tilsit (1807). a. Concerned Pi-ussia as well as Russia. b. Prussia put at Napoleon's mercy. c. Czar and Napoleon form an alliance. TIT. The Continental System. 1. What the system Avas? Why necessary? 2. Weak spots in it . a. Scandanavia; Denmark. h. Sicih' and Portugal. 3. French decrees and British Orders in Council. 4. Probable success of the plan. IV. The War in Spain. (1807-1813). 1. Charles VI's inefficiency. 2. Napoleon acts as arbitrator between him and his son. 3. French armies invade Spain and Portugal. 4. French reverse at Cintra and Baylen (1807). 5. Napoleon's successes; Soult and Sir John Moore. 6. Jealousy between King Joseph and the French genei'als. 7. W^ellesley's victories: Salamanca and Vitoria (1813). V. Second Austrian Campaign (1809). 1. Extensive Austrian preparations. 2. French victories at Landschutt and Eckmiihl. 3. Hard fought battles of Aspern and Essling. 4. Napoleon won decisive battle of Wagram. 5. Provisions of the treaty of Sehonbrunn (Vienna). 6. The position of Napoleon in 1810. Assignment: Hayes, 1, 539-55; Robinson, II. 499-514. Readings Rose, II. 47-19; Bourne, 326-66; Fournier, 325-492; Johnston, 130-69; Hazen, 21.5-27; H & C, chs. ix-xi; Turner, ; A. T. Mahan, Influence of Sea Power. Suggestive Questions: 1. At what moment was Napoleon really at the height of his power? W^hat are your reasons for selecting this date? 2. What elements of the treaty of Tilsit strengthened Napoleon? What elements were certain to bring difficulty later? 3. To Avhat degree do yoxi think that Napoleon was justified in the Con- tinental System? How did it affect neutrals? 64 Indiana University LESSON 54. DOWNFALL OF NAPOLEON L Napoleon's marriage with Maria Louise of Austria. 1. Position of Josephine. 2. Napoleon's advances to Czar rebuffed. 3. Alliance with Metternich; its importance. IT. Russian Campaign (1812). 1. Causes: jealousies, Continental System. 2. Napoleon's great preparations. 3. The invasion of Russia; battle of Borodino. 4. Retreat from Moscow; crossing the Beresina. 5. Stupendous losses of men and materials. III. Wars of Liberation (1813). 1. Regeneration of Prussia. a. Influence of the French Revolution. b. Work of Stein, Hardenberg and Scharnhorst. c. Rise of national spirit; Arndt and Fiehte. 2. First Saxon Campaign. a. Capitulation of Yorck; Prussia declares war on Napoleon. b. Co-operation of Russia and Prussia. c. Battles of Lutzen and Bautzen. 3. Period of the Armistice. a. E.xhaustion of the French and Russians. b. Metternieh*s ultimatum to Napoleon. 4. Second Saxon Campaign. a. Austria joins the coalition against Napoleon. b. French success at Dresden. c. "Closing in" on Napoleon. d. Battle of the Nations; Napoleon's defeat. e. French retreat to the Rhine. IV. War in France (1814). 1. Fourfold drive on Paris. 2. Napoleon defeats Prussians and Austrians separately. 3. Disaffection of Marmont, Fouche and Talleyrand. 4. Abdication of Napoleon. V. The Hundred Days (1815). 1. The Return from Elba. 2. Preparations to meet the Coalition. 3. Battles of Ligny and Quatre Bras. 4. Waterloo and St. Helena. Assignment: Haj'es, I. 555-76. Finish and hand in Map Study 6c. Readings: Henderson II. 270-323; Robinson, II. 514-32; Lord Rosebery, Last Phase, passim; Fournier, 493-744; Johnston, 170-238; Bourne, 367- 445; Rose, II. 192-530; Hazen, 227-48; H & C, chs. xii-xv; Turner, . Suggestive Questions: 1. What do you deem the most important single cause of Napoleon's downfall? 2. Why did Napoleon lose the battle of Leipzic? W^aterloo? 3. To what extent was Napoleon's downfall due to Talleyrand? Metter nich? Wellington? Blucher? Alexander I? A^' Syllabus op Modern European ■■ V '"67 LESSON 55. THE INDUSTRIAL REVOLUTION I. Antecedents of the Industrial Revolution. U^^ 1. Previous economic stages: manorial and gild systemsX {)>\ ^ 2. Characteristics of the domestic system. 3. Increase in amount of mobile capital. 4. The development of commerce. 5. The Agricultural Revolution. II. Elements of the Industrial Revolutions. 1. Invention of intricate machinery'. - 2. Application of motive power to machinery 3. Supervision and division of labor. — 4. EstabUshment of wage tie between capital and labor. _ III. Perfection of textile machinery. 1. For spinning. a. Hargraves' spinning jenny (1770). b. Arkwright's water frame. ^ V^^' /Xr-'- c. Crompton's spinning mule. » « 2. For weaving. a. Kay's fly-shuttle (1738. b. Cartwright's power loom (1785). '^^ ^\ 3. Contributory agents. / a. Arkwright's organizing power. b. Whitney's cotton gin. IV. The develoi>ment of the steam engine. > ,v 1. Pioneer work of Newcomen. 2. Watt's steam engine. 3. Application of steam as a motive power. . '' a. For running machinery: power loom, printing pres^ b. For transportation: steamboat and locomotive. V. Development of the iron industry. 1. Use of wood for fuel. 2. Importance of coal. 3. The Bessemer and Siemen's "open hearth" furnaces. j 4. Great industrial value of steel. ' ^^H (34 Indiana University jter developments. 1. Improvement of textile maehinerj'. 2. Advance in transportation facilities. 3. Utilization of electricity. 4. Invention of balloons and aeroplanes. 5. Medical discoveries. a. Preventive medicine. b. Anaesthetics, antiseptics and surgery. 6. The Spirit of Invention. Assignment: Sehapiro, 25-36; Hayes, 67-75; Gibbins, 321-57. Readings: Ogg, Ec. Dev., 45-64, 117-30; Bourne, 76-87; A. Toynbee, Industrial Revolution, 22-33, 64-72; S. Walpole, England since 1815, I. 50-110; Tickner, 510-29; Usher, ch. x; Briggs, Econ. Hist. Eng., ch. v. Suggestive Questions: 1. What period is covered by the Industrial Revolution proper in Eng- land? France? Germany? Russia? 2. Was the Industrial Revolution as sudden as the word "Revolution" would suggest? To what extent was its progress delayed on the Continent by the Napoleonic wars? 3. What is the relative importance of the four elements that go to make up the Industrial Revolution? Syllabus of Modern European Hlstory 67 LESSON 56. THE FACTORY SYSTEM I. Increased importance of mobile capital. 1. Expense for plant and machinery. 2. Heavy operating costs. 2. Great length of time between the beginning of manufacturing process and sale of completed product. 4. Rise of the capitalistic promoter. II. Establishment of cash nexus between employer and employee. 1. Disappearance of master and servant relationship. 2. Evolution of wage-earner and capitalist entrepreneur. 3. Strife between capital and labor. III. Unprecedented growth of industry. 1. Speeding-up of machinery — division of labor. 2. Increase of manufactures means increase of commerce. 3. Long hours of labor; exploitation. 4. Sanitary conditions in factory. IV. Social Results of the Factory System. 1. Growth of population. 2. Emigration from country to town. a. Increased size of cities. b. Pressing questions of sanitation and police. c. Decay of the yeomanry. 3. Employment of women and children. 4. Ill health, unemplojTnent and pauperism. V. Rise of Labor Unions. 1. Development of class consciousness. 2. Widening of the gulf between labor and capital. • 3. Use of the strike, boycott, blacklist and lockout. 4. Present manifestations of social unrest. Assignment: Schapiro, 36-44; Tickner, 530-40; Hayes, II. 75-82. Readings: Ogg, Ec. Dev., 133-57, 212-35, 343-68; J. L. Hammond, The Village Labourer, 106-224; J. L. Hammond, Tow w Labourer, 1-193; G. R. Porter, Progress of the Nation, 288-403; Warner, 301-49; Gibbins, 381- 406; Usher, ch. xiv; Hammond, Skilled Labourer, Briggs, ch. ix. Suggestive Questions: 1. What do you consider the most fundamental result of the Factory System? 2. What effect has the division of labor had upon the employer? the laborer? 3. What were the social effects of long hours of labor? employment of women and children? (;Si Indiana University LESSON 57. ENGLAND AND THE INDUSTRIAL REVOLUTION I. The Political Power of the Bourgeoisie (1815). 1. Favored position of the landed gentry. a. The Corn Laws guaranteed a "fair" price. b. The enclosure ]~"ovement. 2. Political power of tne Anglican Church. a. Corporation and Test Acts discriminate against Catholics and Dissenters. b. Extensive influence of the clergy in elections. 3. Suffrage based largely on landed property. IL How the Bourgeoisie increased their political power. 1. Purchase of landed estates before 1825. 2. Buying up of "pocket" boroughs. 3. Use of bribery in rotten boroughs. 4. Monied men of the City in polities. 5. Gain support from the nobility. a. Marriage alliances with the nobility. b. Interest nobles in industrial securities. 6. Enhst co-operation of lower orders to gain the ballot. III. Conditions in England after Waterloo. 1. Reconstruction period (1815-1822). a. Loss of world markets. b. Operation of the factory system causes unemployment. c. Soldiers increase the number of unemployed. d. Harvest poor. 2. Poor Law system. a. Elizabethan Poor Laws. b. Speenhamland Act (1795). 1. Its spirit; purpose to prevent social disorder. 2. Effects were to pauperize the laboring classes. 3. Decrease in poor law relief after 1816. 3. Social and Political Disturbances (1815-1822). a. Social uneasiness; suspension of the writ of habeas corpus, (1817). b. Massacre of Peter loo and the Six Acts. c. Cato Street Conspiracy. Syllaht's of Modern European History 69 IV. Period of Moderate Reform (1824-1832). 1. The Combination Acts of 1824-1825. 2. Repeal of the Test and Corporations Acts (1828). 3. Catholic Emancipation Act (1829). 4. The Reform Bill of 1832. a. Stand pat Toryism (1782-1830). b. Demand for poHtical reforms. c. Earl Grey forced the House of Lords to give way. d. Did not grant suffrage to the lower orders. Assignment: Schapiro, 45-62; Hayes, II. 28-37, 88-93. Readings: Ogg, Ec. Dev., 369-77, 417-24; Gibbins, 407-26; G. Slater, Making of Modern England, 1-20; Walpole, England Since 1815, eh. v; Hammond, Town Labourer, 194-267; Hammond, Village Labourer, 225- 332; Toynbee, Industrial Revolution, ch. ix; J. A. Hobson, Evolution of Modern Capitalism, ehs. i, v; Usher, chs. xi, xv. Suggestive Questions: 1. By what means had the Church and landed gentry of England been able to intrench themselves in pohtical power? Account for the attitude of mind of the Tory "standpatter" (1793-1832). 2. Who w^ere the political "nabobs" in England? Why were they so bitterly hated by the gentry? 3. Why was the English government able to prevent a social or political revolution from 1815 to 1822? 70 IxniAXA T'XIVEUSITY LESSON 58. AN EPOCH OF MODERATE REFORM IN ENGLAND (1832-1865) I. The Classical Economists and Their Teachings. 1. Mercantilism and the factory system. 2. Adam Smith and laissez faire. 8. Rieardo's theory of rent. 4. The Malthusian doctrine. '). John Stuart Mill and the "wage fund" theory. 6. Nassau Senior's "the last hour of labour". II. The Activity of the Industrial Bourgeoisie. 1. Misuse of the theories of Classical Economists. 2. Alliances ^^^th the nobility. 3. Use of the "self-interest" arguments. a. Gain support of nobility. b. Appeal to financiers and middlemen. c. Emphasize dangers of unemployment among the workmen. 4. What they sought. III. Moderate Social and Economic Reforms (1833-1844). 1. Change in composition and names of political parties. 2. Factory Acts of 1833 and 1844. 3. New Poor Law Act (1834); reform of Criminal law. 4. Municipal Corporations Act (1835) supplements Reform Bill. 5. Mines Act of 1842; Factory Act of 1847. 6. Minor reforms. a. Abolition of slavery in British dominions (1833). b. First national appropriation for education. IV. Demands for Further Political and Social Reforms. 1. Utopians protest against impUcations of theories of the classical economists. a. Robery Owen's communistic and co-operative ideas. b. Fourier's communism; phylansteries. c. St. Simon and Louis Blanc. 2. The Chartists (1838-1848). a. Discontent over Reform Bill. b. The Six Points. e. Nature of their organization. d. Failure of their demonstrations. 3. Repeal of the Corn Laws (1841-6). a. The Corn Laws before 1815. b. Modifications in 1815 and 1828. c. Influences at work against Corn Laws. 1. Adam Smith's laissez faire doctrines. 2. Discontent of the laboring classes. 3. Agitation of the capitalists. d. The Irish Famine and work of Robert Peel. e. End of Navigation Laws — effects. Syllabus of Modern European History 71 Assignment: Schapiro, 62-81, 573-77; Hayes, II. 82-8; finish and hand in Map Study No. 7. Readings: Toynbee, ehs. x, xi, xii; Ogg, Ec. Dev., 256-63, 477-92; J. S. Nicholson, History of the English Corn Laws, 9-103; J. A. Hobson, Evolu- tion of Modern Capitalism, chs. xvi-xvii; Gide and Rist, History of Economic Doctrines, Bk. I., ch. iii; Seignobos, 40-62; Walpole, England Since 1815, ch. .xiii; Usher, ch. xx, pt. ii. Suggestive Questions: 1. Can you detect the fallacies in the theory of Malthus in regard to population? in the statement "competition is the life of trade"? 2. Why did the Chartists fail? the Utopian Socialists? 3. What can you say of the political astuteness and ability of Robert Peel (1828-1846)? 72 Indiana University LESSON 59. THE RESTORATION AND THE RISE OF METTERNICH I. The Congress of Vienna (1814-5). 7 '* "^^ 1. Its composition and procedure. ^-"' w'v-^ 2. Problems it faced. - ' ''^-'' 3. Territorial adjustments. a. The principle of "legitimacy". b. Policy of rewards and punishments. c. The idea of nationaUty. - x-t^-'t---- ' 4. Political arrangements. . ^ ^ ^, , , , i a. The Quadruple Alliance. - H^'^'^ b. The Holy Alliance, e. Purpose of each. II. The Bourbon Restoration in France (1815-1830). 1. Louis XVIII before the Hundred Days. 2. Reign of Louis XVIII (1815-1824). a. Checks the Ultra Royalists. b. Moderately liberal until assassination of Due de Berry. 3. Reactionary Reign of Charles X (1825-1830). a. His character. b. Gains compensation for nobles whose estates were confiscated during Revolution. c. Stanch supporter of Cathohc Church. d. Repressive tendencies brought on Revolution of 1830. III. Reaction in Spain and Portugal. 1. Ferdinand VII and the liberal constitution of 1812. 2. Revolts in Spain; independence of Spanish Colonies. 3. Spanish rebellion quelled by French troops. 4. Dynastic troubles in Portugal. . • a. English influence in Portugal — Beresford. b. Separation of Brazil from Portugal. IV. General European Congresses. 1. Policing by the Quadruple Alliance. 2. Meetings brought on by liberal manifestations. 3. Nature of the Carlsbad decrees (1819). 4. Congress of Aix-la- Chapelle (1818). 5. The protocol of Troppau (1820). 6. Congress of Laibach (1821). 7. Congress of Verona (1822). Assignment: Schapiro, 13-24, 89-97; Hayes, II. 1-28, passiwi. Readings: Seignobos, 1-9, 103-32; Hazen, 249-89; Bourne, 457-65; Rob- inson, 11. 533-43; C. M. Andrews, Historical Development of Modern Europe, I. 86-179; Turner, ; Bourgeois, I. 1-113. Suggestive Questions: 1. What conditions favored Metternich's retention of power so long? What factors (or tendencies) were working against him? 2. What were the provisions of the Constitution of 1812 in Spain? Why was it so important? 3. Why was the Congress of Vienna's violation of the doctrine of nationa- ality so much more- culpable than simOar violations at the Congress of Utrecht a century earlier. 9 Syllabus of Modern Eltropean Histcry 73 LESSON 60. THE DECLINE OF METTERNICH'S POWER ( 1822-1818) L The Greek Revolution (1821-1829). 1. Causes: political, economic and religious. 2. The work of Koraes and Ypsilanti. 3. Atrocities of Ilbrahim Pasha. 4. Intervention of the Powers; Navarino. 5. Russia defeats Turkey — treaty of Adrianople. 6. Greece secures her independence. IT. Difficulties of Quadruple Alliance (1822-18). 1. Canning at the Congress of Verona. 2. Great Britain and the Monroe Doctrine. 3. Liberal Constitutions granted in minor German States. 4. Death of Alexander- 1. TTT. Revolution of 1830. 1 . In France. a. Character of Charles X. b. Polignac's reactionarj^ policy — the July ordinances, e. Ease of overtliro'n'ing the Bourbons. 2. Separation of Belgium from Holland. a. Causes: political, economic and religious. b. Belgium aided by the Great powers. c. Treaty of 1831; the "scrap of paper" of 1839. 3. Polish Revolt (1830) a. Reactionary tendencies of Nicholas I. b. Merciless suppression of Polish nobiUty. 4. Revolutions in Italy and the Germanies. IV. France under Louis Philippe (1830-1848). 1. Policies of the King; their weakness. 2. Thiers vs. Guizot. 3. Growth of liberalism and socialism. 4. Fusion of Republicans and Socialists. V. The February Revolution in France (1848). 1. The great reform banquet prohibited. 2. Flight of Louis Philippe. 3. Adoption of a provisional government. 4. Louis Blanc and the National Workshops. 5. "June days" and the middle- class republic. 6. Adoption of a Constitution; election of a president. Assignment: Schapiro, 89-110, 499-507. Readings: Hayes, II. 93-5, 100-2, 116-23; Hazen, 280-97; Robinson, II. 552-62; Seignobos, 132-65; Andrews, Historical Development, I. 276-362; W. G. Berry, France Since Waterloo, 70-196; Turner, — — ; Bourgeois, I. 114. Suggestive Questions: 1. a. Why should we select the year 1822 as the beginning of Lletter- nich's decline? b. What tendencies were mainly responsible for his down- fall? 2. To what extent wore the causes of the February Revolution economic? political? personal? 3. Why did France and England fail to make war against Turkey after the battle of Navarino? 74 Indiana University LESSON 61. THE REVOLUTIONS OF 1848 IN CENTRAL EUROPE I. General Effect of the February Revolution. 1. Its causes. 2. News of its success. II. Phases of these revolts. 1. Liberal successes. 2. Nationalist quarrels. 3. Autocratic triumph. III. The Viennese Revolt. 1. Organization of the revolt. 2. Flight of Metternich. 3. Government at Vienna yields to Hungary and Bohemia. 4. Accession of Francis Joseph. .5. The work of Schwarzenberg and Windisehgraetz. IV. Bohemian Revolt. • 1. The self-consciousness of the Czechs. 2. Quarrels of Germans and Czechs. 3. Windisehgraetz defeated the rebels. V. Italian Revolt against the Hapsburgs. 1. Causes for Italian hostility towards Austria. 2. Concerted action of Northern and Southern Italy. 3. Radetzsky retreats to the Quadrilateral area. 4. Disaffection among the Italians. 5. Radetzky's victories at Custozza and Novara. 6. Abdication of Charles Albert of Sardinia. VI. The Hungarian Revolt (1848-1849). 1. Leadership of Szechenyi and Deak. 2. Kossuth and the March Laws. 3. Selfishness of the Magyars. 4. Revolt of Jellachich. 5. Defeat of Magyars at Schwechat. 6. Aid of Russia, flight of Kossuth. VTI. The Revolution in the Germanies. 1. Growth of liberal feeling. a. Popidar assembly at Manheim. b. Berlin riots; a constituent assembly called. c. Revolts in Saxony and Baden. d. V orparlament meets. 2. Frankfort Assembly prepared a constitution. a. Liberal jn tone. b. King of Prussia to be emperor. c. Excluded Austria from German Empire. 3. Opposition of the Hapsburgs; Olmuetz. Assignment: Schapiro, 128-44; Hazen, 298-312. Readings: Hayes, II. 123-44 (complete but very compUcated); Andrews, I. 363^48; Seignobos, 387-423; Henderson, II. 324-369; Robinson, II. 564^72; Hazen, Europe since 1815, 167-87; Turner, — . •Suggestive Questions; 1. Show that the revolutions of 1848 in CentraJ Europe failed on account of the opposing forces of Liberalism and Nationalism. 2. Why did the liberal movement fail in Germany and Italy? 3. What led the Czar to aid the Hapsburgs in putting down the Hungarian revolt? Syllabus of Modern EluRorEAN History 75 LESSON 62. FRANCE UNDER LOUIS NAPOLEON (1848-1870) I. Early Life and Character of Louis Napoleon. 1. Son of Louis Napoleon and Hortense Beauharnais. 2. His character; two varying estimates. 3. Training and travels. II. The Napoleonic legend. 1. Hero worship of Napoleon I. 2. His axile and his memoirs. 3. Writings of Louis Napoleon. a. Napoleonic ideas. b. The Extinction of Pauperism. III. Louis Napoleon's Attempts to gain the throne. 1. English estimate of him. 2. Attempt at Strasbourg (1836). 3. The Boulogne fiasco. a. Synchronised with return of Napoleon's body to France. b. Louis Napoleon incarcerated at Ham. 4. His campaign for the Presidency. a. Ably handled by his supporters. b. Louis Napoleon remained in England. c. June days lose Socialists their supporters. d. The vote overwhelmingly for Napoleon. IV. Napoleon's Political Policy (1848-1851). 1. Appeal to commercial classes. 2. Gains support of the worikingmen. 3. Enlists the aid of the Clericals. 4. Napoleon's quarrel with the Assembly. a. The Assembly limits the suffrage. b. Fears of the Assembly. c. The Coup d'etat of 1851. V. The Rise of Napoleon III (1852-1860). 1. Attempt to conciliate Radicals and Clericals. 2. Increases prosperity of France; demand for new colonies. 3. The Crimean War (1854-1856). 4. Aids Italians secure national unity; treaty of Villafranca, 18.59. I 76 I.\i>iAXA University VI. Decline of Napoleon's power, (1860-1870). 1. Opposition of Clericals and Liberals. 2. Flails to intervene in Polish Revolt (1S63). 3. Napoleon's intervention in Mexico. a. Causes for his interest. b. Effects of his failure. 4. Diplomatic blunders (1864^1866). a. Over Sehleswig Holstein. b. Fails to intervene in the Seven Weeks War. 5. Liberal reforms of 1860 and 1869. 6. Franco-Prussian War (1870). Assignment: Schapiro, 144-68; Hayes, II. 149-63, 175-80, passim. Readings: Hazen, 313-24, 351-62; Andrews, II. 1-41, 146-88; Seignobos, 165-86; Berry, 197-248; Bourgeois, I. 289-389; II. 1-129. Suggestive Questions: 1. One man claimed that Louis Napoleon fooled Europe twice: once when it considered him a fool, and again when it thought him a wise man. How much truth is there in this statement? 2. Trace the relations of Napoleon III mth the Church. Why was he so favorable towards the clergy and papacy? 3. Show clearly factors at work in bringing about the election of Louis Napoleon as President. ^ Syllabus of Modern* Ei'ropeax Hlstory 77 LESSON 63. UNIFICATION OF ITALY (1813-1871) I. Liberal Manifestations in Italy (1815-1748). 1. Italy after the Congress of Vienna. 2. The Carbonari. 3. Mazzini and the Sons of Young Italy. 4. The three plans for national unitj'. a. Plans of the Republicans. b. Idea of ha\ang the pope as the head of the state. c. Monarchists washed Sardinia to be head of a federated kingdom. 5. The lessons of the Revolution of 1848. 11. Cavour's Pioneer Work in Sardinia (1852-5), 1. Stimulations of agriculture and industry. 2. Increase in size and efficiency of the army. 3. Sardinian army sent to the Crimea, 4. Cavoiir at Congress of Paris. III. The Austro-Sardinian War (1859). 1. The "accidental" meeting at Plombi6res. 2. Napoleon aids Sardinia against Austria. a. Fran CO- Sardinian \'ietories of Magenta and Solferino. b. Napoleon made peace at Villafranca. 1. Provisions. 2. Reasons for Napoleon's action. c. Treaty of Zurich (1860). IV. Unification of Northern Italy (I860). 1. Cavour instigates establishment of independent governments. 2. Plans for plebiscite; Savoy and Nice ceded to France. 3. Plebiscites almost unanimous for union with Sardinia. V. Garibaldi gains Sicily and Naples (1861). 1. Garibaldi's earUer history. 2. Plans for his Sicilian expedition.' a. Make up of his "Thousand". b. Attitude of Cavour. 3. Success of Garibaldi's expedition. 4. Intervention of Victor Emmanuel. 5. Naples and Sicily vote to join the new kingdom. VI. Completion of National Unity. 1. Venetia gained after Seven Weeks War (1866). 2. Rome added during Franco-Prussian War (1871). Assignment: Schapiro, 195-219; Hayes, 163-75. Readings: Hazen, II. 325-40; Robinson, II. 572-79; Seignobos, 326-61; Andrews, II. 91-145: W. R. Thayer, Life and Times of Cavour, M. Cesaresco, Cavour, 55-230; G. M. Trevelyan, Garibaldi and the Thousand, passim; A. D. White, Seven Great Statesmen. 344-88. Suggestive Questions: 1. Compare Cavour. Garibaldi, Mazzini and Victor Emmamiel as to their importance in achieving national unity. 2. Was Cavour's actions after Plombieres justifiable? Was Napoleon justifiable in makirsj tlie treaty of Villafranca, or in taking Savoy and Xiee from Italy? 3. What part did tlic papacy play in the unification of Italy (1830-71) 78 Indiana University LESSON 64. UNIFICATION OF GERMANY I. The Germanics (1815-1848). 1. Dominated by Metternich: Carlsbad decrees. 2. Era of liberal constitution making. 3. Formation of the ZoUverein. 4. The Revolution of 1830 in Germany. 5. Intellectual acti^^ty of patriotic historians. 6. Revolution of 1848 fails to liberalize or unify Germany. II. The Period of Humiliation for Prussia (1849-1864). 1. Prussia granted a liberal (?) constitution. a. Three-class voting. b. Virtually unchanged down to 1914. 2. The humiliation of Olmiitz (1850). 3. General inefficiency of the Prussian King. III. Prussia's Contest with Austria (1864-1866). 1. William I as Regent and King (1858-62). a. Reorganization of the army. b. Appointment of Von Moltke and Von Roon. d. Legislative opposition to military appropriations, 2. Bismarck's struggle with the Landtag. 3. Schles^\-ig-Holstein War (1864). a. Causes very complicated. b. Austria and Prussia despoil Denmark. c. Convention of Gastein. 4. Austrian-Prussian (or Seven Weeks War) 1866. a. Quarrel over SchlesA\ag-Holstein. b. Unexpected end of the war — Sadowa. c. The Treaty of Prague moderate in its demands, 5. Formation of the Ausgleich and the North German Confederation (1867). IV. Bismarck defeats Napoleon III (1867-1871). 1. Causes. a. Napoleon's demands for "Compensations". b. Bismarck exposes Napoleon's plans. e. Candidacy of Leopold of Hohenzollern-Sigmaringen. d. The Ems Conference and the "Ems Telegram". 2. Franco-Prussian War. a. Unprepared ness of the French; Sedan. b. Government of National Defense. c. Sieges of Paris and Metz. d. The Armistice and general election. e. Treaty of Frankfort (1871). 3. General results of the war. Assignment: Sehapiro, 169-94; Robinson, II. 588-96. /?eadings: Hazen, 341-62; Seignobos, 374-400, 424-84; Hayes. II. 175- 206; Henderson, II. 370-450; White, Seven Great Statesmen, 391-469; Holt and Chilton, 60-170; C. G. Robertson, Bismarck, ehs. i-v; Munroe Smith, Bismarck, passirn. Suggestive Questions: 1. Which was the more responsible for the Franco-Prussian War, Bis- marck or Napoleon III? Why? 2. Why was peace not niade between France and Prussia immediately after Sedan? 3. How did Bismarck in 1870 secure the neutrality of Austria? the aid of the South Germ>nSii.tes? Syllabus of Modern European History 79 LESSON 65. THE DEVELOPMENT OF SCIENCE IN THE NINETEENTH CENTURY I. Great emphasis on Applied Science. 1. Chemistry and engineering. 2. Biology and medicine. 3. Physics and mechanics. 4. Electricity and aeronautics. II. The Study of Geology and Biology. 1. Usher's contribution as to the age of the world. 2. Von Humboldt and his Cosmos. 3. Lyell's Principles of Geology. III. Development of the Theory of Evolution. 1. Contributions of Lamarck, LyeU, and Von Humboldt. 2. Darwin's Origin of Species. 3. Wallace's Contributions to the Theory of Natural Selection. 4. Spencer's Synthetic Philosophy. 5. Huxley's popular books and lectures. 6. Pasteur and Koch; the cell theory. 7. Later discoveries by Mendel, Weismann and others ; study of eugenics. IV. The "Higher Criticism". 1. The work of Ernest Renan. 2. "The Oxford Movement". 3. Catholics emphasize the study of Church history. V. The New Social Sciences. L Pohtical Economy: Classical Economists, the Mills. 2. Anthropology: age of man, study of primitive peoples. 3. Comparative philology and archaeology; their relation to history. 4. Sociology and "Applied Ethics". 5. Political Science; its practical aspects. 6. Economic interpretation of history; the New History, VI. The Atomic and Cell Theories. 1. Atomic theory revolutionized physics and chemistry. 2. Cell theory has brought aseptic surgery. 3. Vaccination and use of anaesthetics. 4. Revolution in surgery. Assignment: Schapiro, 610-20; Robinson, II. 599-614. Readings: Hayes, II. 230-40; J. H. Robinson, The New History, chs. iii and viii; R. B. Perry, Present Conflict of Ideas, 116-69; Scott, Theory of Evolution, 1-26; Judd, Coming of Evolution, 1-86. Suggestive Questions: 1. In what ways has the Industrial Revolution affected the study of science? 2. What has caused the increasing emphasis which is now placed on the "Social Sciences"? What influence has the Great War had upon this ten- dency. 3. Just what do you mean by the "new history"? by the "pragmatic" tendencies in philosophy? just what in your estimation should the term "his- tory" include? 80 Tmhaxa TT\ni;i{S!TV LESSON m. CHRISTIANITY, POLITICS AND SCIENCE I. Reaction against the New Science. 1. General opposition of Catholic and Protestant clergy. 2. Many Protestants tend to compromise between science and religion. 3. Catholic Church more hostile towards new science. IT. Reasons for the Anti-Clerical movement. 1. Catholic Clergy tend to question supremacy of secular governments. 2. The revival of Clerleahsra. a. Great growth of Catholic Schools. I). Concordats with Austria and other states. c. CathoUc power extended through missions. d. General conservatism of Pius IX. 3. Leo XIII increased prestige of the Church. a. Cathohc attitude towards evolution; Catholic scientists: Mendel and Pasteur. h. PoHtical views of Leo XIII — Encyclical "Rerum Novarum" (1891). III. The Catholic Church and Nationalism. 1. Hostility of the papacy to bourgeois governments. 2. The Encyclical "Quanta Cura". 3. The Syllabus of Errors. IV. The Papacy and Scientific developments. 1. Dogma of the Immaculate Conception (1854). 2. Doctrine of Papal InfalMbility (1871). a. Reasons desired by the pope. b. Methods by which it was secured. c. Results. 3. The Modernist Movement. a. EncycUcal of Pius X against Modernism (1907). b. Present status of the movement. Assignment: Hayes, II. 223-30, 240-52. Readings: Seignobos, 684-716; Camb. Mod. Hist., XI. ch. xxv; Joseph Husslein, The Church and Social Problems, passim.; W. Cunningham, Christianity and Politics, passim; A. C. McGiffert, Rise of Modern Religious Ideas, passim; Catholic Enclycopedia, passim. Suggestive Questions: 1. Why has the Catholic Church found it more difficult to accomodate it.seLf to scientific developments than the Protestant Chiu'ch? 2. By what actions did the papacy align against it the various forces tending towards nationalism? 3. What has been the influence of the eneycUcal "Rerum Novarum"? What relation does the Christian Socialist movement bear to the Catholic Church? Syllabus of Modern European History 81 LESSON 67. THE DEVELOPMENT OF THE SOCIALIST MOVEMENT I. Rise and Spread of Trade Unionism. 1. Beginnings in England. a. Difficulties of organization. h. Plans and purpose, c. Socialistic leanings. 2. Trade unions in France, Germany and Belgium. 3. The co-operative movement. TT. Utopian and Early Socialists." 1. Babeuf' s teachings. 2.- Theories of Owen and Fourier. 3. St. Simon and Louis Blanc. 4. FutiUty of their plans. IIL Marxian (Scientific) Socialism. 1. Early life and training of Marx. 2. Later associations with Engels. 3. Publication of Das Kapital and the Comiminisl Manifesto. 4. What Socialism claims to be. 5. How far might Socialism go? IV. The Communist Manifesto. 1. Its theoretical basis. 2. Some of its revolutionary demands. a. Contiseation of land rent. b. High direct taxes. c. Abohtion of inheritance. d. Pubhc ownership of aU transportation facilities. V. Criticism of Marxian Socialism. 1. MateriaUstic conception of history ona-sided. 2. Society not di\ided into clearly differentiated classes. 3. Class struggle not necessarily ine-vitable. 4. Capital plays an absolutely indispensable part in production. Assignment: Schapiro, 570-86; Hayes, II. 252-61. Each student should read some of the Communist Manifesto, which is found in various editions. Readings: Orth, 1-56; Seignobos, 718-46; Ogg, Ec. Dev., 477-510; J. R. iSIacdonald, Socialist Movement; J. G. Brooks, Social Unrest; J. A. Ryan, Distributive Justice; B. Villiers, Socialist Movement in England; M. Beer, Hist, of Brit. Socialism T. 160-244. Suggestive Questions: 1. How would the confiscation of land rent operate? the abohtion of inheritance? Why do you favor or oppose each of them? 2. What is your definition of Sociahsm? Why do you hmit it as you do? 3. What do you understand by "surplus value", "'exploitation", and '"unearned increment" as employed by Socialists? 82 Indiana University LESSON 68. REVOLUTIONARY LABOR MOVEMENTS I. The InternationaL 1. The principles and policies of Lassalle. 2. The Universal German Workingmen's Association (1863). 3. Marx's International Workingman's Association (1864). a. Nature of its constitution. b. Annual meetings. c. Expulsion of Bakunin and his followers (1872). d. Functions performed by the "International". II. The Social Democrats. 1. Had its origin in Lassalle's Universal. 2. Workmen's Educative Associations. 3. Influence of Liebknecht and Bebel. 4. Organization of Social Democratic Workingman's Party (1869). 5. Union of Reformists and Marxians (1875). 6. Growth of the Social Democratic Party in Germany. a. 1871 — 102,000 votes, 2 members in Reichstag. b. 1890—1,427,000 votes, 35 members in Reichstag. c. 1912—4,250,000 votes, 110 members in Reichstag. 7. Growth of Socialists in European Parliaments. V. Anarchism. 1. General origins of Anarchism. 2. Proudhon's leadership. a. Early life and training. b. His curious political and social ideas. 3. The differences between Anarchism and Socialism. a. Indi^^dualism of the anarchists. b. Emphasis on the Government by Socialist. c. The ideas of sabotage and direct action. 4. Bakunin's teachings. a. Destruction by force. b. Lack of a constructive program. c. Expulsion from the International. IV. Syndicalism. 1. The fundamental belief in "one big union". 2. The "Big 3" in England. 3. Strength of Syndicalism in the United States. a. Reasons for its existence. b. General policy. V. Latest Developments — Gild Socialism. 1. The idea of joint control of industry by labor and capital. 2. The Whitley and Sankey plans in Great Britain. 3. Plumb plan for operating railroads of United States. 4. Probable outcome of these efforts. Assignment: Schapiro, 58(5-602; Hayes, II. 261-71. Readings: W. E. Walling, et al, Socialism of Today, 3-36, 389-430; Ogg, Ec. Dev. 510-34; Orth, 56-74, 118-45, 250-73; E. KeUy, Twentieth Cen- tury Socialism, 18-52; G. E. Raines, Present Day Socialism, 49-157. Suggestive Questions: 1. To what degree have the Reformists triumphed over the political principles of the Marxians. 2. Why have the English laboring classes been so little interested in Socialism or Anarchism? 3. Do you think that the consumer is properly taken into account in the Plumb, Whitley and Sankey plans? Syllabus op Modern European History 83 LESSON 69. STRUGGLE BETWEEN MONARCHISTS AND REPUBLICANS IN FRANCE I. Establishment of the Government (1871-1875). 1. France under the Government of National Defense. a. Bordeaux Assembly: composition and character of its govern- ment. b. The Commune of Paris (1871). c. Struggle of Commune and the National Assembly. 2. Administration of Thiers (1871-1873). a. Character and experience. b. Made "Chief of the Executive Power". c. Adoption of the Pact of Bordeaux. d. Great work of reconstruction by Thiers. 3. Struggle between Republicans and Monarchists. a. Monarchist's plans; dismissal of Thiers. b. Adoption of the Fundamental Laws of 1875. II. The Government of France. 1. Legislature: Senate and Chamber of Deputies. a. Number of members and their qualifications. b. Powers of each house ; interpellation. c. National Assembly of France; its functions. 2. President elected for seven years. a. Method of election. b. Position and powers. 3. Parliamentary elections. a. Great number of parties; ballotage. b. Use made of the patronage. III. The Establishment of the Ministry. 1. Ministry as provided by the Fundamental law. 2. The Sixteenth of May (1877) quarrel of McMahon and the Chamber. a. Question causing quarrel was over the activity of the papacy. b. Really a struggle of Monarchist and Repubhcan. c. Dismissal of the prime minister. d. The elections and McMahon's resignation. 3. Ministry held to be responsible to Legislature not to President. IV. The Boulanger Affair (1887). 1. Repubhcans gain control of the Legislature. 2. Monarchists use Boulanger in an attempt to regain power. 3. Collapse of the movement. Assignment: Sehapiro, 220$48; Hayes, II. 331-45, passim. Readings: Hazen, 384-91; J. C. Bracq, Third French Republic, 1-74; Andrws, II. 343-57; Seignobos, 187-207; Berry, 349-400; Ogg, Govern- ments, 311-4, 319-34; P. Coubertin, Third French Republic; E. Vizetelly, Republic France; Bourgeois, II. 203-305; Turner, ; G. Hanotaux, Contemporary France (1870-1882), passim. Suggestive Questions: 1. Why did the Count de Chambord fail to become Henry V of France? 2. In what ways have Gambetta and Jules Ferry contributed to the history of the Third French Repubhc? 3. What are the cardinal wealoiesses in the French government? How does the power of the president of France compare with the power of our president? ^■i ' Indiana University LESSON 70. RECENT HISTORY OF FRANCE (1887-1914) T. The Dreyfus Case (1894-1906). 1. Causes: Anti-Semitism, Panama scandals, and the "honor of tht army". 2. Charges against Dreyfus; his conviction and punishment. 3. Work of Picquart and Zola. 4. Trial and acquittal of Esterhazy. 5. Dreyfus becomes a national figure. 6. Confession of Henry and flight of Esterhazy. 7. Second trial of Dreyfus; conviction and pardon. 8. Exoneration of Dreyfus; restoration to his position, ir. The Separation of Church and State. 1. The Church under Louis XVIII and Charles X. 2. Napoleon ILI favors the Church; Falloux laws. 3. Papacy holds Napoleon partially responsible for loss of temporal power. 4. Gambetta and the Church. 5. The Ferry Laws; policy of Leo XIII, 6. Associations Law (1901); Education Law (1904). 7. Separation Act of 1905. 8. Results of the separation of Church and State. III. Foreign Affairs. 1. Attitude of Bismarck towards France; the war scares of 1875 and 1887. 2. Formation of the Triple AlUance (1882). 3. Colonizing activity of France in Africa. 4. The condominium in Egypt; Fashoda afifair (1898). 5. Entente Cordiale (1904). 6. Moroccan difficulties. a. The Tangier incident (1905). b. The Algeciras Conference. c. The Agadir Affair (1911). / IV. Growth of Socialism. 1. Activity of the Syndieats (1884-1914). 2. General Confederation of Workers (C. G. T.) 1909. a. Its organization, methods and principles. b. Strike of post office employees (1909). c. Railway strike (1910). 3. Growth of socialist groups in the Legislature. a. Jaures and Guesde gi'eatest leaders. b. Their anti-militaristic attitude before 1914. Assignment: Schapiro, 248-72; Hayes, II. 345-62, passim. Readings: Orth, 75-117; Ogg, Ec. Dzv., 535-45; Braeq, 190-233, 229-328; Seignobos, 207-227; Andrews, 357-67; Hazen, 391-408; E. Lynch, French Life in Town and Country, 112-46; G. Lawton, Third French Republic, II. 305-71. Suggestive Questions: 1. Why was the Dreyfus ease so important? How was it connected with Clericalism, MiUtarism and Socialism. 2. What led France and England to forget their differences in 1904? 3. What has made Anti-Clericalism so strong in France? Syllabus of Moderx European History 85 LESSON 71. THE GERMAN EMPIRE UNDER BISMARCK (1871-1888) r. Constitution and Government of the Empire (1914). 1. Nature of the Constitution. a. Of what it is composed. b. How amended? 2. The Imperial Government. a. Power of the Emperor and the position of the Chancellor. b. The Bundesrath, its composition and functions. c. The Reichstag, size, membership and importance. 3. Government of Prussia. a. The importance of Prussia in the Empire. b. Power of the King and his ministers. c. Composition and functions of the Landtag. d. Three class system of voting. 4. Governments of Saxony, Bavaria, et al, more hberal. 5. Power of the aristocracy in Germany. IL Bismarck's organization of the Empire (1871-1875). 1. The military organization of Germany. 2. Adjustment of federal and state legal relations. 3. Adoption of an imperial banking system. 4. Bismarck favors protective tariffs. 5. Administration of the railways of Germany. 6. Development of political parties; their relation to the Chancellor. III. The Kulturkampf (1871-1878). 1. Causes: Clericalism and the Modernist movement. 2. The May Laws against the power of the Chm-eh. 3. The "Diocletian persecution" and the "Old Catholics". 4. The Center forces Bismarck to give way; Cannosa. IV. Bismarck and the Socialists. 1. Early history of the German SociaUsts. 2. Reasons which led Bismarck to attack them. 3. Repressive laws against the Socialists; effect. 4. Great social reforms; their effect. V. Foreign Affairs under Bismarck. 1. Need of preparations against France. 2. The Congress of BerUn; alliance with Austria (1879). 3. Friendly relations with Russia and Great Britain. 4. Bismarck and colonial expansion. 5. Reasons for the fall of the Chancellor. Assignment: Schapiro. 277-302; Hayes, II. 395-414, passirn. Readings: Hazen, 363-76; Andrews, 368-86; Orth, 146-71; Seignobos, 485-505; Ogg, Governments, 202-25; R. H. Fife, German Empire between two Wars, 3-25, 101-38, 200-16; Holt and ChUton, 264-74; H. Hayward, The Iron Chancellor in Private Life; C. G. Robertson, Bismarck, eh. vi; A. W. Ward, Germamj, vol. III.; Hazen. Government of Ger?nany; p&wson, Ger. Empire, chs. x-xviii; J. E. Barker, Modern Germany, chs. vi-vii. Suggestive Questions: 1. How have the aristocracy of Germany been able to retain power so long? 2. How do Bismarck's achievements before 1870 compare with those from 1870 to 1880? 3. What does Schapiro mean by saying that Bismarck decided "to go to Canossa"? Another writer said that Bismarck tried to kill the Socialists by kindness. Explain- 86 Indiana University LESSON 72. THE REIGN OF WILLIAM II. (1888-1914). I. Character and Poliry. 1. His vanity and belief in divine right. 2. Love of theatrical display. 3. Policies: change Germany from a European to a world power, n. Great Economic Development of Germany. 1. Rapid increase in population; the growth of cities. 2. Great stimulus to agriculture. a. Influence of the protective tariff. b. Contest between agrarian and industrial interests. 3. Tremendous growth of industry. a. Application of science to manufacturing. b. Highly speciaUzed industries: dyes, optical instruments. e. Organization of industrial corporations and trade unions. 4. Need of a great merchant marine. a. To exploit world markets. b. Necessity of a navy to protect her commerce. in. Growth of Militarism. 1. Fear of France and Russia. 2. Rivalry in commerce with England. 3. Competition with the British navy, (1898-1914). 4. Cost of army and navy; effect upon the people. IV. Socialism under William II. 1. Much more lenient towards SociaUsts than was Bismarck. 2. Increase in their poUtical activity. 3. Advanced social legislation did little to arrest their growth. 4. The election of 1907. 5. Strength of Social Democrats in 1912. V. Pan-Germanism and Colonization. 1. Need of new markets and homes for surplus population. 2. Inculcation of "Deutsche Kultur"; influence of the educational system of Germany. 3. Writings of Treitschke, Bernhardi, Rohrbach. 4. Influence of the junkers and the army. 5. The Socialists and Pan-Germanism. Assignment: Schapiro, 302-23; Hayes, II. 414-26. Readings: Fife, 50-97, 217-68; Hazen, 376-82; Schmitt, chs. iv, v, viii. Seignobos, 505-16; Dawson, Evolution, 1-105; Barker, chs. vlii-xiv; Daw- son, Ger. Em-pire, chs. xix-xxiv. Suggestive Questions: 1. Why did William II look to the Dual Monarchy rather than to Russia for an alliance? 2. By what agencies was the propaganda for a great navj^ carried on? How was the enormous amount for military expenditures raised? 3. How can you account for the unprecedented growth in Germany of socialism in the face of far reaching reforms. Syllahi's ok Modkhx Eikopean History 87 LESSON 73. AUSTRIA-HUNGARY AND ITALY (1867-1914) I. The Ausgleich since 1867. 1. Constitutional relations between Austria and Hungary. 'a. Powers of the Emperor-King. b. The Joint Ministry of the Dual Monarchy. c. The "delegations"; powers and sessions. 2. Renewable at expiration of ten years. a. Financial adjustments between Austria and Hungary. b. Difficulties of renewal. 3. Racial friction. a. Attitude of the Czechs and Poles. b. Arrogance of the Magyars. c. Growing self-consciousness of the Jugo-Slavs. 4. Character, ability and policies of Francis Joseph. 11. Austria since the Ausgleich. 1. Government of the Empire. a. The relation of legislature and cabinet. b. The administrative system; its composition and power. c. Influence of the Catholic Chiu-ch. d. Manhood suffrage granted (1907). 2. Trouble with the Slavs. a. The Polish question. b. Difficulties with the Czecho-Slovaks. c. Gradual dechne of Germanism. 3. Jealousy between Austria and Italy. a. Status of the Italians in Austria-Hungary. b. The Italians and the Jugo-Slavs. 4. Social Progress. a. Education and the Church. b. Growth of industry and commerce. c. Extensive social legislation. III. Hungary since the Ausgleich. 1. Government. a. Controlled by the Magyars. b. Franchise very ilhberal. c. Powers of the cabinet and the legislature. 2. Francis Joseph and the Magyars. a. Hungary's opposition to renewal of Ausgleich. b. Use of the Slavs to curb Magyars; threat to declare universal suffrage in Hungary. c. Advantages of dualism to the Magyars. 3. Problems of Magyar domination. a. Policy of Magyarization (1866-1914). b. Treatment of Slovaks and Transylvanians. c. Struggle with the Jugo-Slavs. 1. Feeling in Croatia, Dalmatia, Carniola and Slavonia. 2. Rise of Jugo-Slav nationaUsm; Fiume Resolution (1903). 88 Indiana University LESSON 73— Continued. IV. Italy since 1870. 1. Difficulties before the new state. a. Social, economic and political differences in Sardinia and Naples. b. Illiteracy and lack of political experience. c. The Vatican and the Quirinal. d. Poverty, debt and heavy taxes. 2. Government of Italy modelled on that of France. a. Power of the king and ministry. b. Composition and influence of Senate and Chamber of Deputies. c. Corruption in politics very great. 3. Relations with the Pope. a. Law of Papal Guarantees. b. Non-expedit decree; Pope a voluntary prisoner in Vatican. 4. Imperialism and irredentism. a. Italia irredenta. b. Abyssinia and Tripoli. 5. Economic and Social Progress. a. Decrease in iUiteracy. b. Increase in industry and commerce. c. Rapid growth of revolutionary sociaUsm. Assignment: Schapiro, 423-58; Map Study No. 10 to be handed in today. Readings: H. W. Steed, Hapsburg Monarchy, ch. iii; Hayes, II. 367-78, 426- 35; Ogg, Governments, 365-86; W. K. Wallace, Greater Italy; Hazen, 409- 27; Turner, ; Andrews, 391-435; Seignobos, 326-73; 518-53. Suggestive Questions: 1. Show in detail how Francis Joseph has used the Slav's of his dual monarchy to forward the interests of the Hapsbvu-gs. 2. Why does the Jugo- Slav question bear so vdtally upon the backgi'ound of the Great War? It has been said that the Magyar nobility are Prussian junkers in disguise? Is it true? 3. What has been at the root of the difficulties in renewing the Ausgleichf in liberalizing the franchise in Hungary? Syllabus of Modern European History 89 LESSON 74. SOME MINOR EUROPEAN STATES SINCE 1815 I. Spain. 1. Revolts from 1816 to 1820; repressed by Due D'Angoulfime. 2. Change from monarchy to republic (1820-1875); Isabella II. 3. Restoration of the Bourbons; the Constitution of 1876. 4. Spanish-American War (1898). 5. Problems of modern Spain. IT. Portugal since 1807. 1. Influence exerted by the EngUsh. 2. The Charter of 1826. 3. Miguelists vs. Republicans. 4. Overthrow of Manuel; estabUshment of a republic (1910). 5. Portugal as a colonizer. III. Belgium since 1815. 1. Historj' when joined to Holland. 2. The Revolution of 1830; the treaties of 1831 and 1839. 3. Straggle of Clericals and Socialists. 4. Rapid industrial development; strength of the Syndicalists. 5. Belgium and the Congo Free State. IV. Holland since 1830. 1. The trouble with Belgians. 2. The Constitution of 1848. 3. Vast commerce and extensive colonies. 4. Separation of grand duchy of Luxemburg (1890). V. Sweden since 1814. 1. Bernadotte as King of Sweden. 2. Great growth of commerce. 3. Grant of the franchise to women. 4. Social problems. VI. Norway since 1815. 1. Different spirit exists than in Sweden. 2. Growth of nationalism and representative government. 3. Separation from Sweden (1905). VII. Denmark since 1860. 1. Difficulties over Schleswig and Holstein (1860-1864). 2. The Constitution of 1866. 3. Growth dairying, commerce and industry. VIII. Switzerland. 1. Traditional independence; its government. 2. Comparison of the federal constitutions of 1848 and 1874. 3. Success of the Initiative and Referendum. Assignment: Schapiro, passim; Hayes, II. 378-92, 435-46. Readings: Seignobos, 238-325, 554-77; Hazen, 515-39; Draehmann, The Industrial Development and Commercial Policies of Scandanavian Countries; Gjerseth, History of Norwegian People; O. G. von Heidenstarn, Swedish Life in Town and Country; P. J. Blok, History of People of Netherlands; M. A. S. Hume, Modern Spain; W. D. McCrackan, Rise of Swiss Republic; J. L. C. MacDonnell, Belgium, her Kings, Kingdom and People. Suggestive Questions: 1. How can you account for the decline of Spain in the nineteenth cen- tury? the rise of Belgium? 2. What was the general attitude in the World War of Sweden, Spain, and HoUand? How can you explain the position of each? 3. Describe the failure of Belgium and Portugal as colonizers in the 20th century? What were the fundamental causes of their lack of success? 90 Indiana Universitv LESSON 75. RUSSIA IN THE NINETEENTH CENTURY I. The Reign of Alexander (1801-1825). 1. The mystical idealism of the Czar. 2. Napoleon and Alexander (1805-1815). 3. The Czar and Metternich (1815-1825). II. The Reign of Nicholas I (1825-1855). 1. The "Nicholas" system. 2. Persecution of religious dissenters. 3. Harsh treatment of the Poles. 4. Wars against Turkey in 1828 and 1854 (the Crimean War). III. The Liberation of the Serfs. 1. Character of Alexander II (1855-1881). 2. Edict of Emancipation (1863). a. General provisions. b. Effect immediate and remote. 3. The Polish Revolt (1863); harsh punishment for Polish leaders. 4. Minor poUtieal and legal reforms. 5. The Nihilist movement: its causes, phases and effects. IV. The Era of Repression (1881-1894). 1. Effect of the assassination of Alexander II. 2. Character of Alexander III; his ad\asers; Plehve, Pobedonostsev. 3. Activity of the "Third Section"; Siberian exile. 4. The Slavophil movement and its meaning. a. Autocratic government; Czarism and bureauracy. b. Unity of religion, Greek Orthodox, e. Common language, Great Russian. 5. The Attempt to "Russify" the Russian Empire. a. Persecution of the Poles on account of language and religion. b. Attack on the privileges of the Finns and Baltic provinces. c. Hatred of the Jew; the pogroms and the Poles. 6. Increase in the importance of the Intelligentsia. a. The result of autocratic suppression of Uberalism. b. Influenced by the Industrial Revolution. V. The Causes of the Political Backwardness of Russia. 1. Influence of its geographical position. 2. Prevalence of agriculture. 3. The position of the Czar. 4. Preponderant power exercised by the autocracy. 5. Close connection of Church and State. Syllai'-is of Modkkn I^^i'iforEAN History 91 VI. The Industrial Revolution in Kussia. 1. Reasons for its belated arrival. 2. The work of Sergius Witte. 3. Investment of French capital. 4. Railroad building, iron manufacturers. 5. Economic future of Russia; its lioundless resources. Assignment: Schapiro, 504-45. Readings: Hayes, II. 452-78; Seignobos, 578-613; Hazen, 558-71; A. Rambaud, History of Russia, II. chs. xiii-xv; Andrews, II. 436-454; Holt and Chilton, 187-206; Ma,yor, Economic Hislory of Russia, II. 142-87; A. Kornilov, Modern Russian History, IT. 249-52; J. H. Rose, Development of European Nations, T. ch. ii. Suggestive Questions: 1. Why has Anti-Semitism been so much more pronounced in Russia and Poland than elsewhere? To what extent were the laws against Jews enforced? 2. What part have the following played in Russian history: Gorki, Tolstoi, Stepniak, Beiliss, Kerensky, Melikov, Turgeniev, Dostoiveski, Herzen? 3. It has been asserted that the serfs were no better off after 1863 than before. How much truth is there in this statement? ^2 Indiana University LESSON 76. RUSSIA IN REVOLUTION (190t-1917) I. Russian Foreign Affairs (I8I5-1914), 1. Three attempts to eliminate Turkey from Europe. 2. Rivalry with England over Constantinople. 3. The Dreikaiserbund and Reinsurance treaties. 4. Franco-Russian Alliance (1891-1897). 5. Anglo-Russian pact of 1907. 6. Treaties with Japan 1905 and 1909. n. Russia's Expansion in Asia (1815-1917). 1. The earlier settlement of Siberia. 2. Rivah-y with England— the advance towards India. 3. Exploitation of China and Alanehuria. 4. Difficidties with Japan after 1895. 5. Anglo-Japanese treaty (1902). III. The Russo-Japanese War (1904-1905). 1. Japan's ultimatum to Russia. 2. Position of the combatants. 3. War in Llanchuria — siege of Port Arthur. 4. The battle of Mukden won by Japan. 5. Russia suffered complete reverses on the sea. 6. The treaty of Portsmouth. IV. The Revolution of 1905. 1. Immediate causes of the revolt. a. Russo-Japanese War. b. Organization of labor unions. c. Outbreaks of the peasantry and the acti\aty of the Terrorists. 2. Revolutionary activity. a. "Red Sunday" (1905); general strikes. b. Nationalistic uprising; Finland gains legislative freedom. c. The general strike, October 1905. d. Nicholas II issued the October Manifesto. 3. Rise of political parties in Russia, a. Octobrists. c. Cadets. c. Social Democrats and Social Revolutionaries. Syllabus of Modern European History !)3 V. The Struggle for a National Legislature (1906-1914). 1. Work of the first Duma (1906). a. Parties represented. b. Legislative reforms attempted. c. Conflict between Czar and Duma. d. The Viborg Manifesto. 2. The Second Duma more liberal than the first . a. Failure of Czar to influence the elections. b. Change in electoral law. Assignment: Schapiro, 546-69; Hazen, 577-89. Headings: Hayes, II. 478-87; Rose, Development of European Nations, II. ch. ix; Holt and Chilton, 341-64; G. Alexinski, Modern Russia, 97-137, 244-94; Wallace, Russia, 655-72; 689-742; Turner, — — . Suggestive Questions: 1. How was it possible in the face of almost universal opposition for the reactionary bureauracy to remain in power so long? 2. Why did England and Russia forget their ancient rivalries and sign the pact of 1907? 3. Did any one of the four dumas display signs of real political abiUty on the part of its members? Why were general strikes not employed to assist the duma against the bureauracy? 94 Indiana University LESSON 77. THE NEAR EASTERN QUESTION (1789-1908) I. Why it is so important. 1. Involves the control of Constantinople and the Mediterranean. 2. Concerned with an outlet in Europe for Russian Commerce. 3. Has to do with the nationalistic aspirations of the Christian peoples in the Balkan area. 4. Is Austria-Hungary's only opportunity for territorial expansion. 5. Affects England's control of the Suez Canal and India. 6. The key to European expansion in Asia. 7. All the Great Powers financially interested in Ottoman Empire and in perpetuation of "balance of power". II. Rise Af the Balkan States (1789-1878). 1. Extent of the Ottoman Empire in Europe in 1789. 2. Racial elements in the Balkans. 3. Difficulties of the Tiu-ks with their Christian Subjects. 4. Montenegro gains her independence (1799). 5. Serbia's struggle for autonomy (1804-1830). a. Revolts under Kara George unsuccessful (1804-1815). b. Obreno\'itch secured self-government wdth himself as prince. 6. The Greek War of Independence (1821-1829). a. The causes; activity of Ilbrahim; Navarino (1827). b. Russo-Turkish War (1828-9). 7. Effect of the Crimean War upon the Balkans. a. Erection of buffer states; Bessarabia added to Molda^da. b. Molda-^da and Wallachia join together to form Rumania (1862). III. The Russo-Turkish War (1877-1878). 1. Reasons for re-opening the near Eastern question. 2. The Tiu-ks readily defeated by Russia. 3. Provisions of the treaty of San Stefano (1878). a. Creation of the large state of Bulgaria. b. Turkey's existence in a precarious state. 4. Revision of administration of the treaty at the Congress of Berlin, 1878. a. Reasons for the interference of the Great Powers. b. Changes relative to Bulgaria. c. Dual Monarchy to "occupy and administer" Bosnia and Herz- govina. Syllabus of Modern European History D5 IV. Growth of the Balkan States (1878-1908). 1. Greece since the Congress of Berlin. a. Change of kings; gains Ionian islands. b. Struggle with the Tui'ks over Crete. 2. Bulgaria since 1878. a. East Rumeha joined Bulgaria. b. Defeats Serbia in war. 3. Serbia (1878-1908). a. Increasing sense of nationality among Jugo-Slavs. b. Assassination of royal family (1903). c. Fiume Resolution (1903). 4. Roumania since the Congress of Berlin. a. Grant of hberal government. b. The Rumanians under the Dual Monarchy. 5. Great rivalries among the Balkan States. Assignment: Schapiro, 620-40; Hayes, II. 490-525, passim. Readings: Hazen, 540-55; Seignobos, 638-70; Turner, — ; Gibbons, 131-79; J. A. R. Marriott, Eastern Question, chs. ^dii-xii; R. W. Seton- Watson, The Rise of Nationality in the Balkans. Suggestive Questions: 1. Why has Constantinople been called "the most significant city on earth"? Show how it has been of primary importance from the time of Marathon to the present. 2. Was the Crimean war wise or justifiable? Was it desirable in 1878 that the stay of the Turk in Europe should be prolonged? 3. Show how the Czar and Francis Joseph tried to use the Balkan States to further their own ends. 9G Indiana Univkrsitv LESSON 78. BALKAN DIFFICULTIES L Decline of Turkey (1878-1908). 1. Loss of her African possessions. 2. Misrule of Abdul Hamid II (1876-1909). 3. Growth of German power in Turkey (1883-1908). a. Von der Goltz reorganized Turkish army. b. Visits of the Kaiser to the Sultan in 1889 and 1898. c. The Bagdad Bahn — Drang nach Ostcnd. d. Von Bieberstein's diplomacy. II. The Young Turk Revolution (1908-1909). 1. Rise of the educated Turks. 2. Committee of Union and Progress force the liberalization of the government. 3. Attitude of the Great Powers. 4. Abdul Hamid's counter-revolution failed. III. The Annexation of Bosnia and Herzgovina (1908). 1. Due to the Young Turk Revolution. 2. Greatest opposition by Serbia and Russia. 3. War imminent; Serbia gave way (March 31, 1909). 4. Bulgaria declared her independence; Ferdinand becomes Czar. IV. Growth of the Jugo-Slav Movement. 1. Growing sense of Nationalism. 2. Treatment of Jugo-Slavs by the Dual Monarchy. 3. The Fiume Resolution; increasing importance of Serbia. 4. Anne.xation of Bosnia defeats the plans of the Jugo-Slavs. 5. Serbia lost her chance for seaports on Adriatic. 6. Growing restlessness of the Jugo Slavs (1909-1914). V. The First Balkan War (1912-1913). 1. The Libyan War Avas sort of a prelude. 2. Venezelos and the formation of the Balkan League. 3. Victories of all the Balkan allies. 4. Interference of the Powers; the Armistice. 5. Renewal of fighting; capitulation of the Turks. 6. Practical elimination of Turkey from Europe. VI. The Second Balkan War. 1. Albania and the diA"ision of the spoils. 2. Bulgaria's aiTogance secretly supported by Austria-Hungary. 3. Bulgaria's attack on Serbia. 4. Co-operation of Serbia, Greece, Rumania and Turkey. 5. Humiliation of Bulgaria by the treaty of Bucharest (1913). 6. General feeUng of dissatisfaction in the Balkans. Assignment: Schapiro, 640-9; Hayes, II. 525-39. J?eadings:Holt and Chilton, 438-55, 476-503; Gibbons, 180-350; Bullard. 124r-49; Schmitt, 253-301; A. Cheradame, The Pan-German Plot Unmasked, (very partisan) 1-65; Marriott, Eastern Qvestion, chs. xiii-xvii; Turner, ; Hazen, Fifty Years, 290-315. Suggestive Questions: 1. The treaty of Bucharest has been termed one of the greatest of diplo- matic crimes. Do you think the statement is true? 2. How was Germany able so rapidly to regain her power in Constantin- ople after the Revolution of 1908. 3. To whom might the term "Bismarck of the Balkans" he applied? Syllabus of Modern European History 97 LESSON 79. THE TREND TOWARDS DEMOCRACY IN GREAT BRITAIN (1865-1906) T. The New Era of Reform. 1. Death of Palmerston — retirement of Derby and Russell. 2. Rise of Gladstone and Disraeli as rivals. 3. Influence of Chartism; organization of labor unions. IT. The Reform Bill of 1867. 1. Conservative attempts at refona; "fancy franchises". 2. Gladstone Reform Bill of 1866 defeated. 3. Great public demonstration in favor of reform. 4. Disraeli's Reform Bill of 1867. a. Its pro\'isions. b. The "ten minute biU". e. Liberal amendments and passage. III. The Glorious Ministry of Gladstone (1868-71). 1. Legislation for the relief of Ireland. (To be treated later). 2. The Forster Education Act. a. Condition of education in Great Britain. b. Strength of the Anglican Church. c. Extent of the reforms. 3. The BaUot Act (1872). 4. The .ludicature Act (1873). 0. Ci^dl ser\ice and army reforms. IV. Disraeli as Prime Minister (1871-1880). 1. His character and poUeies. 2. Emphasized his foreign pohcy and colonization. 3. Social and legal reforms. V. Further Political Reforms and Disruption of the Liberals. 1. Corrupt Practices Act (1883). 2. Parliamentary reforms (1889-1885). 3. Split in Liberal party over Home Rule for Ireland; Chamberlain and the Liberal Unionists. 4. The County CoimeUs Act (1888). 5. The Parish Councils Act (1894). 6. Social legislation. \ I. The National Unionist Party in Power (1895-1905). 1. Liberal Unionists join the Conservatives (1894). 2. The Education Bill of 1902 not progressive. 3. The Boer War (1899-1901). a. Causes. b. Long drawn out, Roberts, Kitchener, DeWet and Botha. c. Settlement. 4. England ends period of splendid isolation — entente cordiale (1904). Assignment: Schapiro, 324—46; Hayes, II. 277-97, passim. Readings: Holt and Chilton, 229-37; Cross, 983-99; W. Bleloch, The New South Africa, 133-236; G. Slater, The Making of Modern England, eh. xv; Seignobos, 68-102; J. IVIorley, Gladstone; Moneypenny and Buckle, Disraeli; G. L. Dickinson, A Modern Syjnposium. Suggestive Questions: 1. What was the cardinal weakness in the political policy of Gladstone? of Disraeli? 2. Compare Second and Third Reform Bills as to provisions and effects. 3. Why did Great Britain (Lord Salisbury) suddenly end the policy of aloofness from Continental diplomacy? 98 Indiana University LESSON 80. THE SUPREMACY OF THE LIBERAL LABOR GROUP (1906-19L5) L The Government of En<:Iand. L Relative importance of the king and prime minister. 2. Functions of Cabinet; relation to House of Commons. 3. Powers of House of Commons; frequency of elections. 4. Composition and position of the House of Lords. II. The Advance Towards Political Democracy (1906-1910). 1. The Liberal group of statesmen. 2. Reactionary tendencies of the peers. 3. The Lloyd George Budget of 1909. a. The land problem in England. b. Provisions of the budget. e. Defeated by the House of Lords. d. Attitude of the people and the Cabinet. 4. The Election of January, 1910. a. Vote was definitely upon the Budget. b. Indeeisiveness of the result. III. The Parliament Act of 1911. 1. Passage of the Budget through threat of George V. 2. Opposition to the peers — "end or mend them". 3. The Election of December, 1910 a. Issue "the Peers vs. the People". b. Result of polling similar to that of Januarj^ 1910. 4. Provisions of the Act. a. Brought about by Liberal-Labor-Irish NationaUstic group. b. Abolition of the veto of the House of Lords. c. Parliaments to last five years. 5. Payment of Members of the House of Commons. a. The Osborne decision (1909). b. Salary to be £400 per year. IV. Social and Economic Legislation (1906-1914). 1. Important social legislation (1867-1906). 2. Workmen's Compensation and Trade Disputes Acts (1906). 3. The Small Holdings Act (1907). 4. Old Age Pension Act (1908). 5. The Trade Boards and Labor Exchanges Acts (1909). 6. The National Insurance Act (1911). 7. Minimum Wage established for miners (1911). 8. Disestabhshment of Welsh Church and Home Rule for Ireland (1912-14). J Syllabus of Modern European History 09 V. Economic and Social Progress Since 1865. 1. Increase in commerce and industry. 2. Growth of the strength of labor unions; syndicalism (1911-1913). 3. Socialism ne^^er very strong in England. VI. Representation of the Peoples Act (1918). Assignment: Sehapiro, 346-81. Readings: Hayes, II. 307-19; G. R. Porter. Progress of the Nation, chs. xxv-.xxvii; Orth, 207-49; Slater, Making of Modern England, 239-69; Schmitt, 12-34, 173-218; Cross, 1071-89; Hazen 475-85; C. H. Hayes, British Social Politics; P. Alden, Democratic England. Suggestive Questions: 1 What were the important policies which the Liberals were pledged to carry through in 1906? Why were they unable to keep their promise? 2. The Representation of the People Act of 1918 has been termed "the Greatest Reform Act". Why? 3. What were the Sankey and Whitley reports? ' To what e.xtent has the system they advocated been successful in practice? 100 Indiana University ' ' LESSON 81. IRELAND IX THE NINETEENTH CENTURY I. Ireland before 1815. 1. The Irish iu the eighteenth century. 2. Legislative independence of Ireland (1783-1800). 3. The Act of Union (1800). a. Rebellion of 1798. b. How the Union was brought about. 4. The work of Daniel O'Connell (1825-1847). 5. The Irish Famine (1846-1848). II. The Land Problem in Ireland. 1. Lack of tenant rights; Ulster rights. 2. Desire for the 3 F's. 3. Gladstone's reforms in 1870. 4. Parnell and the Land League. 5. Second Irish Land Act (1881). 6. General Land Purchase Act (1891). 7. Supplementary Acts of 1896, 1898, 1903 and 1909. I II. Religious Difficulties. 1. Protestant Anglo-Saxon vs. Cathohc Celt. 2. Influence of the Catholic Clergy. 3. Catholic Emancipation Act (1829). 4. Young Ireland and the Fenians. 5. Disestablishment of the Irish Church, (1869). 6. Education and the Catholic Church. IV. The Struggle for Home Rule (1870-1918). 1. The efforts of Gladstone (1869-82). a. Provides higher education for Catholics. b. Kilmainham Treaty 1882. c. Phoenix Park Murders. 2. The First Home Rule Bill (1886), defeated by the Liberal Unionists. 3. Second Home Rule Bill defeated by House of Lords (1893). 4. Third Home Rule Bill passed 1912. a. The opposition of Ulster. b. The treason of Carson (1914). 5. The Sinn Fein RebeUion (1916). 6. The Irish Convention (1917). 7. Secession of Sinn Feiners from Parliament. V. Economie Conditions (1870-1918). 1. Irish paid too great prices to become landowners. 2. The work of Sir Horace Plunkett. 3. Growing industrialism of Ulster. 4. Increasing pro.sperity in the south of Ireland. Assignment: Schapu-o, 382-98; Hayes, II. 319-26. Readings: Hazen, Europe Since 1815, 467-517; P. Bnhois, Contemn poiar,/ Ireland, 151-217; E. Childers, Frameicork of Home Rule; F. Hackett. Ireland; G. Slater, Making of Modern England, eh. xix; J. B. Woodburn, The Ulster Scot; Turner, Ireland; La veil and Payne, Imperial England. ch. xiii. Suggestive Questions: 1. How do you account for the bitterness with which the Irish hate the memory of Cromwell and William III? 2. Is it true that the land problem has been settled far more satisfactorily in Ireland than in England? 3. What is your solution of the Irish question? Syllabus of Moderjc Euuov'lav 'Histoi^y 101 LESSON 82. IMPERIALISM I. The Old Colonial System. 1. Causes of its development. 2. Its tendency towards monopoly. 3. The operation of the mercantilist theory. 4. Achievements before 1815. 5. Influence of the laissez faire doctrine — Neo-mereantilism. 1 1. The New Imperialism. 1. The influence of the French Revolution. 2. Nationalism and land hunger. 3. Emphasis upon commercial interests. III. Motives for the New Imperialism. 1. Economic Motives. a. Source of raw materials. b. Market for surplus manufactures. c. Coaling stations and trading centers. d. Opportunity to exploit undeveloped resources of the area. e. Difficulties over private investments. 2. Pohtical and patriotic motives. a. Spread the blessings of civilization among the natives. b. Homes for surplus population. c. Increase prestige of mother country. 3. Religious motives. a. Roman Cathohc missionary activity. b. Protestant missions. c. IMissions and imperialism. d. Extent to which missionaries Christianize the natives. 4. Fallacies in many of these arguments. IV. How Imperialism Operates. 1. Usually begun on small scale, as a single seaport. 2. Difficulty of withdrawal; the loss of national prestige. 3. Growing national self-consciousness of the native. 4. Necessity of increasing the system of administration. a. The drain on the Mother Country'. b. Tendencies toward militarism. 5. Temptation to exploit the native. a. Vast undeveloped resources. b. Ignorant native. c. Unscrupulous trader protected by his flag. V. The Alternative to National Imperialism. 1. Shall the Great Powers cease to colonize? result? 2. Will they colonize if not allowed to make profits? 3. Proposed mandataries; will they work in the backward areas? Assignment: Schapiro, 650-57; Hayes, II, 547-60. Readings: Hobson, 1-99, 119-61; N. D. Harris, Intervention and Colon- ization in Africa, 1-16; Holt and Chilton. 317-28; Lavell and Payne, ch. xv; R. Muir, Expansion of Europe. Suggestive Questions: 1. Show that the better the Mother Country treats its colonists the earlier and more certain they are to revolt. 2. To what degree have national rather than private interests predom- inated in twentieth centm-y imperialism? 3. Since the only remaining spheres in which imperialism can operate are backward, unhealthful sections, explain the difficulties in the administration of benevolent imperialism. 1<>- . ll^DIANA ITXIVKRSITY' LESSON 83. THE URITISH EMPIRE I. Self-Governing Colonies. 1. Canada and Newfoundland. a. The Act of 1791. b. Papineau's rebellion. c. Lord Durham's Report (1839). d. Canada Act of 1840. e. British North America Act (1867). f. . Newfoundland not a member of the "Dominion". 2. South Africa. a. Settled bj' Dutch and Hu^enots. b. The "Great Trek" (1836-1840). c. English defeated at Majuba Hill (1881). d. The discovery of gold (1885); the Uitlanders. e. Confhet between Uitlander and Boer. f. ResponsibiUty of Rhodes and Chamberlain. g. Jameson's Raid and Boer War (1895-1902). h. The grant of responsible government. 3. Australia and New Zealand. a. EstabHshment of Botany Bay (1788). b. Development of sheep raising. c. Discovery of gold (1851). d. The Australian Union (1900). e. Extensive social reforms. f. New Zealand. 1. Granted local autonomy. 2. Organized as a "dominion" (1907). 3 Experiments in political and social democracy. II. Crown Colonies have some popular control. 1. Ceylon. 2. Guiana. 3. Jamaica, etc. III. India. 1. Napoleon I's intrigues in India. 2. Extension of the Indian frontier (1815-1857). 3. The Sepoy mutiny; reorganization of the Indian government (1857). 4. Queen becomes Empress of India (1878). 5. Recent steps to grant semi-responsible government. Syllabus of Modern Eukoi'ean History 103 IV. Egypt. 1. Purchase of the shares of Suez Canal stock (1875). 2. EstabHshment of "condominium" by France and England. 3. Khartoum, Fashoda and Omdurman (1882-1898). 4. Protectorate of England becomes more definite (1914). V. Scattered Possessions of Great Britain. ~ 1. Hong Kong. 2. Gibraltar. 3. Minorca, etc. VI. Growtli of the Idea of Imperial Federation. Assignment: Sohapiro, 399-423; Hayes, II. 640-72, passim. Readings: Lyall, British Doinmion in India, .300-25, 349-81; Bleloch, New South Africa, 285-341; Theal, South Africa, 31.3-90, 41.5-29; Rose, Develop- inent of European Nations, 44-227.; Lavell and Payne, chs. vii-xii; H. A. Gibbons, New Map of Asia, chs. i-iv. Suggestive Questions: 1. Why have the English found it so difficult to satisfy the demands of the Hindoos? 2. Account for the speed with which the Boers were granted self-gov- ernment after the close of the Boer War. 3. What were the fundamental ideas in Lord Durham's Report that have made it the basis for the study of colonial government? 104 Indiana University LESSON 84. EUROPEAN EXPANSION IN ASIA I. Early Colonization in the Orient. 1. India and Ceylon. 2. East Indies and Philippines. 3. Russia's advance into Siberia. It. The Opening up of China. 1. China before 1840. 2. The Opium Wars — England and France in China (1867-1894). 3. Encroachments upon the borders of the Empire. 4. The War with Japan; interference of the Great Powers. 5." European exploitation of China (1895-1900). 6. The Boxer Rebellion and the "Open Door" policy. III. Rise of Japan as a World Power. 1. Japanese treatment of Europeans before 1850. 2. Commodore Perry's visit (1853). 3. The Revolution of 1868. 4. Europeanization of Japan (1867-1904). a. The government of Japan. b. The industrial revolution. e. Growth of Japanese militarism and imperialism. 5. The War with China (1894-5); treaty with England (1902). 6. The Russo-Japanese War (1904-1905). a. Showed wonderful progress of Japan. b. Decisive defeat of Russia. c. General effects on Japan, Russia and China. 7. Continuation of the exploitation of China. IV. Russian Expansion. 1. Occupation of Siberia and Manchuria. 2. Advance into Turkestan and region of the Caspian Sea. 3. Anglo-Russian rivalry in Persia; the pact of 1907. V. Other Advances in Asia (outside of India). 1. German influence in Asia Minor and Mesopotariiia. 2. English entry into Tliibet. 3. England and France in Farther India. Assignment: Schapiro, 657-75; Map Study No. 11a. Readings: Hobson, 305-36; A. R. Colquhoun, China in. Transformation, 58-108, 141-227; S. K. Hornbeck, Contejnporary Politics iii Far East; Rose, Development of European Nations, 44-298; Hayes, II. 560-96; Gib- bons, Asia, chs. xvi-xxi. Suggestive Questions: 1. Compare the Japanese and Chinese as to character, political ideas and capability of improvement. fafc« 2. To what degree have the Chinese and Japanese accepted Christianity? PK' 3. What was the political situation in 1914 as to Manchuria? Thibet? China? Syllabus op Modern European Hlstory 105 LESSON 85. THE PARTITION OF AFRICA. I. Why the Partition of Africa is so Important. 1. Vast area and abundant resources. 2. Climate and ei-\alization of the natives. 3. Last great area undeveloped by Europeans. 4. The rush for "Darkest Africa". 5. Establishment of "spheres of influence", condominiums, conven- tions. IT. The Portugese in Africa. 1. Early exploiations and settlements. 2. Areas held by Portugal: Delagao Bay. 3. Unprogressiveness of their rule. 4. Jealousy of Germany and Great Britain. ITT. Belgium Possessions in Africa; the Congo. 1. Astuteness of King Leopold. 2. Internationalization of the Congo. 3. Immense resources of the Congo region. 4. Reports of ISIorel and Roger Casement. .5. Death of Leopold; reform in administration. IV. German Colonization in Africa. 1. Practically only region open to the German Empire. 2. Lack of intei-est in colonization bj^ Bismarck. 3. Work of German explorers. 4. William II favors colonization. 5. German settlements in Africa. 6. Anglo-German agreement (1890); Franco-German Convention (1911). V. Italian Efforts in Africa. 1. Designs on Tunis. 2. Eritrea and the Abyssinean fiasco. 3. The gaining of Tripoli and Cyrenaiea. VI. French Colonies in Africa. 1. Early French efforts; JSIadagascar. 2. The conquest of Algiers. 3. Anne.xation of Tunis (1881) ; significance. 4. Anglo-French rivalry in Egypt and the Sudan (1882-1904). 5. Franco-German struggle in Morocco (1904-1912). lOG Indiana University VII. Great Britain in Africa. 1. The English on the Guinea Coast. 2. The explorations of Livingstone and Stanley. 3. Extension of power over Egypt. 4. Anglo-French rivalry in Morocco (1898-1904). 5. Colonization in South Africa. a. Conquest of Cape Colony. b. The Great Trek (1836-1840). c. The Boer War (1899-1902). Assignment: Schapiro, 675-83; Hayes, II. 614-37; finish Map Study No. 11. Readings: Hobson, 235-304; M. D. Harris, Inlervention and Colonization in Africa, 20-162; Gibbons, Africa, 1-354; H. Johnston, Colonization in Africa; Theal, South Africa (ed. 1912). Suggestive Questions: 1. Show instances of the evils of imperialism in English, Portugese, German and Belgian colonies in Africa. 2. What difficulties have been encountered in dealing with the following natives: Hottentots, Berber, dervishes, Zulus, Ashanteans, Mahdists? 3. Of what historical importance are the following: Delagao Bay, Agadir, Zanzibar, Walflsch Bay, Port Said? Syllabus of Moderx European History 107 LESSON 86. FORMATIOiN OF THE TRIPLE ALLL4NCE I. Economic Tendencies of the Era (1871-1914). 1. Great increase in manufacturers. 2. Rapid growth of commerce. 3. Increased desire for colonies. 4. Demands for merchant marine and navy. 5. Influences of international trade. 6. Opportunities for friction between nations. II. Political Tendencies (1871-1914), 1. Uphold the policy of the "balance of power". 2. Supernationahsm and Mihtarism. a. National imperialism — Great Britain. b. Pan-Slavism, Pan-Islamism and Pan-Tiu-anianism. c. Kultur and Pan-Germanism. 3. "Arenas of friction". a. The Balkans and Mesopotamia. b. The Far East. c. Morocco. d. Ireland, Poland, Alsace-Lorraine. 4. Internationalistic tendencies. a. The Concert of Em-ope; action of the Great Powers. b. Growth of arbitration and general arbitration policies, c The Hague Conferences of 1899 and 1907. d. Development of pacifism as a creed. e. Socialism is international in its aim. f . ClericaUsm emphasizes brotherhood of man. III. European Diplomacy at the Close of the Franco-Prussian War. 1. France and Germany both diplomatically isolated. 2. The League of the three Kaisers (Dreikaiserbund) . 3. The French war scare (1875). 4. Friendliness of Germany and Great Britain (1871-1880). IV. The Formation of the Dual Alliance (1879). 1. The Congress of Berlin (1878). a. Bismarck supported Austria-Hungary. b. Dual ^Monarchy "to occupy and administer Bosnia and Herz- govina". c. Russia threatened Austria-Hungary Avith war. 2. The negotiation of the Dual Alliance (1879). a. Pro\aded for an offensive- defensive alliance. b. Critical position of France and Russia. 108 Indiana University V. The Triple Alliance Formed (1882). 1. Italian and French rivalry for Tunis. 2. Annexation of Tunis by France (1881). 3. Italy joined Dual Alliance (1882). 4. General provisions. 5. Diplomatic isolation of France and Russia accentuated. Assignment: Schapiro, 684-86; Hayes, II. 679-97. Readings: Turner, ; Schmitt, 116-218; Bullard, 3-53; Holt and Chilton, 207-79; Robertson, Bismarck, 339-74, 408-7; C. Seymour, Diplomatic Background of the War, 38-60; A. Tardieu, France andth e Alli- ances, 1-34. Suggestive Questions: 1. What do you understand by Pan-Germanism? In what ways, if any, does it differ from British Imperialism or Pan Slavism? 2. To what extent do you think that the commerce of the present day tends twards internationalism? supernationalism? 3. SociaUsm and Clericalism are both international in their scope and purpose. Why then are they so bitterly opposed to each other? Syllabus of Modeun European History lUtJ LESSON 87. THE FORMATION OF THE ENTENTE CORDIALE I. Anglo-German Relations (1880-1R98). 1. Bismarck and Great Britain. 2. Williana II and Queen Victoria. 3. Germany becomes interested in the Balkans. 4. The Kaiser's plans for a navy. 5. Effect of the Boer War. II. Relations of Germany and Russia (1880-1890). 1. The Dreikaiserbund renewed (1884). 2. The Reinsurance (Ruckversicherungsvertrag) Treaty (1885). 3. Friction between France and Germany; Russia's attitude. 4. William II refused to renew the Reinsurance Compact. III. The Alliance between France and Russia (1891-1897). 1. Weakness of French diplomacy (1879-1887). 2. Russia supported France in 1875 and 1887. 3. Influence of Kaiser's refusal to renew Reinsurance Treaty (1888); 4. Franco-Russian understanding (1891-1892). 5. Definitive treaty (1894). 6. Exchange of visits between the Czar and President Poincare. IV. The Entente Cordiale (1904). 1 England's period of "splendid isolation". 2. Abruptly ended in 1898-1900. a. The Fashoda affair with France. b. The Boer War. c. Elaborate plans for a German Navy. d. Death of Queen Victoria. 3. General arbiti'ation with France (1903). ^4. The Entente Cordiale {1904). a. France and England to remain neutral in the Russo-Japanese War. h. Status of Morocco and Egypt decided upon. e. Apparently a defensive alliance. V. The Tangier Incident (1905). 1. Really a test of the £'n/e«Ye Co/Y/w;?e. 2. Time seemed propitious. a. French army seemed weak. b. Russia had lost prestige through war with Japan. c. England in tliroes of a general election. 3. The Algeciras Conference (1906). a. Germany supported only by Auslrin Hungary vnd Moi'oceo. b. Italy voted against her allies. » I 110 Indiana University VI. Anglo-Russian Pact (1907). 1. Rivalry between Russia and England as to Near East. 2. The "Open Door" policy in China. 3. Anglo- Japanese treaty (1902). 4. Influence of the Russo-Japanese War (1904-1905). 5. The treaty of 1907. a. Persia divided into three spheres of influence. b. Thibet and Afghanistan. Assignment: 686-701; Hayes, II. 697-705. Readings: 1-70; Schmitt, 219-301; Turner, ; Bullard, 53-83; Holt and Chilton, 281-316, 365-87; Seymour, Di-plomatic Background, 140-76; Tardieu, France and the Alliances, 3&-80, 170-209; Gibbons, Asia, Suggestive Questions: 1. Why was the United States a party to the Algeciras Conference? Why did Italy vote with the Entente? 2. Why did the Kaiser turn away from Russia? How did this better the diplomatic position of France? 3. Describe in detail how the Entente Cordiale was formed. Who was most responsible for the negotiations? Syllabus of Modern European History 111 LP:SS0N 88. TRIALS OF STRENGTH BETWEEN THE ALLIANCES (1908-1911) I. The General European Crisis of 1908. 1. The Young Turk Revolution. a. Upset the influence of Germany in Constantinople. b. Strengthened power of the Entente and Balkan States. 2. Austria-Hungary annexes Bosnia and Herzegovina. a. Was done to enhance prestige of Triple Alliance. b. Definite challenge to the Jugo-Slavs and Russia. c. Threats of Serbia and the Dual Monarchy. d. Russia forced Serbia to yield. II. The Crisis over INIoroeco (1911). 1. The Casablanca affair (1908). 2. The Berlin Convention between Germany and France (1909). 3. Outbreak of disorder at Fez; French send troops. 4. William II sent the Panther to Agadir. 5. Imminence of War during summer of 1911. 6. Collapse of German credit; Franco-German Convention (1911). 7. Effect upon the two alliances. III. Extension of the Power of the Entente (1902-1910). 1. Franco-Itahan agreements (1898, 1900, 1902, 1903). 2. Anglo-Japanese treaty (1902). 3. Franco-Spanish rapprochement (1904). 4. Russo-Japanese agreement (1910). 5. Willingness of Great Britain to be friendly with Germany. a. Naval hohday. b. General desire for arbitration. c. Treaties pending as to Bagdad Railway and Portugese Colonies. IV. Libyan (or Tripolitan) War (1911-1912). 1. Agadir affair acted as its prelude. 2. Hostility of her allies to Italy's attack on Turkey. 3. Great Powers force Italy to restrict area of operations to Africa. 4. Gains of Italy weakened power of Triple Alliance in Turkey. V. The First and Second Balkan Wars (1912-1913). 1. Actually began before Libyan War was finished. 3. Great Powers tried to prevent this war. 3. The Balkan League wins at every point. 4. Conference of Ambassadors reaUy determine terms of peace. 5. Creation of Albania; quarrel with Bulgaria and Serbia. 6. Second Balkan War. a. Bulgaria attacked Serbia. b. Serbia joined by Greece, Roumania and Turkey. Assignment: Schapiro, 700-8; Hayes, II. 705-19. Readings: Turner, ; Schmitt, 301-434; BuUard, 83-162; Gibbons, 57-399; Holt and Chilton, 438-538; Gibbons, Africa, 355-90; Cheradame, Pan^erman Plot Unmasked, 108-57; Seymour, Diplomatic Background, 182-93; C. J. H. Hayes, fine/ History of the Great War, ch. 1. Suggestive Questions: 1. Why was iliQ Entente able to strengthen its alliance between 1904 and 1914, while the Triple Alliance could not? 2. Was Germany's attitude as to Morocco inconsistent? Was Italy true to the terms of her alliance? 3. Why did England support France in 1911, when she practically refused to support Russia and Serbia in 1908-1909? 1L2 Indiana University LESSON 89. TIIK BEGINNINGS OF THE (;REAT WAR, JULY, 191 1— -MAY, 1915 1. Preparations of the Central Powers for War before June, 1914. 1. Secret report on strcngtliening the German army (19 March, 1913). 2. Austria proposed to Italy a joint attack on Serbia (9 August, 1913). 3. Chau\inism of Kaiser in iuter\iew \\ath King of Belgium (Nov. 1913). 4. Rapid growth of militaristic spirit among German leaders. 5. German military preparations (1911-1914). a. Increases in size and equipment of the army. b. Latest enlargement of Kiel Canal finished early in 1914. e. Construction of strategic railways on eastern and western fronts. d. Financial and economic preparations. e. Plans to stir iip revolts in Ireland and various British colonies. f. Schemes to undermine Russia's strength bj' fostering radical socialism among the people. g. Recall of reser\-ists; general mobihzations in Western Germany. II. Immediate Causes of the War. 1. Assassination of Francis Ferdinand (June 28, 1914). 2. Austrian ultimatum to Serbia (July 23, 1914). a. Its provisions. b. The implications. c. Attitude of St. Petersburg and BerUn. d. Endeavors of Sir Edward Grey for peace. 3. The question of mobihzation. a. Serbian and Austro-Hungarian mobilization (July 31 — Aug. 1), b. Russia mobilizes and Germany declares war (Aug. 1, 1914). 4. German invasion of Belgium and France. a. The violation of Belgium's neutrahty. b. Excuse of Bethman-Hollweg; later "explanations". c. German declaration of war on France (August 5, 1914). III. Reasons Why Great Britain entered the War. 1. Germany probably expected her to remain neutral. 2. Sir Edward Grey's ambiguous attitude. 3. Germany refiised to guarantee Belgium's neutrality. 4. Great Britain fears probable result of German invasion of Belgium and France. IV. Italy enters the War (May, 1915). 1. Italy remains neutral in 1914. 2. Influence of the Papacy, von Bulow and Giolitti. 3. First year of war indecisive. 4. Reasons for Italy's entering the Avar. Assignment: Schapiro, 709-39; begin Map Study No. 12. Readings: Hazen, 608-18; Cheradame, 157-212; Gibbons, 399-412; Turner, ; Schmitt, 434-98; Holt and Chilton, 539-80; Hazen, Fijhj Years, 316-414; Lichnowsky, Memoranda; E. J. Dillon, England and Germany, 99-107; Hayes, Brief Hist., chs. ii-v; A. F. Pollard, Short Hist. of the Great War, chs. i-Aai. Suggestive Questions: 1. What do you know of the Potsdam Conference? Muehlon's Diary? The Pact of Konopsicht? A scrap of paper? 2. To what extent were the causes of the war economic? to what extent political? to what extent moral? 3. How well was Germany prepared for war? England? France? Belgium? Russia? Austria-Hungary? Syllabus of Modern European History 11 r*. LESSON 90. AMERICA AND THE WORLD WAR I. Leading Events in the World War (August 1914— April 19L5). 1. German offensive in West breaks down at the Marne. 2. German offensive to the North. a. Capture of Antwerp. b. Battles around Ypres. 3. Campaign against Russia brings alternative victories and defeats. 4. War in the Near, ISIiddle and Far East. a. Turkish campaign against Russia. b. Russian invasion of Asiatic Turkey c. British invade Mesopotamia. d. Japanese capture Kiao-Chau. 5. War upon the Sea. a. Work of the Emdem and Karlsruhe. b. Defeat of British squadron off Chile. c. EngUsh destroy victorious fleet near Falkland Islands. d. Germans use mines and submarines extensively. TT. Second Year of the War (April, 1915-February, 1916). 1. German offensive against Russia. 2. Stalemate on Western front, with advantage with Germans. 3. British fail to open the Dardanelles. 4. The destruction of Serbia. 5. Italy declares war on Austria-Hungary. 6. Naval warfare. a. Extension of submarine warfare. b. Sinking of the Lusitania. c. The "War of notes" between United States and Germany. III. Third Year of the War (February 1916-Aprn, 1917). 1. German attack on Verdun fails. 2. Failure of British Mesopotamian expedition. 3. Austria badly defeats Itahans on the Trentino. 4. Roumania joins the Entente 5. Debacle in Roumania; her betrayal by Russia. 6. Intrigues of King Constantine of Greece. 7. German retreat to the Hindenburg line. 8. The Russian Revolution strengthens Germany. IV. America enters the War (April, 1917-November, 1918). 1. Causes. a. Submarine activity. b. Activity of German spies and sympathizers. c. The Zimmerman note. 2. British capture Bagdad, Jaffa and Jerusalem. 3. Terrible destruction among Italians at Caporetto. 4. Great German offensive against Amiens and Paris. 5. Defeat of Germans at St. Mihiel, Argonne Forest, etc. 6. Signing of the Armistice, November 9, 1918. Assignment: Schapiro, 739 ff; finish Map Study No. 12. Readings: Bullard, 219-324; W. K. Wallace, Greater Italy, 207-301; Turner, — ; New York Times, HUtorij of the War; Hayes, Brief Hist., chs. vi-x; Pollard, chs. viii-xiv. Suggestive Questions: 1. In what ways did the Russian Revolution embarass the Entente? 2. How do you account for Italy's sad showing in the war? for Greece's questionable attitude? 3. Identify: Soukhomlinov, Venezelos, Rasputin, Mackensen, Smuts, Enver Bev. 114 Indiana University APPENDIX I— MAP STUDIES SUGGESTION FOR MAP STUDIES "History is not intelligible without geography. This is obviously trut, in the sense that the reader of history must learn where are the frontiers of states, where wars were fought out, whither colonies were dispatched. It is equally if less obviously, true that geographical facts very largely influence the course of history. Even the constitutional and social developments within a settled nation are scarcely independent of them, since geographical position affects the nature and extent of intercourse with other nations and therefore of the influence exerted by foreign ideas." — H. B. George, The Relations of Geography and History (1910). The following map studies are intended to supplement the work in assigned readings and class discussion. It is hoped not only that they may be of assistance to the student in helping him to grasp essential facts of history by making graphic the statements of the printed page, but that they may also suggest interpretations of the facts there recorded, and finally that they may increase the interest of the course by affordmg a picture of the lands whose history is being studied. One can ill afford to be ignorant of the geography of a country if one would arrive at a time knowledge of its history. For the day is past when the life of man may be studied apart from his physical environment. These studies should, therefore, aid the student in fixing in his mind a picture of the homes of the people with whom he expects to become familiar; from them he should come to recognize river and lake, mountain and valley, as well as poUtieal boundaries of states, the growth of nations, and their interrelations. It is only when he has such a clear picture that the story of the people of these lands can be intelUgently followed. Frequently the student looks upon the map study as sheer drudgery, wasting time which might be better employed. And if the map study is to degenerate, as it too frequently does, into the mere mechanical exercise of copying meaningless lines and colors from an atlas, such a viewpoint is in large measure justified. But that lies with the student himself. The attempt has here been made so to co-ordinate the map work with the assigned reading that its value may readily become apparent when followed chrono- logically and understandingly. The student should see countries or move- ments grow. Any tendency merely to copy a map from an atlas is to be avoided. Every student will be responsible for a thorough knowledge of the import- ant facts and ideas of all map studies assigned and on final examinations may be required to reproduce any map in its larger features. The following general rules should be observed with utmost care: 1. Never begin a map study until you have mastered the corresponding assignment in the text. 2. If possible, do the map-work by daylight. The colors used in the atlas are difficult to distinguish under artificial light. 3. Before actually beginning work, read over the directions for the map study with a view to understanding the problem in hand. FoUow the in- structions faithfully. Notice which atlases are required; if possible, com- Syllabus of Modern European History 115 pare them and select the one which seems best suited to your purpose. By planning your work and selecting your color-scheme in advance, you will insure the most satisfactory results. When the colors are apt to be confusing, shading in black and white, or cross-hatching may also be used. 4. Be sure that the map is historically correct. Blunders in elementary histoiical knowledge are unpardonable. To avoid such blunders, you ^\ilI find it necessary to refer constantly to the text and occasionally to the Encyclopedia Britannica or other reference works. 5. Form the habit of using indexes in Hayes, Shepherd and Muir. 6. In drawing boundaries, accuracy is essential. An error of half an inch on the outhno map may mean a hundred miles in i\^ality, and when you are deahng ^ith populous European countries, a hundred miles is extremely important. The boundary-lines printed on some of the McKinley Outline Maps are not to be followed as trustworthy guides, usually they represent the state of affairs about the year 1910, rather than in the particular period with which the map study deals. By observing the position of a boundary line with reference to mountains and rivers, or failing. these, latitude and longitude, you vdW usually avoid mistakes. 7. To be acceptable, a map must be clear and neat, as well as substantially accurate. For coloring, either inks of different colors, water-colors, or colored pencils may be used; in using pencils and crayons, however, all lettering must be done and all boundary lines drawn before the color is applied. This lettering should be done with a fine pointed steel pen. Place- names itahcized in the directions should be printed on the map in neat, plain letters. The names of countries should be in small caps, the names of riveis in italics, the names of cities and towns in small Roman (e. g. Orleans) and their exact location indicated by a dot. When the map is very small or very detailed, places may be indicated on the outhne map by means of initials or numbers, explained in the Key Sheet. As far as possible the map should be self-explanatory without the key. 8. No map is complete without a "Key", on which the color-scheme is explained. When in the map-study dirfections the word "Key" occurs in parenthesis after any term or question, the term is to be explained or the question concisely answered in writing, on the Key Sheet, but nothing is to be "keyed" that may readily be put on the map itself. Remember that the completed map study should be almost self-explanatory, the names of all important places printed when there is sufficient space. 9. Having completed map and Key Sheet, glance over the map study once more, to make sure nothing has been omitted, and to fix the facts firmly in mind. 10. Map and Key Sheet are to be fastened securely together. On both should appear in the upper right hand corner the student's name and in- stiuctor, the title of the map and the date. Thus: I. Medieval Commerce. (Student's Name) October 1, 1920. (Instructor's Name) 11. To obtain a passing grade in the course, tlie student must i)romptly and satisfactorily complete all map studies assigned. 12. When returned by the instructor, the map studies should be carefully preserved. Some of the maps will be used in later map studies. All should be reviewed before examination. Bring an outline map ivith you to every etsf, as a map exercise may bo a part of every ■written examination. IIG Indiana University Map Study No. 1 MEDIEVAL COMMERCE AND THE COMMERCIAL REVOLUTION Text: Hayes I. 27-8, 49-69. Atlas: Shepherd, 98-9, 102-12; Muir, pages 50-1, plates 46-9, 53, 54, 58- 60. Tico McKinley Outline Maps No. 100a. A. It is the purpose of this Study to illustrate that mighty expansive movement which broadened European history into world history, extending the influence of European civihzation over all the other continents and reacting powei fully to modify the economic life as well as the poUtieal aml)i- tions of the European nation.s. There is no better way to grasp the sig- nificance of the Commercial Revolution than comparing the "known world" before the great explorations of the fifteenth century with the world as we know it today after consulting Muzzey, 10; JSIuir, plate 46 and Hayes I. 27, 50; draAv a red line encirchng the portion of the earth's surface reaUy known to Europeans about the year 1400. B. Trade before the Commercial Revolution. The principal economic cause of the Commercial Revolution was the desire of the nations of Western Europe to share in the trade of the Orient by finding new routes to the land of spices, silks and gold. On the map show the chief locahties in which the commodities of Eastern trade (Hayes I. 44-45) were produced, denoting each commodity by initial. A glance at any good physical map (Shepherd, 2-3; Muir, plates 59-60) will show how medieval trade between Europe and Eastern Asia had to find its way through the few gaps in a great barrier- belt of deserts and mountain ranges — the Sahara, the Nubian Desert, the barren Tableland of Arabia, the Plateau of Ii-an, the Hindu- Kush Mountains, the Tian-Shan Mountains, and the Altai Mountains. Ever mindful of these physical features, observe how skilfully the medieval merchants, traveling the "old trade routes", avoided natural obstacles such as precipitous moun- tain-ranges and broad deserts. Trace by means of dotted lines (1) the route by which a packet of jewels would probably have been transported from India to England, in the fifteenth century, \-ia the "central route'' (Hayes, I. 46-7, map p. 49; Shepherd, 102-3, 98-9; Muir, plates 59-60); (2) the route of a cargo of spice from the Moluccas to Stockholm, via the "southern roxde" ; (3) the route of a bale of silk from China to Novgorod. The interested student may compare the medieval trade routes "^ath twentieth- century railway and steamship lines (^^Shepherd, 179-81). Note, that before the Commercial Revolution, advantageously situated ItaMan and German city-states and certain cities in France and Netherlands were most important centers of trade. Locate four leading Italian commercial cities; three French ; and the cities mentioned by Hayes, (I. 49). An explanation frequently advanced for the decline of these older towns after the Commercial Revolu- tion (see Hayes, I. 52-3, 62) is that their commerce with the Orient was strangled by the Turkish occupation of the old trade-routes. Indicate the dates at which the old central and southern trade-routes fell into the hands of the Ottoman Turks (Hayes, I. 52-3) and compare with the dates of .SvLLAiu'S OF Modern Et'koi'eax History 111 Prince Henry the Navigator, Diaz and Columbus. Did the Turkish con- quests cause the Commercial Revolution? Do you think that they acceler- ated it? C. The Explorations. Why should Poitugal rather than Spain have undertaken, early in the fifteenth century, the task of discovering a new. trade-route to the East by saihng south around Africa? From the year 1519, wlien an army of Portugese crusaders (among whom the youthful Prince Henry the Navigator was numbered) conquered the Mohammedan stronghold of Beuta in northern Morocco, expedition after expedition was sent out from Portugal to explore the seemingly interminable western coast of Africa. To mark the painfully slow progress of Portugese exploration, indicate on the second map Madeira (1419), C. Bojador (1441); C. Blanco (1434), and C. Verde (1445); at the death (1460) of Prince Henry, Gambia (see Shepherd, 174) was the southernmost point yet reached. Trace the voyages of Diaz and da Gama Avhir-h finaUy crowned Poitugese perseverance with success. From Calicut, the goal reached by da Gama in 1498, measure the distance to Spice Islands; how many years elapsed before the Portugese sent an expedition to the Spice Islands; to China; to Japan? Meanwhile, Columbus, under the patronage of Queen Isabella, was striking out in exactly the opposite direction, hoping to reach the Indies by sailing westward. The reason for his confidence and the falsity of his cal- culations will at once become clear if, after consulting Muzzey, 6, the student wiU place •'Cipango", "Cathay \ and ''India' on the map approximately where Columbus expected to find them and then also in their true positions. Trace the route of Columbus' first voyage. Indicate, also on the map, the subsequent voyages of Columbus and the explorations mentioned by Hayes (1. 54), asking yourself in each case what was the aim, and what the achieve- ment, of the explorer. D. Colonial Empires. In order to avoid unfortunate and unseemly conflict, Portugal and Spain agreed to divide the "heathen" portion of the globe between them. Show the probable position of the "papal line of demarcation" and of the new line fixed by the treaty of Tordesillas (Shepherd, 107-10). Note the territory gained by Portugal in this readjustment: was Portugal aware of the existence of this territory? Was the Tordesillas treaty scrupulously observed? Outline in yellow the regions embraced by the Portugese colonial empire at its height: fill ii\ A\ith brown the Portugese territories later acquired by the Dutch; of what commodities did the Dutch thus gain a lucrative monopoly? Show also the territories colonized by Spain, indicating the regions rich in precious metals; by comparing the maps in Shepherd, 107-110 and 176; observe to what extent this Spanish colonial Empire remains to the present day Spanish in culture. Take mental note of, but do not attempt to show in detail, the various English and French attempts to discover northern routes to Asia (Shepheid, 107-10; Muir, plate 49b.) Indicate the territories which by virtue of exploration, colonization, or conquest. France and England might claim at the close of the sixteenth century. lis Indiana University Map Study No. 2 EUROPE IN THE YEAR 1500 Text: Hayes, 1. 3-23; Johnson, Europe 'tn the. Sixteenth Century. Atlas: Shepherd; Muir; Hayes, I. Mc Kinley Outline Map No. 101a. The purpose of this study is to familiarize the student with the physical characteristics — "the lay of the land"^ — of Europe, and also with its political di\dsions. It should be worked over with great care, as satisfactory pro- gress cannot be made ■\\ith future studies if this has not been thoroughly masteied. I. Physit-al: Refening to Shepherd, 2-3, or Muir, plate I, note the physical characteristics of Europe. Observe how the land slopes to the north, the whole northern part of Europe from the Pyrenees to the Ural Mountains foiming one great plain. Locate the Pyrenees, Alps, Vosges, Jura, Apennines, Carpathian, Caucasus, Ural, Balkan Mountains. Note how much higher Spain is than her neighbor France, the result being that the Pyrenees are difficult to cross, and Spain is left in comparative isolation. The Alps, though higher, are cut by numerous passes rendering communica- tion between Gieimany and Italy much less difficult. Run your eye over Shephei-d, 91, and take note of these passes. The most important one — the Brenner — cannot be found here, but is shown on Shepherd, 63, and best in Muir, pp. 24-25 and plate 21. On your key-sheet name three Alpine passes which seem to you most important. Locate the moje important rivers of western Europe. Note in your key the direction in which the majority of the rivers of Western Europe flow. What do we mean when we speak of Upper and Lower Germany? It has been frequently held that the limits of states should follow natural boundaiies, such as i ivei s and mountains. Note in your following study of the political divisions of Europe those states which possess such natural boundaiies and those which do not. II. PoliticaL England: Refening now to your text (Hayes, I. .346), show the poUtical divisions of the British Isles. Locate the Pale, Scottish Highlands and Lowlands. Wliat possessions had England outside the British Isles? (Key, consult Shepherd, 74, 84, 118; Muir, plates 31, 36 40a. 42a. 1. France: Only slowly did France become a unified state. Through- out the centuries preceding 1,500 there had been a constant stiuggle between the king and his turbulent Aassals; and although the latter had now been brought into at least nominal subjection to the cro'wn, we shall hear much about their quarrels throughout the two succeeding centuiies. For the dukes and. counts still retained much political power which they attempted to maintain against the constant encroachment of the central authority. It will be well, then, to notice some of the more important territorial divisions of France. After reading your text (Hayes, I. 6-7), refer to the map (Shep- herd, pp. 81, 85; Muir, plates 15a and b) and outhne the territory won from England; show in solid color the lands securled by the Angevin inheritance; those obtained by the mairiage with Anne of Brittany. By far the most powerful vassal of Louis XI had been the duke of Burgundy, Charles the Bold. Indicate th'C lands which Louis secured at his death. Note the lands ruled by Charles the Bold which went to the Hapsburgs. The question of Syllabus op Modern European History 119 the inheritance of these lands will lead to endless friction between the kings of France and the Hapsburg rulers. What other lands were held by the powerful vassal houses — Orleans, Bourbon, Navarre and its allied houses of Alb ret and Foix — in the year 1500? (See especially, Muir, plate 15b.). 2. Iberian Peninsula: From your text, (Hayes, I. 7-9) and from the atlas (Shepherd, 83; Muir, plate 18) indicate the divisions of the Iberian Peninsula. When was Spain finally united? Were the Pyrenees the exact boundary between Spain and France in the year 1500? Note the position of Navarre and RonssiUon. The former was divided in 1512, the part south of the Pyrenees going to Aragon, the part north subsequently to France. (Johnson, 73-74). Roussillon belonged first to one, then the other; lost in 1462 by Aragon, it was regained in 1493 and was to remain a part of Spain until 1659. What European possession outside the Iberian Peninsula had the Spanish kingdoms in the year 1500? Show these lands on your map. (Shepherd, 118-119; Muir, plate 8.). 3. The Gernianies: (Read Hayes, I. 10-4; consult Atlas — Shepherd, 86-7; 114—5; Muir, plates 8, 25a). What is today Germany' and Austria was in 1500 a conglomerate of hundred of states — kingdoms, duchies, princi- palities, counties, free imperial cities, and ecclesiastical territories — each one very jealous of its freedom. Draw a line indicating the boundary of the Empire. Among the great houses within the Empire were the Wittelsbachs of Bavaria, and the Upper and Lower Palatinate; the Wettins of Saxony; Hohenzollerns of Brandenburg. But by far the most powerful House was the Hapsburg family. By marriage and by conquest the territories of this House had grown from small beginnings in the thirteenth century to the most important in Europe in the early sixteenth. Their early home had been at the headwaters of the Rhine, and they secured a claim to the Swiss Cantons (a claim which was by this time, however, practically ineffective). In 1273 the head of the family was elected ruler of the Empue as King of the Romans — a title which by 1500 had become well-nigh hereditary in the family. It was with this Rudolph that the fortunes of the family began. Within a few generations they had secured Austria, Styria, Carinthia, Carniola, Tyrol, and small portions of territory in the Breisgau and in Alsace. Just at the end of the fifteenth century their territories were greatly increased by the marriage of Maximilian I to Mary, daughter of Charles the Bold of Burgundy. What lands did they acquire as a result of this marriage? {Key). Show these on your hiap, together with all territories itahcized. (Shepherd, 86; Muir, plate 15b). Their power and territories will be much further augmented during the next few years through two other fortunate marriages. In addition to these lands of the great families in the Empire, there are other important states. Three of the seven Electors — the proudest princes in the Empire — are great ecclesiastical dignitaries who administer broad lands of the Church. These are the Archbishoprics of Main (May- ence). Trier (Treves), and Koln (Cologne). Other important ecclesiastical territories which we shall hear of later, chiefly in connection ^'^ith the rehgious situation in the sixteenth century, are the Archbishoprics of Madgehurg, Bremen and Salburg; and the Bishopric of Munster. Further, there are a host of city-states, among the most important of which are Nuremberg, Augsburg, Hamhiirg, Bremen, Lubeck. 1-0 Indiana University 4. Italian Peninsula: Italy is iu 1500 a mere "geographical expression". In the north are powerful city-states: Venice, one of the strongest states in Europe at this time, securing immense wealth from its commerce and controlling Dahnalia, Brete, and some of the loinan and Aegean Islands; Genoa, the commercial rival of Venice, holding sovereignty over Corsica; Milan, in 1500 under the sovereignty of the French Idng; Florence, the center of a noteworthy literary and artistic life; Savotj, in the northwest, a weak but growing state. Running diagonally across the peninsula are the Papal States; while in the south is the so-called Kingdom of the Two Sicihes, com- posed of Naples and Sicily, the former affording a bone of contention between France and Spain. (Hayes, I. 14-9; Shepherd, 90, 118-9; Muir, plates S, 16 and 17). 5. Northern and Eastern Europe: In the north and east of Europe the situation, insofar as we need to inquire, is, in the year 1500, more simple. Read Hayes, I. 20-23, and then prepare the map-work. Locate the states of the Union of Cahnar. Note that Schleswig and Holsteiyi are at this time a part of Denmark — Holstein being within the Empire — and that Finland is still a part of Sweden. (Shepherd, 112-9; Muir, plate 8; Hayes, I. 3 map.) On the south and east of the Baltic are the lands {Prussia, Kvrland, Livonia, Esthonia) of the Teutonic Knights, a clerical order whose Grand Master, Albert of HohenzoUern, will in 1525 secularize his domains and take the title of Duke of Prussia. This unimportant duchy will within a century be joined to Brandenburg and will one day give a name to the kingdom of the Hohen- zollerns. The overlord of these Teutonic Knights is the King of Poland, who, since his marriage with the heiress to the grand-duchy of Lithuania in 1386 rules, over the united territories of Poland and Lithuania. This forms one of the largest states of Europe. Has it any natural boimdaries? (Shep- herd, 118-9; Muir, plate S). To the east of this kingdom is the still unim- portant and oriental state of Russia. Show its extent under Ivan III. (Hayes, I. 22). Note the ease with which this state may expand in nearly every direction owing to the lack of any natural barriers. (Hayes, I. 3 map; Shepherd, 2-3; Muir, plate I.). To the east and north of the Haps- burg territories are the lands under the crown of St. Stephen — Hungary and its dependencies: Bohemia, Moravia and Silesia. (Hayes, I. 23.) Note how Bohenia forms a cup within the protecting barriers of the Erzgebirge and the Bohmer Wald, and how the fertile plain of Himgary, although pro- tected to the north and east by the Carpathian Mountains, lies open to attack from the south and west. Ha\dng for centuries maintained a pre- precarious existence, it will fall a prey in the sixteenth century to the rival ambitions of the Hapsburgs and the Turks. From the south the Ottoman Turks are advancing. Having secured a foothold in Europe in the fourteenth century, they succeeded in capturing Constantinople in 1453 and have now extended their sway over the whole of the Balkan peninsula, including Wallachia north of the Danube and the distant Crimea. Under the greatest of the Ottoman rulers, Suleiman the Magnificent (1520-1566), the Turkish dominions will be pushed northward to include nearly all of the Hungarian plain, including Transylvania, together with Moldavia, Bessarabia and Jcdisan. Note (physical map, Shepherd, 2-3; Muir, plate 1) how easily the Turks, controlHng the highlands, of the Balkans can sweep dowii upon the Hungarian plain and threaten even Vienna. (In addition to maps cited above, examine Shepherd, 124; Muir, plate 25b. Syllabus of Modern P^uropeax History 121 Map Study No. 3 THE GROWTH OF FRANCE, 1500-1789 Text: Hayes, I. 209-18, 235-56; Adams, Growth of the French Nation. Atlas: Shepherd, 126; Muir, plates 1, 15; Hayes, I. 249, map. Mc Kinley Outline Map No. 124a. N. B. Select your colors so that the earher acquisitions will appear in darker, and the later acquisitions in hghter tints. Do the map chronolog- ically and imagine yourself in the place of the successive monarchs, gradually creating a well-rounded out state. By the year 1500 the French kings had succeeded fairly Avell in consoli- dating their realm. Just at the end of the fifteenth century began that struggle with the Hapsburgs which was to last for many generations. During the first century the Valois kings of France were forced to fight hard to main- tain their position and territories intact. The duchy of Milan wiiich the French held in 1500 changed hands several times, only to be lost finally by the middle of the sixteenth century. One gain the Valois dynasty did make: Calais, in 1559 was won at the expense of England. With the accession of the Bourbon family in the person of Henry of Navarre, France, urged on by the need of defensible frontiers and tempted by the weak condition of her neighbors, started on a career of aggression which was to raise her to the position of the first state in Europe, and inci- dentally to induce her to neglect opportunities for colonial and commercial aggrandizement. In embarking upon the poHcy of 'natural limits', Henry IV succeeded in forcing Savoy in 1601 to cede Bresse, Bugey and Gex, in exchange for the marquisate of Saluzzo (indicate on the map but do not color Saluzzo), thus securing the right bank of the Rhone as far as Lake Geneva and obtaining an important strategic frontier. In 1607 he declared the hereditary lands over which he ruled as king of Navarre to be united with France. These included Navarre and Beam, the counties ot Foix, Artnagnac and Bieorre and the duchy of Alhret (Navarre and Beam were not finally incorporated until 1620). (See Shepherd, 126). The extension of French frontiers eastward was notably advanced by the entrance of France into the Thirty Years' War, and continued throughout the century. By the Peace of the Pyrenees, which came as a sort of tardy supplement to the Peace of Westphalia, the southern border of France was carried to the crest of the Pyrenees. After reading your text (Hayes, I. 229- 230, 242-54) and consulting Shepherd, 126, JMuir, plate 15c, lod, and Hayes, 1. 249 map, show on the outline map the French gains made at the various settlements from the peace of Westphalia to the peace of Ryswick (1697), indicating in your key the treaties and the various parties involved in each exchange of territory. (For this w^ork Shepherd gives by far the most detail). Note that it is the Spanish Hapsburgs who are the chief losers, though the Austrian House suffers too, especially through Louis XIV's policy of 'reunions' What portion of the Burgundian inheritance was now (1697) in the hands of the French monarchs? Observe the close connection of this 122 Indiana University study with the present-day question of Alsace-Lorraine. How did France secure Lorraine? Run your pencil over the various towns captured by Louis XIV and see how many names you recognize in connection ^v-ith the cam- paigns of 1914-1916 — Dunkirk, Ypres, Lille, Maubeuge, Longicy and Verdun are only a few of them Locate also La RocheUe, Nayites, Avignon, Rochefort, Marseilles. Note, too, England's interest in the maintenance of the integrity of the Netherlands against France. Compare her pohcy trhen with her sohcitude for Belgium in 1914. In his last great war Louis XIV was sufficiently occupied in maintaining the frontiers which he had already acquired; the game was for bigger stakes than the possession of a few square miles of territory on the eastern frontier of France. One must await until later for a clear demonstration of the world- wide significance of the War of the Spanish Succession. As for its Euro- pean significance — it meant that the fortunes of the two Bourbon powers, France and Spain, were to be closely linked for a century to come; and it gave France a new and more powerful neighbor on the northeast by trans- ferring the Spanish Netherlands to Austria. France has emerged from the two centuries of struggle Avith augmented territories and increased prestige. But she has fallen short of the complete realization of her desire for 'natural boundaries', and the struggle with the Hapsburgs is still to be decided. Map Study No. 4 GAINS AND LOSSES OF THE HAPSBURGS Text: Hayes, I. 13, 74-1C6; Waktman, Ascendency of France, 342-62 Muir, 9-10, 29-30. Atlas: Shepherd, 86-7, 114-5, 118-9, 125, 131-9; Muir, plates 8, 25a, 26; Hayes, I. 3 map. Mc Kinley Ovtline Map No. Ilia. As indicated in Map Study Number Two, the Hapsburgs family had already become the predominant power in the "Germanies", even before the year 1500. In order to understand how this Geiman family was able during the sixteenth century to play the leading role in international as well as in German pohtics, it will be necessary to fix in mind the position and extent of Hapsburg possessions. Show on the map the land to which Charles of Hapsburg succeeded on the death of his father Phihp, and of his grandfathers MaximiHan of Austria and Ferdinand of Aragon. Make sure that you have clearly in mind how these lands came to the House of Hapsburgs (consult Shepherd 86-87, which shows the Burgundian inheritance; Shepherd, 114-5, shows the Burgun- dian lands in the hands of the Hapsburgs; Shepherd, 118-119, shows the Spanish inlieritance ; compare also Muir, plates 8, 25a, and pp. 4-10). Note the hold which the Hapsburgs have upon Milan (Shepherd, 114-115). Show, then, the lands which came to them through the marriage of Ferdi- nand with Anno of Hxmgary. Over how much of Hungary did they make their claims effective? Shepherd, 114-5; Muir, 25a). Note the scattered character of their territories. It makes graphic the nature of one of the prob- Syllabus of Modern European History 12.'> lems with which Charles was forced to deal, especially when one remembers that each remote possession differed from the others in race, language, law and custom. Name on your keysheet the various languages spoken by his subjects. But one must consider, on the other hand, that the problem confronting Charles V was not quite so comphcated as it might seem, inas- much as the spirit of nationalism, so menacing a foe to the House of Hapsburg in the nineteenth century, was not yet a serious factor. Note also how the Hapsburg lands inclose the French kingdom; this fact will give point to later international enmities. After reading Hayes I. 187, show by shading or cross-hatching how Charles divided his territories in 1556 (Shepherd, 118- 9; Muir, plate 8). Show European lands added to the Hapsburg realms by Phihp II (Hayes, I. 91). This marks the apogee of Spanish Hapsburg power. What lands were practically lost during his reign? Remember that his gains and losses involved not only European lands but also important colonial possessions. We noticed in the study of the Thirty Years' War and the Peace of West- phaha that the Holy Roman Emperor lost greatly in power and prestige. That does not imply, 'however, that the domains of the Hapsburgs were materially curtailed. The head of the Hapsburg family — the Emperor — losing nmeh as supreme arlnter in the Germanics, became more frankly the ruler of Ms hereditary domains and was able considerably to increase these territories during the seventeenth and eighteenth centuries. Make sure that you have clearly in mind the extent of the Hapsburgs lands in Europe and their colonial domains. These territories, you will remember, were di\aded in 1556 into the lands of the Spanish and Austrian Hapsburgs. It is the fortunes of the latter House with which we are chiefly concerned, but for the sake of completeness and clarity we will follow for a moment the fortunes of the former. The story of the Spanish Hapsburgs, from the period of the revolt of the Netherlands, is one of continual loss. In 1640 Portugal threw off Spanish control. Indicate either on the map or in your key, the successive losses sustained at the hands of the French throughout the latter half of the seven- teenth century. By the treaty of Utrecht, it \\ill be remembered, the Haps- burgs finally lost Spain and its dependencies. The storj' of the Austrian line is, however, quite different, though the\' too siistained losses during the seventeenth century. Indicate now the territory in the hands of the Austrian Hapsburgs at the beginning of the seventeenth centurj'. Then show in another color those lands lost by them during the century. But just at the end of the century great gains were made in the east by the acquisition of lands for the possession of which the Hapsburgs had been contending with the Turks for nearly two centuries. Indicate these lands and state in your key when and by what treaty they were secured (Shepherd, 125 inset; Muir, plate 25a). Show now the lands secured as a result of the wars and treaties of the first half of the eighteenth century, indicating in soUd color the territories which they acqiiired permanently and in outline those which they later gave up, and indicating likewise in your key the treaties and parties involved together with the dates of acquisition and loss. (Shepherd, 133A and B, 131, 135; Muir, plate 25a). Note how 'natural boundaries' are transgressed by the 124: Indiana University crossing of the Carpathians into Wallaeliia and the Danube into Servia. But the hold of the Hapsburgs on these territories is short as you observe. Note too just what portion of the Spanish inheritance claimed by the Hapsburgs they fi nally secured . (The terms of the Peace of Utrecht are well summarized in Wakeman, pp. ;iG4-5. The story of the exchanges of territoiy in the ItaUan peninsula is briefly traced in Rohinson and Beard, Vol. I. 44-6). Indicate next the losses sustained by the Hapsburgs just at the middle of the eighteenth century through the struggle with their rival, the King of Prussia. And show finally the rich gains made at the expense of Poland and the Turks during the last three decades of the century. (Shepherd, 135, 138-9, 164; Muir, plate 25a.). This ends our survey of the Hapsburg lands up to the period of the great changes which will come as a result of the French Revolution and Napoleonic Era. Note how the territory and the interests of the Hapsburgs have been pushing eastward and southward. The only considerable possessions which still hold in Western Europe are the Belgian Netherlands, and their claims on that tei-ritory are by 1795 only nominal. It is upon Poland, Italy and Turkey that the Hapsburgs have fattened. But during the troublous Napoleonic era, at least a part of the land wrested from Poland wall be torn f i-om the hand of the Hapsburg monarch we shall see a rejuvenated Italian nation in course of the nineteenth century, driving the Hapsburg 'white- coats' out of the Italian peninsula; only in the southeast, at the expense the Turk, will further gains be made. (See Muir, pp. 30-1, plate 26). Go over your study very carefully to see that such places as Lausitz (Lusatia), Sundgau and Breisgau have been studied and properly located in the study. Finally locate Agram, Belgrade, Prague, Trieste, Buda-Pesth and Cracow. For what is each historically noted? Map Study No. 5 THE GROWTH OF BRANDENBURG-PRUSSIA, 1415-1795. Text: Hayes, I. 342-2; Muir, 29. Atlas: Shepherd, 85, 87, 115, 121-3, 125, 133, 135; Muir, plate 24a; Hayes, I. 351 map, 387 map. McKinley Outline Map No. 114a. Very significant for the history of modern Europe is the growth of Bran- denburg-Prussia, under the rule of the House of HohenzoUern. A small, weak, unproductive state when the HohenzoUern prince, Frederick, secured it in 1415 at the hands of Emperor Sigismund, it grew in territory, in wealth, in power, and in prestige, until it became, by the end of the eighteenth cen- tury, a state of the first rank in Europe, and in the nineteenth century it has been the state around which has been knit together modern Germany. The story of its growth is more simple than that of Hapsburg Austria, since it is one of steady acquisition; the Hohenzollerns have rarely relinquished ter- ritory once secured. Read your text (Hayes, I. 347-52) and then show the growth of the HohenzoUern lands from 1415 to the accession of Frederick II (1740). Indi- di.-ate first, in sohd color, the Mark of Brandenburg in the year 1415 (Shep- he d, 85, or Muir, plate 24a). Then show the territories acquired from SYi.r.Aius or Moueux European History 125 1415 to 160S — Neumark, Kottbus, Rwppin, etc., but do not attempt to state in your key the manner of acquisition (Shepherd, 87, 115; plate 24a). Indi- cate, next, the additions made from 1608 to the accession of the Great Elector (1640) (Shepherd, 123; Muir, as above). Observe how scattered the Hohen- zoUern territories were. To get to his Rhenish or Prussian possessions the Elector of Brandenburg must cross neighboring and sometimes hostile lands. The attempt to unite these territories by securing the intervening lands became one great aim of the rulers of Brandenburg-Prussia. Trace now the additions made to the territory of Brandenburg by the various rulers from the Great Elector to the accession of Frederick II, showing in your key wlien, fiom whom, and how each new acquisition was made. Consult for this purpose Shepherd, 121-3, 125, 133; ]\Iuir, plate 24a. The strip of temtory on the east bank of the Oder was not secured until the treaty of St. Germain-en-Laye (1679), the counterpart of the Treaty of Nijmwegen. The Great Elector drove the Swedes out of Hither Pomerania and claimed the whole territory for Brandenbui^, but he was forced by the threats of Louis XIV and the acquiescenoe of the Emperor to content himself with this small strip. "From our bones will arise an avenger," he is reported to have said. The avenger arose, in the person of Frederick II (the Great). After reading your text (Hayes, I, 354-62) show what he did during the early j'ears of his reign to 'avenge his great-grandsire.' What further extensions of territory were made during his reign? (Shepherd, 135; IMuir, plate 24 Hayes, I. 351 map.) Show also what Prussia secured by the second and third partitions of Poland. (Shepherd, 138-139; Muir, plate 24a; Hayes, I. 387 map.) Note that the territories of Prussia are now joined on the east, but that the Rhenish provinces are still detached, though several important con- necting hnks have been forged. Observe also that Prussia has acquired a considerable Slavic population through the partitions of Poland. A part of this Slavic population will be lost to Pi-ussia during the succeeding genera- tion. The consolidation of her provinces on the west vnW have to wait for nearly a century. Locate Berlin, Stettin, Dantzig, Breslau, Minden, (town) Koenigsberg, Warsaic, Madgeburg (city), Dettingen, Rossbach, Leuthen. Map Study No. 6 THE FRENCH REVOLUTION AND NAPOLEON Text: Hayes, I. 449-519; Mathews. Atlas: Hayes, I. map facing page 479; Shepherd, 134—5, 153, 146-9; Robert- son, plates 7, 9; both Shepherd and Robertson indispensable. McKinley Outline Map No. 124a and Ilia. A. The Old Regime. Draw the boundaries of France as they existed prior to the French Revolution, bearing in mind the more recent acquisitions. Read Shepherd, 134—5, 146, or Robertson, plate 7, and take mental note of all points of difference between the frontier of 1789 and that of 1914 (compare Robertson plate 7 with plate 9"). Observe to what extent the desire of the Bourbons for "Natural limits" had been fulfilled, and indicate by stars the line of fortresses barring the natural avenues of invasion (Shepherd. 134^5). 12C Indiana University Not in its defenses against external attack, but in its internal lack of cohesion, lay the greatest weakness of France. Not only were there small patches of foreign-owned territory within Fiance (notably Atngnon and Mulhausen). "In Lorraine and in Alsace there existed a network of imperial feudal rights and jurisdictions, connected with the organization of 'Germany' under the Emperor of the Holy Roman Empire". Furthermore the provinces called "pays d 'elal" (see Hayes, I. 451 footnote) possessed provincial assemblies, whereas the ''paijs d'clection'" had none. Observe the overlapping and con- fusing division of France into thirty-eight governments under governors (upper map. Shepherd, 147) and into thirteen judicial areas, each with its parlement (lower map. Shepherd, 147). (How the French Revolution brought order out of this muddle will appear from Hayes, I. 482-3, and the lower map, Shepherd, 148). The lower map. Shepherd 146, testifies to the amazingly confused fiscal system, or lack of system, and the inequitable apportionment of taxes: run j'our pencil over Limousin, Marche, Berry, Orleanais, Maine, and Brittany, noting the vagaries of the gabelle (salt tax). The upper map (Shepherd, 148) completes the ease by sho^^dng how the ecclesiastical diAdsions of France corresponded to neither the administrative, the judicial, nor the fiscal divisions. Small marvel, then, that the philoso- phical reformers of the eighteenth century, seeking to reduce all human institutions as well as all phenomena of nature to the rule of reason, should have condemned the old regime. B. The Revolution. Indicating the italicized places on the map, as you go, review mentally the progress of the French Revolution: — the assembhng of the Estates-General at Versailles (Shepherd, 149, 146); the humiliating removal of the royal family to Paris in October, 1789, shortly followed by the Assembly (how far was it from Versailles to Paris?); the attack upon the Church and the annexation of Avignon; the assembhng of the emigres at Coblenz; .the flight of the king to Varennes in 1791 (compare the distance from Paris to Varennes vnth that from New York to Albany; how many miles more would have placed Louis in safety?) ; the Austro-Prus- sian invasion of France at Longwy in 1792; the fall of Verdun; the cheek at Valmy; the proclamation of the RepubUc and the ephemeral French successes at Spires, May ence (Mainz), Frankfort on Main, Nice, Savoy, Jemappes; the irritation of Great Britain by the opening of the Scheldt and of Austria by the annexation of Austrian Netherlands (1792); the series of disasters in 1793 — the defeat ot Neerwinden, the evacuation oi Brussels, the defection of Dumouriez, the loss of Mayence (Mainz), Conde and Valenciennes, the British capture of Toulon, the anti-.Jacobin rising in Vendee, Gironde, Lyons, Marseilles; the turn of fortune at the close of the year 1743 with the \detories of Hondschoote and Wattignies; the recapture of Toulon; the suppression of the insurrections in France; the reconquest of Belgium in 1794; the final triumph at Fleurus; the occupation of the German territories west of the Rhine; the defeat of the English and royalist forces at Quiberon (1795); and the estabUshment of the Directory. C. The Napoleonic Period. On mapllla locate Areola, Rivoli, Marengo, Boulogne, Trafalgar, Ulm, Austerlitz, Salamanca, Vitoria, Asspern-Essling, Wagravi, Eckmuhl, Eylan, Jena, Borodino, Bautzen, Dresden, Leipzic, La Rothiere, Ligny, Friedland, Corunna, Confederation of the Rhine, Grand duchy gf Warsaw, Kingdom of V>"estphalia, Batavia, Helvetian, Parthenopean repub- Syllabus of Modern European History 127 lies. All these places should be properly associated with the work of Na- poleon as the student prepares this study. These historical relations are not to be stated in the key. IMap Study No. 7 EUROPE AFTER THE CONGRESS OF VIENNA Text: Schapiro, 17-24. Atlas: Schapiro, Frontispiece; Robertson, plates 13, 14, 15, 17, 20-21, 23, 28, 31; Shepherd, 135, 142-3, 158-9, 161, 164; Muir, page 15, plates 12, 23d, 24b, 25a; Haj^es, II. 1 map. McKinley Outline Map No. 112a. A. Treaty Changes: Note how the Work of Napoleon was undone by the treaty adjustments of 1814r-1815. Draw the bi)undaries, as they existed in 1813, of the leading Continental allies leagued against Napoleon in the struggle of 1813-1814. After reading your text and Hayes II. 6-9, show the territories secured by each of these states through the Congress of Vienna (remembering that in the course of the Napoleonic wars Russia had already gained Finland and Bessarabia). In some cases states lost territories for which they received 'compensation' elsewhere. Point out in j^our key the most notable of such cases. Note what became of Napoleon's vassal states, especially the settlement in regard to Poland. B. Nationality: Make clear on your map and explain in your key the violation of the principle of nationality in the case of Norw-ay, the Belgian Netherlands, Italy, Poland. Hayes, II. 9-10. (Norway cannot be shown). C. German Confederation. Draw the boundaries of the new German Confederation. ShoAv the territories held by the kings of Denmark and the Netherlands within the Confederation. Indicate also the land held by Prussia and Austria without the Confederation. Note the consideration and strengthening of the south German states; the disappearance of many enclaves; the strengthening of the frontier against France, notable hy large acquisitions of Rhenish territory by Prussia; the reappearance of Hanover; and the weakening of Saxony. Show also the four Imperial towns which stiU remained. (Consult for this purpose Shepherd, 138. 142-3, 157, 189; Robertson, plates 11 and 13; Muir, page 15, plates 12, 23b, 24b, 25a; Hayes, II. 1 map). Map Study No. 8 THE INDUSTRIAL REVOLUTION Text: Schapiro, 25-44; Hayes, II. 67-99. In addition, the student may consult Cheney, Industrial, ch. viii; Gibbins, ehs. xx-xxvi; H. de B. Gib- bins, Industrial and Economic Progress of the Century. Atlas: Schapiro, 35; Hayes, II. 277 map, 215 map; Shepherd, 162-3; Muir, plates 30,44, page 47; Gibbins, 350, 450. McKinley Outline Maps No. 121a and 1216. The purpose of this Map Study is to make graphic certain aspects of the Industrial Revolution which otherAvise would not be ob\-ious, and at the same time to acquaint the student with some of the move famous English industrial cities. 128 Indiana University A. In England. From Muir, plate 44 (best), Shepherd, 162, or the 1915 Stalesmnn's Y ear-Book, 70, indicate in black oblique lines the chief coal- fields of England and Wales at the present time (using OutHne Map No. 121b). In red oblique lines show the manufacturing districts at present (Shepherd, 162, or Gibbms, 455), noting, as you shade each locaUty, the Idnd of manu- facture. Then, taking pains not to obscure the red and black lines, tint green or yelloAV the districts most densely populated at the present time (Shepherd, 162). Observe to what extent the area of dense population coincides witli that of manufactures and mines. You have now represented conditions after the Industrial Revolution. The contrast with previous conditions is strildng; on your key-sheet enumeriate the most densely popu- lated countries just before the Industrial Revolution (Shepherd, 162, note that the purple is a combination of pink and blue); draw a red Une through the names ofthose which no longer rank in the forefront; on the other hand, enumerate four counties which are now among the most densely populated, but were not in 1750. To explain this spectacular sliift of population, ob- serve how many of the declining countries were handicapped by lack of coal-fields or other industrial advantages, and how many of the rising counties possessesed swift sti-eams, which furnished the power for mills, or coal and iron fields, which supplied the materials for later factories. Broadly speaking, which parts of England are at present agricultural, and which industrial? B. To make graphic the effect of the Industrial Revolution on British pohtics, locate the following towns (using the second Outline Map, No. 121a), which were enfranchised in 1832. In each ease, either on your map or in your key, indicate the branch of industry for which the region appears to be famous (Shepherd 162; Muir, plate 44; or Enclyclopedia Briiannica): Leeds, Sheffield {where Sir Henry Bessemer, 1813-1898, proved the practical value of his method for the manufacture of steel), Manchester (scene of Peterloo massacre, center of reform agitation up to 1832, then of the Cobden Bright Free trade movement), Liverpool (birthplace of William Ewart Glad- stone), Birmingham (where Watt and Boulton manufactured steam-engines; scene of Chartist riots in 1839), Blackburn (Hargreaves lived in the vicinity of Blackburn), Bury (home of John Kay, inventor of the fly-shuttle). Roach- dale (John Bright was the son of a cotton-mill owner), Merthyr Tydfil (four great iron-works established between 1759 and 1782) Sunderland (famous for its coal exports as early as the reign of Henry VII), and Newcastle on Ttjne. On Shepherd, 163 note particularly how the towns enfranchised in 1832 cluster in Lancashire, in the West Riding, around Birmingham, and around the metropolis. S7ipplemc7ds to Ma}> Study No. 8 A. The British Cotton Industry. The cotton industry was one of the first trades affected by the Industrial Revolution and may well be taken as an index. On a sheet of cross-section paper plot the growth of Great Britain's cotton industry, using the short way of the paper (each small space denoting 2}^ years) for the years, and the long way for the raw cotton imports Syllabus op Modern European History 129 (1 small space representing 30 millions of pounds). The folloAving table from Mulhall's Diclionary of Statistics (p. 158) -ftdU give you the necessary data: BRITISH IMPORTS OF RAW COTTON MilKon MilUon MiUion Year pounds Year pounds Year pounds 1720 2 1820 119 1860 1,140 1785 11 1830 245 1870 1,101 1800 52 1840 452 1880 1 ,404 1814 95 1850 588 At the proper places, chronologically, indicate on your graph-sheet the principal inventions which might have affected the cotton industry-. Does the graph show a sudden rise after each invention? On the same sheet it may be worth while to show the increase of power-looms in the British cotton trade, using the following table: Year Loom Year Looms 1813 2,400 1833 100,000 1820 14,000 1870 440,000 1829 55,500 If you are interested, bring your graph up to date by ascertaining the most recent figures. Map Study No, 9 FOUNDATION OF THE GERIMAN EMPIRE, 1815-1871 Text: Schapiro, 169-94; Hayes, II. 180-202. Atlas: Schapiro, 118, 278; Shepherd, 157, 158-9, 160, 167; Muir, plates 23d, 24b, 12-23; Robertson, plates 13-4; Hayes, II. 181 map, 211 map. McKinley Outline Ma'p No. 125a. Draw, on outline map number 125a, the boundaries of Prussia as fixed by Congress of Vienna (Shepherd, 158-159; Muir, plate 24b may be con- sulted). Show, by a blue fine, the boundaries of the Zollverein as it existed m 1834. Add now the states which subsequently entered the union, indicatmg by dates when each joined (Shepherd, 160; Muir, plate 51d). What in- fluence would this economic union tend to exert toward political union? Observe that Austria, which has consistently opposed a strong unified state, is not included in this economic union. Now follow carefully the pages of your text and Hayes, II. 180-202. Then indicate by oblique lines the various acquisitions to Prussian territory as a result of the wars with Denmark and Austria (1864-1866), enumerating in your key the states thus annexed. Note that the Prussian state is now thoroughly consoUdated — east and west are finally joined — and that it has also gained control of an attractive stretch of sea-coast with, strategic harbors. Locate Kiel. Follow now the events subsequent to the Austro-Prussian war. Draw the boundaries of the North German Confederation (1867-1871) and color the non-Prussian states of the Confederation so as to distinguish them from 130 Indiana University Prussian territory. What German states still remained without this new Confederation? Indicate the results for the Empire of the Franco-German war (1870-1871), point out clearly the portions of Alsace and Lorraine ceded by France. (The ceded territory included several strong fortresses — indicate them — and valuable iron mines). What relation did this territory bear to the Empire now formed? (Key). Of how many states is the German Empire now composed? (Key) Indicate the three remaining imperial cities. The German Empire, welded together by 'iron and blood , was undoubted- ly powerful; it was firmly united; it was prosperous; but it was not conter- minous with the German nation. Millions of Germans still remained out- -.side the German national state. (Where? Hayes, II. 427, 435. Key). Moreover, the annexations of 1866-1871, had created new problems. To the Polish problem in Posen had been added a Danish problem in Schleswig and a French problem in Alsace-Lorraine. The 'national unification' of Germany had thus brought it the violation of the principle of nationalism. The Austrian Hapsburgs, forcibly expelled from Germany as well as from Italy, will come more and more to seek territorial compensation and economic advantage toward the southeast, following the course of least resistance. Map Study No. 10 PAN-SLAVISM, AUSTRIA-HUNGARY AND THE BALKANS Text: Schapiro, 621-49; Hayes, II. 426-35, 468-9, 5-36. Atlas: Schapiro, 428, 64b; Hayes, II. 331 map, 427 map; Robertson, plates 21, 29, 3, 18; Shepherd, 165, 168; Hazen, Europe Since 1815, 25, 625. McKinley Outline Map No. 111b. One of the fundamental causes of the war of 1914 was the deep seated antagonism with which the Teutonic Powers regarded the growth of Pan- Slavism (Hayes, II. 711). A striking picture of what the triumph of Pan- Slavism would mean may be obtained if you will first blacken the present day (1914) boundary-lines on the outline map; then color Russia solid green (leaving room for the Poles); Bulgaria solid purj^le; Greece black; Albania, yellow; Rumania, solid red; Servia and Montenegro, solid blue. Then cross- hatch the Czechs and Slovaks in green; show ' PolamV by horizontal green lines; and the Ruthenian part of Galicia, by vertical green lines. The Serbs, moreover, would tear Bosnia- Herzegovina, Dalmalin,Croatia-Slavonia, and Fiume away from the Dual Monarchy (shade these regions with blue lines). Finally, the Slovenes would be emancipated. Now observe how large a part of Austria-Hungary and Gemiany would liave been demanded to justify the ambitions of the Slavic nationalities. If all Slavs were welded together in a unified state, or affiliated in a gigantic federation. East Prussia would be but a German island in a sea of Slavs; Vienna would be a Teutonic outpost flanked by Czechs and Slovenes. The proud race of INIagyars (color a light yellow), so long accustomed to dominate their Slavic neighbors, would be reduced to the humble and precarious position of a weak and isolated nationality, without strong natui'al frontiers against either Serbo-Croats, Slovenes or Slovaks. Locate the capital of Hungary. Do not overlook Svi.i.Ai;! s oi' MoDKKX lOritorKA.N IIkstouy 131 the Magyar-German settlement on the Transylvania mountains, surrounded by Rumans, or the scattered Teutonic colonies in Hungary and Russia. The map will also throw light on Rumania's position. Boasting a cultural and linguistic kinship with the Latin or Romance nations, Rumania would naturally be opposed to her Sla\dc and Magyar neighbors. Her national aspirations, moreover, aiming at the acquisition of Transylrnnia, Temesvar, Dobrudjd. Bukoirina and Bessarabia might indicate hostility towards either the Dual Monarchy or Russia, or both. (Note the inaccuracy of the outUne map regarding the mouth of the Danube). Map Study No. 11 THE SPREAD OF EUROPEAX CIVILIZATIOX A. In Asia and East Indies. Text: Schapiro, 650-83; Hayes, II. 547-96. Atlas: Schapiro, 658; Hayes, II. maps 561, 563, 701; Robertson, plate 34; Shepherd, 179-82; ISIuir, 52. McKinleij Outline Maps No. lOOo, 102rt. I. Physical. Before undertaking to color the map, sketch in the Hiin- alya mountains, the Pamir plateau, and the Hindu- Kush mountains, which serve as a northern shield for India (against whom?); then the Kuen-luen, Tian Shan, Great Altai, and Khingan ranges, which partially protect China; and finally the Caucasus mountains, over which Russia strode in her invasion of Asiatic Turkey. The great rivers — Tigris, Euphrates, Indus, Ganges, Yangtse-kiang. Hoang- Ho, and A moor are Uke'wise worth indicating. Xow you are ready to color the British possessions giving dates and names, where possible, for lands acquired in the last century. II. Political. Outline southern Arabia {Hadramut), the Persian gulf, southeastern Persia, Xepal, Bhutan and Tibet, as -ftdthin the sphere of British influence. Color next the possessions of Russia, formerly Britain's most formidable antagonist in Asia. Observe how the buffer state of Afghan- istan is caught in between the two great empires. Outline the western two- thirds of Mongoha and the northern half of ISIanchuria. as well as northern Persia, in Russian color. Show the Japanese (Hayes, II. 583-6) and French possessions (Hayes, II. 593). The map now shows how much of Asia was appropriated by the Entente Powers. Draw the boundaries and print in the names of the independent Asiatic states (Hayes, II. 595)but do not color them. German imperialists, looking for a German sphere in the far East, turned to China, where they obtained Kiao-chau, with a surrounding sphere of influence, (indicate also the British, French, Russian and Japanese foot- holds on the Chinese coast — Hayes, II. 567), and to ^Mesopotamia. Draw the proposed route of the Bagdad railway (Hayes, II. 706), Germany's great project for the extension of Teutonic culture and power in the East; observe how Great Britian's interest in the Persian Gulf, forbade the estab- hshment of a German railway terminal or naval base at Kou-eit. Referring to Hayes, II. 592-6, make a hst of the more important Dutch, British, German and American possessions in the islands to the southeast of Asia, with dates. Then color these colonies on the outhne map, in the order of acquisition. On your key state the approximate distance between 132 Indiana University Australia and New Zealand, between Melbourne and Manila, between Manila and Tokio. By rough measurements on the map, compare the length of the route from London to Manila via the Suez canal with that from New York via the Panama canal. Compare the area {World Almanac or any encyclo- pedia) of the Philippine Islands with that of New York State. B. Africa. Text: Hayes, II. 614-37. Atlas: Schapiro, 676 Hayes, II. 625, map; Robertson, plate 35; Muir, plate 64; Shepherd. Comparing Shepherd, 136 with Schapiro, 676 map, or Hayes, II. 625 map or Muir, plate 51, with plate 52, observe how little of Africa was appropriated before the mad scramble for territory began towards the close of the nine- teenth century. Using information in Hayes, II. 615-17, indicate in solid colors the colonies acquired before 1870 (Shepherd, 175 may be of use). It would be well to choose the Portuguese color nearly like that of the British (why ) and the Belgian like the French. Next in cross-hatching of the same colors as the earlier acquisitions, indicate the regions appropriated between 1870 and 1914, following in so far as you are able, the chronological order, so as to reenact on paper the stirring story of the partition of Africa. In coloring French possessions, use Hayes. In coloring German colonies note how soUcitous the German government was to obtain access to great rivers nke the Congo and the Zambesi (why?) ; how stubbornly the Germans in East Africa obstructed the grandiose British scheme for a Cape-to-Cairo railway; and how the completion of a German transcontinental African empire, from Kamerun to the Zanzibar coast, was barred only by the holdings of little Belgium. Show Walfisch Bay and Delagao Bay. C. Peace Treaty. This shows the map of Africa and of Asia in 1914. Indicate both on the map and in your key how the Peace Conference disposed of the possessions of Germany in Africa and the Turkish possessions in Asia. Map Study No. 12 EUROPE IN 1914 AND 1920 Part I Atlas: For Europe in 1914 see Schapiro, maps facing page, 220, 278, 370. 424, 428, 524, 646, 709. Robertson, plates 6, 9, 10, 13, 15, 17, 21, 25, 29. For changes in boundaries brought about by the war, see -N. Y. Times Current History, June, and August, 1919, N. Y. Times, May 9, 1919, Geographical Review, vol. vii, No. 5, 1919 pi. IV. (Maps also published separately). Use Map No. 82a. A. Preliminary. In constructing this map, it must be borne in mind that the political boundaries printed on the outline map are in several in- stances antiquated and incorrect. Hence constant use must be made of up-to-date political maps, as well as of a good physical map (Muir, plate I). In locating boundaries, be attentive to notice the great political and miUtary -significance of important mountain ranges and rivers. Before coloring the Syllabus of Modeun Euhopioan Histouy 138 larger states, the student should draw in the Uttle grand duchy oi Lxixemburg (Robertson, plate 10), the republic of -Son Marino ('the oldest state in Europe'), the republic of Andorra, the principality of Monaco, and the principality of LiecJitenslein (these states may be found on any large map; they are described in the Statesman's Year Book). B. Latin Europe. Indicate the nations of 'Latin Europe' (Hayes, II, chapter xxiii); also Rumania, hy cross-hatching. Locate the capital of each country. In the case of France, indicate the Pyrenees, Vosges and Jura Mountains and the Rhine River (Robertson, plate 1) before drawing the eastern boundary. Observe the situation of Alsace-Lorraine with refer- ence to France's 'natural limits', it may be noted also that very valuable iron mines cluster in Lorraine, partly in German and partly in French territory. FinaUy, compare the boundaries of the French Repubhc with the frontiers of the French-speaking people (Hayes, II. p. 331 map). In the case of Spain, note the nature of the country (Robeitson, plate 10), the bcation of the chief industrial centeis (Hayes, II. 331), and the presence or absence of natural frontiers. In respect to Italy and Rumania observe 'natural' as well as linguistic frontiers (Robertson, plate 1; Hayes, II. 331). Where is Italia irredenta'^ When you have completed the Romance nation, compare your map with Muir, plate 1 . C. Teutonic Europe. Adopt some other scheme of cross-hatching to set off the Teutonic from the Latin nafons. Locate the capital of each country. Indicate the Carpathian and Transylvan'an mountain ranges; are they important poUtically or strategically? Compare the area of Teutonic languages (Hayes, II. 331 map) wdth the political map, obser\ang how Belgium includes both Romance Walloons as well as Germanic Flemings; how the Netherlands and Scandanavia are wholly comprised within the Pan-German sphere; how Switzerland is partly Germanic, partly French, partly ItaUan; and how the "Teutonic" Powers in reality embrace a very large extent of Magyar and Slav territory. By comparing maps (Hayes, II. 331, 1, 3 and II. 1, Schapiro, p. 278) see whether the old Holy Roman Empire, the Ger- manic Confederation of 1815, or the new German Empire more closely coincided with the German 'nation', linguistically considered. D. Slavic Europe. In a third system of cross-hatching, contrasting with the Teutonic and Latin schemes, show the Slavic nations (Hayes, II, 468-9 or Schapiro, 524). Locate the capital of each. Enumerate in your key the various Slavic peoples, remarking those which. as yet have not attained to an independent national existence. E. The United Kingdom. Observe paiticularly the Biicish Mediter- ranean possessions. What of Heligoland! F. Other States. The remaining European states need not be cross- hatched, but their boundaries and capitals should be indicated. Part II. Use Map 101a. A. For abstract of the Peace Treaty with Geimany see N. Y. Times, May 8, 1919; for complete treaty see N. Y. Times Current History, August, 1919; for changes in the map of Europe, see also pamphlets published by the Ameiican Geogiaphical Society, entitled The New Boundaries of Germany, Austria- Hungary, Poland and Roumania. Indianapolis Star Map, States- man's Year Book (1919), Introduction, and Annual Register (1919). i:U Indiana University B. Upon the maps of Europe in 1914, note carefully by the use of colors the changes in the mapf< of Europe effected bi/ the icar and the Peace Conference: (1) German losses of territory; Alsace-Lorraine, West Prussia, Posen, dis- tiicts along the Belgian- German frontier, Memel district, (2) newly inde pendent state resulting wholly or in part from break-up of Austro-Hungarian H^mpiic; CJerman Austria, Hungary, Jugoslavia, Czeehoslavakia, Poland, (;i) other states made independent, Danzig, Ukrainia, (4) territories whosi^ status is to lie determined by plebiscites; Saar Basin, Schleswig, parts of East Prussia, (5) changes in the boundaries of Italy and the Balkan States. C Locate carefully the boundaries of newly independent European states: Poland, Czechoslovakia, Jugoslavia, Danzig, Ukrainia. Note Ger- man cessions, Alsace-Lorraine, West Prussia, Posen, along the Belgian frontier states: Memel district; the Austrian cessions; Silesia, Bohemia, Jugoslavia. Territories whose status is to be determined by plebiscite: Saar Basin, Schlcsit'ig; locate also Greater Roumania, Magyaria, German Aiistria, Tren- tino. D. Indicate territorial changes of Turkey in Europe. Explain the status of Constantinople, the Dardanelles, the Sea of Marmora, and the Black Sea. E. Color in orange the principal battle fields of Europe and cross-hatch in orange the devastated areas. Syllabus op Modern European History loo Appendix II. EVOLUTION OF THE ENGLISH PARLIAMENT I. Before 1603. 1. Magna Carta referred to barons (1215). 2. Provisions of Oxford (1258). 3. Simon de Montfort's Parliament (1265). 4. Model Parliament of 1295. 5. Separation of Parliament into two houses (about 1330). 6. Gradual increase in power. a. Financial legislation. b. Legislation by petition. c. Legislation by bill. d. Suspensive and dispensing powers. 7. The Tudors in main controlled and used Parliament. 11. Parliament under first two Stuarts (1603-1640). 1. The Protestation of 1621. 2. The Statute of Monopolies (1624). 3. The Petition of Rights (1628). 4. Difficulties over Ship Money during Charles' personal rule. III. The Reforms of the Long Parliament (1640-1660). 1. Parliaments to meet every three yeais and have power over taxation. 2. Al)olition of com-ts of Star Chamber and High Commission. 3. E.xecution of Strafford and Laud, the king's favorties. 4. Execution of King (1649) and the "Rump". 6. Temporary abolition of House of Lords and Barebone's Parliament. 6. Instrument of Govermnent. IV. The Restoration Settlement (1660-1685) 1. Charles II proclaims Declaration of Breda (1660). 2. King agrees to abide by refonns of the Long Parliament and govern according to Constitution. 3. King commuted certain feudal dues for £100,000 grant annually. 4. Parliament makes grants now for certain specific purposes. 6. Later ParUament appointed a committee to audit King's accounls. 6. The Habeas Corpus Act passed (1679). 7. Charles forced to give up Declaration of Indulgence. 8. King defeats Exclusion Bill; his period of personal rule. V. The Revolution Settlement (1688-1707). 1. James II forced into exile; and William and Mary declared joint soverigns. 2. Prerogative definitely limited by Bill of Rights (1689). 3. Mutiny BiU (1690). 4. Triennial Act (1694). 5. Act of Settlement (1701). 6. Act of Union with Scotland (1707). VI. Later Developments in Parliamentary Government. 1. Septennial Act of 1716. 2. Rise of office of Prime Minister. a. Harley, (1710-1714). b. Walpole, (1721-1742). 136 Indiana University 3. Idea of ministerial unity clearly developed by 1760. 4. Union with Ireland (1800). 5. Three reform bills of nineteenth century (1832, 1867, 1884). 6. Ballot Act of 1872 and Corrupt Practices Act of 1883. 7. Parliament Act of 1911. 8. Democratic Reforms of 1918-1919. Appendix III. BOOK REVIEWS Several times during the year the student may be called upon to prepare a paper on some historical book. Such a "review" is expected to achieve two quite different ends — the one, informational; the other, critical. I. Critical Reviews. Before carrying out this plan the student should read several typical book reviews as found in the Nation (N. Y.), American Historical Review, The Revieiv, Dial, Book Review Digest and Political Science Quarterly, in order to learn the different methods employed by good reviewers. II. Information Concerning the Book Reviewed. At the beginning of every "review" should be written with accuracy the title, author, publisher, date, pagination, etc. (For example, the re\dew should be prefaced by such a heading: The Life of Thaddeus Stevens. By James Albert Woodburn. Indianapolis, Bobbs Merrill, 1913: x-f620 pp.). The student should first endeavor to ascertain through the preface or intro- duction or in other ways enough information about the author, his training, pre\ious writings, etc., to determine something of the writers preparation and bias. Does he seem to be obviously pro or con? Then the re\aewer should : Set forth succinctly the plan and scope of the work, Rehearse clearly the main ideas developed, and Report carefully the kind of sources and methods which the author appears to have used. The seeming formaUty of such a summary should not dissuade the re\dewer from using whatever art he may possess, as an intelHgible summary requires not only insight in discerning what is of primary import- ance and what is merely explanatory and dependent, but also a considerable amount of sj^mpathy and a facility to express in a few written pages the substance of a volume. It is hoped that by this practice the student will himself learn to read more intelhgently. III. Criticism of Book Reviewed. So far the student's poiat of view has been inside the book, noting and recording its features as a work of i;C olirship. But this is not all. As reviewer the student must now summ n his faculties of criticism wisely to evaluate what he has considered and described. He has indicated in general the author's pupose; it is now his function to study in judgment to decide in how far that purpose has been realized. 1. Does the book tell j'ou what you wish to know about the subject? 2. Does the author's style attract or repel the reader? 3. Does he seem fair in his interpretation of e^vidence or do his judgments seem unwarranted by the facts he cites? 4. Why, if at all, should anyope pay money for this book and spend time in reading it? 5. Does it succeed as well as other books you know upon this or similar sub- jects? 6. Considering the many things that men and women have to do, Syllabus of Modern European History 137 is it wise to foster interest in such subjects? 7. To whom would you recom- mend such reading, and why? These are not questions which can be answered without thought; and in thus measuring the book in the larger terms of human experience the review will gain a value of its own. It is hoped that by this practice the student will himself learn to develop his critical faculties. There is no need, of course, in such a piece of writing — as reference to the admirable reviews in The Nation (New York) will illustrate — for the reviewer to draw a hard and fast line between information and criticism, putting into part one what the book says and into part two what is said about it. Rather, as a rule, the two will go side bj' side to attract or warn the general reading public for whom, it is supposed, the review is prepared. SUGGESTIVE LIST OF BOOKS FOR BOOK REVIEWS E. Armstrong, Lorenzo de Medici. E. Armstrong, Elisabeth Farnese. J. Ashton, Social History of the Reign of Queen Anne. R. Bain, Charles XII and the Great Northern War. C. Beard, IMartin Luther and the Reformation. 0. Browning, Peter the Great. J. Bryce, Holy Roman Empire. J. Morley, Burke. Benvenuto Cellini, Autobiography. E. Emerton, Introduction to the Study of the Middle Ages. E. Emerton, Erasmus. J. A. Gade, Charles XII of Sweden. A. Hassall, Louis XIV. E. Henderson, Short History of Germany, vol. i or parts of vols, i and ii. T. Hodgkin, Theodoric. T. Hodgkin, Charles the Great. C. Hugon, Social France in XVII Century. S. P. Kerr, George Selwyn and the Wits. Longman, Frederick the Great and the Seven Years War. E. Lowell, Eve of the French Revolution. A. Luchaire, Social Life in France under Philip Augustus. J. Morley, Walpole. F. F. Moor, A Georgian Pageant. Mrs. M. Oliphant, Makers of Florence. , Makers of Rome. G. Paston, Sidelight on the Georgian Period. N. Pearson, Society Sketches of the Eighteenth Century. J. B. Perkins, Richelieu. , France under the Regency. • , France under Louis XIV. 1. Plunkett, Isabella of Castile. Robinson and Rolfe, Petrarch. Lord Roseberry, Chatham, his early life and Connections. F. S. Roscoe, Robert Harley, Earl of Oxford. P. Sabatier, Life of St. Francis of Assisi. L. Sanders, Patron and Place Hunter; George Bubb Dodington, Lord JMelcombe. 138 Indiaxa T^xiversity F. Seebohm, Era of Protestant Reformation. F. Seebohm, Oxford Reformers. P. Smith, Martin Luther. W. C. Sydney, England and the Enghsh in the Eighteenth Century, vol i or ii H. Tiaill, William III. G. O. Trevelyan, Early Life of Charles James Fox. Vedder, Balthasar Hubmaier. P. Villaii, Medieval Italy from Charlemagne to Henry VTI. P. Villaii, Life and Times of Machiavelli. W. Walker, John Calvin. F. E. Whitton, A History of Poland. P. Willt'it. Henry of Navarre. Appendix IV. THE TERM ESSAY One of the most important parts of the course in the second semester is the writing of a term essay upon some topic selected from a list of essay subjects given at the end of this Appendix. As far as the limitations of the University Library will pernjit, each student is permitted to express his prefeience for a particular subject, and is urged to do so. The definite assignment of a subject is made only after an individual conference of the instructor and student. It is well that the student appieeiate at the outset the value of this task. Rightly done it is one of the most valuable things that will come to him duiing his college course. Some of the work will be tedious, some of it will be uninteresting and mechanical, but if he "wall bear in mind that he is learning something that will be of inestimable value to him in after life, he ought to find ample compensations in his work. The purpose of this essay- work is to teach the student three things: 1. To look up a subject without a waste of time, and to ascertain what are the best bibhographical aids, the most valuable books, pamphlets and magazine articles pubUshed upon the subject. In short he should learn how to use che library intelHgently. 2. To take notes logically and systematically upon a half dozen to a dozen of the best and most accessible works upon the topic, 3. To construct a carefully written essay based upon these notes, con- foiming at the same time to the accepted canons of historical composition. I. Preparation of Bibliography. As soon as the student receives his assignment he will make a hst of all major works bearing upon his topic. He should secure probably thirty to fifty titles of books or magazine articles. Each such title should be entered clearly in ink upon a 3 x 5 card, together with the name of the author, the date of pubUcation, and wherever possible, the University Library call number (which should be placed in the upper left hand corner) the bibliographer's estimate of the work (if any), and some indi- cation of the portion of it deahng most directly with student's topic. It is expected that the student will be at pains to learn all that he can, in a general way, about the books cited, so as to talk intelligently about them in con- ference. And the student who has any sort of reading knowledge of French, German, Italian or Spanish, should not hesitate to include in his bibhography titles of books in foreign languages which he understands, for some of the Sylladis of MoiiKKX EntorEAX History lol) best work on the history of Modern Europe has been written in foreign hm- guages and is not translated into Enghsh. To secure titles of books bearing upon this topic the student will consult the appropriate chapter-bil)hographies in the text-book (J. S. Schapiro, Modern and Contempoiarij European History); in C. J. H. Hayes, .4 Political and Social History of Modern Europe; in J. H. Robinson and C. A. Beard. Readings in Modern European History, 1. 389-410, and II. 521-41; in Holt and Chilton, History of Europe; and, for nineteenth century subjects exclusively, in C. D. Hazen, Europe Since 1815, 737-772. Moreover, the Cambridge Modern History, a standard work in twelve volumes, contains at the end of each volume long lists, though unfortunately without descriptive comment. There are likewise useful bibhographies at the end of many articles in the standard encj^clopedias, notably in the Encyclopedia Britannica, 11th ed., in the New hiternational Encyclopedia, and in the Catholic Encyclopedia. In using an encyclopedia, the student should remember to look in the index for topics related to his own. If his topic is in English history, the student should also consult the Dictionary of National Biography, 72 vols. (1885- 1913), under the aphabetieally arranged names of the principal peisons important in relation to his subject; H. L. Cannon, Reading References fur English History; A. L. Cross, History of England and Greater Britain, and Lane and Poole, Political History of England, 12 vols. If the topic is intim- ately related to EngUsh Literature, he should consult the proper volumes of the Cambridge History of English Literature (12 vols.). If the topic should be in social or economic history, he should use F. A. Ogg, Economic Devdoi- 77ient of Modern Europe, W. Cunningham, Growth of English Industry and Commerce, and H. D. Traill, .Socio/ England. G vols., all of which contain excellent working bibhographies. If his subject deals with any leligious topic- he will find the New Schaff-Herzog Encyclopedia of Religious Knowledge. and J. Hasting's Encyclopedia of Religion and Ethics invaluable. If his topic is in German history, the student should consult Dahlmann Wait-'.. Quellenkunde der deutschen Geschichte. (8th ed.). If the subject is in French history, he should consul' the bibliographies at the close of the appiop iate chapters in the Histoire-Generale due IV e siecle a nos jours, ed. by Lavisse and Rambaud, 12 vols. After all this is done the student should consult the United States Catalogue and the C umulative Book Index to get the titles of the more recent books on his topic. In every case he should try to faroihaiize himself with each of these bibhographical aids, that he may be able to make use of them again should occasion require. To secure titles of magazine articles beaiing upon liis topic the student will consult Poole s Index (1802-1906) and Reader's Guide, (1930-19—). The student should leally lea: n how these excellent lefe.ence books are made up, how best to use them, etc., etc. For consulting t'le daily papers, the New York Times I nd-x &ni i\e London 7'/;ns.s /rtrfe.;; will b- found invalu ihlc. (The lattei is not in the hbia^y). Having com.pleted his list of books and magazine a tides in the manner as just set foith, the student will tlien, and not un il then asceitJn by con^ suiting the Card Catalogue in the University Lib.a.y, which ones a- e readily obtainable and the appa.ert value of each. It is necessaiy to ascertain the date of pul>hcation and tlie point of \-iew of the author if possible. Why? 140 Indiana University Having indicated the library call numbers on the respective cards for such books, arrange the cards alphabeticaUy according to authors (or according to title if no author is given), and then submit the bibliography to the instructor, again in personal consultation, for discussion and criticism. It is well for the student to bear in mind that this is his own special task and the number of works listed will bear no relation to the number of books to be actually used. At this second consultation, the instructor will assign a few of the more important books and articles, and these are to be carefully read by the student and used as a basis for note taking. A completed card should appear somewhat like this: 951.1. C72o. Colquhoun, A. R. China in Transformation X 398, pp. Harpers (N. Y.) 1899. An excellent work, now somewhat out of date, but still valuable for England's pohcy in China. Chapters vii and viii (pp. 248-315) are most useful. II. The Preparation of Notes for the Essay. Before the student begins to take systematic notes upon his topic, he should first read some rather general treatment of his topic, as that in the Britannica or the Inter- national, in order to familiarize himself with the problem he has to face. After reading "around" his subject he ought to make a two page tentalive outline of his subject, and submit it to his instructor for approval. Then he should take notes on the assigned books according to this outline. These notes should be taken in ink on stiff sheets of paper or cards, in no case larger than SJ^ x SJ/^ using one side of the paper only. The notes should run lengthwise of the page with Uberal margins left at the sides. At the top of the page should be the subject of the note, the author, title and pages of the book from which the information was derived, and at least the approximate date to which the note refers. If you were writing on the Second Reform Bill in England a note might well look as follows: 1865 Nov. 12 H. Paul, Mod. Eng. i. 35 Bright's Part Bright not so conspicuous as Gladstone or Disraeli; nevertheless quite active, and very anxious to discredit all Conservative attempts at reform; had dubbed some of their previous attempts as "fancy franchises". A note may well be a paraphrase, a verbatim report, if it seems particularlj'^ apt, or a combiration of the two. Never take a note on more than one phase Syllabus of Modern European History 141 of a topic on a single sheet, and do not, save for purposes of comparison, place notes from two different authorities on the same sheet, even if they do deal with the same phase of your subject. After finishing the taking of the notes, as far as possible arrange them in a logical order. Then study the materials collected and fill in gaps by additional reading. Lastly, from the notes and the tentative outline form a two to three page outUne of the topic. This outUne should now be taken to the instructor for criticism and revision. III. The Composition of the Essay. Once his outline has been ap- proved, the student should begin -RTiting his essay. In general the essay should be based upon facts as gleaned from the notes, but the writer should thoroughly assimilate his data, and write his narrative "with the spirit and coherence of his own style. Occasionally it may be ad^visable to use the exact words of a book or article, but in every instance quotation marks should indicate the precise extent of the quotation, and reference must be made to exact source of the information. The essay should be typewritten or written neatly in ink on one side of paper SJ^xH- The Enghsh must be above reproach and the statements and citations historically accurate. Be careful in spelling technical terms and proper names. EVERY IMPORT- ANT OR QUESTIONABLE STATEMENT of fact should be backed up by a foot note, citing AUTHOR, TITLE OF BOOK AND PAGE from which it is taken. For examples of foot notes, the student should consult the Political History of England, the American N^ation series, or the American Historical Review. The completed essay should consist of from two thou- sand to five thousand words. The essay proper should be preceeded by a two page outline, and followed by selected bibhography of about a dozen books, which the writer found most useful in preparing his essay. Each of these books should be carefully annotated, showing the precise value of the work in the writing of his essay. This completed theme should be handed in accompanied by the entire bibliography (on cards), and the notes taken in the preparation of your work. The task will then be graded as a whole, and this mark vnR have great weight in determining the final mark in the ourse. This is the student's opportunity to do some indi^^dual work. A page of completed manuscript should look somewhat like this. Nor was the tsar always honest with his own ministers, for he concealed from Nesselrode the real purpose of the Menshikov mission and thus laid his chancellor open to the charge of double-dealing.^ Then came the unfor- tunate incident of the Vienna Note, and, lastly, the aft'air of Sinope, which followed upon an announcement that Russia would undertake an offensive operation against Turkey, in spite of the latter's declaration of war. Lord Palmerston said on this occasion that Russia "aways had two strings to its bow — moderate language and disinterested professions at Petersburg and London; active aggression by its agents on the scene of operations. If the aggressions succeed locally, the Petersburg Government adopts them as a 1. Clarendon to Sevmour, Eastern Papers, no. 195, pt. I. p. 200. The Russian niplomatir Study, I. 163, admits that the failure to publish the demands of Man- shikov was -very grave". The private letters of Thouvenel, political director of the French foreign office, show that Nesselrode. being a German and a Lutheran, was not entirely trusted by the tsar, and that the religious zealots of the foreign office had much to do with shaping Russian policy. L. Thouvenel, yicholas I. et Napoleon HI. (1891.) 342 TxDiAX.v TJnivrrsitv fail accompli which it did not intend, but cannot, in honor, recede from. If the local agents fail, they are disavowed and recalled, and the language previously held is appealed to as a proof that the agents have overstepped their instructions". ^ If no positive instance of this kind occurred in 1854, there was some ground for suspicion of the tsar's motives. Those motives were, it may be safely said, to secure a virtual protectorate over the Greek Christian subjects of the sultan, a design announced as early as 1852, and to buy the support or consent of some great power to it. Nicholas first sounded England, partly because he disliked Napoleon II, partly because he thought Aberdeen,^ whom he had known for years, in sympathy with his ideas, 2. Letter to Clarendon, May 22, 1S53. E. Ashley, tile of Palmerston (London, 1876), II. 273. 3. Aberdeen was then the English prime minister. ESSAY SUBJECTS IN HISTORY I 1. Turkey and Eastern Question since 1856. 2. Relations of Charles II and Louis XIV. 3. Quadruple and Holy Alliances. 4. Revolution of 1848 in France. 5. Hague Peace Conference. 6. Nelson and English Sea-Power. 7. Locke's Political Philosophy. 8. Waterloo Campaign. 9. The Black Death. 10. Abelard and, the 12th Century Renaissance. 11. The Investiture Contest. 12. The Hanseatic League. 13. The Rise of the Franciscans. 14. Rise of Mohammedanism. 15. Preliminaries to the Meeting of the Estates General. 16. America and the French Revolution. 17. Crusades of Louis IX. 18. Medieval Commerce and Trade Routes. 19. Village Life in the Middle Ages. 20. Napoleon as a Statesman. 21. Napoleon as an Imperialist. 22. The Girondists and the Revolution. 23. The September Massacres. 24. The Reign of Terror. 25. French xYffairs under the Directory. 26. The Peninsular War. 27. The Influence of the Classical Economists. 28. Mirabeau and the French Revolution. 29. The Mountain Party and the Revolution. 30. Increase in Wealth in Europe in the Nineteenth Century. 31. Condition of the English Laboring Classes (1800-1850). 32. Talleyrand and the Congress of Vienna. 33. Character and Personal Traits of Napoleon I. 8yllaius of Modern Ei'uopkax History 143 34. Colbert and his Reforms. 35. Scientific Advance in the 18th Century. 36. Causes and Preliminaries of the War of the Spanish Succession. 37. Expansion of Russia in the 18th Century. 38. Peter the Great's Diplomacy. 39. Duke of ^Marlborough and the War of the Spanish Succession. 40. Political Philosophy of Rousseau. 41. The Political Influence of John Stuart Mill. 42. The Enghsh in India (1830-1878). 43. Growth of Enghsh Commerce (1830-50). 44. Growth of Enghsh ]Manufacturing (1830-50). 45. Growth of English Manufacturing, (1850-80). 46. Growth of English Commerce (1850-80). 47. Lord Palmerston's Early Years in Pohtics. 48. The Dual Control of Egypt by England and France. 49. Why England Took Part in the Crimean War. 50. Lord Beaconfield at the Congress of Berhn. 51. Gladstone and the American Ci\'il War. 52. John Bright and the Second Reform BiU (1867). 53. The Irish Famine of 1845-7. 54. Daniel O'ConneU and Ireland (1820-1850). 55. Robert Peel as a Reformer (1820-1845). 56. Mohemet Ali and the Sultan. 57. Napoleon III and Nationahsm (1852-1870). 58. The Rivalry of Guizot and Thiers. 59. Louis Blanc and the National Workshops. 60. The French and Catholicism (1815-1880). . ~ 61. The Bohemian Revolt of 1848. 62. The Land Problem in England (1830-1880). 63. The History of the Sons of "Young Italy". 64. Results of the Emancipation of the Serfs in Russia. 65. Kossuth and the Hungarian Revolt (1845-9). 66. The parties or groups opposing Louis Philippe and their platforms. 67. The Phj'siocrats; their doctrines and influence. 68. The Causes and the Significance of the Crimean War. 69. Cavour and the Unification of Italy. 70. Biographical sketch of Karl ISIarx. 71. Disraeli and the Reform Bill of 1867. 72. The Frankfort Assembly of 1848. 73. The Schleswdg-Holstein Question. 74. Bismarck and the Creation of the German Empire. 75. Garibaldi and the "Red shirts." 76. The Reform Bill of 1832. 77. The Chartist Movement. 78. The Pohsh Nationalist Movement of 1863. 79. The ZoUverein. 80. The Congress of Paris, 1856. 81. The Metternichian System. 82. The Repubhcan Movement in Italy. 144 Indiana University 83. Napoleon III as an Impeiialist. 84. The Failure of the Metterniehian System. 85. Evolution of the Franchises in England— (1850-1918). 86. Rise of Anarchism: Bakunin and Proudhon. 87. Liberal Cathoheism. 88. The Owenite Communities. 89. The Influence of Owen and Fourier in the U. S. 90. How the Proletariat lost the Fruits of the Revolution of 1848 in France. 91. The Reform Movement of Alexander II. 92. The Rise of Social Democracy in England. 93. The Peace Treaties of the Great War. 94. Pohtical Reform in England since 1880. 95. Ireland and England (1906-1920). 96. Pohtical Developments in Russia since 1907. 98. Growth of Feminism in England. 99. The History of Bulgaria since 1885. 100. The Growth of the Enghsh Labor Party. APPENDIX V. LISTS OF QUESTIONS These lists are not intended to facilitate "cramming", but to give each student a definite idea of what will be expected of him, and furnish a ready means of testing his knowledge of the field he is to cover in the course. Used judiciously, they ought to prove a boon to any student who carefully pre- pares his work for each recitation. I. Typical Hour Examinations First Semester: a. Isi List. 1. Give an account of the chief revolts against the CathoUc Church before 1500 and the principal poin-^s at issue between the would-be reformers and the Church. 2. Who was the first king of the Carohngian Une? Describe his relations with the pope. 3. a. Describe the origin of the representative assemblies of France and England. b. Contrast the two institutions. c. Show particularly how economic developments of the middle age affected these institutions. 4. What were the effects upon Germany and Italy of the survival of the imperial idea from the tenth through the thirteenth century? 5. From the standpoint of medieval ci\alization, criticize the following: "Since the barbarian tribes settled in the Roman provinces, no change had come to pass in Europe at all comparable to that which followed the diffusion of the New Learning in the latter half of the fifteenth century". (Bryce). b. 2nd List. 1. What was the pohtical and economic significance of the revolt from the Cathohc Church during the sixteenth century? Deal specifically with each of the more important countries. 2. Identify the following men, telhng when each flourished: a. Sir Thomas More; b. Conde; c. Ignatius Loyola, d. Vasco da Gama; e. WilUam the Silent. Syllabus of Modern European History 145 3. a. Explain the antecedents of the Thirty Years War. b. On the map show the territorial adjustments made at the treaty of Westphalia. Write in your answer-book detailed explanation of these changes. 5. a. What did RicheUeu do to strengthen the French government? b. What measures did Colbert devise for improving the financial and economic condition of France? 5. a. Why was the Commercial Revolution so slow in developing? b. What were the main consequences of this Revolution? c. 3rd List. 1. Discuss the social conditions in France during the reign of Louis XIV. 2. Trace the relations of Charles XII of Sweden with Poland, Russia and Turkey. ^ 3. Explain the following terms: convertible husbandry, Jansenism, transubstantiation, enclosures, dragonnades. 4. Trace the development of parliamentary government in England from the reign of Elizabeth to the time of William III. 5. Carefully identify Pombal, Marlborough, Clarendon, Kaunitz, E. Farnese. II. Typical Final Examinations First Semester: a. 1st List. Note — Map No. Ilia is to be used. Answers are to be specific. The names of important characters and the dates of the leading events should be given. Omit any one question of the last seven. 1. a. Locate on the outline map the following places, and show the historical significance of each: Franche Comte, Hanover, Strass- burg, Silesia, Blenheim, Bohemia, Flanders, Canossa. b. Locate on the outline map the area gained and lost by the Haps- burgs (1500-1800). 2. Arrange the following topics in chronological order and speak briefly of each: Rossbach, Institutes of the Christian Religion, Concordat, Alva, Streltsi, Edict of the Restitution, Kaunitz, Chambers of Reunion, Pym, Babylonian captivity, Treaty of Ver- dun, Janizaries. 3. a. Give an accoimt of the towns (communes) in the Middle Ages. b. Show their effect upon the social and political life of the towns. c. Name five important communes and speak briefly of two. 4. a. Trace briefly the steps whereby the British Parliament, 1. separ- ated into two houses, 2. secured power over taxation and the army; 3. assumed power to settle the dynastic succession; 4. took over the executive branch of the Government, b. Describe the English Representative system in the eighteenth century. 5. a. What were the essential features of the feudal system? b. State clearly the obhgations of a feudal vassal to his overlord. l-4<) Indiana UNivERsiTy 6. Trace clearly the growth of France under Philip Augustus, St. Loxiis, and Philip IV. 7. a. Contrast medieval and eighteenth century agricultural methods in England? b. What were the causes of the Commercial Revolution? Show the general significance of this Revolution in the subsequent history of Europe. 8. a. What are the reasons for holding that the Protestant Revolt was much more than a religious quarrel? b. Indicate in what ways the Catholic Church reacted against the Protestant Revolt. c. Enumerate the chief results of the Protestant Revolt. 9. a. Compare Catherine II and Richelieu in as many ways as you can. b. Briefly outhne the steps by which the house of HohenzoUern became one of the greatest in Europe. 10. Write a twenty-minute essay upon the Seven Years' War. b. 2nd List. 1. a. What role did the Ottoman Turk play in Medieval Europe? b. How does their activity compare with that of the Danes and Normans? 2. a. What was the nature in 1450 of the French state? of Venice? of the Holy Roman Empire? E.xplain whv vou classify each as you do. b. Write a brief account of European interstate relations from the invasion of Italy by Charles VTII of France to the death of Henry II of France. 3. Describe the organization of agriculture, manufacture, and higher learning in the Middle Ages. Was this a day of individual freedom or of strict regulation, in the ordinary business, social and religious affairs of each man? Substantiate your answer by citation of facts. 4. Analyze the factors which produced the Commercial Revolution. 5. Account for the fact that England and France were on opposing sides in all continental and colonial wars from 1688 to 1783. Name four wars of the 18th century in which England and France were arrayed against each other. What treaty ended each war, and what were the provisions of each treaty so far as it affected England and France? 6. On the outline map locate each of the followdng: a. Genoa; b. Geneva; c. Poland; d. Wittenberg; e. Madgeburg; f. Lorraine; g. Castile; h. Savoy. In your answer-book explain what events connected with each were of decisive importance in the history of Europe. 7. Compare in as many ways as possible the life work of Richelieu with that of Peter the Great. 8. What do you understand by the term "benevolent despot"? Name three such persons who reigned in the 18th century. Write a brief summary of the reign of each, stressing in each case those facts that tend to throw into relief the "benevolence" of the particular "despot". 9. Arrange chronologically, identify, and show in a brief paragraph that Syllaius of ^Iodeiix European History 147 you are familiar with the important aspects in tlie career uf the per- sons referred to by each descriptive phrase, a. The master of all the arts; b. the first of the Spanish Hapsburgs; c. the last of the Tiidors; d. the foimder of the Jesuits; e. the first of the Bourbons; f. the father of modern astronomy; g. the greatest of the Hohen- staufens; h. the author of "The Wealth of Nations"; i. the most famous Dutch Republican statesman; j. the greatest medieval pope; k. the founder of international law; 1. the discoverer of the law of gra\atation. c. 3rd List. Note — Map 112a is to be used. Answers are to be specific. The names of important characters and the dates of the leading events should be given. Answer all the questions in Group I and any four in Group II. GROUP I 1. a. On your outHne indicate the various additions of territory to the state of France (1494-1789), and in your answer-book show how each accession was secured, b. Locate on your outline map and show the historical impoitanee of each of the following places: Augsburg, Bohemia. Calmar. La Rochelle. Minden, A^-ignon, Agincourt, Rheims. Biuges. 0. Arrange the following topics in chronological order and briefly des- cribe each: Edict of Nantes, Diplomatic Revolution, "The Beggars", Bill of Rights, the Fronde. Inquisition, the Great Schism, Norman conquest. 3. Arrange in chronological order, carefully identify, and show the importance of the following characters: John Knox, DupleLx, Erasmus. Fredeiick William I, Clarendon, Charles the Bold. Adam Smith, Philip Augu-stus, Hildebrand. 4. Compare the empires of Charles the Great and Otto the Great with respect to a. extent h. unity; c. method of government ; d. relations to Rome. GROUP 11 1. a. Draw a diagram of a medieval manor, showing in a careful way the principal features of manorial organization, b. Describe the important classes of people on the manor. 2. a. Who were the leaders of the First and Third Crusades? b. What was the result of the First Crusade? c. What were the general effects of the crusades on Europe? 3. a. Discuss the causes of the rise of Lutheranism in Germany. b. Show how the reUgious question was settled in France, England and the Netherlands. 4. Contrast and compare the reigns of Louis XIV and Chailes V in as many Avays as you can. 5. Trace the important political and diplomatic movements in Europe (1713-1789). I'AS Indiana University III. REVIEW QUESTIONS 1. What right has Charlemagne to the title of "Great"? What have been the most enduring things of his reign? 2. Compare the ninth and eleventh centuries as to a. leading events; b. strength of the papacy; c. power exercised by the feudal nobles. 3. What were the leading movements of the tenth centui*y? How do these compare with similar tendencies of the twelfth century? 4. One writer speaks of the "thirteenth, the greatest of centuries" What basis can you discover for this statement? 5. Trace the rise and faU in the power of the papacy from 814 to 1521, showing how each event contributed to these ends. 6. How do you account for the increase in the importance of the medie- val Italian cities? for the high development of feudalism in France? for the rise of the Low Countries as important commercial centers? 7. What did each of the following contribute to medieval civihzation Abelard, Gregory VII, Otho III, Henry II (of England), Phihp Augustus, Frederick Barbarossa, St. Louis, Edward V, Wiclif, Thomas Aquinas, Philip IV, Charles the Bold, Edward III, Jenghiz Khan, Donatello, Thomas Becket. Before identifying these men, arrange them in chronological order. 8. What do the following words or phrases denote: Cluniac reforms, Canossa, fealty, benefieium, subinfeudation, investiture, criminous clerks, Mongols, Hussites, Northmen in Europe, Bruges, Cham.pagne, scholasticism, Hansa, the sworn inquest, benefit of clergy, Teutonic Knights, Ghibelhnes, Crecy. 9. Compare a medieval town of 5000 in the ninth century with another of the same size in the fifteenth, noting particularly any changes that might have occurred in the meantime? 10. 'Account for the rise of a powerful, important middle class towards the close of the Middle Ages. Show that this is one of the most important tendencies in the history of Modern Times. 1 1 . Make a careful comparision of the reigns of Louis XIV and Charles V. 12. Compare the agricultural system of England in 1500 and 1800, indi- cating clearly what changes had taken place. 1. What were the fundamental causes of the Protestant Revolt? Why did the movement fail to make a greater progress? Distinguish between the beliefs of the Calvinists, Lutherans and Anghcans. 14. Indicate on the map the territorial aggrandizement of Bourbon and Hohenzollern (1600-1800). Explain how each accession of territory was brought about. 15. Discuss the Revolt of the Netherlands; the Rehgious Wars in France; the Second Hundred Years War; War of the Austrian succession, as to a. causes; b. significant events; c. characters; and d. results. 16. Compare William III of England and Peter the Great in as many ways as you can; Frederick the Great and Catherine II of Russia. 17. Compare the constitutional development of France and Prussia during the seventeenth and eighteenth centuries. 18. Show clearly, what part was played by the following men in the history of Europe; Mazarin, Francis I, Wolsey, Charles II, Syllabus of Modern European History 149 Charles XII, Wallenstein, William the Silent, George III, Claren- don, Colbert, Gusta\'iis Adolphus, Zwingli. 19. Discuss in some detail the Thirty Years War, the Fronde movement the Commonwealth and Protectorate, the Bill of Rights, the Catholic Reformation. 20. Why did England prevail over France in their struggle for colonial Empire in the eighteenth century; whj^ did the Bourbons prevail over the Hapsburgs? 21. Explain: Mercantilism, indulgence, virgate, a tenth and fifteenth penance, benevolent despot, eucharist, "open field", taille. Estates General, metayer, intendant, benevolence, laissez faire. 22. Show that the Civil War in England was partly a religious and partly an economic struggle. What was accomplished by the Revolution of 1688? 23. Name and identify seven men who were associated with the great intellectual revival of the fourteenth and fifteen centuries. Briefly characterize four sovereigns of England and four of France and indi- cate their influence upon their country. 24. Locate and show' the historical significance of: Geneva, Bruges, Bohemia, Warsaw, Pultowa, Palatinate, Wittenberg, Marston Moor, Boyne, Lepanto, Utrecht, Xantes, Milan, La Rochelle, Moscow, Lutzen, Savoy, Silesia, Naseby, Plassy. 26. Discuss the Seven Years War as to causes, phases, leading events and significance. Name seven persons connected with it and identify each. 26. Account for the decay of Spain, the rise of Prussia, the coUapse of Poland, and the despotism of France. 27. What ten books would you recommend to a student of the period .500-1800. Why? (Give the author and exact title and a character- ization of each work). 28. Criticise: The fundamental cause of the American Revolution was taxation without representation. 29. Briefly outUne the history of Europe from 16.50-1700; 800-1000; 1525-1575; 1300-1500; 1.500-1550; 1700-1775; 900-1300; 1450-1600. 1. TYPICAL HOUR EXAMINATIONS. Second Semester: a. 1st List. 1. What conditions existent in Europe during the 19th Century were attacked by the French Revolution? How were these conditions modified by the Revolution? 2. Arrange in chronological order and explain the historical significance of the following: the Carlsbad decrees; treaty of Campo Formio; the battle of Xavarino; manifesto of the Duke of Bruns\\-ick; the Speenhamland system; the July Revolution; the Zollverein. 3. Comment briefly on the more important points in the settlement at Vienna. Show on the outline map the territorial changes there made. 150 Indiana University 4. What- is meant bj' the "Industrial Revolution"? Why did it take place earlier in Great Britain than on the continent? What were its early results — social, economic, political? 5. Tr3,ce the relations between church and state in France from 1789 to 1848. b. 2nd List. 1. Compare the English and German governments in 1914 as to a. suffrage; b. functions of the legislature; e. nature of the constitution; d. powers of the chancellor and prime minister. 2. Identify carefully the following characters: a. Plehve; b. Kossuth; c. Garibaldi; d. Cobden, e. Thiers. 3. Explain the meaning of the following terms: a. interpellation; b. sabotage; c. clericalism, d. ausgleich; e. Kulturkampf. 4. Locate carefully and show the historical significanee of each: a. Lancashire; b. Sadowa; c. Albania; d. Agadir; e. Swechat; f. Hanover. 5. Compare Hapolepn III and Francis Josep h in as many ways as you can. c. Srd List. 1. a. On outline map locate accurately 1. Fiume; 2. Danzig; 3. Saar Valley; 4. Finland; 5. Sehleswig; 6. Macedonia; 7. Bessarabia; 8. Transylvania. b. In your answer-book state what was the basis of the conflicting claims for each of these. 2. Discuss the conflict between Church and State in a. Third French Republic; b. German Empire; and c. Kingdom of Italy. 3. Trace the dismemberment of the Ottoman Empire fi'om 1815 to 1915. 4. Arrange in chronological order and identify the following persons: a. Delcasse; b. Mutsuhito; c. Pobedonostsev; d. Cromer; e. Paul Kruger; f. Bakunin. 5. Write a brief paragraph on each of the following, explaining its historical importance: a. Boxer uprising; b. Algeciras conference; c. Parliament Act of 1911 ; d. Fashoda incident ; e. Australian Common- wealth Act. H. TYPICAL FINAL EXAMINATIONS Second Semester: a. 1st List. Note: Answer the first two sections and seven others. The paper will be graded on the two-fold basis of 1. your exact knowledge of specific facts and dates and 2. your ability to write about those facts thoughtfully and grammatically. 1. On the outline map show the boundaries of Austtia-Hungary and the German Empire as they existed in 1914; label and cross-hatch those provinces of Germany and Austiia-Hungaiy of whose inhabi- tants the majoiity are non-Germanic. If the Germanic Confedera- tion were restored with its old boundaries how many non-German pro'V'inces would be included in it? Syllabus of Moperx Europeax History ir»l 2. State briefly the most important facts about each of the following, arranging your answers in chronological sequence: Louis Kossuth; Albania; Reform Bill of 1867; protocol of Troppau; treaty of San Stefano; treatj' of Campo Formio; Neeker. 3. Compare and contrast the First, Second and Third French Repubhes, with respect to a. duration; b. form of constitution, c. social and economic reforms; d. ecclesiastical pohcy. 4. To what social problems did the Industrial Revolution give rise? What attempts dfd European Governments make to solve those problems prior to 1870? 5. Contrast the political philosophy of IVIe ternich with that of any living statesman. 6. State in detail the facts which you consider most significant in explaining the collapse of the empire of Napoleon I. 7. Discuss Marxian Socialism, with special reference to its origin, its aims, its tactics, and its role in French and German poUtics. 8. a. Write a brief history of the Irish Question from 1800 to 1910. b. Contrast the govermnent of Ireland with that of Canada. 9. Show when, where and how the commercial and colonial interests of the Great Powers have clashed during the past generation. 10. Why did Russia lag behind the other Great Powers in establishing a parliamentary form of goverment. b. Trace in detail the growth and achie^'ements of the liberal movements in Russia during the reign of Nicholas II. b. 2nd List. Note: Omit any one question of the last five. 1. a. Locate carefully upon your outline map: Frankfort, "The Quadrilateral" Ll^ganda, Bautzen, Fleurus, Sebastopol, Borodino, Sedan. Show the historical significance of each in your examina- tion book, b. Indicate on the outline map the territorial growth of Prussia (1789-1871). Show how each accession of territory was made. 2. a. What ten books would you recommend to a student of the period of (1789-1915)? b. What eight bibhographical aids would you consult in preparing a comprehensive bibhography of Gladstone's first ministry? Ar- range each list according to their importance, gi\'ing author, title, and a brief statement of the nature of each book. 3. What was the influence of the English Industrial Revolution upon the Napoleonic wars? 4. Carefully identify: Montesquieu, Canning, Caprivi, Proudhon, Guizot, Lassalle, Carnot, Lloyd-George. 5. Explain the following terms: sabotage, "super-nationaUsm", Bundesrath, Classical Economists, "fruits of the Revolution", concordat, gabelle, cahiers. 6. Trace the evolution of modern Italy (1815-1871). 7. Contrast and compare the governments of Great Britain and Ger- many in 1914. 8. Give a brief accoimt of the Near Eastern Question in a. its origin; b. development in the 19th century; c. its twentieth century events in relation to the Great War. 152 Indiana University 9. Show the parallehsm in the French Revolution and the Russian debacle of 1917-1919. 10. Discuss the diplomatic background of the Great War using the fol- lowing outline: a. formation of the Triple Alliance; b. formation of the Triple Entente; c. trials of strength between them. c. 3rd List. Note: Answer all the questions in Group I and any three questions in Group II. Make all your answers specific and to the point. GROUP I 1. a. What ten books would you recommend to a man who wished to a comprehensive idea of the history of the last hundred years? b. Explain clearly how you would proceed in preparing an exhaustive bibhography of "The Life and Times of John Redmond." (Note: give author, title and distinguishing characteristics of each work mentioned in your answer). 2. Locate accurately on the outhne map and indicate in your answer- book the historical importance of each of the following: a. Salonica; b. Algeciras; c. Sedan; d. Bessarabia; e. Sadowa; f. Albania; g. Kiel; h. Navarino; i. Metz; j. The Hague; k. Valmy. 3. Arrange in chronological order and identify each of the following persons: a. Danton; b. Schwarzenberg; c. Mazzini; d. Caprivi: e. Cobden; f. Plehve; g. Talleyrand; h. Enver Bey. 4. Napoleon came, he said, to preserve the "fruits of the Revolution". a. What were the "fruits of the Revolution"? b. To what extent did he preserve them? 5. a. What do you consider the leading results of the Industrial Revo- lution; b. What part was played by the Classical Economists in the attempts to remedy the evils of the Factory System? 6. a. Give concise definitions of socialism, anarchism and syndicalism, b. Contrast and compare the socialist movements in France and Germany since 1871. GROUP II 7. Compare Mirabeau and Robespierre in as many ways as you can. 8. a. What are the main factors in the Near Eastern Question? b. Discuss the Pan-Serb (Jugo-Slav) movement. c. Describe the Revolution of 1908-1909 in Turkey. 9. a. How did Great Britain obtain her colonies in the nineteenth cen- tury? b. Discuss Russian imperialism since 1815. c. In what ways, and with what results, have the British and Russian imperiaUstic policies conflicted? 10. a. Trace the main features of EngUsh poKtical and constitutional history since 1865. b. What is the Irish Problem? What is your solution? Syllabus of Modern European History 153 III. REVIEW QUESTIONS Second Semester: 1. Make a comprehensive outline of the fundametal causes of the French Revolution. What were the immediate causes of the revolt? What do you consider the most important single cause of the Revo- lution? Could the Revolution have been averted? 2. Compare the Constitutions of 1791 and 1795 as to a. general nature; b. pro\'isions; c. signifieance. 3. In what ways did the Constituent and Legislative AssembUes differ? Discuss the Reign of Terror as to: a. causes; b. leading events; c. purpose. Justify or condemn its use. 4. What happened Oct. 1795; Sept. 2, 1792; July 14, 1789; June 20, 1791; July, 1794; June 20, 1789; November, 1793; March, 1794; Sept. 22, 1792; May 31, 1793? 5. Define taille, directory, cashiers, assignats, departments, Commime of Paris, Bruns^^-ick Alanifesto, Civil Constitution of the Clergy, tribunate, National Guard. 6. a. Trace the constructive legislation during the Revolution. b. What part did political parties or factions play in the Revolution? 7. What was Napoleon's greatest achievement? His greatest blunder? When was he at the height of his power? What part did the Con- tinental system play in Napoleon's policies? (See Bourne, chapter xxi). 8. Describe five important battles which were fought by Napoleon. Describe the Napoleonic empire of 1807 as to area, government, and general strength. 9. Why did Napoleon fail in Spain? in Russia? Why did Pmssia rebel against his leadership? Why did Napoleon go to Egypt? Sell Louisiana? fit out the Boulogne flotilla? How did Napoleon care for his immediate family? To what extent did each of them succeed? 10. Locate and show historical importance of Trafalgar, Aspern-Essling, Aboukir, Friedland, Auerstadt, Rivoli, Beresina, Fleurus, Leipzig, Bautzen, Vitoria. Note the territorial pi ovisions of the treaties of Basle (1795), Campo Formio (1797), Limeville (1801), Pressburg (1805), Tilsit (1807), Schoenbrunn (1809). 11. Identify: Murat, Grouchy, Kutusov, Bennigsen, Ney, Archduke Charles, Schwarzenberg, Sir Arthur Wellesley. Make a Ust of ten other men who took a conspicuous part in the Revolutionary era and identify each. 12. What do you consider the leading movements of the last 100 years? What period of time was covered by each? What was the relation between these great world movements? 13. Compare the Congress of Vienna and the present Peace Conference as to a. personnel; b. general methods; c. insistent problems; and d. territory in dispute. 14. Indicate on the map the various nationalistic areas that have become vocal since 1910. What will be the probable effect of the rise of new nationalistic states upon the future of the great powers? f 154 Indiana University 15. Outline the history of Europe 1820-1840; 1830-1860; 1908-1914; 1870-1890; 1850-1880. 16. Compare Napoleon I and Napoleon 111 in as many ways as possible. 17. Describe ten important battles in the nineteenth century and show clearly the significance of each. 18. Prepare a careful outline of the reign of Louis Philippe; William II; Alexander III; Victoria; Abdul Hamid II. 19. Discuss the work of four important European Congresses in the last century. 20. Compare the sociaUstic movement in France and Germany since 1871. 21. Locate the following places and show their historical significance: . Navarino, Custozza, Sebastopol, Sadowa, Lissa, Walfisch Bay, Gravelotte, GaUipoH, Saar Valley, Flume, Omdurman, Mukden, Villafranca, Plombieres, Koweit, Saghalin, Birmingham, Agadir, Adowa, Ladysmith, Majuba Hill, Briey. 22. Carefully identify: Guizot, Bernadotte, Caprivi, Pobyedonostsev, Rasputin, Kossuth, Thiers Venezelos, Benigsen, Mazzini, Stein, Bakunin, Carson, Von Buelow, Talleyrand, Jaures, Gambetta, Salisbury, Deak, Cham1)erlain, Witte, Lloyd-George, Poincare, Lansdowne, Deleasse. 23. Make a careful comparison of the character, policies, and achieve- ments of Bismarck and Napoleon I, Gladstone and Disraeli. 24. Discuss the following as to causes, leading character, events, and results: First Austrian Campaign, Crimean War, Seven Years' War, Austro-Sardinian War, Second Russo-Turkish War, Russo-Japanese War and first Balkan War. 25. Was Napoleon Bonaparte an asset or liability to Europe? Bismarck? Cavour? Louis Napoleon? Francis Joseph? 26. What do you understand by the "era of Metternich"? his poHcies? Why did he fail in his purposes? 27. Compare the governments of Germany and France in as many ways as you can. How is Austria-Hungary governed? Russia? Italy? Great Britain? 28. Explain the meaning of the following terms: Pan-Germanism, intervention, ausgleich, delegations, plural voting, Open Door Policy, syndicalism, supernationalism. sabotage, interpellation. 29. Explain the Agadir Incident, Dreyfus Case, Kulturkampf struggles, the Balkan Wars and show the significance of each. 30. How did England and France secure their colonies in the 18th cen- tury? In what way did French and English differ in their colonial »oliey? 14 DAY USE RETURN TO DESK FROM WHICH BORROWED LOAN DEPT. This book is due on the last date stamped below, or on the date to which renewed. Renewed books are subject to immediate recall. 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