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I 1910 
 
 A SYLLABUS 
 
 EUROPEAN HISTORY 
 
 FOR SECONDARY SCHOOLS 
 
 PREPARED UNDER THE DIRECTION OF A COMMITTEE OF 
 THE ILLINOIS HIGH SCHOOL, CONFERENCE 
 
 LAURENCE M. LARSON 
 
 ASSISTANT PROFESSOR OF HISTORY, UNIVERSITY OF ILLINOIS 
 
 CHAMPAIGN-URBANA 
 1909 
 
Gazette Press 
 
 . Champaign 
 
 
INTRODUCTORY NOTE. 
 
 At the annual High School Conference held at the Uni- 
 versity of Illinois in November, 1906, provision was made 
 for the appointment of a committee to prepare a syllabus of 
 a course in history and civics for secondary schools. The 
 committee appointed by the chairman of the conference con- 
 sisted of the following persons: E. B. Greene, department 
 of history, University of Illinois; H. S. McGill, Principal, 
 Princeton Township High School; W. A. Furr, Superintend- 
 ent of Schools, Jacksonville; S. M. Echols, Mt. Vernon Town- 
 ship High School; Lillian Thompson, Englewood High 
 School, Chicago. 
 
 This committee found difficulty in agreeing upon the 
 constituent elements which should enter into a three-years 
 course in these subjects; in view, also, of the discussions now 
 in progress in the American Historical Association regard- 
 ing a possible revision of the report of the Committee of 
 Seven, the committee has not seen its way clear to present a 
 final recommendation as to the precise subjects which should 
 be included in such a three-years course. It has, however, 
 seemed possible to render a substantial service to many teach- 
 ers of history by the preparation of a syllabus covering the 
 field of ancient, mediaeval, and modern European history. 
 Such a syllabus has accordingly been prepared in consulta- 
 tion with this committee by Professor Laurence M. Larson 
 of the University of Illinois. Professor Larson was able to 
 bring to this work knowledge of secondary school conditions 
 gained by several years of experience as a teacher in the high 
 schools of Milwaukee, Wisconsin. The syllabus is supple- 
 mented by a number of suggestions as to equipment and meth- 
 ods of instruction, which it is hoped will be suggestive. 
 
 A preliminary edition of this syllabus is now printed, 
 with the expectation that it will form a basis of discussion at 
 the University High School Conference, to be held in No- 
 vember, 1909. Dr. Larson and the members of the commit- 
 tee will welcome suggestions from any source as to any part 
 of the report. 
 
 EVARTS B. GREENE. 
 
 University of Illinois, 
 
 October, 1909. 
 
 236738 
 
GENERAL STATEMENT. 
 
 1. The Plan. In the preparation of this syllabus no at- 
 tempt has been made at completeness. An elaborate list of 
 references presupposes a library of some proportions, larger 
 than those to which the majority of our high schools have 
 access. The plan has been, therefore, to base the work on a 
 small number of carefully selected books, such as are within 
 the range of the pupil who has to use them. In nearly every 
 case the work referred to is one that has been prepared for 
 use in secondary schools, though occasional reference is made 
 to books written for the general reader rather than for the 
 class room student. Teachers who wish to use a greater va- 
 riety of literature will find additional references in the va- 
 rious text books and in the New England Syllabus : A His- 
 tory Syllabus for Secondary Schools (Heath). 
 
 2. The Outline. In blocking out the subject the aim has 
 been to group the related topics in such a way as to give a fair- 
 ly definite assignment for each week's work. It will, of 
 course, be impossible to follow such a scheme continuously; 
 the interests of the teacher, the length of the school year, the 
 accessible literature, and the text book in use will tend to 
 modify any plan of this sort that can be devised. Still, it is 
 believed that some such arrangement will have its advant- 
 ages; collateral reading, for instance, can be assigned to bet- 
 ter advantage in larger blocks, and an extensive assignment 
 will take more time than can be asked for when the plan de- 
 velops from day to day only. No attempt has been made to 
 outline the whole subject; the outline is intended merely to 
 indicate the limits of each week's assignment and the leading 
 subjects to be studied as a part of it. 
 
 3. Collateral Reading. It is assumed that a text book 
 will be used in every case, and that the greater part of the 
 work will be based on such a manual. There are, at present, 
 a number of excellent text books on the market; good work 
 can be done with any one of the more recent publications, 
 though, it is true, some of them have certain prominent vir- 
 tues, and all of them have their shortcomings. But even with 
 the most satisfactory manual some work should be done each 
 week in other books. Our historical literature is now so 
 large and so full of interesting works of the popular type, 
 that there is no longer any excuse for the older sort of teach- 
 ing that was based on one book and no more. The problem 
 at present is how to plan and organize collateral reading in 
 such a way as to make it interesting and profitable. Im- 
 
6 
 
 portant also is the question of the proper amount. Fre- 
 quently the text book may be laid aside for a day or two and 
 the time devoted to a discussion of the subjects developed in 
 the outside reading. Assignments of this type should be 
 made to the entire class : interest can not very well be main- 
 tained if only part of the class is expected to make prepara- 
 tion. As these assignments are likely to be of some length, 
 details can not be insisted on ; but an attempt should be made 
 to draw forth the important matters. If the class is using 
 note books, a summary of the reading, a statement of the in- 
 formation found additional to that in the text book, or a fair- 
 ly full outline of the subject should be made by each pupil. 
 Loose leaf note books are to be preferred ; occasionally work 
 of this sort will have to be done over again and in such cases 
 the loose leaf system will be found the most satisfactory. 1 
 
 4. The Library. In cities that have public libraries the 
 problem of books for reference is solved in part, but only in 
 part. In the matter of general collateral reading the library 
 fails; the books needed are usually not accessible at the prop- 
 er time, or the number of copies is insufficient. The only so- 
 lution of the problem lies in the purchase of books by the 
 school authorities, the purchase of a few carefully selected 
 titles, each title duplicated as far as necessary. If reading 
 from a certain author s expected from a class of twenty-five, 
 at least half a dozen copies of the book should be accessible. 
 These may be shelved in the assembly room, the library, or 
 some other convenient room where the pupils may be able to 
 use them during their study periods. But the question of how 
 the reading can best be done is one that each school will have 
 to answer for itself. The important thing is to have in the 
 school a number of copies of the books most in use and to ar- 
 range for convenient access to them at the proper time. 
 
 5. Source Work. 2 One of the first lessons that a pupil 
 should learn is that history is not the product of a fer- 
 tile imagination, but is based on accounts that deserve credit. 
 This may be emphasized by discussing with the class the 
 question of how the history of the home town might be writ- 
 ten, how reliable information might be obtained. And occa- 
 
 'Teachers who wish to make use of historical fiction will find Nields' 
 Guide to the Best Historical Novels and Tales (Putnams. $1.75) a useful 
 work. For other lists see Andrews (C. M.), History of England, 566. 
 (Textbook). 
 
 'Attention is called to the report on Historical Sources in Schools 
 (Macmillan, 1902; 50 cents) prepared by a committee of the New England 
 History Teachers' Association. 
 
sionally (with increased frequency as the high school course 
 progresses) the pupil should be asked to examine bits of 
 source materials not so much for the information to be ob- 
 tained as for the insight afforded into the sort of work done 
 and to be done by modern writers. But in the selection of 
 these materials care must be exercised to choose such as have 
 intrinsic interest. It is to be regretted that so much of the 
 work suggested by the compilers of the so-called "source 
 books" is far beyond the abilities of the high school pupil ; the 
 extracts make dull reading even for the teacher at times, and 
 no teacher should assign reading to a class that she cannot 
 herself read with interest. It is also true that recent publi- 
 cations of this type show considerable improvement; proper 
 selections do exist, and it is believed that the source books re- 
 ferred to in the syllabus will be found interesting and service- 
 able. Assignments in the sources may be treated in much the 
 same way as ordinary collateral reading. The only way to 
 make sure that the pupil has done the required reading is to 
 hold him responsible for the same in class. 
 
 6. Special Topics. The teacher will at times find it ad- 
 visable to assign topics for class reports or written papers, 
 and a few such are suggested for each week's work. It will, 
 of course, rest with the teacher to determine how much of this 
 sort of work can be done ; experience will doubtless show that 
 reports on work that is not done by the whole or at least by 
 the greater part of the class should not be heard too frequent- 
 ly. Such topics may be assigned to sections of the class or to 
 individual pupils. For some of these, references are given; 
 but generally the pupil should be encouraged to search far- 
 ther and to secure information from more than one author. 
 He will thus gradually learn how writers supplement each 
 other, and he will also to some extent develop a desire for 
 independent search. In work of this sort, the public library 
 will prove of great assistance, but large use should also be 
 made of the resources of the school itself. Reports, if given 
 in class, should be brief and concise; papers should be short 
 and carefully prepared. The proper time to bring the matter 
 up in class is when the topic is reached in the course of the 
 recitation; the pupil will soon learn to watch for his turn and 
 will ordinarily come prepared; the pride that is felt in hav- 
 ing a task apart will prove a sufficient stimulus. 
 
 7. Map Work. To say anything in favor of map work 
 in high schools is wholly unnecessary : the practice of making 
 maps is one that commends itself to every teacher who real- 
 izes the importance of historical geography. The problem is 
 
8 
 
 Dot whether to do such work, but what sort of work to do. 
 Too often the map is made merely the means of testing the 
 pupil's knowledge ; rather should it be made the means of in- 
 creasing his knowledge, or of emphasizing important matters. 
 Several series of outline maps have been placed on the market 
 during the last few years, so there is no longer any diffi- 
 culty in the way of securing suitable materials for such exer- 
 cises. 1 The various kinds of map work may be grouped as 
 follows : 
 
 (1) Copies made of maps in the text book or the atlas. 
 At times it may seem desirable to have such work done ; there 
 may be certain facts of a geographical sort that can hardly be 
 impressed on the pupil's mind in any other way. The teacher 
 may desire to emphasize the political situation of the world in 
 600 B. C. or the extent of the English settlements in America 
 in 1640, or the route of the Spanish Armada in 1588 ; and 
 often the best way is to find some good, clear map and have 
 the class copy the significant details. As this work involves 
 the determining of physical and political features, capes and 
 rivers, regions and capitals, routes and shore lines, the pupil 
 will learn a great deal of geographical data in the operation. 
 Ordinarily, however, maps of this type are not to be recom- 
 mended. 
 
 (2) Maps illustrating some chapter of the text book, or 
 some series of events. The pupil may be asked to locate on a 
 map all the places named in the text in connection with the 
 career of Caesar, or of Gustavus Adolphus, or of any other 
 of the prominent actors of history. In a similar way the 
 events of 1863 may be shown and contrasted with a like map 
 of the operations of 1862 (Civil War). The possible maps of 
 this type are exceedingly numerous. 
 
 (3) Maps illustrating certain facts not essentially 
 geographical. Among these we should class maps of the re- 
 sources of a country (Greece, for example) , maps illustrating 
 presidential elections, etc. In preparing these the pupil will 
 get his data from some part of the text book where the mat- 
 ter is discussed. 
 
 (4) Test maps. It is well now and then to take a few 
 minutes of the recitation hour for a simple test in the geo- 
 graphy of the subject. The teacher gives out a list of places 
 to be located and the pupil places them on the outline map. 
 
 Excellent and inexpensive outline maps can be procured from sev- 
 eral of the leading school book publishers. Attention is called to the 
 maps sold by the McKinley Publishing Company, Philadelphia, and Atkin- 
 son, Mentzer and Grover, Chicago. 
 
9 
 
 Such tests also serve to emphasize the need of paying some 
 attention to geographical details. 
 
 In the preparation of maps, neatness should be insisted 
 on and rewarded when the work is graded. Slovenly work 
 should not be accepted. 
 
 8. The Recitation. It is not possible to outline any 
 scheme that can be used very generally in carrying on the 
 daily recitation; but uniformity is neither necessary nor de- 
 sirable. The following observations are intended merely to 
 emphasize still further the need of reference work in "sec- 
 ondary school instruction. The teacher who comes to the 
 class room without any previous experience in teaching will 
 soon discover that the text book alone is insufficient. In 
 other words, she will find that it is difficult to assign enough 
 work in the text book to fill the recitation hour; the a^sign- 
 ment would be longer than the maker of the text book seems 
 to have intended that it should be. Very often twenty min- 
 utes is all that is really necessary for a satisfactory recitation. 
 By this is meant that the contents of the assignment may 
 often be stated in a satisfactory fashion in that length of time. 
 The problem is what to do with the rest of the time. In 
 truth the brevity of the text book is not to be deplored, as it 
 gives time for other work. In the remaining time there can 
 be brought in short tests, review quizzes, reports on special 
 topics or collateral reading, map work, picture study (an im- 
 portant exercise in high school 1 ), and other exercises that 
 may suggest themselves. The last few minutes three to five 
 may be used to prepare the pupils for the next day's work. 
 Not very much can be done along this line, still, there will be 
 matters of peculiar importance to indicate, difficult names to 
 pronounce especially in ancient history dates to call to 
 mind, and matters of that sort. 
 
 Earlier schoolmasters frequently conducted the recita- 
 tion as if the hour were mainly for the purpose of testing the 
 pupil's knowledge in order that his work might be properly 
 graded and honors correctly distributed. No doubt some time 
 must still be spent in "testing," but by no means the whole. 
 The hour on the whole should be for instruction; unless the 
 pupil has received some knowledge, understanding, or light 
 from the work of the hour, that work has not been wholly 
 successful. It is necessary to have the pupils recite the les- 
 ] Good pictures for class use may be procured for one cent each (or a 
 trifle more according to size and quality). Leading publishing houses are 
 The Perry Pictures, Maiden, Mass.; Bureau of University Travel, Boston, 
 Mass.; Geo. P. Brown & Co., Beverly, Mass.; The Cosmos Picture Co., 
 New York. 
 
10 
 
 son not so much to test their memories of it, as to make sure 
 that the matter is understood, so far as the class is able to 
 understand it. And here we come to the principal work of 
 the teacher. The pupil may know that a certain event oc- 
 curred; but where did it occur? and why? and what was its 
 importance? and how does it seem likely to affect future 
 events? The teacher's function is to make sure that what 
 the pupil has learned has been really learned, that it has 
 some meaning to him. 
 
 As a rule it is not advisable for a teacher to lecture to a 
 class of high school pupils, but informal talks on matters con- 
 nected with the subject are surely permissible; some matters 
 can be brought home in no other practical way. But general- 
 ly the best results are obtained by an intelligent assignment 
 of collateral reading in books that are not too far above the 
 intellectual plane of the pupil, and on subjects that have a 
 real importance in the chain of historic events. And the re- 
 sults of this reading should have a prominent place in the pro- 
 gram for the daily recitation. 
 
PART I. 
 ANCIENT HISTORY 
 
12 
 LITERATURE. 
 
 GENERAL AND ORIENTAL. 
 
 Breasted, J. H., Short History of the Egyptians. Scribners. $1. 25. 
 Dow, E. W., Atlas of European History. Holt. $1.50. 
 'Plutarch, Lives. Ginn. 40 cents. (This edition contains seven of 
 
 more important "lives.'?) 
 Seignobos, Charles, History of Ancient Civilization. Scribners. $1.2 
 
 GREEK. 
 
 Abbott, E., History of Greece. 3 vols. Rivington. $6.00. (Primarily 
 
 the teacher.) 
 
 Abbott, E., Pericles. Putnams. $1.50. 
 
 Fling, F. M., Source Book of Greek History. Heath. $1.00. 
 Gardner, P., New Chapters in Greek History. Putnams. $3.00. (Prima 
 
 for the teacher.) 
 Holm, Adolph, History of Greece. 4 vols. Macmillan. $10.00. (Prima 
 
 for the teacher; may also be used by advanced pupils). 
 1 Homer, Odyssey. (Butcher and Lang). Macmillan. 80 cents. 
 Wheeler, Benjamin I., Alexander the Great. Putnams. $1:50. 
 "'Jebb, Primer of Greek Literature. Am. Book Co. 35 cents. 
 
 ROMAN. 
 
 Abbott, F. F., Roman Political Institutions. Ginn. $1.60. 
 
 Botsford, G. W. and L. S., Story of Rome as Greeks and Romans Tell 
 
 Macmillan. 90 cents. (Selections from narrative sources.) 
 ^ Fowler, W. Warde, Caesar. Putnams. $1.60. 
 Morris, W. O., Hannioal. Putnams. $1.50. 
 Munro, D. C., Source Book of Roman History. Heath. $1.00. 
 
 EARLY MEDIEVAL 
 
 Einhard, Life of Charlemagne. Am. Book Co. 30 cents. 
 
 Emerton, E., Introduction to the Study of the Middle Ages. Ginn. $1.: 
 
 (Of great value.) 
 
 Hodgkin, Thomas, Charles the Great. Macmillan. 75 cents. 
 Hodgkin, Thomas, Dynasty of Theodosius. Clarendon Press. $1.50. 
 Hodgkin, Thomas, Theodoric.. Putnams. $1.50. 
 Munro, D. C., and Sellery, G. C., Medieval Civilization. Century. $2.00. 
 Ogg, F. A., Source Book of Mediaeval History. Am. Book Co. $1.50. 
 Robinson, J. H., Readings in European History. 2 vols. Ginn. $1.50 
 
 per vol. (A single volume edition for high schools has been prepare 
 Seignobos, Charles, History of Mediaeval and Modern Civilization. Sc 
 
 ners. $1.25. 
 Wishart, A. W., Short History of Monks and Monasteries. Brandt. 
 
13 
 
 The following general works (where accessible) will also be found very 
 
 ful both by teacher and pupils: 
 
 [molt, H. F., History of the World. 8 vols. Dodd, Mead & Co., $6.00 
 per vol. 
 
 torians' History of the World. (S. H. Williams, editor). 25 vols. Out- 
 look.. $72-$135. 
 
 ned, J. N., History for Ready Reference. 6 vols. Nichols. $30.00. 
 
 I. THE DAWN OF HISTORY. EGYPT. 
 
 Introduction : ancient history. 
 
 Divisions of history; the three "ages"; stone, bronze, iron. 
 Historic races: bases of classification. 
 Supremacy of the Caucasian race and the Aryan family. 
 Historic regions: Egypt, Western Asia, Mediterranean lands. 
 The westward course of history. 
 
 Ancient Egypt. 
 
 Physiography: the Nile; the desert; influence of physical features. 
 The people: supposed origin; government; successive empires. 
 Material progress: cities, monuments, classes of society, occupation 
 Intellectual advancement: arts, sciences, literature, religion. 
 What the world owes to the ancient Egyptian. 
 
 J.ATERAL READING. 
 
 Seignobos, Ancient Civilization, 20-34. 
 
 West, Ancient History, 1-39 (good brief account). 
 
 *ics FOB PAPERS OR REPORTS. (See especially Breasted, History of Egypt). 
 
 a. Sources of Egyptian history; effects of climate on records. 
 
 b. Egyptian monuments: obelisks, Sphinx, Rosetta Stone, etc. 
 
 c. The Nile in summer. 
 
 d. Irrigation, ancient and modern. Milner, England in Egypt, 
 
 278-322. 
 
 e. The dam at Assouan (magazine indexes). 
 
 f. The pyramids. 
 
 g. Papyrus remains; hieroglyphics. 
 
 MARKS. 
 
 It is not advisable to burden the pupil's mind with a number of 
 proper names and other details; the emphasis should be placed 
 on civilization. An excellent opportunity is afforded here of 
 impressing the class with the importance of physiographical 
 factors; the teacher can show what the habits of the Nile 
 have meant for Egyptian unity, commerce, and agriculture; 
 how the overflow suggested irrigation, affected burial customs, 
 and compelled the building of protected cities. 
 
14 
 
 II. THE NATIONS OF WESTERN ASIA. 
 
 3. Tigris-Euphrates valley. 
 
 The land : river system; the two regions, upper and lower. 
 People and government: origin, cities, successive empires. 
 Material civilization: use of clay and results; remains. 
 Intellectual achievements: Chaldean knowledge (astronomy). 
 
 4. Syria. 
 
 Nature of the country; advantages and disadvantages. 
 Importance as road between the great seats of culture. 
 Phoenicia: cities, commerce, colonies, sea-routes. 
 The Hebrews: early wanderings; patriarchs, judges, kings; div 
 
 ion of the kingdom; captivity and restoration. 
 The Hebrews: intellectual life literature, religion, world 
 
 fluence; debt to older civilization. 
 
 5. Persia (general treatment only at this point). 
 
 6. Summary : Oriental culture and influence. 
 
 Characteristics of civilization: government, religion, arts, scienc 
 
 Transmission of culture, westward: Syria, Asia Minor (Lydia), 
 Persia: consolidation of the Orient. 
 Existing remains of Oriental civilization. 
 
 COLLATEKAL READING. 
 
 Seignobos, Ancient Civilization, 76-97. 
 
 Goodspeed, Ancient World, 43-50 (good brief account of Syria). 
 
 Ezeloiel, xxvi-xxvii: Phoenician commerce. 
 
 TOPICS FOB PAPERS OB REPORTS. 
 
 a. Cuneiform writing; materials used; libraries. 
 
 b. Daniel, v: fall of Babylon. 
 
 c. Phoenician colonies. Wolfson, Ancient History, 54-57. 
 
 d. Temple of Solomon. I Kings f v-vi; II Chronicles, ii-v. 
 
 e. The rock of Behistun. 
 
 f. The Levites. 
 
 g. The Babylonish captivity. II Kinys, xxv; II Chronicles, xxxvi 
 Ezra i. 
 
 REMARKS. 
 
 Striking contrasts can be brought out in discussing Chaldean an< 
 Egyptian civilizations. Emphasis should especially be place* 
 on the achievements of the Syrian states. 
 
15 
 
 III. GREECE IN THE PREHISTORIC AGE. 
 
 7. Hellas and the Hellenes. 
 
 The peninsula; physical features; climate; the Aegean. 
 The People: political divisions; island states; immigration. 
 Early culture: religion; Mycenean civilization; the heroes. 
 Oriental and Egyptian influences. 
 
 8. The Homeric (epic) age. 
 
 Sources: Homeric poems. 
 
 Social organization: family, government, monarchy. 
 
 Life in the Homeric age. 
 
 COLLATEBAL READING. 
 
 Seignobos, Ancient Civilization, 98-108. 
 
 Fling, Source Book, ch. i (primitive Greek society; excellent). 
 The Odyssey (for valuable suggestions as to the choice of topics, 
 see West, Ancient History, 96). 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Mycenean culture. Gardner, New Chapters; West, Ancient 
 History. 
 
 b. The ancient palace. Gardner, ch. iv; Odyssey. 
 
 c. Oriental influences. 
 
 d. Was there a Trojan war? Comparison of the views of the 
 authors accessible to the pupil. 
 
 e. Was there a Homer? As in (d). 
 
 f. Dr. Schliemann's work for early Greek history. 
 
 MAP WORK. 
 
 Greece in the heroic age: map showing all the places mentioned in 
 connection with the leading myths and tales (Troy, Mycene, 
 Ithaca, Tiryns, etc. ) . 
 
 REMARKS. 
 
 In using the Odyssey the teacher must not forget to emphasize the 
 fact that the poem describes the life of an early period 
 only, not the civilization of later Greece. 
 
 IV. GREATER HELLAS. HELLENIC INSTITUTIONS. 
 
 9. Colonization. 
 
 Causes: Doric invasion; commercial expansion; political changes. 
 Colonizing process: organization; relation to mother city. 
 Greater Hellas: extent; chief colonizing centers and colonies. 
 
16 
 10. Hellenic institutions. t 
 
 Political system: city states; leagues; tyrannies. 
 
 Oracles and amphictyonies: Delphi, Dodona. 
 
 Games and festivals: locations, characteristics, significance. 
 
 v 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 108-127. 
 Fling, Source Book, chs. ii and iii. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 *" 
 
 a. Delphi and the oracle. Fling, Source Book. 
 
 b. Poems of Hesiod. Jebb, Primer of Greek Literature, 39-48. 
 
 c. How colonies were founded; typical examples. Fling. 
 
 d. Polycrates. ^ '-* 
 
 e. Wooing of Agariste. AbbottpPericZes. 
 
 f. Recent revival of the Olympic ganles; Magazine indexes. 
 
 g. The destruction of Rhegium and Messene, 1908 (earthquake). 
 
 MAP WORK. 
 
 Colonial Greece: the sphere of Greek colonization, the leading col- 
 onies, and the chief colonizing cities. Maps will be found in 
 the text books. 
 
 REMARKS. 
 
 Special attention should be given to chronology, especially should 
 an effort be made to locate (in time) the various waves of mi- 
 gration. In general the period extends from 1000 to 500 B. C. 
 though the first colonizing movements come earlier. 
 
 V. THE KISE OF ATHENS AND SPABTA. 
 
 11. Sparta. 
 
 Laconian peoples: social classes; education and ideals. 
 
 Spartan government: kings, council, assembly, ephors; Lycurgus. 
 
 Messenian wars; Peloponnesian league. 
 
 12. Early Athens. 
 
 Rule of the oligarchs; condition of the commoners. 
 
 Legends of monarchy. 
 
 Reform movements: Draco, Solon. 
 
 Tyranny : Peisistratidae. 
 
 Democracy: Cleisthenes. 
 
 13. Intellectual progress (to 500 B. C.). 
 
 Poets of Boeotia and Ionia. 
 
 Art: orders of architecture; relief and statues. 
 
17 
 
 Philosophy: the Ionic school of thought. 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, chs. xi-xii. 
 
 Fling, Source Book, ch. v. (especially pp. 58-76: Spartan society) 
 
 Grant, Age of Pericles, 42-91. 
 
 Jebb, Primer of Greek Literature. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Solon: the man and his reforms. Any good Greek history. 
 
 b. What historians think of Lycurgus. 
 
 c. Lyric poetry. Jell). 
 
 d. Early philosophy. 
 
 e. Croesus. 
 
 f. The Eleusinian mysteries. Gardner, ch. xiii. 
 
 g. Finding of the Constitution of Athens (Aristotle). 
 
 MAP WORK. 
 
 Commercial and industrial Greece: map showing the leading pro- 
 ducing regions, products, commercial cities, etc. Detail*, 
 should be found by the pupil in the text book. 
 
 REMARKS. 
 
 The developments outlined in this group are largely parallel to 
 those in the preceding; this should be made clear. 
 
 VI. WAR WITH PERSIA AND CARTHAGE. 
 
 14. The Persian empire, 500 B. C. 
 
 Extent; possibilities of expansion. 
 
 Organization: satrapies; "king's ears and eyes." 
 
 Darius and the Asiatic Greeks: Ionia, Lydia. 
 
 15. The invasion of Europe. 
 
 Darius and the European Greeks; Marathon. 
 
 Ten years of preparation in Persia and Athens; 490-480 B. ('. 
 
 Xerxes' expedition: Salamis, Plataea, Mycale. 
 
 Results of the war. 
 
 16. The war in Sicily. 
 
 Chief centers of western Greece: Sicilian cities. 
 Ambitions and opportunities of Carthage. 
 Gelon and Hamilcar; Himera and results. 
 
18 
 
 COLLATERAL READING. 
 
 Wheeler, Alexander the Great, 187-207 (Persia; excellent). 
 Seignobos, Ancient Civilization, 64-75 (Persia; brief account). 
 Fling, Source Book, 99-104 (Marathon), 105-107 (Persian -army). 
 
 118-127 (Salamis). 
 Plutarch's Themistocles (to the defeat of the Persians). 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Croesus' attitude toward the Greeks. 
 
 b. How Darius became king. 
 
 c. The message of Histieaus. 
 
 d. Career of Miltiades. 
 
 e. Herodotus' account of Xerxes' preparations. 
 
 f. Browning's Phidippides. Compare with some standard Ac- 
 
 count. 
 
 g. Plataea. Fling. 
 
 MAP WORK. 
 
 The Persian invasion: map of the Aegean region showing all the 
 points mentioned in the text book in connection with the 
 Persian War. 
 
 VII. THE ATHENIAN EMPIRE. 
 
 17. The Delian League. 
 
 Athens fortified; Themistocles and Sparta. 
 
 Athens and the Asiatic Greeks: Cimon and Aristeides. 
 
 Age of Cimon; naval supremacy. 
 
 Constitution of the Delian League. 
 
 18. The Athenian empire ; Pericles. 
 
 The Delian League transformed into a maritime empire. 
 
 Creation of an Athenian land empire. 
 
 Rivals and enemies: Persia, Sparta, Thebes, Aegina, and others 
 
 19. The Periclean democracy. 
 
 Hellenic policy: attitude toward Greek neighbors. 
 Foreign policy: Egypt and Persia. 
 Government: archons, councils, assemblies. 
 Excellencies and defects of the Athenian system. 
 
 COLLATERAL READING. Athenian democracy. 
 
 * Grant, Greece in the Age of Pericles, 144-178. 
 
 Seignobos, Ancient Civilization, 138-148 (brief account). 
 Abbott, Pericles (several interesting chapters). 
 Plutarch's Themistocles (after Persian invasion). 
 
19 
 
 TOPICS FOE PAPERS OB REPORTS. 
 
 a. Career of Pausanias. Any good Greek history. 
 
 b. Chief events in the career of Cimon. 
 
 c. Building the walls at Athens. 
 
 d. The world's debt to Themistocles. 
 
 REMAEKS. 
 
 A valuable class exercise can be based on Plutarch's Themis- 
 tocles. The aims of Pericles are pointed out and thoroughly 
 discussed in Grant, Age of Pericles, ch.viii. 
 
 VIII. THE CITY OF ATHENS. 
 
 20. The Surroundings. 
 
 Topography: streams, hills, plains. 
 
 Suburbs: Piraeus, Phalerum. 
 
 Neighboring points of interest: Academy, Lyceum, etc. 
 
 21. The city. 
 
 The walls. 
 
 Acropolis: temples, statues; Parthenon, Erechtheium, Propy- 
 laea. 
 
 Other points of interest: Market Place, Pnyx, Areopagus, tem- 
 ples, theatres. 
 
 Private dwellings; architecture. 
 
 COIXATERAL READING. 
 
 Abbott, Pericles (description of the city). 
 
 Source work: Plutarch's Pericles. A very profitable exercise 
 can be based on this by asking the pupils to get information on 
 the following points: 
 
 a. Education of Pericles. 
 
 b. His friends and their influence. 
 
 c. His arts as a politician. 
 
 d. His attitude toward Cimon. 
 
 e. His interest in public works. 
 
 f. His contest with Thucydides. 
 
 g. His character. 
 
 TOPICS FOB PAPERS OR REPORTS: These may be given to the class or to 
 
 sections of the class. 
 
 a. Standing on the summit of the Acropolis, what points of his- 
 toric interest could you have seen (about 435 B. C.)? What 
 interest would each point have? 
 
 b. Write a letter from Athens at the close of the Periclean age 
 
20 
 
 describing the points of interest that you might have seen in 
 a day's tramp about the city. 
 
 c. Contrast the Athenian public buildings (theatres, houses of 
 
 worship, etc.) with those of modern times. Account for the 
 difference. 
 
 d. What advantages did Athens have over your own city when it 
 
 came to beautify the city? Easy access to materials is im- 
 portant in this respect. 
 
 MAP WORK. 
 
 Athens: map showing the walls and all the chief points of im- 
 portance in and about the city. For maps see West, Ancient 
 History, Abbott, Pericles and Gardner, New Chapters. 
 
 REMARK. 
 
 It is well to associate every important place studied with some 
 historic event When the pupil can tell where Demosthenes 
 spoke, where Saint Paul preached, where Socrates taught, or 
 where Plato gathered his students, he has gained an under- 
 standing of these subjects that he could not have had before. 
 
 IX. HELLENIC CIVILIZATION IN THE FIFTH 
 CENTURY. 
 
 22. Intellectual life. 
 
 Science and philosophy. 
 
 Literature: drama, poetry, oratory, history. 
 Art: architecture, sculpture, painting. 
 
 23. Daily life and occupation. 
 
 Material welfare: slavery. 
 
 Public life of the Athenian citizen. 
 
 Social and private life: entertainments; family customs. 
 
 COLLATERAL READING. 
 
 Grant, Age of Pericles, 209-238 (society). 
 
 Seignobos,AncieiU Civilization, 160-172 (the arts in Greece). 
 
 Jebb,Prtwer of Greek Literature, 69-109. 
 
 Abbott, Pericles, 289-303 (literature). 
 
 Fling, Source Book, 159-172 (selections from the Greek drama.) 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. A list of the great men that Pericles must have known. 
 
 b. Slavery in ancient Greece. Wheeler, Alexander. 
 e. History of the Parthenon; present condition. 
 
 d. Socrates as a citizen. 
 
21 
 
 e. Athenian schools. 
 
 f. Greek marriage customs. 
 
 MAP WORK. 
 
 Intellectual map of Greece: map showing the regions, states, or 
 cities noted as repositories of art in its various forms, or as 
 the home of great intellectual leaders. By placing a dot or 
 circle at or near the place indicated for each prominent fact 
 or person, some idea of relative cultural importance can be 
 attained. Data can be gotten from the sections of the text 
 book dealing with this subject. 
 
 REMARK. 
 
 It may be well to continue this subject far enough into the suc- 
 ceeding period to include Socrates. In this study pictures 
 can be used to great advantage. The pupils should be en- 
 couraged to note the buildings of the locality and to report 
 what traces of Classic styles can be found in the way of 
 Ionic or Doric columns or the like. 
 
 X. THE DOWNFALL OF ATHENS. THE HEGEMONY 
 
 OF SPARTA. 
 
 24. The Peloponnesian War. 431-404 B. C. 
 
 Rivals of Athens: war with Boeotia and Sparta, 464-445 B. C. 
 
 The thirty years' truce. 
 
 The war renewed: causes. 
 
 The war in Hellas. 431-421 B. C. 
 
 The Sicilian expedition, 415-413 B. C. 
 
 The war in Asia Minor, 413-404 B. C. 
 
 Results: situation at the close of the century. 
 
 25. Hegemony of Sparta, 404-371 B. C. 
 
 Lysander and the decarchies; the thirty in Athens. 
 Agesilaus: domestic and foreign wars. 
 Pelopidas and Epaminondas: liberation of Thebea. 
 
 COLLATERAL READING. Causes of Athenian downfall. 
 
 Grant, Age of Pericles, 239-268. 
 
 Fling, Source Book, 174-190 (early years of the war). 
 
 MAP WORK. 
 
 The Peloponnesian war: map showing all the places mentioned 
 in the text book in connection with the war. 
 
22 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Alcibiades and Socrates. 
 
 b. Expedition of the ten thousand. 
 
 c. Agesilaus. Seignobos. 
 
 d. The "thirty" in Athens. 
 
 e. Pericles' funeral oration. Fling. 
 
 f. The Sicilian expedition. Fling. 
 
 g. The fail of Athens. Fling. 
 
 REMARK. 
 
 In this group too much attention should not be given to military 
 details. Among matters that should be emphasized are the 
 following. 
 
 a. Resources of the combatants. 
 
 b. Causes of the conflict: remote and immediate. 
 
 c. Persia's part in the strife. 
 
 d. The three fields of war: Hellas, Sicily, Asiatic coast. 
 
 e. Economic and political condition at the close of the war. 
 
 f. The reasons for Sparta's failure to maintain her supremacy. 
 
 XI. THE FOURTH CENTURY : POLITICAL DECLINE. 
 
 26. The leadership of Thebes in the east. Epaminondas. 
 
 Leuctra: results; 371 B. C. 
 
 Theban ambitions :. control of Boeotia, Peloponnesus, Thessaly, 
 
 the sea. 
 Coalition against Thebes: Mantinea, 362 B. C. 
 
 27. The leadership of Syracuse in the west : Dionysius. 
 
 The Carthaginian peril. 
 
 Dionysius and his empire: territorial extent; military organiza 
 
 tion. 
 Timoleon the Liberator. 
 
 28. Hellas in the fourth century. 
 
 Politics: confusion; intrigue; strife. 
 
 Literature and philosophy: Xenophon, Plato, Aristotle, Isocrates, 
 
 Demosthenes. 
 Art: Praxiteles; the tomb of Maussolus. 
 
 29. The rise of Macedon ; to 338 B. C. 
 
 The land and the people; national development. 
 Expansion under Philip II. 
 Philip's Hellenic ambitions. 
 Demosthenes; Chaeronea, 338 B. C. 
 
23 
 
 COLLATERAL READING. 
 
 Wheeler, Alexander, 14-18, 64-80 (Macedon); 80-121 (Old Greece). 
 
 Jebb, Primer of Greek Literature, 109-129 (Greek culture). 
 
 Goodspeed, Ancient World (text book), 187-204 (good brief sum- 
 mary). 
 
 Fling, Source Book, ch. xi (Macedon: selections from Demos- 
 thenes). 
 
 MAP WORK. 
 
 Illustrate on outline map the careers of Epaminondas and Philip 
 of Macedon (locate places mentioned in the history of these 
 men). 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Stories told of Epaminondas. 
 
 b. Stories told of Dionysius. 
 
 c. Career of Timoleon. 
 
 d. Early Macedonian customs. 
 
 e. The Macedonian army. 
 
 f. Olympias. Wheeler, Alexander, 
 
 g. Stories told of Demosthenes. 
 
 h. Had the Greek declined since Pericles? Holm, History of 
 Greece, III, 178 ff; 194-199). 
 
 REMARK. 
 
 For a very serviceable chart of Greek history during the fifth 
 and most of the fourth century, see Goodspeed, Ancient 
 World, 206. 
 
 XII. ALEXANDER : THE CONQUEST OF ASIA. 
 
 30. The career of Alexander. 
 
 Earlier years. 
 
 Subjection of Greece. 
 
 Conquest of Asia Minor and Egypt: Graneicus, Issus; 334-332 
 B. C. 
 
 The great eastward ma^ch: Arbela, Babylon, Susa, Persia, In- 
 dia, the return; 331-325. 
 
 Results: "the mingling of the east and the west." 
 
 Death of Alexander, 323 B. C. ; character; place in history. 
 
 COLLATERAL READING. 
 
 Wheeler, Alexander the Great, ch. ii (stories of his youth), ch. 
 
 xviii (Alexander after Issus), 479-485 (mutiny at Opis). 
 Plutarch, Alexander (should be read in entirety). 
 Fling, Source Book, 308-328 (after Arbela). 
 
24 
 
 MAP WORK. 
 
 Career of Alexander: map showing all the important points men- 
 tioned in the text book in this connection. 
 
 TOPICS FOB PAPERS OR REPORTS. Wheeler, Fling. 
 
 a. How Alexander managed to take Tyre and Gaza. 
 
 b. Founding of Alexandria. 
 
 c. How Alexander improved the constitution of the Empire. 
 
 d. Death of Cleitus. 
 
 e. The permanent results of Alexander's work. 
 
 f. The attitude of the Greek cities toward Alexander while he 
 
 was in the Orient. 
 
 g. How did Alexander treat the Jews? 
 
 h. Determine to what extent the author of the text book de- 
 pends on Plutarch for his information, 
 i. Which of the many "Alexandrias" are still in existence? 
 
 REMARKS. 
 
 As Alexander is the greatest of the Greek heroes and one of the 
 most important persons of history, a week's time can with 
 profit be given to his career. The meaning of his conquest 
 for civilization, the spread of Greek culture and speech are 
 themes that the teacher may make use of for informal talks. 
 It should be impressed on the class that in the closing years of 
 the fourth century Greek influence extended from the Spanish 
 coast, Marseilles, and Sicily on the west to the Indus river 
 on the east. 
 
 XIII. THE THIRD CENTURY: THE HELLENISTIC 
 AGE. 323-220 B.C. 
 
 31. The break-up of the world-empire. 
 
 Wars of the succession; Ipsus. 
 
 Egypt: the Ptolemies; Hellenistic culture. 
 
 Asia (Syria): the Seleucidae. 
 
 Smaller Asiatic states: Rhodes, Pergamus, Pontus, Galatia. 
 
 Macedon. 
 
 32. Hellas and Sicily after Alexander. 
 
 New states in Hellas: Epirus, Aetolian and Achaian leagues. 
 
 Civil strife; Roman intervention. 
 
 Sicily: Carthaginian peril; Roman peril; Pyrrhus. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 188-198. 
 
 Jebb, Primer of Greek Literature, 137-147 (Hellenism). 
 
25 
 
 Fling, Source Book, ch xiii (Achaian League). 
 Gardner, New Chapters, 440-459. 
 Holm, History of Greece, IV, 303-316. 
 West, Ancient History. 
 Goodspeed, Ancient World. 
 
 MAP WORK. 
 
 The work in Greek history should close with the making of a 
 map showing the situation in the Mediterranean world about 
 250 B. C., or just before the shadow of Rome began to move 
 eastward over the Greek lands. The work should be done in 
 class. 
 
 REMARKS. 
 
 The subject should not be dismissed without a forward look. 
 
 Naturally the class will ask what became of the Greek states. 
 
 On this subject the teacher may prepare a brief talk showing 
 
 how they all fell, the one after the other, before the attack 
 
 of Rome. 
 
 241, Sicily a Roman province. 
 229, annexations on the Illyrian coast. 
 197, Macedon dependent. 
 189, Rome in Asia. 
 146, end of Greek freedom. 
 133, Pergamos ceded to Rome. 
 65 (about), Syria annexed. 
 31, Egypt definitely joined to Rome. 
 
 XIV. THE BEGINNINGS OF ROME : THE KINGS. 
 
 33. Italy. 
 
 The land: mountains, rivers, leading divisions (physical). 
 Italian peoples: Gauls, Italians, Etruscans, Greeks. 
 Civilization: Greek, Etruscan, and Italian. 
 
 34. Rome. 
 
 Sources of our knowledge. 
 
 Location: advantages and disadvantages; the hills; the plaim. 
 
 Society, government and religion. 
 
 Progress under the earlier kings. 
 
 The Etruscan dynasty: significance of foreign rule. 
 
 Reaction and republic. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 199-219 (especially 208 ff; relig- 
 ion). 
 Botsford, Story of Rome, 29-57: legends that the pupil will enjoy. 
 
26 
 
 but he should understand that they are legends. 
 Munro, Source Book, Nos. 1, 2, 3, 7, 11, 16, 41, 21. 
 
 TOPIC* FOB PAPERS OR REPORTS. 
 
 The legends of early Rome may be used for this purpose: Bots 
 ford; work of this sort may also be based on Macaulay's 
 Lays of Ancient Rome. The following studies may be found 
 useful : 
 
 a. The Roman Forum (with map). 
 
 b. Etruscan elements in Roman civilization. 
 
 c. The mysterious Etruscan inscriptions; recent attempts at in- 
 terpretation. 
 
 d. Greek elements in Roman civilization. 
 
 e. Rome to-day: extent, population, remains. 
 
 f. Credibility of early Roman history. Am. Hist. Rev., Jan 
 
 1902. 
 
 REMARKS. 
 
 Legendary details should not be insisted on. At the same time 
 the class should be made to see that a legend may have a 
 basis in fact, may be an attempt to account for something: 
 the Romulus myth may be an attempt to account for the Ro- 
 man name. See West, Ancient History, 256-259 (legendary 
 history). 
 
 XV. THE EARLY REPUBLIC : CIVIL STRIFE. 
 
 35. The early republic : internal history. 
 Constitution: consuls, senate, assemblies. 
 The plebeians: social, economic and political status. 
 The fight for political recognition: the tribunate. 
 The struggle for written laws: the Decemvirs; the Twelve 
 
 Tables. 
 
 The plebeians and the magistracies: Licinian laws. 
 The plebeians admitted to the assemblies: Hortensian law. 
 The growth of the constitution: new assembly and magistracies. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 220-232 (the Roman city). 
 Botsford, Story of Rome, 84-100 (illustrative materials to be as- 
 signed as the narrative progresses). 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Compare the governments of Athens and Rome about 500 B. C. 
 
 b. Show in what respects the Roman constitution 500 B. C. re- 
 sembled that of Sparta. 
 
27 
 
 c. What movements parallel to that of the expulsion of the Tar- 
 
 quins can be found in Greek history? What correspondence 
 in time? 
 
 d. History and powers of the tribunate. 
 
 e. Livy's account of the secession of the plebeians (Botsford). 
 
 REMARK. 
 
 The story commonly told of the strife between the plebeians and 
 patricians is of doubtful authenticity. No attempt should be 
 made to amplify it beyond the limits set by the text book and 
 careful memorizing of details need not be required. 
 
 XVI. THE CONQUEST OF ITALY AND SICILY. 
 
 36. Koman Supremacy in Latium. 
 
 Wars with the neighboring tribes: Etruscans, Volscians, Ae- 
 
 quians. 
 
 The Gauls in Rome, 390 B. C. 
 The organization of Roman rule in Latium: colonies, municipi* 
 
 37. The Conquest of Italy. 
 
 The wars for central Italy: Samnite Wars. 
 
 The war for southern Italy: Greek war; Pyrrhus. 
 
 The organization of Roman rule in Italy: roads and colonies. 
 
 38. The conquest of Sicily : First Punic War. 
 
 Rome and Carthage: ambitions and resources. 
 The war; Rome becomes a naval power. 
 The province of Sicily. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 233-238 (the Roman army). 
 BotBford, Story of Rome, 60-83 (especially the selections dealing 
 
 with the Gauls and Pyrrhus); 110-112 (Hamilcar Barca). 
 Munro, Source Book, No. 61 (Gauls); No. 65 (Roman fleet); No. 
 
 82 (the treaty at the close of the war for Sicily). 
 
 MAP WORK. 
 
 Conquest of Italy and Sicily: map showing the places mentioned 
 in the text book in connection with these wars. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Roman road making. 
 
 b. Compare or contrast Rome and Athens as to general impor- 
 tance in the fifth century. 
 
 
28 
 
 c. Determine what was going on in Rome during the Periclean 
 age. 
 
 d. Determine what was going on in Italy during the wars of 
 Alexander. 
 
 e. The story of Coriolanus as told by Shakespeare. 
 
 REMARKS. 
 
 As Sicily is a part of the Italian mass the account of Roman ex- 
 pansion in Italy is made to include the First Punic War. 
 The stories of the early wars in the neighborhood of Rome 
 need not be emphasized. The important matters are the suc- 
 cessive additions to the Roman dominion and the means 
 devised for holding conquered territory. 
 
 XVII. THE WINNING OF THE MEDITERRANEAN 
 
 EMPIRE. 
 
 39. The winning of the west, 238-146 B. C. 
 
 Rome in Corsica and Sardinia. 
 
 Causes of the Second Punic War: Carthage in Spain. 
 
 Hannibal's invasion of Italy, 218 B. C. 
 
 Character of the war; the Roman defence; Fabius. 
 
 End of the war; Zama; Scipio; results; 201 B. C. 
 
 Romanization of Spain. 
 
 Third Punic War; results; 149-146 B. C. 
 
 40. The winning of the east, 201-146 B. C. 
 
 Macedonian Wars, 215-205, 200-196, 171-167 B. C. 
 
 Asiatic War, 192-189 B. C. 
 
 The system of protectorates. 
 
 Annexation of the east: provincial system extended. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 233-247 (Roman conquest). 
 
 Botsford, Story of Rome, 112-125 (Hannibal). 
 
 Plutarch, Fabius. 
 
 Morris, Hannibal (for details as to Hannibal's career). 
 
 MAP WORK. 
 
 Class test: march of Hannibal from New Carthage to Capua 
 rivers, mountains, battle fields, general direction of the march. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Compare Livy's account of Hannibal (Botsford) with what you 
 
 gather from Plutarch's Fabius. 
 
29 
 
 b. Illustrations of the Fabian policy. 
 
 c. The story of Archimedes. 
 
 d. Stories of Hannibal. 
 
 e. Hannibal after the defeat at Zama. 
 
 f. Polybius. 
 
 g. Did Rome wish to annex the east? West, Ancient History, 
 335-338. 
 
 XVIII. THE ROMAN EEPUBLIC IN THE SECOND 
 CENTURY B. C. 
 
 41. The city of Rome. 
 
 The completed constitution. Botsford, 127-137. 
 Introduction of Hellenism: culture, religion. 
 Economic and moral decline; evils of slavery. 
 Reform movements: the Gracchi. 
 
 42. The empire. 
 
 Provinces (to 133 B. C.) : Sicily, Sardinia and Corsica, Hither 
 Spain, Farther Spain, Illyricum, Macedonia and Achaia, Af- 
 rica, Asia. 
 
 Dependent states: Numidia, Lydia, Egypt. 
 
 Italy: grievances of the Italians. 
 
 Character of provincial government. 
 
 COJLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 248-273. 
 
 Botsford, Story of Rome, 127-157 (the first ten pages should be 
 
 talked over in class; pp. 141-157 may be made the subject 
 
 of an ordinary class exercise). 
 
 Goodspeed, Ancient World, 317-336 (good summary). 
 Munro, Source Book, Nos. 73, 75-77 (introduction of luxuries). 
 Abbott, Roman Political Institutions. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Revolt of the Maccabees (Syria). Apochryphal Books, The 
 
 Bible. 
 
 b. The provincial governor at his worst. Munro, No. 188. 
 
 c. How the Romans reckoned time. Latin grammar. 
 
 d. Roman names. Latin grammar. 
 
 e. The Scipio family. 
 
 f. Slavery. 
 
 RBMABK. 
 
 In these assignments (except in the matter of the constitution) 
 the aim should be to form impressions rather than to mem- 
 orize facts. 
 
30 
 
 XIX. THE DOWNFALL OF THE REPUBLIC. 
 
 43. Marius and Sulla : civil strife, 107-78 B. C. 
 
 Rise of Marius: Jugurtha; Cimbri and Teutones. 
 
 Drusus and the Social War. 
 
 Civil war between Marius and Sulla. 
 
 Sulla and the Roman constitution. 
 
 44. Pompey and Caesar. 
 
 The leadership of Pompey: Spain, the East. 
 Senatorial opposition: Cicero, Cato. 
 Caesar as a politician: the first triumvirate, 60 B. C. 
 Caesar as a general: the Gallic wars, 58-49 B. C. 
 Rivalry of Caesar and Pompey: civil war, 48-45 B. C. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 274-285. 
 
 Botsford, Story of Rome, ch. vii (much interesting material). 
 
 Plutarch, Caesar (first half). 
 
 Munro, Source Book, Nos. 87, 88 (Sulla), 89 (Pompey), 90. 
 
 TOPICS FOE PAPERS OR REPORTS. 
 
 a. Caesar's description of Germany. Commentaries. 
 
 b. Caesar in Britain. Commentaries. 
 
 c. Sertorius. Plutarch. 
 
 d. Spartacus. 
 
 e. Conspiracy of Catiline. 
 
 REMARKS. 
 
 It is not advisable to spend much time on the last century of the 
 republic. The details of the civil wars need not be empha- 
 sized; but careful attention should be given to the growth of 
 the empire. For excellent maps showing this expansion, see 
 the text books of West, Botsford, and Goodspeed. 
 
 XX. FOUNDING THE ROMAN EMPIRE. 
 
 45. The monarchy of Caesar, 45-44 B. C. 
 
 The civil war: Pharsalus to Munda. 
 Reforms of Caesar: the new monarchy. 
 The new provincial organization. 
 Death of Caesar; his place in history; 44 B. C. 
 
 46. The rise of Octavius. 
 
 The second triumvirate, 43 B. C. 
 
 Overthrow of the senatorial party: Philippi, 42 B. C. 
 
 The two rivals: Antony and Octavius; Actium, 31 B. C. 
 
31 
 
 47. Roman culture : the age of Cicero. 
 
 Poets: Catullus, Lucretius. 
 
 Prose writers: Cicero, Caesar, Sallust, Nepos, Varro. 
 
 Education: Hellenic influences. 
 
 COLLATERAL READING. 
 
 Plutarch's Caesar (completed). 
 
 Botsford, Story of Rome, 199-231 (excellent extracts can be made). 
 
 Fowler, Caesar, 326-349 (reforms of Caesar). 
 
 Shakspeare's Julim Caesar may be used effectively at this point. 
 
 MAP WORK. 
 
 Illustrate campaigns of Julius Caesar after the crossing of the 
 Rubicon by locating places mentioned in the text on an out- 
 line map 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Comparison of Shakspeare's account of Caesar's death with 
 that of Plutarch. 
 
 b. Was Caesar justified in destroying the republic? West, An- 
 cient History, 372-375 ; compare the views of other historians. 
 
 c. Last days of Cato. 
 
 d. Mommsen's estimate of Caesar (V, 305-314; 441-442). 
 
 e. Cicero. Atlantic Monthly, May 1888 (641-661). 
 
 REMARK. 
 
 Emphasize (a) the inadequacy of a municipal form of government 
 devised for a small city as the government of an empire; (b) 
 the changes devised by Caesar (get as definite information 
 as possible); (c) the natural opposition of a senate from 
 which control was passing; (d) the reasons for not develop- 
 ing toward a democracy instead of toward a monarchy. 
 
 XXI. THE FIRST CENTURY OF THE EMPIRE: THE 
 
 PRINCIPATE. 
 
 48. The age of Augustus, 31 B. C. 14 A. D. 
 
 The constitution: survivals and innovations; principate, 
 
 "dyarchy." 
 
 Frontier policy of Augustus: the Germans; the Orient. 
 Public improvements: aqueducts, basilicas, roads, Pantheon, etc. 
 Writers of the Augustan age: Livy, Vergil, Horace. 
 
 49. The successors of Augustus (to Domitian), 14-96. 
 
 Leading emperors: Tiberius, Claudius, Vespasian, Domitian. 
 
32 
 
 Expansion of the empire: Britain, 43. 
 The new imperial policy: extension of Roman citizenship. 
 Literary decline: Seneca, Pliny (elder), Quintilian. 
 Public works: Claudian aqueduct; Colosseum. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 289-295; 313-317. 
 Botsford, Story of Rome, 233-241; 261-265; 278-284. 
 Munro, Source Book, Nos. 153-156 (education). 
 Goodspeed, Ancient World, 359-380 (excellent brief account). 
 West, Ancient History, 390-400 (government, frontiers). 
 
 TOPICS FOB PAPERS OB REPORTS. 
 
 a. Worship of the emperor. (Seignobos, 289-290). 
 
 b. Character of Augustus. 
 
 c. Revolt of the Jews. (Botsford). 
 
 d. The destruction of Pompeii as described by Bulwer-Lytton. 
 
 e. Map of the places mentioned in the Acts of the Apostles as 
 
 having Christian, churches or groups of Christians. 
 
 f. Point out the steps taken in each reign toward a stronger 
 
 monarchy. 
 
 g. The elder Pliny. 
 
 h. Eruption of Vesuvius. Letters of Pliny. 
 
 i. Destruction of Jerusalem. Josephus. 
 
 j. What has been found at Herculaneum and Pompeii? 
 
 XXII. THE EMPIRE AT ITS HEIGHT : SECOND 
 CENTURY. 
 
 50. The Five Good Emperors, 96-180. 
 
 Nerva: succession secured by adoption; 96-98. 
 
 Trajan: imperial extension; Dacia; the East; 98-117. 
 
 Hadrian: the frontier defences; 117-138. 
 
 The Antonines: legislation; imperial defence; 138-180. 
 
 Extension of the emperor's authority in Italy and the province'* 
 
 51. Rome and the empire : civilization. 
 
 State of the empire: an age of peace and good government. 
 Literature, the silver age: Tacitus, Juvenal, Pliny, Suetonius, 
 
 Marcus Aurelius. 
 
 The Hellenic revival: Appian, Plutarch, Galen, Ptolemy. 
 Public works: Rome and abroad. 
 
 The city of Rome: public works and notable buildings. 
 Private life among the Romans. 
 
33 ] 
 
 52. Christianity. 
 
 Origin: time, place, circumstances. 
 Spread of Christianity in the first two centuries. 
 Attitude of the empire toward Christianity. 
 Attitude of the Christians toward the empire. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 295-312; 317-328; 329-338 (Chris- 
 tianity: good brief account). 
 
 Botsford, Story of Rome, 288-295 (Trajan); 295-302 (Hadrian); 
 308-315 (Marcus Aurelius). 
 
 West, Ancient History, 400-428 (society in the first two centuries: 
 an excellent outline). 
 
 Abbott, Roman Political Institutions. 
 
 MAP WORK. 
 
 Rome in the second century: the pupils should prepare a map 
 showing all the points of particular interest in the city at 
 the close of this period. For good maps of the city see the 
 text books of Botsford, Goodspeed, and West. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Forms of architecture in Rome. Seignobos and elsewhere. 
 
 b. The Roman house. Goodspeed. 
 
 c. Roman law. Seignobos. 
 
 d. Amusements. Munro, Source Book, Nos. 164-178. 
 
 e. Gibbon's view of the empire in the second century. Decline 
 and Fall I, chs. i-iii. 
 
 f. A list of the most prominent architectural additions to Rome 
 
 since the death of Augustus. 
 
 g. Sight seeing in Rome in the days of Marcus Aurelius. 
 h. Pagan morals. West. 
 
 i. Introduction of Eastern cults. 
 
 REMARK. 
 
 As the second century marks the highest point in the progress of 
 the empire, all the necessary time should be taken to make 
 the study as complete as possible. 
 
34 
 
 XXIII. DECLINE AND REORGANIZATION. 
 
 53. A century of decline and anarchy: the "barrack em- 
 perors;" 180-284. 
 
 Development of Roman law: Ulpian, Papinian. 
 
 Extension of Roman citizenship: Caracalla, 211. 
 
 Frontier perils: Persians, Germans (Goths, Franks, Allemanni). 
 
 Internal perils: pretenders (Tetricus, Zenobia) ; Aurelian, 270-275. 
 
 54. The absolute monarchy, 284-375. 
 
 Diocletian: reorganisation; Augusti and Caesars. 
 
 Constantine: the capital moved to Byzantium. 
 
 The new provincial system: prefectures, dioceses, provinces, 
 
 civitates. 
 The successors of Constantine; Julian. 
 
 COLLATERAL READING. 
 
 Seignobos, Ancient Civilization, 343-348. 
 
 Hodgkin, Dynasty of Theodosius, 44-52 (hierarchy of officials). 
 
 Goodspeed, Ancient World, 416-420. 
 
 West, Ancient History, 434-438. 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Septimius Severus. Any good Roman history. 
 
 b. Elagabulus. Gi'b'bon, or any good Roman history. 
 
 c. Zenobia. 
 
 d. Wall of Aurelian. 
 
 e. Legends of Constantine. 
 
 f. Natural advantages of the site of Byzantium. 
 
 g. Julian's attempt to restore the old faiths. 
 
 REMABKS. 
 
 There is a great dearth of good materials for supplementary 
 reading on the two centuries after the Antonines; never- 
 theless, an effort should be made to do something more with 
 the period than is done in the average text book. 
 
 XXIV. THE WORLD IN THE FOUKTH CENTURY. 
 
 55. The Roman world. 
 
 Extent of the empire: frontier fortifications. 
 Economic conditions: labor situation, taxation, gilds, villa. 
 Social classification: senatorial nobility, curials, artisans, serfs. 
 Literature and education: decline; Christian forms and themes. 
 
 56. The German world. 
 
 The land; the people; advancement in civilization. 
 

 35 
 
 Earlier contact between Germans and Romans (review). 
 The German peril: weakness of the frontier; location of the tribal 
 confederacies. 
 
 57. Christianity. 
 
 Earlier persecutions (review). 
 
 Constantine and the church; Christianity becomes aggressive. 
 Organization: survival of imperial arrangements in the church. 
 Doctrines and heresies: Arianism; council at Nicaea, 325. 
 Tenacity of Paganism: Julian. 
 
 COLLATERAL READING. 
 
 Emerton, Introduction, 12-21. 
 
 Hodgkin, Dynasty of Theodosius 1-33; 44-52 (society); 55-72 
 Seignobos, Ancient Civilisation, 352-359 (church and state). 
 West, Ancient History, 439-457 (church, society). 
 Robinson, Western Europe, 8-24. 
 
 Seignobos, Mediaeval and Modern Civilization, 3-18 (fourth cen- 
 tury conditions). 
 
 MAP WORK. 
 
 The northern frontier and the location of the principal German 
 tribes just before the invasions. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. The catacombs. 
 
 b. Hypatia. 
 
 c. Ulfilas. 
 
 d. Tacitus' description of the Germans. Ogg, Sowce Book. 
 
 e. Religion of the Germans. 
 
 f. Christianity as a factor in the break-up of the empire. Bwry. 
 
 Hodgkin. 
 
 XXV. THE GERMANIC INVASIONS. 376-527. 
 
 58. The first period of invasions, 376-451. 
 
 Visigoths: Alaric; sack of Rome, 410; new kingdom in Spain. 
 Vandals: Geiseric; sack of Rome, 455; Africa. 
 Attila and the Huns (not Germans); Chalons. 
 
 59. The second period of invasions, 4.51-527. 
 
 Angles and Saxons in Britain; cause of migration movements 
 
 of Attila? 
 
 Kingdom of Odoacer in Italy: "fall of Rome", 476. 
 Ostrogoths in Italy: Theodoric. 
 Franks in Gaul : Clovis. 
 
36 
 
 COLLATERAL READING. 
 
 Emerton, Introduction, 22-34 (Visigoths); 41-47 (Huns). 
 Hodgkin, Dynasty of Theodosius, 159-168 (Alaric in Italy); 215- 
 
 234 (Geiseric in Africa and Italy). 
 Munro and Sellery, Medieval Civilization, 50-59. 
 Ogg, Source Book, 32-46 (Visigoths and Huns). 
 
 MAP WOBK. 
 
 Europe at the death of Theodoric, 526; the map should include a 
 few of the leading cities of the period and the capitals of the 
 new kingdoms (if they had capitals). 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Early years of Theodoric. Hodgkin, Theodoric. 
 
 b. Attila and his court. Robinson, Readings. 
 
 c. Conversion of Clovis. Robinson, Readings. 
 A. Deeds of Clovis. Ogg. 
 
 e. Cassiodorus. Hodgkin, Theodoric, 
 
 REMABK. 
 
 Only the most general treatment need be given to the Franks in 
 this group of assignments; the topics on Clovis may be 
 postponed to the next group. 
 
 XXVT. PAPACY AND MONASTICISM. 
 
 60. The growth of papal power (to (JOO). 
 
 The bishops of Rome in the first four centuries. 
 
 Leo the Great and the barbarians. 
 
 Gregory the Great, 590-604. 
 
 Bases of papal claims to spiritual supremacy. 
 
 Material factors in the rise of papacy. 
 
 61. The monastic movement. 
 
 Early history: eastern monks; hermits. 
 Saint Jerome and western monasticism. 
 The Benedictine Rule. 
 Monastic usefulness in the middle ages. 
 
 CQLLATEBAL READING. 
 
 Emerton, Introduction, 100-110 (papacy), 135-149 ( monasticism). 
 Ogg, Source Book, 83-90 (Rule of St. Benedict selections). 
 Robinson, Western Europe, 44-59. 
 Wishart, Monks and Monasteries. 
 
37 
 
 MAP WORK. 
 
 The teacher may make a list of the leading church centers of 
 the period studied (Rome, Jerusalem, Antioch, Alexandria, 
 Constantinople, Hippo, Milan, Monte Cassino, etc.) to be 
 placed on an outline map; the reason for the choice in each 
 case should be made clear. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. The claims of the Roman bishop. Robinson. Ogg. 
 
 b. Gregory the Great as a man of letters. Source Books. 
 
 c. Saint Anthony. 
 
 d. Saint Jerome. 
 
 e. Saint Augustine's City of God. 
 
 f. Saint Simeon Stylites. Tennyson. 
 
 g. Plan of a monastery. 
 
 XXVII. THE NEW KINGDOMS IN THE OLD EMPIRE, 
 
 (j 
 
 62. Th -3 attack from Constantinople: Justinian. 
 
 Justinian: Character, abilities, ambitions; 527-568. 
 Subjection of the Vandals: Belisarius. 
 Destruction of the Ostrogothic nation. 
 Narses and the Lombards; 568. 
 Justinian's works of peace; Justinian Code. 
 
 Expansion of tlie Frankish dominions <'(>38). 
 Career of Clovis (review). 
 The Franks and the Roman church. 
 Conquests: Aquitaine, Burgundy, Ripuaria, Thuringia. 
 Austrasia and Neustria: racial and political differences. 
 
 64. The church and the Germans : conversion. 
 
 Arianism and heathenism. 
 
 Conversion of the Franks, 496. 
 
 Saint Augustine and the church in Britain, 597. 
 
 Saint Boniface in Germany, 718-755. 
 
 Gradual extinction of Arianism: Lombards, Visigoths. 
 
 The fusion of the peoples : Romance nations. 
 
 Language: Romance languages. 
 
 Law: contrast of German and Roman systems. 
 
 )LLATEBAL READING. 
 
 Emerton, Introduction., 62-72 (Franks), 73-91 (German law). 
 Seignobos, Mediaeval and Modern Civilization, 18-26 (conver- 
 sions). 
 Ogg, Source Book, 59-67 (Salic Law). 
 
38 
 
 Munro and Sellery, Medieval Civilization, 60-128. 
 Robinson, Western Europe, 60-66 (conversions). 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Conversion of England. Robinson, Readings. Ogg. 
 
 b. Roman and Teutonic contributions to modern civilization. 
 
 West, Ancient History, 495-496. 
 
 c. Saint Boniface in Germany. Robinson, Readings^ I, 106-111. 
 
 d. State of culture among the Lombards in the sixth century. 
 
 e. Belisarius. 
 
 REMARKS. 
 
 It should be brought out clearly that the new German states fell 
 (most of them) before two powers; the Byzantine Empire 
 and the Frankish kingdom. The former destroyed the Van- 
 dal and the Ostrogothic states; the latter the Burgundian 
 and later the Lombard kingdoms; both helped to weaken the 
 Visigoths. Of these two the Franks had the favor of Rome 
 a very important consideration for the future. 
 
 XXVIII. FRANKS AND SARACENS. 
 
 66. The Carolingian mayors : the fight with Islam. 
 
 Major domus and "do nothing king'?. 
 Charles Martel, mayor and sole ruler, 714-741. 
 Career of Mohammed; spread of Islam; Spain. 
 Battle of Tours, 732: results. 
 
 67. The Carolingian kingship: Pippin. 
 
 Pope and Lombards: appeals to Charles Martel. 
 
 The appeal to Pippin: the alliance. 
 
 Coronation of Pippin as king of the Franks, 752. 
 
 Church policy of the Carol ingians. 
 
 Pippin's service to Europe. 
 
 COLLATERAL READING. 
 
 Emerton, Introduction, 115-134, 151-179 (especially 129-132, 162- 
 
 171). 
 
 Robinson, Western Europe, 67-76 (good brief account). 
 Seignobos, Mediaeval and Modern Civilization, 39-50. 
 Ogg, Source Book, 97-104 (selections from the Koran). 
 Robinson, Readings, ch. vi. 
 
 TOPICS FOE PAPEBS OB REPOBTS. 
 
 a. The Koran. 
 
 b. Extent of Mohammedanism to-day. 
 
 c. The last Merovingian. 
 
 d. An account of how Pippin became king. Ogg. 
 
 e. Frankish historians. Emerton, Introduction, 60-62. 
 
39 
 
 Charles Martel and the church. 
 The iconoclastic controversy. 
 
 REMARK. 
 
 At this point it is not advisable to give much time to the matter 
 of Mohammedanism, only sufficient to enable the class to ap- 
 preciate the importance of the victory at Tours; the subject 
 of Saracen civilization can be studied to greater advantage 
 in connection with the crusading movements. 
 
 XXIX. THE AGE OF CHARLEMAGNE. 
 
 68. Personality of Charlemagne. 
 
 Physical appearance; mode of living. 
 
 Interest in education: the Carolingian revival. 
 The legendary Charlemagne. 
 
 69. Charlemagne as a ruler, 768-814. 
 
 Expansion of his domains: wars with Saxons and Lombards. 
 
 Organization of the realm: assemblies, missi, counts, margraves. 
 
 Charlemagne as a law giver: capitularies. 
 
 The Carolingian ambition: a German Christian monarchy. 
 
 70. The western empire. 
 
 State of the Byzantine Empire; Irene. 
 Position of the papacy: need of protection. 
 Coronation at Rome, 800. 
 Consequences of the coronation act. 
 
 COLLATERAL READING. 
 
 Emerton, Introduction, ch. xiv. 
 
 Robinson, Western Europe, ch. vii. 
 
 Munro, Middle Ages, ch. ii. 
 
 Einhard, Life of Charlemagne (excellent and inexpensive). 
 
 Hodgkin, Charles the Great (for details). 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Stories of the Saxon wars. 
 
 b. Story of Roland. 
 
 Charlemagne's income from his farms. Robinson. Ogg. 
 
 Laws for the Saxons. Ogg. 
 
 The palace school. Hodgkin. 
 
 Alcuin. 
 
 Carolingian reforms in writing. 
 
40 
 
 XXX. SUMMARY OF ANCIENT HISTORY. 
 
 71. The expanding area of civilization. 
 
 Nile and Euphrates valleys: early centers of culture. 
 
 Syria and Persia: unification of culture; eastward movement. 
 Greece and Phoenicia (colonisation); westward expansion. 
 Age of Alexander: Oriental world annexed to Greek world: 
 
 Greek sphere of influence extended from Spain to India; 
 
 Alexandria the center of Hellenistic culture. 
 Rome: east annexed to west; new regions opened in the west 
 
 and north. 
 The church: northward movement into Germanic lands. 
 
 72. The growing content of civilization. 
 
 Orient: useful arts and sciences, commerce, religion. 
 
 Greece: fine arts; beginnings of philosophic and scientific 
 thought. 
 
 Rome: Governmental machinery, local and central; law; a uni- 
 versal language.: the imperial idea; Christianity (indirectly). 
 
 Germans: physical strength and assimiliating powers; ideas of 
 personal loyalty, individual freedom and democracy. 
 
 The church: a lofty ethical system; an organized force for the 
 conservation of culture; inheritance from Rome. 
 
 73. The world in 800. 
 
 Byzantine Empire; Greek-Oriental. 
 
 Western Empire: Germanic-Romance. 
 
 Saracen states: Caliphates of Bagdad, Egypt, and Cordova. 
 
 The papacy: supremacy in church; temporal rule in central Italy. 
 
 READING. 
 
 The teacher will be able to find sections in the text book use-l 
 that can be assigned to illustrate and develop the outline 
 given above. 
 
PART II. 
 MEDIEVAL AND MODERN HISTORY 
 
42 
 
 LITEEATUKE. 
 
 I 
 
 Adams, G. B., Growth of the French Nation. Macmillan. $1.25. 
 Emerton, E., Mediaeval Europe. Ginn. $1.65. 
 
 Henderson, E. F., Short History of Germany. 2 vols. Macmillan. $4.00. 
 Ogg, F. A., Source Boole of Mediaeval History. Am. Book. Co. $1.50. 
 Robinson, J. H., Readings in European History, 2 vols. Ginn. $1.50. per 
 
 vol. A single volume edition for high schools has been prepared. 
 Robinson, J. H., and Beard, C. A., Development of Modern Europe. 2 
 
 vols. Ginn. $3.00. 
 Seignobos, Charles, History of Mediaeval and Modern Civilization. Serib- 
 
 ners. $1.25. 
 Seignobos, Charles. History of Contemporary Civilization. Scribners. 
 
 $1.25. 
 
 II 
 
 Alzog, J., Manual of Universal Church History. Robt. Clarke & Co. $8.00. 
 Andrews, C. M., Historical Development of Modern Europe. 2 vols. Put- 
 
 nams. $5.00. (Also single volume edition $2.75). 
 *Archer, T. A., and Kingsford, C. L., The Crusades. Putnams. $1.50. 
 Balzani, U., The Popes and the Hohenstaufen. Longmans. 80 cents. 
 Barry, W., The Papal Monarchy. Putnams. $1.50. 
 Beard, C., Martin Luther and the Reformation in Germany (to 1520). 
 
 Paul. $2.50. 
 
 Cesaresco, E. M., (Countess), Cavour. Macmillan. 75 cents. 
 Cheyney, E. P., Industrial and Social History of England. Macmillan, 
 
 $1.40. 
 Cunningham, W., An Essay on Western Civilization. Cambridge University 
 
 Press. (Vol. II, medieval and modern. $1.25). 
 Emerton, E., Desideriws Erasmus. Putnams. $1.50 
 Fisher, G P., The Reformation. Scribners. $2.50. 
 Fournier, A., Napoleon the First. Holt. $2.50. 
 Gardiner, S. R., The Thirty Years' War. Longmans. $1.00. 
 Harrison, F., William the Silent. Macmillan. 75 cents 
 Hassall, A., Louis XIV. Putnams. $1.50. 
 Headlam, J. W., Bismarck and the Founding of the German Empire. 
 
 Putnams. $1.50. 
 
 Hutton, W. H. Philip Augustus. Macmillan. 75 cents. 
 *Jacobs, H. E., Martin Luther. Putnams. $1.50. 
 *Jessopp, A., Coming of the Friars. Putnams. $1.25. 
 Johnston, R. M., Napoleon. Barnes. $1.00. 
 
 Judson, H. P., Europe in the Nineteenth Century. Flood & Vincent. $1.00. 
 Jusserand, J. J., English Wayfaring Life in the Middle Ages. $3.00. 
 Longman, F. W., Frederick the Great and the Seven Years' War. Scrib- 
 ners. $1.00. 
 
 Lowell, E. J., Eve of the French Revolution. Houghton. $2.00. 
 Lowell, F. C., Joan of Arc. Houghton. $2.00. 
 
43 
 
 Maynard, Merrill & Co. 24 cents. 
 French Monarchy. MacLehose 
 
 24 cents. 
 $3.00. 
 Century. $2.00. 
 
 *Macaulay, T. B., Frederick the Great. 
 
 MacLehose, S. H., Last Days of the 
 (Edinburgh). $1.50. 
 
 MacLehose, S. H., From the Monarchy to the Republic in France. Mac- 
 Lehose (Edinburgh). $1.50. 
 
 Mathews, S., The French Revolution Longmans. $1.25. 
 
 McCabe, J., Abelard.. $1.50. 
 
 * Motley, J. L., Peter the Great. Maynard, Merrill & Co. 
 
 Miiller, W., Political History of Recent Times. Harper. 
 
 *Munro, D. C., and Sellery, G. C., Medieval Civilization. 
 
 Oman, C., History of the Art of War. Putnams. $4.50. 
 
 Pears, E., Fall of Constantinople. Harpers. $2.00. 
 
 Perkins, J. B., France Under the Regency. Houghton. $2.00. 
 
 Perkins, J. B., France under Louis XV. 2 vols. Houghton. $4.00. 
 
 Robinson, J. H., and Rolfe, H. W., Petrarch. Putnams. $2.00. 
 
 Rose, J. H., Development of Modern European Nations. 2 vols. Putnams. 
 $2.00. 
 
 *Seebohm, P., Era of the Protestant Revolution. Longmans. 65 cents. 
 
 Seeley, J. R., Expansion of England. Macmillan. $1.10 
 
 Smith, M., Bismarck and German Unity. Macmillan. $1.00. 
 
 Stephens, H. M., Revolutionary Europe. Macmillan. $1.75. 
 
 Stephens, W. R. W., Hildebrand and his Times. Longmans. 
 
 Stubbs, W., Early Plantagenets. Longmans. $1.00. 
 
 Symonds, J. A., Short History of the Renaissance in Italy. 
 $1.25. 
 
 Taine, H., Ancient Regime. Holt. $2.50. 
 
 *Walker, W., The Reformation. Scribners. $2.00. 
 
 Ward, A. W., The Counter Reformation. Longmans. 80 cents. 
 
 Note. The titles grouped under (I) are such as should be found in 
 
 every high school library. Of the books in the second group those marked 
 
 with an asterisk will be found particularly useful. Text books are not 
 
 listed. 
 
 I. THE CAKOLINGIAN EMPIRE. 
 
 1. Formation of the empire. 
 
 Situation in Christendom at the close of the eighth century. 
 Preeminence of Charles as king of Franks and Lombards. 
 Coronation act, 800; circumstances, meaning, results. 
 Government of the empire. 
 
 2. Decline of the empire. 
 
 Louis the Pious and his sons: misgovernment. 
 Treaties of Verdun (843) and Mersen (870); partitions. 
 Final break-up of the empire, 887. 
 
 Causes of the decline; economic difficulties; barbarian invasions 
 (Northmen); defective government. 
 
 80 cents. 
 
 Scribners. 
 
44 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 52-62 (govern- 
 ment of Charlemagne), 
 
 Emerton, Mediaeval Europe, 13-40. 
 
 Ogg, Source Book, 157-163 (ninth century chronicle). 
 
 Good brief accounts in the text books: Robinson, Harding, 
 Munro. 
 
 MAP WORK. . , . . 
 
 Treaty lines of Verdun and Mersen. 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Charlemagne's interest in education. Ogg. Robinson. 
 
 b. Charlemagne's family. Hodgkin; or any other good life of 
 Charlemagne. 
 
 c. The Strassburg oaths. Ogg. Munro. Emerton. 
 
 d. The Northmen. Source Books. See Kipling, Puck of Pookas 
 
 mn. 
 
 e. Siege of Paris, 885. Source books. 
 
 REMARK. 
 
 It will be necessary to review matters leading up to the subject 
 of medieval history, and the text books are generally planned 
 accordingly; these matters are, therefore, not included in this 
 outline. 
 
 II. SOCIAL FORCES IN THE NINTH CENTURY : 
 THE CHURCH; FEUDALISM. 
 
 3. The church. 
 
 Two-fold task: religious, governmental; the church as an inter- 
 national state. 
 
 Clergy and laity: duties and privileges. 
 
 Jurisdiction and penalties: penance, excommunication, interdict. 
 Influence and importance. 
 
 4. The beginnings of feudalism. 
 
 State of society in the eighth and ninth centuries. 
 
 Feudalism as a stage in social development; Japanese feudalism 
 as illustration. 
 
 Elements: fief, vassalage, jurisdiction. 
 
 Lords and vassals: powers and obligations. 
 
 Results of the feudalizing process in France: the great fiefs. 
 
 Results in Germany: the stem-duchies (not wholly a feudal re- 
 sult). 
 
45 
 
 Feudalism and the church: the prelates and the great domains. 
 Lack of system in the feudal world. 
 
 COLLATERAL READING. 
 
 Emerton, Introduction, ch. xv. 
 
 Seignobos, Mediaeval and Modern Civilization, 63-85 (feudalism). 
 West, Modern History, 22-38 (feudalism). 
 Munro, Middle Ages, ch. ii (the church). 
 Munro and Sellery, Mediaeval Civilization, 168-187, 199-201. 
 Robinson, Western Europe, ch ix. 
 Seignobos, Feudal Regime (Dow's translation). 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Military importance of feudalism. Ogg, 223-224. 
 
 b. Social importance of feudalism. 
 
 c. The king's revenues under feudalism. 
 
 d. The "truce of God." Ogg. Robinson. 
 
 e. Rights of the lord. Ogg. 
 
 f. Ceremonies of homage and fealty. Ogg. 
 
 g. Influence of Norse and Magyar invasions on the spread of 
 feudalism. 
 
 h. Feudal justice. Emerton, 
 
 LMARK. 
 
 It has been thought best to introduce a discussion of the church 
 at this point as the history of the eleventh and twelfth cen- 
 turies involves church matters that must be understood be- 
 fore the pupil reaches that point. 
 
 [II. GERMANY AND THE EMPIRE. 887-1122. 
 
 5. The German kings and the imperial title. 
 
 The kings and the stem duchies (Henry I). 
 Otto I and the imperial crown: coronation, 962. 
 Foreign policy: Poland and Burgundy. 
 
 6. Reforming movements in the church. 
 
 Papacy in the tenth century: moral decline. 
 Monastic reforms: Cluny. 
 
 The problem of papal elections: college of cardinals. 
 Hildebrand: reformer and pope. 
 
 The investiture strife. 
 
 Policy of Henry III: church reform but imperial control. 
 The investiture difficulty: peculiar position of the German bish 
 ops secular and ecclesiastical duties. 
 
46 
 
 Henry IV and Gregory VII: Canossa, 1077. 
 Concordat of Worms, 1122. 
 
 COLLATEBAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 104-109 (papacy). 
 
 Emerton, Mediaeval Europe (long account). 
 
 Robinson, Western Europe, 148-172 (excellent account). 
 
 Ogg, Source Book, ch. xvi (investiture strife). 
 
 Robinson, Readings, ch. xiii (much excellent illustrative mater- 
 ial). 
 
 Munro, Middle Ages, ch. xii (excellent brief account of the new 
 monastic orders). 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Cluny. Ogg. 
 
 b. Clairvaux. 
 
 c. The Dictatus. Ogg. Robinson. Emerton. 
 
 d. Early life of Hildebrand. Stephens, Hildebrand. Barry, 
 Papal Monarchy. 
 
 e. Who really won at Canossa? Compare the views of his- 
 
 torians. 
 
 f. Saint Bernard. 
 
 MAP WOBK. 
 
 The mediaeval empire: map showing the boundaries at the death 
 Otto I and also during the reign of Henry III (additions). 
 
 IV. THE EMPIRE UNDEK THE HOHENSTAUFENS. 
 
 8. State of the Empire in the twelfth century. 
 
 Germany: Guelfs and Ghibellines; civil strife. 
 
 Italy: the communes; civic independence. 
 
 Frontier: eastward expansion of Germany; Baltic shores; Silesia; 
 
 Danube valley. 
 Study of civil and canon law. 
 
 9. Frederick I, Barbarossa, 1152-1190. 
 
 Struggle with the Lombard cities; decrees of Roncaglia. 
 
 Struggle with the papacy: Alexander. 
 
 The Lombard League; Frederick's defeat at Legnano, 1176. 
 
 10. Innocent III, 1198-1216. 
 
 Power of the papacy in Italy. 
 
 Power of the papacy in Europe: vassaj states: 
 
 Innocent and John of England; Magna Carta: 
 
 Victory over Philip II of France: 
 
 The pope as suzerain of the Empire: 
 
47 
 
 11. Frederick II ; fall of the dynasty. 
 
 Acquisition of Sicily (Henry VI) 
 
 Frederick and the papacy: crusade; excommunication. 
 
 Reforms of Frederick. 
 
 Defeat and death of Frederick; passing of imperial power; 1250. 
 
 COLLATERAL READING. 
 
 Emerton, Mediaeval Europe, 282-292, 298-316, 343-356. 
 Harding, Mediaeval and Modern History. 145-170. 
 Henderson, Short History of Germany. 
 
 See also Balzani, The Popes and the Hohenstaufen, or Barry, 
 The Papal Monarchy (preferable). 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Personality of Frederick II. 
 
 b. An interdict. Ogg, 380-383. 
 
 c. Italian cities. Robinson, Readings, I, 302-306. 
 
 d. Arnold of Brescia. 
 
 e. German colonization. Seigno'bos, 160-163. Ogg, 330-333. 
 
 REMARK. 
 
 It should be made clear to the class that tne struggle between 
 the popes and the Hohenstaufens was totally different in 
 principle from that begun by Gregory VII; the earlier con- 
 flict was fundamentally an ecclesiastical matter; the latter 
 was a matter of politics. 
 
 FRANCE AND ENGLAND IN THE MIDDLE AGES. 
 
 12. The earlier Capetians. 
 
 Feudal geography: the great fiefs. 
 
 Disputed succession, 887-987; election of Hugh Capet. 
 
 Capetian rule, 987-1180. 
 
 The Norman conquest of England. 
 
 The Anglo-Saxon monarchy: strength and weakness. 
 Northmen in France and England; Normandy, Danelaw. 
 Invasion of England, 1066; Hastings; Norman rule. 
 
 The Angevin dynasty and the later Capetians. 
 
 Position of the Angevins in Europe. 
 
 Decline of Angevin power under John: loss of Normandy; Magna 
 Carta, 1215. 
 
 Constitutional progress in France and England: Henry II, Phil- 
 ip Augustus, Saint Louis. 
 
48 
 
 Quarrel with the papacy: Philip the Fair, Boniface VIII, Edward 
 I. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 120-125, 147-159, 
 
 173-178. 
 
 Ogg, Source Book, ch. xiv (Norman conquest). 
 Adams, Growth of the French Nation, chs. vi, vii. 
 West, Modern History, 132-151 (England), 163-168 (France). 
 Munro, Middle Ages, chs. vii, viii, xviii, xix. 
 See also Emerton, Mediaeval Europe, and Stubbs, Early Plan- 
 
 tagenets. 
 
 MAP WORK. 
 
 Map of the Angevin possessions on the continent at the begin- 
 ning and at the close of the reign of John. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Alfred. Ogg. Robinson. 
 
 b. Winning of the Great Charter. Ogg. Robinson. 
 
 c. William the Conqueror. Ogg. Robinson. 
 
 d. How Philip Augustus increased his domains. Robinson. 
 
 e. Philip Augustus and the pope. Mutton, Philip Augustus. 
 Adams. 
 
 f. Saint Louis. Munro and Sellery, Mediaeval Civilization. Ogg. 
 
 VI. THE EAST AND THE CRUSADES. 1096-1291. 
 
 15. The Mohammedan world. 
 
 Saracen civilization: Cordova, Bagdad. 
 Disintegration; the Christian advance. . 
 The Seljuk Turks. 
 
 16. The Eastern Empire. 
 
 Importance in European history: as ajuififec-state ; as_a_i;Jbat!- 
 
 ing_j)gent. especially among Slavic peoples. 
 
 Position of Constantinople: military and commercial advantages. 
 Enemies of the empire: Slavs, Saracens, Bulgars, Turks. 
 
 17. The first crusade. 
 
 Cause: the eastern situation. 
 
 Council of Clermont, 1095; Urban II. 
 
 The muster and the march: the leaders. 
 
 Latin kingdom of Jerusalem; other Syrian states. 
 
49 
 
 18. The later crusades. 
 
 Preaching of Saint Bernard: second crusade. 
 Monastic orders of knighthood: Templars, Hospitallers, Teu- 
 tonic. 
 
 Fall of Jerusalem, 1087: third crusade; Saladin, Richard. 
 Fourth crusade: Latin Empire of Constantinople. 
 Minor crusades; results of the movement. 
 
 COLLATEBAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, ch. viii. 
 Emerton, Mediaeval Europe, 358-397. 
 Ogg, Source Book, ch. xvii. 
 Munro, Middle Ages, chs. x, xi. 
 Archer and Kingsford, Crusades (for details). 
 See also, Cunningham, Western Civilization (effects of the cru- 
 sades) and Pears, Fall of Constantinople (fourth crusade). 
 
 MAP WOBK. 
 
 The crusades: map showing the location of the points mentioned 
 in the text book account of the crusades. 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Saracen life as illustrated by the Arabian Nights. 
 
 b. Constantinople in the middle ages. 
 
 c. Character of Richard as portrayed in the Talisman (Scott). 
 
 d. Knights Templar. Archer and Kingsford. 
 
 e. The children's crusade. 
 
 f. Why the crusades failed. 
 REMARKS. 
 
 Emphasis should be placed on the importance of the Byaantin* 
 Empire and on the civilizing influence of the Saracens rather 
 than on the details of the crusading movement. Western 
 conditions working as causes (papal influence and power, 
 pilgrimages, feudal society, etc.) should be carefully studied. 
 
 VII. THE CHURCH IN THE THIRTEENTH CENTURY 
 
 19. Organization and government. 
 
 The hierarchy: pope, cardinals, archbishops, bishops, priests, dea- 
 cons. (Secular clergy). 
 The regular clergy: priors and abbots. 
 Territorial phase: provinces, dioceses, parishes. 
 Judicial organization: courts and canon law; archdeacon's offles.. 
 Revenues: Peter's pence; tithes; rents; etc. 
 The position of the pope in Christendom. 
 
50 
 
 20. Heresies. 
 
 Evils in the church: character of the clergy; simony. 
 Albigenses: Albigensian crusade, 1208. 
 Waldenses: locality, doctrines. 
 
 21. The friars. 
 
 Saint Francis of Assisi: career; Franciscan order. 
 Saint Dominic: Dominicans doctrinal leadership. 
 Later history of these orders. 
 
 COLLATEBAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 66-104. 
 
 Jessopp, Coming of the Friars, 1-52 (best brief account). 
 
 Ogg, Source Book, 362-379 (Saint Francis). 
 
 Emerton, Mediaeval Europe, 541-581. 
 
 Robinson, Western Europe, chs. xvi and xvii (excellent). 
 
 TOIPCS FOB PAPEBS OB REPOBTS. Robinson, Readings. 
 
 a. Benefit of clergy. 
 
 b. Church revenues. 
 
 c. Illustrations of clerical corruption. 
 
 d. Waldenses and Albigenses: contemporary accounts. 
 
 e. Attitude of the people toward the friars. 
 
 f. Duties and powers of a medieval bishop. 
 
 g. Preaching in the middle ages. 
 
 h. Character of Saint Francis. Little Flowers of Saint Francis. 
 
 VIII. LIFE OF THE PEOPLE IN THE LATER 
 MIDDLE AGES. 
 
 22. The nobility : life in the castle. 
 
 The castle: position, purposes, construction. 
 Knights and ladies: occupations. 
 Chivalry: ideals, ceremonies, realities. 
 Amusements: tournaments, minstrelsy. 
 
 23. The burghers: town life. 
 
 Rise of the towns: communes, charters. 
 Trade and commerce: the gilds. 
 Externals of a town: wall, town hall, streets. 
 Diversions of town life: mystery plays. 
 
 :24. The peasantry : village life. 
 
 The manorial system: the three fields; strip system. 
 The serfs: rights and obligations. 
 
51 
 
 Externals of a medieval village. 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 164-172 (cities). 
 
 Emerton, Mediaeval Europe, 509-540. 
 
 Jessopp, Coming of the Friars, ch. ii (village life). 
 
 Munro, Middle Ages, chs. xiii-xiv (life of nobility). 
 
 Robinson, Western Europe, ch. xviii (excellent). 
 
 Harding, Mediaeval and Modern Europe, ch xi. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Medieval warfare: weapons and engines. Oman, Art of War. 
 
 b. Tournament at Ashby: make a plan of the lists. Scott, 
 Ivanhoe. 
 
 c. Marco Polo. See Polo's own account. 
 
 d. Commodities of medieval commerce; the trade in fish and 
 furs. 
 
 e. Travel in the middle ages. Jusserand, English Wayfaring 
 
 Life. 
 
 f. A manor. Robinson, Readings. 
 
 g. German life in the thirteenth century. Robinson, Readings 
 416-425. 
 
 h. Plan of a castle. 
 
 MAP WORK. 
 
 Medieval cities: map showing the location of the cities men- 
 tioned in the text book in connection with medieval com- 
 merce. 
 
 IX. MEDIEVAL CULTURE. 
 
 25. Language and literature. 
 
 Languages: Latin, Romance, Germanic. 
 Romances and fables. 
 Troubadours and minnesingers. 
 The making of books. 
 
 26. Art and architecture. 
 
 Painting: illumination. 
 
 Styles of architecture: Romanesque, Gothic. 
 
 The cathedral; the town hall. 
 
 27. Schools and universities. 
 
 Cathedral schools and monastic schools. 
 Courses of study: trivium, quadrivium. 
 
52 
 
 The great universities: Salerno, Bologna, Paris, Oxford; later 
 
 institutions. 
 
 University studies: arts, theology, law, medicine. 
 Scholasticism: nominalism, realism. 
 Abelard; the schools at Paris. 
 
 COLLATERAL READING. 
 
 Emerton, Mediaeval Europe, 465-476. 
 
 Ogg, Source Book, 340-350 (universities). 
 
 Robinson, Western Europe, ch. xix. 
 
 Munro, Middle Ages, ch. xv (schools and universities). 
 
 West, Modern History, 193-207, 210-214. 
 
 McCabe, Abelard. 
 
 MAP WOBK. 
 
 University towns: map showing the location of the principal cen- 
 ters of learning at the close of the middle ages. Harding, 93. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Student life as illustrated by student songs. Ogg. 
 
 b. Abelard as a teacher. McCabe. 
 
 c. Ideas of Roger Bacon. Robinson. 
 
 d. Medieval popular science. Robinson. 
 
 e. Student life as illustrated by student letters. Am. Hist. Rev., 
 Jan., 1894; Oct., 1904. 
 
 f. The story of Roland. 
 
 g. The Arthurian legend. Compare Tennyson, Idylls of the King. 
 h. What was "commencement" at a medieval university? 
 
 i. Town and gown riots. 
 
 j. Irnerius and the revival of law. 
 
 k. Origin of university degrees. 
 
 1. The medieval Latin Quarter in Paris. McCabe. 
 
 X. THE HUNDRED YEARS' WAR. 
 
 28. Edward I and the "British idea." 
 
 Conquest of Wales. 
 
 Struggle with Scotland: Wallace, Bruce; Bannockburn, 1314. 
 
 29. The war for France, 1337-1453. 
 
 Causes: commercial, political, dynastic. 
 
 First period: leading events Sluys, Crecy, Poitiers; treaty of 
 
 Bretigny, 1360. 
 The black death, 1348-1349. 
 Renewal of the war: Agincourt, 1415. 
 Expulsion of the English: Joan of Arc, 1429-1431. 
 
53 
 
 30. France and England after the war. 
 
 War of the Roses: Tudor dynasty; absolutism. 
 Work of Louis XI in France: progress toward absolutism. 
 Burgundy and the Netherlands: Charles the Bold; Mary of Bur- 
 gundy. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, ch. xiv. 
 
 Adams, Growth of the French Nation, ch ix. 
 
 Robinson, Western Europe, ch. xx. 
 
 Robinson, Readings, ch. xxx (especially pp. 466-473, 481-485). 
 
 See also English history text books: hundred years' war. 
 
 MAP WOBK. 
 
 Hundred years' war: locate on outline map all the places men 
 tioned in the text book in connection with the war in France 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. Edward's claim to the French crown. 
 
 b. Joan of Arc. Lowell, Joan of Arc. 
 
 c. Bertrand du Guesclin. Cf. Conan Doyle, White Company 
 
 (novel). 
 
 d. Crecy. 
 
 e. Devastation wrought by the war. Robinson, 
 t. The great pestilence. 
 
 g. Character of Louis XI as portrayed in Scott's Quentin Dur 
 
 ward. 
 h. Unhistorical episodes in Schiller's Maid of Orleans. 
 
 i. Career of Wallace as told by Jane Porter (Scottish Chiefs). 
 
 XL THE DECLINE OF PAPAL AUTHORITY. 
 
 31. The Babylonish captivity and the great schism. 
 
 The Avignon popes, 1305-1377: French influence. 
 Anti-papal legislation in England; Wycliffe and the Lollards. 
 Return of papacy to Rome: the great schism, 1378-1418. 
 
 32. The conciliar movement. 
 
 Theory of conciliar authority; influence of the University o 
 
 Paris. 
 
 Council of Pisa, 1409. 
 
 Council of Constance, 1414-1418: its three objects; Huss. 
 Failure of the conciliar movement; causes. 
 Reaction in favor of papacy (after 1450). 
 
54 
 
 COLLATEBAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 204-209. 
 Henderson, Short History of Germany, I, 203-227. 
 Robinson, Western Europe, ch. xxi. 
 Harding, Mediaeval and Modern History, 264-272. 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. The intellectual kinship between Wycliffe and Huss. 
 
 b. Pragmatic Sanction of Bourges. Ogg. 
 
 c. Trial and death of Huss. 
 
 d. Personnel and proceedings of the council of Constance. 
 
 REMARK. 
 
 The fact that the hundred years' war was going on during most 
 of this period must not be forgotten. English and German 
 nationalism rebelling against a French papacy is a matter to 
 be emphasized strongly. 
 
 XII. THE KENAISSANCE. 1300-1500. 
 
 33. Italy in the fourteenth and fifteenth centuries. 
 
 The great cities of the north: Florence, Genoa, Milan, Venice. 
 The papal monarchy; papal ambitions in Italy. 
 The two Sicilies. 
 
 34. The beginning of the renaissance. 
 
 Intellectual movements of the twelfth and thirteenth centuries 
 
 (review). 
 
 Italian literature: Dante, Petrarch, Boccaccio. 
 Revival of Classic learning: Greek teachers. 
 
 35. Italian art. 
 
 Earlier art. 
 
 The great painters: Giotto and his successors. 
 The great sculptors. 
 The great architects. 
 
 Culmination of Italian art: Da Vinci, Michael Angelo, Raphael, 
 Titian. 
 
 36. Inventions and discoveries. 
 
 Geographical knowledge in the middle ages. 
 
 Portuguese discoveries: Henry the Navigator; Vasco da Gama. 
 Spanish discoveries: Columbus. 
 
 Inventions: printing press; fire arms; their effect on the move- 
 ments of the time. 
 

 
 55 
 
 COLLATEBAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, chs. xvii, xix. 
 Robinson, Western Europe, ch. xxii. 
 Ogg, Source Book, ch. xxvi. 
 
 See also Robinson and Rolfe, Petrarch, and Symonds, Short His- 
 tory of the Renaissance. 
 
 TOPICS FOB PAPEES OE REPOBTS. 
 
 a. The condottieri. 
 
 b. Career of Dante. 
 
 c. The search for manuscripts. 
 
 d. Michael Angelo as an architect. 
 
 e. Macchiavelli's advice to despots. 
 
 f. Nicholas V. 
 
 g. Who invented printing? 
 
 h. Dante's views on papal and imperial authority. 
 i. Dante's defence of Italian as against Latin, 
 j. On what does the fame of Petrarch rest? 
 k. Copernicus. 
 
 1. A list of all the great men of Europe who were living about 
 1500. 
 
 REMABK. 
 
 A great deal of excellent illustrative material for this group can 
 be found in Robison's Readings; pictures may also be used 
 to good advantage. 
 
 XIII. EUKOPE AT THE CLOSE OF THE FIFTEENTH 
 
 CENTURY. 
 
 37. Political situation : factors. 
 
 The new kingdom of Spain: formation, organization, resources. 
 
 Rivalry between the French and Austrian dynasties. 
 
 The Italian problem: ambitions of Spain, France, Venice, the 
 
 emperor, the pope; diplomatic intrigue; warfare. 
 Weakness of the Empire: the Germanics; organization. 
 The Turks in Europe: the end of the Byzantine Empire, 1453. 
 Tendency toward absolute monarchy. 
 New methods of warfare: fire arms. 
 
 38. Intellectual conditions. 
 
 Humanism in Germany and England: Erasmus. 
 Demand for educational and religious reform: Oxford reform- 
 ers. 
 
 The deepening interest in religious matters. 
 Dissatisfaction with church and clergy; popes and humanism. 
 
56 
 
 Church reforms in Spain: Ximenes; the inquisition. 
 Invention of printing; multiplication of books. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 192-204, 211-231, 
 
 253-260. 
 
 Seebohm, Era of the Protestant Revolution, 21-55. 
 Robinson, Western Europe, chs. xxiii, xxiv. 
 Whitcomb, Modern Europe, ch. i. 
 Emerton, Desiderius Erasmus (for intellectual conditions). 
 
 TOPICS FOB PAPEES OB REPOBTS. 
 
 a. Erasmus' criticism of the church; Praise of Folly. 
 
 b. Letters of Obscure Men; character of contents. 
 
 c. Isabella. 
 
 d. Reuchlin and his quarrel with the theologians. 
 
 e. A list of the more prominent humanists about 1500. 
 
 f. Alzog's opinion of the popes of the closing century. 
 
 g. Taking of Constantinople, 
 h. Chevalier Bayard. 
 
 XIV. THE PROTESTANT EEVOLT IN GERMANY. 
 
 1517-1555. 
 
 39. The revolt of Martin Luther. 
 
 Martin Luther: early life and career; personality. 
 
 Religious grievances of the German people. 
 
 Tetzel and the sale of indulgences; the 95 theses, 1517. 
 
 Spread of the movement: attitude of the humanists; debate at 
 
 Leipzic; Luther excommunicated; burning of the bull, 1520. 
 Diet of Worms; edict of Worms, 1521. 
 
 40. The course of the revolt, 1521-1525. 
 
 Luther at Wartburg; the German Bible. 
 
 Extremists at Wittenberg Carlstadt; return of Luther. 
 
 Revolt of the knights: von Sickingen, von Hutten. 
 
 41. The princes and the Lutheran movement. 
 
 Attitude of Charles V. 
 
 First diet of Speyer, 1526: the princes to determine the faith of 
 
 their subjects. 
 
 Second diet of Speyer: the Protestants. 
 
 Diet of Augsburg: the Lutheran Confession; Melanchthon. 
 The Schmalkaldic War. 
 Religious peace of Augsburg, 1555. 
 
57 
 
 COLLATERAL READING. 
 
 
 Seignobos, Mediaeval and Modern Civilization, ch. xx. 
 
 Robinson, Western Europe, ens. xxv, xxvi. 
 
 Robinson, Readings, ens. xxv, xxvi. 
 
 Seebohm, Era of the Protestant Revolution, 94-148 ( especially 
 
 125-148). 
 See also Alzog, Church History, III (Roman Catholic view point), 
 
 Henderson, Short History of Germany. Walker, Reformation, 
 
 and some standard biography of Luther those of Jacobs and 
 
 Beard are both excellent. 
 
 MAP WOEK. Career of Luther: map showing all the places mentioned in 
 the text book account of Luther's life and work. 
 
 TOPICS FOB PAPEES OB REPOBTS. 
 
 a. Indulgences. Gibbon, Faith of Our Fathers, ch. xxvii. 
 
 b. The Praise of Folly. 
 
 c. von Hutten. Henderson, Robinson. Readings. 
 
 d. Luther and the Peasants' War. 
 
 e. Luther at Wartburg. 
 
 f. Luther's marriage; his family. 
 
 g. Melanchthon's part in the revolt, 
 h. Erasmus and Luther. 
 
 i. Reformers before Luther. 
 
 j. How the Turkish peril affected the Lutheran revolt. 
 
 XV. THE PROTESTANT REVOLT IN OTHER LANDS, 
 AND THE CATHOLIC REFORMATION. 
 
 
 42. The revolt in Switzerland. 
 
 The Swiss Confederation: origin, composition. 
 
 Zwingli: early career, reforms, controversy with Luther. 
 
 Calvin: development and spread of Presbyterianism. 
 
 43. The revolt in England. 
 
 Intellectual tendencies at the opening of the century: Oxford re- 
 formers. 
 
 International situation: Wolsey and the balance of power. 
 
 Establishment of Anglican independence of Rome under Henry 
 VIII: divorce; royal supremacy; dissolution of the monas- 
 teries; doctrinal situation, 1547. 
 
 Introduction of Protestant doctrine under Edward VI: the Thirty- 
 nine Articles; the Prayer Book; 1547-1553. 
 
58 
 
 Reaction under Mary: methods and extent of restoration; re- 
 
 sults of Mary's policy, 1553-1558. 
 Accession of Elizabeth: final establishment of Protestantism. 
 
 44. The Catholic Eeformation (Counter Reform), 1534-1563 
 
 Earlier attempts at reform: Ximenes in Spain; Adrian VI (1522- 
 
 1523). 
 Extent of the revolt in 1540: Germany, Scandinavia, England, 
 
 Netherlands, neighboring regions. 
 
 Loyola and the Jesuit order: aims and methods; 1540. 
 Council of Trent, 1545-1563: work and results. 
 The Inquisition and the Index. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, ch. xxi. 
 
 Seebohm, Era of the Protestant Revolution, 159-162; 193-208. 
 
 (Ch. ii contains an extended account of the revolt in Eng- 
 
 land. Part iii). 
 
 Robinson, Western Europe, 420-444. 
 Robinson, Readings, II, 135-144, 149-152. 
 For more detailed accounts see Fisher, Reformation, 137-156, 192- 
 
 225; Walker, Reformation; Alzog, Universal Church History* 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. Death of Zwingli. 
 
 b. Calvin and Servetus. Fisher. Walker. 
 
 c. How Calvinism came into Britain. 
 
 d. Caraffa (Paul IV). 
 
 e. Loyola. 
 
 f. The Jesuits in America. 
 
 g. The Jesuit order at the present time. 
 h. The revolt in Sweden and Denmark. * 
 
 XVI. THE WARS OF RELIGION. 
 
 45. The Huguenot wars in France. 
 
 The Huguenot movement. Lefdvre, persecution, increase in 
 
 strength during the reign of Henry II. 
 Catherine de Medici and her sons: civil war; massacre of Saint 
 
 Bartholomew, 1572. 
 
 War of the Three Henrys: Henry IV victorious; Ivry, 1589. 
 Abjuration of Henry; the 
 
 National progress: policies of Henry IV and Sully. 
 
 46. The revolt of the Netherlands, 1566-1609. 
 
 Netherlands: territorial, economic, and political aspects. 
 
59 
 
 Rule of Charles V: spread of Calvinism; policy of Charles. 
 Philip II: plans for the extirpation of heresy. 
 The Dutch revolt: sources of discontent political, economic, re- 
 ligious. 
 William of Orange and the fight for independence. 
 
 47. The Thirty Years' War. 
 
 Causes: Catholic aggressiveness; inadequacy of the peace of 
 Augsburg. 
 
 Formation of parties: Protestant Union; Catholic League; 1608- 
 1609. 
 
 Rising in Bohemia: the "winter king"; 1618. 
 
 Danish period: Christian IVjie^lfil^ Edict of Restitution, 
 1629. 
 
 Swedish period: victories of Gustavus Adolphus; 1630-1635. 
 
 Career of Wallenstein: military and political leadership, dis- 
 missal, recall, assassination. 
 
 Swedish-French alliance: Oxenstiern, Richelieu; results. 
 
 Treaty of Westphalia: history and terms; 1648. 
 
 Results of the war for Germany: economic, political. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, ch. xxii. 
 Adams, Growth of the French Nation, 160-188. 
 Henderson, Short History of Germany, chs. xvii-xviii. 
 Robinson, Western Europe, 444-474. 
 Harrison, William the Silent. 
 Gardiner, Thirty Years' War. 
 
 MAP WORK. 
 
 Career of Gustavus Adolphus: the places mentioned in connec- 
 tion with his operations in Germany; also his line of march. 
 For a useful map see Harding, Mediaeval and Modern His- 
 tory, 338. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 
 a. Catherine de Medici: character and policy. 
 
 b. Coligny. 
 
 c. Political ambitions of the Hugenots: did they wish to dis- 
 
 member France? 
 
 d. Destruction of the Spanish Armada as described in Kingsley's 
 Westward Ho! 
 
 e. Tilly's responsibility for the sack of Magdeburg. 
 
 f. Elizabeth's character and tastes. Robinson. 
 
 g. What was going on in America during the Thirty Years' 
 War? 
 
60 
 
 XVII. THE STRUGGLE FOB CONSTITUTIONAL 
 GOVERNMENT IN ENGLAND. 
 
 48. The Stuart monarchy, 1603-1642. 
 
 James I and the "divine right of kings". 
 Charles I: character; opinions; quarrel with Parliament. 
 The attempt at personal monarchy, 1629-1640: Laud, Strafford. 
 The Long Parliament: battle for supremacy. 
 
 49. The Puritan revolution, 1642-1660. 
 
 First Civil War: Cromwell and the New Model army. 
 Second Civil War: trial and execution of the king. 
 Commonwealth and Protectorate: policies of Oliver Cromwell. 
 Fall of the republic, 1660: causes, 
 
 50. The restored Stuarts, 1660-1688. 
 
 Restoration of monarchy, parliament, and Anglicanism: Claren 
 
 don. 
 Domestic policies of Charles II: the church; the prerogative; 
 
 the succession. 
 Foreign policy of Charles II: the Dutch War; alliance witl 
 
 Louis XIV. 
 James II: Revolution of 1688. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 387-399. 
 Robinson, Western Europe, ch. xxx. 
 
 Robinson, Readings, ch. xxx (especially pp. 225-233, 251-256). 
 See also the various text books in English history: Cheyney, An 
 drews, Walker, or Wrong chapters on the Stuart period. 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. The gunpowder plot. 
 
 b. Why England took no part in the Thirty Years' War. 
 
 c. Developments in America during the reign of James I 
 Dutch, French, English. 
 
 d. Developments in America during the reign of Charles I. 
 
 e. Attitude of Massachusetts toward the plans of Laud. 
 
 f. The great plague and the great London fire. Defoe's Plague 
 
 g. Clarendon's estimate of Cromwell. Robinson. 
 h. Wentworth in Ireland. 
 
 i. Sir Henry Vane. 
 
 j. Prince Rupert. 
 
 k. Milton as an officer of state. 
 
61 
 XVIII. THE AGE OF LOUIS XIV. 
 
 51. France under Richelieu and Mazarin. 
 
 Domestic policies of Richelieu: Huguenots, the nobility. 
 Foreign policies of Richelieu: Thirty Years' War. 
 Mazarin and the Fronde. 
 
 52. Louis XIV, 1643-1715; domestic rule. 
 
 King and court: Versailles; influence on Europe of Louis' life 
 
 and ideas. 
 Art and literature: Moliere, Corneille, Saint Simon; French 
 
 Academy. 
 Reforms of Colbert: encouragement of industry, commerce, and 
 
 colonization; evil effects of his system. 
 Revocation of the Edict of_Nantes : results. 
 
 53. The wars of Louis XIV. 
 
 The desire for natural boundaries. 
 
 War of Devolution: war for the Spanish Netherlands, 1667-1668. 
 
 War against the Dutch, 1672-1678: causes; leadership of William 
 
 of Orange ; what Louis gained. 
 War of the Palatinate, 1689-1697: annexations on the Rhine; the 
 
 coalition; results. 
 War of the Spanish Succession: problem involved; Marlborough; 
 
 outcome treaty of Utrecht. 
 Condition of France in 1715: exhaustion. 
 
 COLLATERAL READING. 
 
 Seignobos, Mediaeval and Modern Civilization, 345-368 (absolut- 
 ism), 406-433 (France in the seventeenth century). 
 
 Adams, Growth of the French Nation, 202-233. 
 
 Robinson and Beard, Development of Modern Europe, I, chs. i-iii. 
 
 Harding, Mediaeval and Modern Europe, ch. xx 
 
 See also Perkins, France under the Regency, and Hassall, Louis 
 XIV. 
 
 TOPICS FOB PAPERS OR REPORTS. 
 
 a. The French Academy. 
 
 b. The Dragonnades 
 
 c. Costumes in the Age of Louis XIV. 
 
 d. Louis and his court. Robinson. 
 
 e. Louis? morning reception. Whitcomb. Taine, Ancient Re- 
 
 gime. 
 
 f. List of French celebrities of the reign of Louis XIV. 
 
 g. The man in the iron mask. 
 
62 
 
 XIX. NORTHERN AND EASTERN EUROPE. 1648-1789. 
 
 54. Russia and Sweden. 
 
 Medieval Russia: Rurik; Tartar invasions and influence; the 
 Greek church. 
 
 Peter the Great: personality, ambitions, political aims, achieve- 
 ments. 
 
 Sweden after 1648: extent; Baltic possessions; resources. 
 
 Charles XII and the great Northern War: Narva, 1700; Pultowa, 
 1709. 
 
 Territorial growth of Russia, eighteenth century: Catherine II. 
 
 55. The rise of Prussia. 
 
 The Hohenzollern dynasty. 
 
 Union of Prussia and Brandenburg, 1618. 
 
 The Great Elector; treaty of Westphalia: "" Pomerania. 
 
 Kingdom of Prussia proclaimed, 1701. 
 
 Territorial expansion under Frederick II: Silesia, Poland. 
 
 56. Problems of eastern Europe, eighteenth century. 
 
 Turkish advance; Hapsburg resistance. 
 Problem of the Austrian succession: Maria Theresa. 
 War of the Austrian Succession: war for Silesia. 
 Poland: Constitutional defects; first partition, 1772. 
 
 COLLATERAL READING. 
 
 Robinson and Beard, Development of Modern Europe, I, chs. iv.-v. 
 
 Seignobos, Centemporary Civilization, ch. i. 
 
 Henderson, Short History of Germany, II, chs. i-v. 
 
 Motley, Peter the Great (essay). 
 
 Macaulay, Frederick the Great (essay). 
 
 Robinson, Readings, II, 302-212 (Peter); 319-327 (Frederick). 
 
 Longman, Frederick the Great and the Seven Years' War. 
 
 MAP WORK, Expansion of Russia in the eighteenth century. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Origin of the Hohenzollern dynasty. 
 
 b. Anecdotes of Frederick William I. 
 
 c. True character of Frederick William I. Henderson. 
 
 d. Personality of Frederick the Great. 
 
 e. The Pragmatic Sanction. 
 
 f. Ivan the Terrible. Robinson, Readings. 
 
 g. First partition of Poland. Robinson. 
 h. Charles XII after Pultowa. 
 
 i. Travels of Peter the Great, 
 j. John Sobieski. 
 
63 
 
 XX. THE EXPANSION OF THE BRITISH EMPIRE. 
 
 57. Rivalry of France and England: earlier phase. 
 
 Foreign policy of William III: war with France, 1689-1697. 
 Union of England and Scotland, 1707: reign of Anne. 
 Treaty of Utrecht: territorial increase, 1713. 
 
 58. Age of Walpole. 
 
 Accession of the Hanoverians, 1714. 
 Development of cabinet rule: causes. 
 Policies of Walpole. 
 
 England and Spain: commercial hostility. 
 England in the war of the Austrian Succession. 
 
 Age of Pitt (Chatham). 
 
 Colonial policies of England, France, Spain, Portugal, and Hol- 
 land. 
 
 England and France in America: colonial growth (to 1754). 
 
 England and France in India: Dupleix, Clive. 
 
 The Seven Years' War: events in America and India; Plassey, 
 1757, Quebec, 1759; England and Frederick II. 
 
 Treaty of Paris, 1763: territorial increase. 
 
 60. The American Revolution, 1775-1783. 
 
 I Colonial problems: administration, taxation, defence. 
 
 Quarrel with America, 1765-1775. 
 The American war; war with France, Spain, and Holland. 
 English defeat and American independence, 1783. 
 
 COLLATERAL READING. 
 
 I Robinson and Beard, Development of Modern Europe, I, chs. vi 
 
 (India), vii (America) (especially 91-100, 111-121). 
 Seignobos, Contemporary Civilization, ch. ii. 
 Adams, Growth of the French Nation, ch. xiv. 
 .Robinson, Readings, ch. xxxiii (especially 334-351). 
 Seeley, Expansion of England (a series of suggestive lectures). 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Fate of the Stuarts. 
 
 b. Jesuits in America. RoUnson. 
 
 c. The stamp act controversy in England. 
 
 d. Discovery of Australia. 
 
 e. England and the slave trade: the "assisnto" and later. 
 
 f. Edmund Burke. 
 
 REMARK. 
 
 At this point much use can be made of the text books in Eng- 
 lish and in American history. 
 
64 
 
 XXI. THE OLD REGIME. 1763-1789. 
 
 61. The "enlightened despots." 
 
 Europe in the eighteenth century: social and economic conditions. 
 The "enlightened despots''; their ideas of a ruler's duty. 
 Frederick the Great: administrative ideas; reforms. 
 Joseph II (Austrian lands) : projected reforms; reasons for fail- 
 ure. 
 
 Related activities elsewhere: Russia, Sweden, Portugal, France 
 (Turgot). 
 
 62. Evils of the old regime: France. 
 
 Weakness of the absolute monarchy: character and abilities of 
 the kings. 
 
 Feudal survivals: local codes; feudal privileges; absenteeism, th& 
 feudal church. 
 
 Economic evils: restrictions on trade and labor; arbitrary taxa- 
 tion. 
 
 Growth of the spirit of revolution: work of Voltaire, Rousseau,, 
 and the Encyclopedists; resistance of the parlements. 
 
 Attempts at financial reform: Turgot, Necker, the crisis. 
 
 63. Intellectual movements in the eighteenth century. 
 
 Jesuit order: temporary suppression. 
 
 Literature novel, drama: Lessing, Voltaire, English writers. 
 Economics and politics: Montesquieu, Rousseau, Adam Smith, 
 Encyclopedists. 
 
 COLIATEBAL READING. 
 
 Robinson and Beard, Development of Modern Europe, I, chs. viii,. 
 x; see also chs. ix, xi. 
 
 Seignobos, Contemporary Civilization, 55-106. 
 
 Adams, Growth of the French Nation, 247-272. 
 
 Robinson, Western Europe, ch. xxxiv. 
 
 Robinson, Readings, ch. xxxiv (very suggestive). 
 
 Myers, Mediaeval and Modern History, ch. xxxii (Joseph II). 
 
 See also, Taine, Ancient Regime; Lowell, Eve of the French Rev- 
 olution; Mathews, French Revolution; MacLehose, Last Days 
 of the French Monarchy. 
 
 TOPICS FOB PAPERS OB REPOBTS. 
 
 a. Society and life in Paris under the old regime. Lowell, ch. xi. 
 
 b. Attitude of the French people toward Louis XV. Perkins, 
 France under Louis XV. 
 
 c. Origin of the system of privilege. Taine. 
 
 d. The Diamond Necklace. 
 
 e. Expulsion of the Jesuits; causes and process. 
 
 f. Marie Antionette. 
 
65 
 
 g. Versailles. 
 
 h. Turgot. 
 
 i. Frederick the Great and Voltaire. 
 
 XXII. THE FRENCH REVOLUTION. 
 
 64. The reforms of 1789. 
 
 Attempted financial reform: Necker, Calonne; the "notables", 
 1787. 
 
 Estates General: demand for; meeting; organization, May- June, 
 1789. 
 
 Attack on feudalism: fall of the Bastile; national guard; aboli- 
 tion of serfdom (August). 
 
 Attack on the church: confiscation "assignats"; civil constitu- 
 tion of the clergy; non-jurors. 
 
 The limited monarchy. 1789-1792. 
 
 Declaration of the Rights of Man (August, 1789). 
 
 New communes; department system. 
 
 Position of the king: veto question; the "joyous entry", Oct. 6, 
 1789. 
 
 Emigration of the nobles: results at home and abroad. 
 
 The king's flight to Varennes: rise of republicanism (June, 1791). 
 
 The Legislative Assembly (October, 1791) : sources of danger 
 party strife, financial troubles, emigres, non-jurors, Euro- 
 pean hostility. 
 
 Interference of Europe Declaration of Pillnitz: results. 
 
 66 The first French republic. 
 
 Growth of republican feeling: insurrection of Aug. 10, 1792. 
 
 The National Convention: republic proclaimed, Sept. 21, 1792. 
 
 Trial and execution of the king, January, 1793. 
 
 Spread of the revolution; war: French defeats. 
 
 Committee of Public Safety: French victories. 
 
 Party warfare: Girondists, the "Mountain". 
 
 Counter-revolutions: Brittany, La Vendee, Lyons. 
 
 Reign of Terror: the guillotine and its victims; rule and fall of 
 
 Robespierre (July 27, 1794). 
 Reaction after the Terror; the Directory. 
 
 COLLATERAL READING. 
 
 Seignobos, Contemporary Civilization, 106-149. 
 
 Robinson and Beard, Development of Modern Europe, I, 233-264. 
 
 Adams, Growth of the French Nation, 273-292. 
 
 Robinson, Western Europe, chs. xxxv-xxxvi. 
 
 West, Modern History, 318-356. 
 
66 
 
 See also, Mathews, French Revolution, Morse Stephens, Revolu- 
 tionary Europe, and MacLehose, From the Monarchy to the 
 Republic. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Character and policies of Mirabeau. 
 
 b. Attitude of the English toward the Devolution. 
 
 c. Leading arguments of Burke in his Reflections. 
 
 d. Cause of the unpopularity of Marie Antionette. ( 
 
 e. Cause of the September Massacres. 
 
 f. Camille Desmoulins and his newspaper. RoUnson. 
 
 g. Political activity of Madame Roland, 
 h. The "Lion of Lucerne". 
 
 i. The Marseilles Hymn, 
 j. The tennis court oath, 
 k. Services of the revolutionary government, 1793-1794. 
 
 XXIII. NAPOLEON BONAPARTE. 
 
 67. General Bonaparte. 
 
 Early career: training, revolutionary spirit. 
 
 Personality; personal traits; source of power. 
 
 First Italian campaign, 1796-1797; defeat of Austria; Campo 
 
 Formio. 
 War with England: Egyptian campaign, 1798-1799: battle of the 
 
 Nile; of the Pyramids; Syrian campaign. 
 Return to Paris: coup d'etat of the 18th Brumaire. 
 
 68. Bonaparte as first consul. , 
 
 Constitution of the year viii; new administrative system. 
 
 Second Italian campaign: Marengo; Austria defeated. 
 
 Pacification of Europe, 1801: cession of Louisiana; annexation 
 of the Rhine lands. 
 
 Reorganization of Germany; secularization. 
 
 Napoleon and the church; concordat of 1801. 
 
 Reconstruction of France: reforms, Code Napoleon, public im- 
 provements. 
 
 Napoleon made consul for life, 1802; emperor, 1804. 
 
 COLLATERAL READING. 
 
 Seignobos, Contemporary Civilisation, 150-152, 170-173. 
 Robinson and Beard, Development of Modern Europe, I, 284-315. 
 Adams, Growth of the French Nation, 292-311. 
 Robinson, Readings, ch. xxxvii (interesting source extracts). 
 
67 
 
 West, Modern History, 356-371. 
 
 See also Morse Stephens, Revolutionary Europe, and any stand- 
 ard biography of Napoleon (Johnston's or Fournier>s). 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Sale of Louisiana. 
 
 b. Bonaparte's plans with regard. to the Orient. 
 
 c. Bonaparte's colonial projects. 
 
 d. Bonaparte's treatment of the Italians. 
 
 e. Josephine Beauharnais. 
 
 f. Why England persisted in fighting Napoleon. 
 
 lish history. 
 
 g. Napoleon as a Corsican. 
 
 h. The Egyptian campaign. Fournier. 
 
 Any good Eng- 
 
 XXIV. The Napoleonic Empire. 1804-1815. 
 
 Napoleon at the height of power. 
 
 1805, Austrian campaign: Austerlitz; end of the Holy Roman 
 Empire; the Austrian Empire; Confederation of the Rhine. 
 
 1806, Prussian campaign: Jena; results. 
 
 1807, Russian -campaign: treaty of Tilsit; terms. 
 
 Attack on English commerce: "continental system"; dicffiulties of 
 enforcement; effect on Napoleon's alliances. 
 
 Napoleon's French policy: education; public works; legion of 
 honor. 
 
 70. Decline of Napoleonic power ; new conditions in Europe ; 
 the downfall. 
 
 1808-1809, Spanish uprising; guerilla warfare; Joseph as king. 
 
 1809, Austrian revolt: Wagram; Napoleon's second marriage. 
 
 1810, extent of Napoleon's empire: elements of strength and 
 weakness. 
 
 1812, Russian campaign: disaster. 
 
 1813, rising in Prussia; the reformed Prussia; battle of Leipzic. 
 
 1814, Elba; defeat, abdication, and exile. 
 
 1815, Waterloo: Napoleon's return; the "hundred days"; defeat. 
 1815-1821, St. Helena: life of Napoleon in exile. 
 
 COLLATERAL READING. On the subject of Napoleon the accounts in the 
 text books are as a rule quite satisfactory. Suitable chapters 
 for further reading will be found in the books already 
 referred to; see especially the following: 
 Seignobos, Contemporary Civilization, 152-169, 173-194. 
 Robinson and Beard, Development of Modern Europe, I, 315-341 
 Adams.Growth of the French Nation, ch. xvii. 
 
68 
 MAP WORK. 
 
 Locate on an outline map the principal battles of Napoleon's 
 
 campaigns. For a useful map see Harding, 458. 
 
 TOPICS FOR PAPERS OR REPORTS. 
 
 a. Coronation of Napoleon. 
 
 b. Compare the empires of Charlemagne and Napoleon. 
 
 c. Why the continental system failed. 
 
 d. Napoleon in Russia. 
 
 e. Reforms of Stein. 
 
 f. How Napoleon spent the time at St. Helena. 
 
 g. Queen Louise. 
 
 h. Battle of Trafalgar. 
 
 XXV. REACTION AND REVOLUTION. 1815-1848. 
 
 71. The reaction. 
 
 The Congress of Vienna: settlement of Europe, 1815. 
 Reactionary policy of the new Concert: Metternich. 
 Progressive forces: democracy and nationalism. 
 Insurrections and interventions: Spain (1820-1823), Italy (1820- 
 
 1821), Monroe Doctrine; Greek war for independence (1821- 
 
 1829). 
 
 72. The revolution of 1830. 
 
 France; the restored Bourbons; reaction under Charles X. 
 
 Revolution of 1830 in France: Louis Phillipe; the popular mon- 
 archy. 
 
 Revolution in Belgium, Italy, and Poland. 
 
 Summary of results: end of Bourbon rule in France; the new Bel- 
 gian monarchy; end of the Polish kingdom. 
 
 73. The revolution of 1848. 
 
 The Orleans monarchy in France: Guizot; popular dissatisfaction. 
 
 Revolution of 1848 in France: the second republic; Socialistic ex- 
 periments; presidency of Louis Napoleon Bonaparte. 
 
 Revolution in Germany, Austria, and Italy. 
 
 Summary of results: the absolutist system restored but weak- 
 ened. 
 
 COLLATERAL READING. 
 
 Seignobos, Contemporary Civilization, 194-255. 
 
 Robinson and Beard, Development of Modern Europe, II, 1-28, 53-66 
 72-89. 
 
 Judson, Europe in the Nineteenth Century. Part II. 
 
 Adams, Growth of the French Nation, 318-326 (France: brief sum- 
 mary). 
 
69 
 
 West, Modern Europe, 382-422 (excellent account). 
 Robinson, Western Europe, ch. xxxix. 
 Miiller, Political History of Recent Times. 
 
 TOPICS FOE PAPERS OR REPORTS. 
 
 a. Talleyrand at the Congress of Vienna. 
 
 b. Origin of the Monroe Doctrine. 
 
 c. Revolutionary principles retained in the Charter of 1814. Rob- 
 
 inson. 
 
 d. Chief features of the constitution of the German Confederation. 
 Robinson. 
 
 e. Louis Blanc: career and character. 
 
 f. Alexander I. 
 
 REMARK. 
 
 For the work in the nineteenth century the teacher will find An- 
 drews, Historical Development of Modern Europe, particularly 
 valuable. 
 
 XXVI. NAPOLEON III AND THE NATIONAL MOVE- 
 MENTS IN ITALY AND GERMANY. 1851-1871. 
 
 74. The Second French Empire. 1852-1870. 
 
 Napoleon III: coup d'etat of 1851; imperial title revived, 1852. 
 Napoleon's domestic policy: promotion of prosperity. 
 The Eastern question and the Crimean War. 
 Interference in Italian and Mexican affairs. 
 Decline of the Napoleonic prestige. 
 
 The unification of Italy, 1848-1871. 
 
 Italy after 1848; political situation; prominence of Piedmont- 
 Sardinia. 
 
 Policy of Cavour: liberal reforms. 
 Attitude of Napoleon III toward Italian unity: Austro-Sardinian 
 
 war; Magenta, Solferino; desertion of Napoleon. 
 The Kingdom of Italy: annexations, 1859-1861; complete, 1871. 
 
 The unification of Germany. 
 
 Prussia: policies of William I and Bismarck: the army. 
 
 Wars of Prussia with Denmark (1864) and Austria (1866); an- 
 nexations. 
 
 The Franco-Prussian war results: French republic; German 
 empire. 
 
 Constitution of the German Empire. 
 
70 
 
 COLLATERAL READING. 
 
 Seignobos, Contemporary Civilization, 269-299. 
 
 Robinson and Beard, Development of Modern Europe, II, 66-71, 
 
 90-123. 
 
 Judson, Europe in the Nineteenth Century, 141-174. 
 Henderson, Short History of Germany, II, chs. ix-x. 
 West, Modern History, 457-481. 
 See also Cesaresco, Cavour, Headlam, Bismarck, and Smith, Bis- 
 
 marck and German Unity. 
 
 TOPICS FOE PAPERS OR REPORTS. 
 
 a. Career of Garibaldi. 
 
 b. Reasons for Napoleon Ill's Italian policy. 
 
 c. Cavour and Bismarck contrasted and compared. 
 
 d. Attitude of the papacy toward the annexation of Rome. 
 
 e. Career of von Moltke. 
 
 XXVII.BRITAIN IN THE NINETEENTH CENTURY. 
 
 77. The great reforms : political, humanitarian, economic. 
 
 Parliament before 1832: electorate; representation (rotten bor- 
 
 oughs). 
 
 Reform of 1832: redistribution of seats; extension of suffrage. 
 Reforms of 1867 and 1884: progress toward universal suffrage. 
 Local government act: self-government. 
 Reform of the criminal law. 
 Economic reforms: factory legislation; modification of the poor 
 
 laws; repeal of the corn laws. 
 Reshaping of parties: Liberal, Conservative. 
 
 78. The Irish problems. 
 
 Act of Union, 1801 : significance for Ireland and Great Britain. 
 
 Catholic emancipation; O'Connell; 1829. 
 
 The land question: Land League; Parnell. 
 
 Home Rule agitation: split in the Liberal party; Gladstone. 
 
 Land purchase acts: passing of absenteeism. 
 
 79. The colonial empire. 
 
 Growth of the empire since 1815. 
 
 Development of Australia: the gold fields. 
 
 Colonial federations: Canada, Australia. 
 
 India: Sepoy mutiny, 1857-1858; passing of the Bast India Com- 
 
 pany; the Indian Empire. 
 South Africa; Boer war. 
 The problem of imperial federation; Chamberlain, 
 
71 
 
 COLLATEBAL READING. 
 
 Robinson and Beard, Development of Modern Europe, II, 181-259. 
 Judson, Europe in the Nineteenth Century, chs. xviii-xxi. 
 European history text books: Harding, ch. xxx; West, 533-582. 
 English history text books: Walker, Cheyney, Wrong, Andrews, 
 Lamed* 
 
 LCS FOB PAPEBS OB REPOBTS. 
 
 a. Agitation for the abolition of slavery. 
 
 b. The poor laws: how they operated. 
 
 c. Cobden's work for reform. 
 
 d The Irish famine of 1845: importance for England and Amer- 
 ica. 
 
 e. Political methods of the Home Rulers. 
 
 f. Present condition of Ireland with respect to landlordism. 
 
 g. Discovery and development of Australia, 
 h. Cecil Rhodes. 
 
 i. Attitude of the English people and government toward the 
 United States during the Civil War. 
 
 REMARK. 
 
 80. 
 
 It is expected that some time will be devoted to a study of the 
 great literary movements of the century. 
 
 XXVIII. EUROPE SINCE 1871. 
 
 International problems and developments. 
 The new European concert. 
 Eastern questions: "Bulgarian atrocities"; the Russo-Turkish 
 
 war, 1877-1878; Congress of Berlin; the Balkan states. 
 "Armed peace"; triple and dual alliances. 
 The Hague conference: movement toward international arbltr - 
 
 tion. 
 
 The individual nations. 
 
 France: constitution of 1875; party strife; separation of church 
 
 and state, 1905. 
 Germany; the "Kulturkampf >' ; accession of William II; colonial 
 
 projects. 
 
 Austro-Hungary: constitution; racial situation. 
 Spain: war with America, 1898; loss of colonies. 
 Russia: revolutionary movements; Asiatic expansion. 
 Scandinavia: separation of Norway from Sweden, 1905. 
 
 LTEBAL READING. 
 
 Robinson and Beard, Development of Modern Europe, II, 303-317. 
 Seignobos, Contemporary Civilization, ch. xiil. 
 
72 
 
 West, Modern History, 583-612. 
 
 Whitcomb, Modern Europe, 250-274; 312-325. 
 
 Judson, Europe in the Nineteenth Century, chs. xvi, xvii, xxv, 
 xxx. 
 
 Rose, Development of European Nations, 1870-1900 (good ac- 
 count). 
 
 TOPICS FOB PAPEBS OB REPOBTS. 
 
 a. The Congress of Berlin. 
 
 b. Intervention in Crete, 1896. 
 
 c. Napoleon III after Sedan. 
 
 d. Why the British are in Egypt. 
 
 e. Statistics of European armies. 
 
 f. Dismissal of Bismarck. 
 
 g. The Suez Canal, 
 h. Nihilism. 
 
 REMABK. 
 
 The supply of topics for this part of the subject is almost in 
 exhaustible. Magazine articles will be found very service- 
 able in this part of the work. 
 
 XXIX. INTELLECTUAL AND MATERIAL PROGRESS. 
 
 82. The Scientific revolution. 
 
 The scientific method: experimentation. 
 
 Development of astronomy and chemistry. 
 
 Telescope and microscope: possibilities of each. 
 
 Great discoverers: Copernicus, Galileo, Newton, Lavoisier. 
 
 83. The industrial revolution: science applied to every day 
 
 life. 
 
 New sources of power: Watt's steam engine; the dynamo. 
 
 New methods of manufacture: factory system. 
 
 New means of travel: railway; steam boat; trolley car; automo- 
 bile. 
 
 New means of transmitting knowledge: telegraph (wireless), tele- 
 phone. 
 
 Results of the industrial revolution: growth of cities; commer- 
 cial monopolies; labor problems. 
 
 84. The social revolution. 
 
 Democracy: political power entrusted to the masses. 
 Equality before the law; abolition of privilege. 
 Universal education: public schools and higher institutions. 
 The newspaper: development of public opinion. 
 Sanitation: the germ theory. 
 
73 
 
 COLLATERAL READING. 
 
 Seignobos, Contemporary Civilization, chs. xvi-xvii. 
 
 Robinson and Beard, Development of Modern Europe, II, 386-421 
 
 Robinson, Readings, ch. xli. 
 
 Whitcomb, Modern Europe, 335-349. 
 
 Cheyney, Industrial History of England, chs. viii, ix, x. 
 
 TOPICS FOE PAPERS OR REPORTS. History of inventions and discoveries. 
 
 a. Steam engine. 
 
 b. Spinning machines. 
 
 c. Reaper. 
 
 d. Sewing machine. 
 
 e. Steam boat. 
 
 f. Railway. 
 
 g. Electric railway, 
 h. Telegraphy. 
 
 i. Telephone. 
 
 j. Experiments with aerial navigation. 
 
 k. Aniline dyes. 
 
 1. New explosives. 
 
 m. Anaesthetics. 
 
 XXX. THE WOKLD IN THE TWENTIETH CENTUKY. 
 
 85. The awakened Orient. 
 
 China: admission of European commerce (especially in 1842). 
 Awakening of Japan: Perry's expedition, 1854. 
 Chinese- Japanese war, 1894-1895; territorial seizures. 
 European ambitions in China; Boxer uprising, 1900. 
 Russo-Japanese war: leading events; results (Manchuria). 
 The national movement in India. 
 
 Experiments with constitutional government in Turkey and Per- 
 sia. 
 
 European problems. 
 
 Church and state: movements for disestablishment. 
 
 The Russian experiment with constitutional government. 
 
 Balkan situation: ambitions of Greece, Bulgaria, Servia, and 
 
 Austria ( Bosnia-Herzegovina ) . 
 Status of the Catholic hierarchy in Italy. 
 Militarism: standing armies; naval expansion. 
 Growth of socialism. 
 
 Europe in Africa. 
 
 The great African explorers: Livingstone, Stanley. 
 
 Partition of Africa: possessions of England, France, Germany, 
 
74 
 
 Portugal, Italy, Belgium (Congo). 
 
 The Cape to Cairo railway venture: significance for civilization. 
 Movement for a South African federation: Cape Colony, Natal, 
 
 Boer states; the proposed constitution. 
 
 88. The new world. 
 
 America as a world power: significance. 
 
 Amenca as a colonial power: possessions: suzerainty over Cu -a 
 
 The building of the Panama canal. 
 COLLATERAL READING. 
 
 At this point the general works nearly all cease to be useful; but 
 much can be found in current books and magazines (in the 
 school library or elsewhere) to illustrate the leading topics of 
 the outline. The following books may be mentioned: Robin- 
 son and Beard, Development of Modern Europe, ch. xxxi. 
 Reinsch, World Politics, Seignobos, Contemporary Civiliza- 
 tion, 416-436, 441-451. 
 
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