USA > Pennsylvania > Philadelphia County > Philadelphia > Municipal government history and politics, Vol. V > Part 31
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Friday, May 30, 1884, was the last day of the historical tripos. In the morning the candidates had to answer nine questions on the history of England between 1603 and 1660. The last question was this : "Discuss the importance and value of the following works : Baillie's ' Letters,' Clarendon's ' History,' Rushworth's ' Collections ' and Whitelock's ' Mem- orials.'" Then in the afternoon again nine questions out of twelve, relating to English constitutional law and its history were set with this restriction, that at least two of the last three questions be answered. Some bore upon the interpreta- tion of fragments of ancient texts taken from Stubbs' Select Charters (the Great Charter, for instance); others required the discussion of certain assertions made by Hallam, etc. These were the last three : 10. Trace the origin of the Par- liament of Paris and of the States General, and show the changes in them under the absolute monarchy. 11. Ranke (Weltgeschichte, I, 354) has compared the Athenian revolution of 411 B. c. to that of the Italian republics in the fourteenth and fifteenth centuries. Explain this comparison. 12. What
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were the political relations existing among the English colonies in North America before the War of Independence and what was the attitude of these colonies toward England ?
Surely five days of examination could not be more crowded ! The historical tripos, combining to a certain extent the sub- stance of a fellowship-examination in French history with such an examination as that of the free school of political science at Paris, presents a formidable appearance, and seems no less than overwhelming. It demands of the students knowledge so varied and extensive that the result must be, in most cases, a mass of superficial notions without a solid scientific foun- dation. Perhaps I am mistaken, but appearances at least are in favor of this comment.1 It is evident that this over- whelming historical tripos does not frighten the students at Cambridge, who devote three years to preparing for it. The number of pupils who present themselves steadily increases. In 1876, the first year, only twelve dared face the history examinations ; now there are about forty every year.
However hasty and superficial reading the scope of the historical tripos seems to necessitate, the students fortunately have, in Mr. Seeley, a master whose first care is to make them think for themselves. In the university course, which con- sists of a weekly one-hour lecture, he sets forth, for students of both sexes,2 subjects well calculated to provoke reflection. For proof one need only read the notes of his lectures for 1881-1882, upon the expansion of England,3 in which he discussed successively the tendencies of English history, the state of that country in the eighteenth century, the empire, the
1 It should be observed that the candidate is not obliged to answer all the questions on the paper, and that in the matter of rank the one must stand highest who answers the greatest number of questions, their merit in other respects being equal. This practice certainly goes far to limit the exorbitant demands of the paper; but the principle of surcharged exam- inations still remains to be criticised.
2 There are at Cambridge two colleges especially for women.
3 The Expansion of England. Leipzig. Tauchnitz, 1884.
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old colonial system, the influence of the New World on the Old, commerce and war, the phases of the expansion; the loss of the English colonies of North America, its history and policy ; the Indian Empire, how the English conquered and governed it, the influence of England and India upon each other, the phases of the conquest, dangers internal and ex- ternal, and the conclusion of the whole subject. These lectures are full of deep and original observation. They furnish a sort of philosophy of English history from the seventeenth century.
But it is in his private course, called " Conversation-class," that this able master of political history must exercise the most profound influence. Like Mr. Waitz and Mr. Droysen, in Berlin,1 Mr. Seeley meets in his study those students that wish to work under his direction. Every Thursday, for one hour in the morning and one in the afternoon, he receives in turn the students of either sex, and discusses with them the principles of historical and political science. Each of these classes numbers about fifteen pupils. Mr. Seeley assured me that the young women took a more lively interest than the young men, because the former are less surfeited with all that pertains to study. The young women are generally about twenty-one years of age. Mr. Seeley had among them in 1884 Miss Longfellow, daughter of the great American poet.
In his conversation class Mr. Seeley has an original method which compels his pupils to think. The first lesson lasts only a few minutes. The professor puts the question, "What is history, and what is its object ?" This he requests the class to consider for a week; and after all have thoroughly pon- dered the problem, in the second lesson the professor first gathers and discusses the various definitions and then gives his own. In the same way through the successive interviews they study other problems growing out of those that have pre-
1 See De l'Enseignement supérieur de l'histoire en Allemagne (Revue de l'instruction publique de Belgique, Vol. XXIV and XXV).
-
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ceded, as: "History being a political science, what is politics? What is its method ? The historical method. The object of history is zódes, society, which manifests itself in the phenome- non of government. The definition and classification of these societies." Here Mr. Seeley develops his system of classifica- tion, the explanation and discussion of which takes several months. The pupils also present theses upon subjects of their own choice, which Mr. Seeley examines and submits for dis- cussion in the class-room. He strives to teach his pupils first of all, not to be satisfied with mere words, nor with approxi- mations. He teaches them how to form clear and sound con- ceptions, and how to establish the fundamental truths of history and politics. He combats vigorously the dogmatism in vogue with the radical school in England. "I wish," said he to me with a shrewd smile, " to make political sceptics, because with us no one feels the slightest doubt in politics at a time when all the world is in doubt about religion. I often speak to my pupils of our political parties (Whig, Tory and Radical), giving their history and criticising their principles. I offend no one as I take care to speak with German objectivity. As I grow older, my pupils have more respect for me and do not question my authority as they did during the first years of my professorship at Cambridge; but I continually put them ques- tions. I regret that they do not dare to argue with me as they did ten years ago, when to my delight they would hardily deny what I upheld. I believe no exercise is as useful as this. Our English students are not bold enough for work upon the sources, what the Germans call Quellenstudien. Moreover there is great danger of their losing themselves in much reading, without forming sound general notions."
For the sixteen years since 1869 that Mr. Seeley has been professor at Cambridge he has purposed to form citizens and statesmen, an object to which the university has scarcely other- wise addressed itself. "Look at Gladstone," he said to me. " At Oxford where he did such brilliant work, they taught him only Latin, Greek, and Aristotle." Mr. Seeley takes care
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also to draw serious students into personal relations with him- self. He puts himself at their disposal every evening at six o'clock, receiving thus on an average one student each day. This custom recalls the sprech-stunde, that admirable tradition of German universities.
The example set by Mr. Seeley has been followed by Mr. Browning, lecturer at King's College, who established in 1876 his so-called "Political Society." It is composed of twelve students, who meet with their master Mondays at nine o'clock P. M., to discuss questions of political science. At each of these meetings, usually lasting till eleven o'clock, one member reads an original essay, upon which all must express an opinion ; the discussion frequently ends in a vote or resolution. The minutes of each meeting are kept. Mr. Browning kindly permitted me to look through the last volume of these records, from which I noted the following subjects : The socialism of Plato ; Is it desirable that England should be an empire (resolved in the negative by six to four) ; The responsibility of James I. in the events of 1640 to 1642 ; England's right of seizure by privateers, etc. Mr. Browning himself had read a paper upon the events which brought about the triple alliance in 1788, based upon his own researches in the archives of London and Paris. Such a debating club, directed by a spirited leader like Mr. Browning, must con- tribute much to make its members reflect upon questions of history and speculative politics.
In 1884 a fund of about £1175 10s. was given to the University of Cambridge, to found in honor of Thirwall a yearly prize for the student who would present the best treatise upon some subject requiring orginal research. This Thirwall prize is the only one at Cambridge within the reach of stu- dents of history.
Let me here express my thanks for the valuable hints obligingly given me by Mr. Hammond and Mr. Browning and especially by Mr. Seeley, whom I had the honor of meet- ing at Edinburgh and who showed me the utmost hospitality
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at Cambridge. The hours spent with this eminent man will never be forgotten.
IV .- THE STUDY OF HISTORY AT OXFORD.
The student at Oxford, before becoming eligible for a degree, undergoes two pass-examinations. The first, in arithmetic, geometry, algebra, Latin and Greek, he may take even before · entering the university ; many take it during or at the end of the first year. At the end of the first year the second pass- examination also takes place, the main feature of which is, at option, the continuations of algebra and geometry or elemen- tary logic; it includes, beside, a more searching test in the Greek and Latin offered by the candidates (e. g. three books of Livy or Tacitus ; two of Thucydides, or six of Homer, or Demosthenes on the Crown). The Greek of the four Gospels must be presented.
After these two preliminary examinations which require but one year, the students must choose a specialty in which to take their B. A., as at Cambridge. The various topics of examinations are taken from the Classics, including also ancient history in a subordinate position, mathematics, theology, natural sciences, law and modern history. Until 1870 the last two topics were in one. History was thus emancipated five years earlier at Oxford than at Cambridge, the reform at the latter university having gone into operation only in 1875.
The number of professors and lecturers in history is notably greater at Oxford than at Cambridge. At Cambridge there are but one professor and five lecturers ; at Oxford there are two professors, a reader, and thirteen lecturers. At the time of my visit to Oxford in 1884, the Regius Professor of Modern History was Mr. Stubbs, who had just been appointed to the Episcopal See of Chester, as successor to whom had already been named another well-known scholar, Mr. E. A. Freeman. The second professor of modern history was Mr. Burrows, one of the founders of the "Wiclif Society." There was,
1
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besides, a professor of Indian History, Mr. S. J. Owen, having the title of reader. The thirteen lecturers in history con- nected with the colleges were Mr. Coolidge, Mr. Wakeman, Mr. George, Mr. Bright (Master of University), Mr. Johnson, Mr. Reichel, Mr. Knox, Mr. Boase, Mr. Hassall, Mr. Lodge, Mr. Smith, Mr. Armstrong, and Mr. Johnson.
This large corps of instructors renders possible a very extensive and varied historical course. The departments are as follows : history of Europe during the last part of the sixteenth century, history of England since 1485, historical archæology, the Tudors, history of England since 1553, his- tory of England since 1642, English constitutional history since James II, history of England since 1714, the period following the accession of George IV, history of India in the Middle Ages, history of the British conquest of Mahrattas, history of the East from 1000 to 1328, history of Spain from 1328 to 1519, general history of Europe (periods of 1610- 1648, 1714-1740, 1789-1815), etc. To these historical courses is added a course in political economy and governmental in- stitutions (Mr. Marshall), a course in Anglo-Saxon, including study of the laws of Canut (Mr. Earle) and a course in Celtic, in which the professor, Mr. J. Rhys, explains the text of Táin bó Củailngne as it is found in Lebor nah Uidre.
This fine array suggests the programmes of the great German universities, where the number of historical subjects is equalled by their variety ; but I have been assured that many of the lecturers restrict themselves to a somewhat elementary style of teaching, without reference to sources or original docu- ments, thereby leaving unemployed all the scientific equip- ment in use beyond the Rhine. Add to this the fact that no practical course crowns all this theoretical teaching at Oxford, at a time when the German facilities could not exist without their numerous Uebungen, Gesellschaften, seminaries, etc., where the students are trained in method and in individual research.
Although the classics are the traditional specialty at Oxford, history claims many more followers there than at Cambridge,, 3
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almost as many as the famous classics themselves. I have been told that about two hundred or two hundred and fifty students work for the history examination. At least two- thirds of them intend merely to gain their bachelor's degree, without cherishing any scientific passion for history. Of the remainder some are young men of noble family, destined for political careers, who look upon history as useful to the states- man ; others purpose to become journalists, a career in England almost a science; still others are reading for the bar, and study history for its bearing upon law ; the small remainder are to be teachers, and make history the main feature of their pro- fessional training.1 Thus enlightened regarding the large numbers who elect the history examination at Oxford, we see that very few study history for its own sake.
The department bears the name of "Honour School of Modern History." Beside the first year required for the two pass-examinations before mentioned, two years or two and a half, rarely three, are devoted to this reading. The candidates must know all English history up to 1837, Queen Victoria's accession ; all English constitutional history and one special period of English history in detail ; a correspond- ing period of universal history ; a special subject worked up from original documents; politics and political economy ; his- torical geography. The examination consists of four papers on the political and constitutional history of England, two on general history, two on the subject studied in the sources, one on political economy, and one upon geography. Afterward is held a viva voce examination. The candidates are ranked by these examinations in four classes and their names are pub- lished in the rank-list. About ten out of a hundred aspirants each year win places in the first class.2
'Still the majority of those who intend to become teachers make their preparation a profound study of the ancient languages.
* Here are the four classes for the years 1882, 1883 and 1884: First Class, 4, 10, 11; Second Class, 24, 19, 14; Third Class, 34, 37, 27; Fourth Class,
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As some changes have recently been made in this tripos,1 to take effect in 1886,2 I will give here in detail the course then to be pursued. Just as for the historical tripos at Cam- bridge the official programme recommends a great many authors. For politics and political economy the candidates will be examined upon the following works: Aristotle, "Poli- tics ;" Hobbes, " Leviathan " (ch. 13-30) ; Bluntschli, Lehre vom Modernen Stat (vol. I) ; Maine, " Ancient Law ;" Mill, "Political Economy." This is, it seems, a little less extensive than the examination at Cambridge, where there is a tendency to make political science take the precedence of history.
For constitutional history the candidates must read the fol- lowing : Stubbs, "Select Charters" and " Constitutional His- tory ; " Hallam and May ; Bagehot, " English Constitution." They must also be ready to make comments upon the principal charters.
For general history of England up to 1837, portions of the following are prescribed : Freeman, "Norman Conquest" (ch. 1, 2, 3, 23) ; Green, " History of the English People" (vol. I); Stubbs, “Constitutional History (especially ch. 10, 12, 14, 16, 18); Ranke, "History of England " (bks. 1, 2, 3, 22); Macaulay, "History of England" (ch. 1, 2, 3); Bright, " History of England " (vol. II, III).
In the wide field of English history which they must have ranged from end to end, one of the following seven periods is to be presented in detail : 449-1087, 802-1272, 1215-1485, 1399-1603, 1603-1714, 1714-1815, 1760-1848.
In general history is studied the period corresponding to the one chosen for English history. The candidate is expressly required to introduce the literary history and that of the
42, 32, 25. This makes the total number of history students for each of these years, 104, 98, 77.
1 The required periods of universal history have rightly been shortened and corresponding periods of English history added.
" For all details see Oxford University Gazette (June 3, 1884).
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general civilization of his special epoch in connection with its political history and geography. It is not, however, expected that original documents will be used, the object being rather to induce clear and intelligent reading of the best authors. For this purpose a vast number of books to be either consulted or read are especially recommended by the faculty.
Below is the curious list :
HISTORY OF ENGLAND. 449-1087.
Kemble, Saxons in England.
Green, Making of England. Conquest of England.
W. Bright, Early English Church His- tory.
Freeman, Norman Conquest.
Skene, History of Scotland.
Anglo-Saxon Chronicle.
Laws of Ine, of Alfred and Canute. Bede (bks. III and IV.)
802-1272.
Green, Conquest of England. Freeman, Norman Conquest. Pauli, Geschichte von England. Life of Simon of Montfort.
Palgrave, England and Normandy (vol. III, ch. IV.)
Preface to Roger of Hoveden (II and IV).
to Benedictus Abbas II.
to Roger Bacon.
to Walter of Coventry II.
to Monum. Franciscana I.
66 to Itinerarium Regis Ricardi.
Anglo-Saxon Chronicle.
Matthew Paris (period of Henry III).
GENERAL HISTORY.
476-1083.
Gibbon, Decline and Fall.
Milman, Latin Christianity.
Fustel de Coulanges, Féodalité.
Guizot, Civilisation en Europe.
Waitz, Deutsche Verfassungs-Geschichte (vol. II).
H. Martin, Histoire de France.
Grégoire de Tours (from bk. V).
Paul Diacre (from bk. III).
Sismondi, Républiques italiennes.
Giesebrecht, Geschichte der Deutschen Kaiserzeit. Finlay, History of Greece.
Muir, Life of Mahomet.
936-1272.
Gibbon, Decline and Fall.
Hallam, Middle Ages.
Milman, Latin Christianity.
Guizot, Civilisation en Europe.
Martin, Histoire de France.
Michelet, Tableau de la France (bk. III of Histoire de France).
Joinville, Vie de Saint Louis.
Sismondi, Républiques italiennes. Geisebrecht, Geschichte der Deutschen Kaiserzeit.
Von Raumer, Geschichte der Hohen- staufen.
Busk, Medicval Popes, Emperors, and Crusaders.
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Skene, History of Scotland.
Robertson, Scotland under Early Kings.
Wright's Political Songs (pp. 6, 19, 42, 72, 121, 124, 125, ed. by the Camden Society).
Digby, Real Property (pp. 1-56, 122- 151, 253-262).
Finlay, History of Greece.
Von Sybel, History and Literature of the Crusaders.
Church, Life of Anselm. Cotter Morison, Life of St. Bernard.
1215-1485.
Lingard, History of England (to 1399). Pauli, Geschichte von England. " Life of Simon of Montfort. Preface to Monum. Franciscana I. to Edward II.
Longman, Life and Times of Edw. III. Sharon Turner, History of England (since 1399).
Sechler, Wiclif.
Fortescue, De laudibus legum Angliae. More, Rich. III. and Edw. V.
Paston Letters (preface by Gairdner). Burton, History of Scotland.
Roger, History of Agriculture and Prices in England (Vol. I and III. Wright, Political Songs (pp. 6, 19, 42, 72, 121, 124, 125).
1399-1603.
Sharon Turner, History of England. Paston Letters (Gairdner's Preface). More, Utopia, Richard III and Rich- ard V.
Bacon, History of Henry VII.
Froude, History of England.
Brewer, Prefaces to State Papers.
Herbert de Cherburg, Life of Henry VIII.
Burnet, History of the Reformation (ed. Pocock).
Knight, Pictorial History of England (1588-1603).
Burton, History of Scotland.
1272-1519.
Gibbon, Decline and Fall.
Hallam, Middle Ages.
Milman, Latin Christianity.
Martin, Histoire de France. Froissart, (bk. II, ch. 52-63, 83-102, 121-128, 148-214, 227-230).
Sismondi, Italian Republics.
Amari, War of the Sicilian Vespers.
Creighton, The Papacy during the Period of Reformation. Von Reumont, Lorenzo di Medici. Vilari, Sarvonarola. Macchiavelli.
Ranke, Geschichte der Römischen und Germanischen Völker von 1494 bis 1514.
Prescott, Ferdinand and Isabella.
Finlay, History of Greece.
Yule, Marco Polo.
1414-1610.
Hallam, Middle Ages.
Ranke, History of the Popes.
History of the Reformation in Germany.
Civil Wars in France.
" Geschichte der R. u. G. Völker. Die Osmanen und die Span- ische Monarchie.
Martin, Histoire de France.
Sully, Mémoires. Creighton, Papacy during the Refor- mation. Von Reumont, Lorenzo di Medici. Robertson, Reign of Charles V.
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Latimer, Sermons (ed. Arber). Hooker, Ecclesiastical Polity (with the preface). Spenser, View of the State of Ireland. Smith, De Republica Anglorum.
Häusser, Period of the Reformation. Prescott, Ferdinand and Isabella. Philip II.
Helps, Spanish Conquests. Motley, History of the United Nether- lands. Finlay, History of Greece. Elphinstone, History of India (ed. Cowell).
1603-1714.
Ranke, History of England. S. R. Gardiner, History of England. Clarendon (bk. I-VI). Christi, Life of Shaftesbury. Macaulay, History of England. Burnet, History of His Own Times. Wyon, History of Grt. Britain during the Reign of Queen Anne. Swift, Conduct of the Allies. Burton, History of Scotland.
Sir John Davis, State of Ireland. Doyle, English in America. Bruce, Annals of the East India Com- pany. Dryden (Political Poems).
1610-1715.
Heeren, Political Systems of Modern Europe.
Ranke, Französische Geschichte.
Martin, Histoire de France.
Voltaire, Siécle de Louis XIV.
Charles XII.
De Retz, Mémoires. Ranke, History of the Popes.
Die Osmanen u. d. Sp. Mon.
History of Prussia.
Coxe, History of the House of Austria. Droysen, Gustaf Adolf.
Chapman, Gustavus Adolphus.
Montecuculli, Mémoires (bk. II, III).
Putter, Political Constitution of the German Empire.
Stanhope, War of the Spanish Suc- cession.
Finlay, History of Greece. Rambaud, History of Russia.
Elphinstone, History of India.
1714-1815.
Lecky, History of England in the 18th Century. Stanhope, History of England.
Life of Pitt. Martineau, History of England.
Cornewall Lewis, Essays on the Ad- ministrations of Grt. Britain. Alison, Life of Castlereagh (ch. I-III). Bolingbroke, Letters on History. Dissertations on the State of Parties.
-
1715-1815.
Heeren, Political Systems of Europe. Martin, Histoire de France.
Tocqueville, L' Ancien Régime et la Révolution.
Von Sybel, French Revolution. Taine,
Carlyle, 66
Lanfrey, History of Napoleon.
Alison, History of Europe (beginning with ch. LX).
Ranke, History of Prussia.
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Bolingbroke, Letter to Sir W. Wynd-
ham. Patriot King.
Burke, Thoughts on Present Discon - tentment.
" American Taxation.
Reft. on the French Revolution.
Refl. on a Regicide Peace.
Arthur Young, Tour in England.
Bancroft, History of United States.
Marshman, History of India (edition in 3 volumes).
Carlyle, Frederick the Great. Frédéric II, Mémoires.
Seeley, Life and Times of Stein.
Häusser, Deutsche Geschichte vom Tode Friedrichs des Grossen.
Coxe, Bourbon Kings in Spain.
Napier, Battles and Sieges in the Penin- sula.
Rambaud, History of Russia. Elphinstone, History of India.
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