SYLLABUS IN MODERN EUROPEAN HISTORY A Syllabus in Modern European History from Charlemagne to the Present (800-1920) by William Thomas Morgan Associate Professor of European History in Indiana University Assisted by Prescott W. Townsend Instructor in History in Indiana University. 1920 -& ,0* Preface The present Syllabus lays little claim to originality, particularly in the appendices. It is an outgrowth of three years experience with the Syllabus by Professor C. J. H. Hayes, while at Columbia, and the Columbia University Press has kindly granted us permission to use such portions of this syllabus as we desired. Much use has been made in places of Professor Clarence Perkins' Syllabus on Modern European History, and valuable suggestions have been taken from the Syllabi of Professors Paetow, Burr, Thompson, Foster and Fay and others. The idea of outlining each days lesson as the unit is, we think, peculiar to the present Syllabus as are the suggestive questions at the end of each days assignment. The aim throughout has been to give point to the work of each day. Considerable pains have been spent upon the sections on note taking and the term essay, which in our estimation, are among the most valuable things to be taught in the course. The purpose of this new excursion into an old field is only another serious attempt to guide the bewildered college youth carefully through the maze of facts, essential and unessential, in his first college course in history. It is hoped that this manual may also prove of some assistance to overworked instructors in their overcrowded classes of the present day. Indiana University, W. T. MORGAN. August 18, 1920. 5 Table of Contents PAGE Suggestions 4 Note-taking 5 Abbreviation of book titles 8 I Outline of the Middle Ages 11-23 1. Political developments 11 2. Economic and social conditions 14 3. Religious Life of the Middle Ages 18 4. Medieval Culture and the Renaissance 21 II The Sixteenth Century (1453-1598) 24-35 1. Political progress and events 24 2. The Commercial Revolution 29 3. The Protestant Revolt 33 III The Seventeenth Century (1598-1689) 36-43 1. Rise of Absolutism in France 36 2. Development of Parliamentary Government in England .... 40 IV The Eighteenth Century (1689-1789) 44-52 1. Colonial Rivalry of France and England 44 2. The Rise of Russia and Prussia 46 3. Dynastic and Colonial Rivalry 49 V A Summary of Progress (1500-1800) 52-55 VI The French Revolution (1789-1795) 56-60 VII The Napoleonic Era (1795-1815) 61-64 VIII The Industrial Revolution (1775-1825) . 65-71 IX The Era of Metternich (1815-1830) 72-73 X Struggles of the Liberals (1830-1848) 74-76 XI The Period of Nationalism (1848-1871) 77-78 XII The "Era of the Benevolent Bourgeoisie" (1871-1914) 79-111 XIII The Great War and Reconstruction (1914-1920) 112-113 Appendix I — Map Studies 114^134 Appendix II — Evolution of English Parliament 135-136 Appendix III— Book Reviews 136-138 Appendix IV— The Term Essay 138-144 Appendix V — Lists of Questions 144-154 Syllabus for Modern European History (History I) SUGGESTIONS Required hooks and apparatus for History I. 1. S. B. Harding, Essentials in Medieval History (800-1500). 2. E. P. Cheyney, Social and Industrial History of England. 3. C. J. H. Hayes, Political and Social History of Modern Europe, v. 1. 4. .J. S. Schapiro, Modern and Contemporary European History. 5. Ramsay Muir, Hammond's New Historical Atlas for Students (4th ed.). (i. A loose-leaf notebook with pages 8 x 10 ^ inches. 7. Envelope of maps for History I, and box of water colors or crayons. These books are really indispensable for the student in the course, and he will save himself a great deal of unnecessary work if he invests at once in all of these books except Schapiro and Cheyney. With each lesson in this course as outlined in the Syllabus are given required and recommended readings, from which the student can choose a certain number of topics for wider reading as he pleases. Additional references on any desired sub- ject may readily be found by referring to the chapter bibliographies in the texts required. General Informal lectures explanatory of the Syllabus, recitations based upon assigned readings, and informal map exercises make up the class-room work. Bring your difficulties (historical) to class to be discussed. On the assigned work and the lectures, the student should take notes in ink, and be pre- pared to submit them for inspection at any time. In this Syllabus the student will find the following: 1. A brief synopsis of each day's assignment. 2. A list of required and recommended readings for that day. 3. General and specific directions for map studies. 4. Extended directions for note-taking and book reviews. 5. Elaborate explanations for preparing the term essay. 6. Suggestive daily questions, typical hour examinations, final examina- tions and revieAv questions, for each semester's work. The student should make constant use of the suggestions in the Syllabus which are intended to act as his guide and to save him endless trouble. If he will be so kind and thoughtful as to carry out the following sug- gestions, he will render himself and his instructor a real service. I Direction.- for Written Work. 1. Please write in ink all notebook work, class quizzes and examina- tions. Write on regular 8 x 103^ note paper or examination blanks. 2. Kindly see to it that your name is written legibly upon the upper right hand corner of all written exercises handed to the instructor. 3. In answering any list of questions, separate your answers to all questions. Unless otherwise directed, always answer all questions. Dates and specific facts are always welcome if they are germane to the question. Syllabus of Modern European History 5 4. Always hand in various exercises, such as maps, notebooks, and written essays separately. 5. Please hand in on time all written exercises of any kind; otherwise only half credit may be given for your exercise. This course meets three time a week, and the normal weekly assignment is about 100 pages, or somewhat less when a map exercise is required. Written tests are always in order at the will of the instructor. IT The Rating ok the Student. 1. Four things are considered when rating a student: a. Daily recitation record. b. Notebook ,map exercises, and other written work required. c. Regular monthly tests and periodical quizzes. d. The final examination. 2. The greatest emphasis will be placed upon the student's daily record. Ill How to Study: Suppose, for purposes of illustration, that the instructor assigns for the next recitation-period the topic ''Agriculture in the fifteenth century.'" (Syllabus, p. 14). The student should first familiarize himself thoroughly with the sub-topics in the underscored section of the Sycdlabus. Then he should read slowly and thoughtfully the text narrative— Vol. I 28-36, of Hayes, — he should at the same time retain in mind the sub-topics of the Syllabus and notice attentively the drawing of the manor in the atlas (either Shepherd, p. 104 or Muir, diagram xxvi — preferably the former). Xext he should fill in gaps between Syllabus text-book and atlas, by reading the designated pages of Cheyney's Industrial and Social History of England or whatever collateral reading has been assigned him by the instructor Having thus familiarized himself with the headings in the Syllabus and having thoughtfully read once the required reading, the students should take notes in manner described in the following paragraph. And to test his knowledge, he should close his books, transform every statement in the Syllabus into a question, and endeavor to give himself clear and full answers to the questions asked. Another excellent method of preparing work on a topic is to answer one of the suggestive questions in two hundred words. In all historical study, an atlas should ever be at hand. Important dates in the Syllabus should be memorized. Every student will find it decidedly to his advantage to prepare time lessons regularly and in advance. It is presumed that for each hour in the class-room the average student will spend two hours in study. As general advice, it may be well to keep in mind the much-preached but little-heeded truth that all study is valueless without strict mental concentration and discipline, and to remember in a special way that proper historical study involves : first, visualizing ; secondly, memorizing; thirdly, discriminating and fourthly, using "common sense". What one should derive from thorough historical study is criticism without cynicism and human sympathy without hero-worship. V How to Prepare the Notebook. 1. Be sure to place the general topic subject (e. g. "Medieval Agricul- ture" at the top of each and every page, and to indicate the author, title, and exact pages of the book being outlined. (I Indiana University 2. After a little practice the student ought to be able to condense from five to ten pages of text into one page of notes. 3. Subordinate topics ought to be indicated by an indentation of about a third to a quarter of an inch. Whenever possible statements should be condensed into one line in order to preserve the outline form. 4. The notebook should be kept strictly up-to-date. ,"). The following instructions should be studied and carefully followed out. In order to insure a habit of logical arrangement of facts gained from the printed page, the student will be required to keep in a regulation note-nook the digest of the text and of class lectures which will be examined at intervals by the instructor, at least for a portion of the year. In summarizing the text the student is expected to condense into the fewest words possible the important facts or suggestions, arranging them topically according to the Syllabus with sub-topics in outline form to show the relation of one to an- other. That the method of outlining may be understood, the student should turn again to the Syllabus, 9-10, and to Hayes I. 28-36, and then notice how the following summary corresponds : Hayes, I. 27-33. A. SOCIAL AND ECONOMIC LIFE OF MIDDLE AGES. I. Medieval Agriculture. 1. Majority of people in country, not in town. a. Wealth in lands, not in stocks and bonds. b. Towns as yet small and few. Uniformity throughout Europe; Germany, Hungary, France, England. 2. Proprietors of land; landed aristocracy or nobility. a. Owed duties to king or fellow-noblemen. Held land of them. b. Supported by peasants living on estate (manors). c. Wealth and honors. d. Reason for pre-eminence of nobility. 1. In earlier times, defended peasants, preserved peace. 2. Continued by right of inheritance to enjoy finan- cial income and social prestige. e. Decline in feudalism. 1. In national monarchies, king supplanting nobles as source of peace and order. 2. Nobles being drawn to royal court. "The nobility had outlived its usefulness, yet it retained its old-time privileges." 3. Workers of land; peasantry. a. Serfs. 1. Numerous in early middle ages; lessening numbers by 1,500. Syllabus of Modern European History 7 2. Differed from slaves, hired men, and rent-paying tenant farmers. 3. Free to work for self part time; no wages; "attached to soil." 4. Obligations of serf to lord-work 2 or 3 days, "boon-days dues 'in kind', " "banalities," "heriot," "relief," etc. a. Free-Tenants. 1. Increasing in numbers. 2. Paid regular dues to lord, but usually not obliged to work 2 or 3 days for him, and free to move. c. Hired laborer. — Worked for fixed wages on lord's land, (demesne). d. Metayers (France); Stock-and-land lessees (Eng- land); worked farms "on shares." 4. Steady decline of serfdom. a. Obligations of serfdom too galling for serf; unpro- fitable for lord. b. In England, "inclosures" for sheep raising. c. Survival of serfdom in 19th century: Prussia, Austria, Russia. The above specimen outline is simply a topical outline of the textbook in the order of the Syllabus. It should, of course, be further amplified if an assignment of collateral reading is made. As the note-book now lies open, the digest of the test (and collateral read- ing, if any) should be written in ink on the left-hand page, while the class- room notes should be put in on the right. Very likely the instructor will have something to say about the manor, in fact or in interpretation, which the text-book omits, and this should be put opposite the proper division of the text digest which the student has prepared before coming to class. For example, if the instructor offers some explanation of how the serfs were transformed into "freemen" or "hired laborers," the note upon that will be placed opposite the proper section (No. 4). Occasionally, on particular topics, which are treated very briefly in the text-book and for which no special assignment of collateral reading is made, much of the information will be gained in the class room, in which case the text side of the notebook sheets may be left blank or thinly written; at other times the class-room work will consist in discussing the material offered in the text, when the class notes will be few. In the former case, the student should not take down a word-for-word reproduction of the lecture but should condense it into his own language. If anything is not clearly understood, he should ask to have it repeated. If a lecture is missed the blank should be immediately filled with reference to some fellow-student's notebook, giving credit at the top of the page. Thus a parallel account is preserved of the information gained in private study and in the class-room. The student may come across articles and pictures in newspapers of special interest in modern history; these, together with pictures of historic places, may properly be inserted under appropriate sections. Indiana University Abbreviations of Book Titles Used In Syllabus Abbott— W. C. Abott. TheBxpa Europe, 2 vols. Adams— G. B. Adams. Civilization during the Middle Ages. Andrews— C. M. Andrews. Tht Historical Development of Modem Europe 2 vols. l ' Bourgeois — Modern France. 2 vols. Bourne— II. E. Bourne. The Revolutionary Period in Europt (176S-1815) Bullard— A. Bullard. The Diplomacy of (he Great War. Comb. Mod. Hist.— The Cambridge Modem History. < 12 vols I Cheyney— E. P. Cheyney, Social and Industrial History of England Cheyney. Readings— E. P. Cheyney. Readings in English History. Cross— A. L. Cross. History of England and Greater Brit Cunningham— W. Cunningham, Growth of English Industry ana > 2 vols. Duruy— V. Duruy. History of the Middle Ages (Adams ed.). Emerton— E. Emerton, Introduction to the Study of the Middlt Ages Emerton. Med. Europe— E. Emerton. Medieval Europe. Emerton. Beginnings— E. Emerton. Beginnings of Modern Europe. Gibbins— H. de B. Gibbins. Industry in England. Gibbons— H. A. Gibbons. New Map of Euro Gibbons. Africa— H. A. Gibbons. The New Map of Africa. H and C— Holt and Chilton. A Brief History of Europe (178^-1815). Hardmg— S. B. Harding, Essentials in Medieval History . Hassall— A. Hassall. The Balance of Power (1715-1; Hassall, Louis XIV— A. Hassall. Louis XIV. Hayes— C. J. H. Hayes. A Political and Social History of Modern Eurom 2 vols. e ' Hazen— C. D. Hazen. Modern European History. Hazen. Fifty Years— C. D. Hazen. Fifty Years of Europe (1870-1919). Hulme— E. M. Hulme. The Renaissance and Reformation Henderson— E. F. Henderson. A Short History of Germany. 2 vols. Hobson— J. A. Hobson. Imperialism (1902 ed.). Holt and Chilton— Holt and Chilton. History of Europe (1862-1914) Johnson— A. H. Johnson, Europe in the Sixteenth Century. Kitchin— G. W. Kitehin. History of France. 3 vols. Leeky— W. E. H. Leeky. History of England in Eighteenth Century 8 vols Lowell— E. J. Lowell. The Eve of the French Revolution. Luchaire— A. Luchaire. Social France in the Reign of Philip [ Madelm— L. Madelin, The French Revolution. Muir— R. Muir, Hammond's New Historical Atlas for Students (4th ed I Munro, D. C— Medieval History. Munro and Sellery— Munro and Sellery. Medieval Civilization. Ogg— F. A. Ogg, E Development of Modern Euro, Ogg. Governments— F. A. Ogg. Governmei - E -rope Ogg Source Bool—F. A. Ogg. Source Book of Medieval History. >rtn— S. P. Orth, Socialism and Democracy in Europe Pollard- A. F. Pollard, Factors in Modern History. Rambaud— A. Rambaud, History of Russia. 2 vols. Syllabus lean Hi-t.»rt Robinson — J. H. Robinson, Reading-* in European History. 2 vols. Sehapiro — J. S. Sehapiro. Modern and Contemporary European History. Schmitt — B. Schmitt. England and Germany i 1740-1 Seignobos — C. Seignobos. Political History of Europe sin: : 1S14. Shepherd — W. R. Shepherd. An Historical Atlas for Students. Taine — H. A. Taine. Ancient Regime. Tain- — H. A. Tain ch Rerolution. 2 vols. Thorndike — L. Thorndike. His'ory of Medieval Europe. Tiekner — F. W. Tickner. Social and Industrial History of England. Turner— E. R. Turner. Europe. 17S9-1920. Usher — A. P. Usher. Industrial History of England. Wakeman — H. O. Wakeman. Ascendancy of France (J.59>-1~ Warner — G. T. Warner, Landmarks in English Industrial History, n Europe — J. H. Robinson. History of Western Europe. 10 Indiana University The Scope and Purpose of History I. T. The Scope of the Course. 1. Period covered; 800-1920. a. First 500 years will be dealt with very lightly. b. Each succeeding century will receive greater emphasis. 2. Textbook assignments, collateral readings, map studies, and occa- sionally other written exercises will be required. 3. The instructor will lecture informally from time to time to supplement the readings assigned. 4. There will be regular monthly tests and a final semester exam. II. Purpose of the Course. 1. To stud j' the heritage left by the past and gain an appreciation of the civilization of other times. 2. To learn something of the great men and women, and of their con- tributions to the civilization of the world. 3. To gain the ability to interpret the statements made by historians without prejudice or favor. 4. To show the continuity of the history of mankind. III. What is History? 1. Various definitions: Bacon. Bolingbroke, Macaulay, Acton. Lam- precht. 2. Is it the biography of a few imperial men? 3. To what extend should it concern itself with kings, queens and prime ministers? 4. Is it the duty of the social and economic development of past? 5. To what degree should it be concerned with the intellectual develop- ment of periods studied? (Kulturgeschichte). 6. How much space should be devoted to the history of Church? 7. What emphasis must be placed upon tracing general movement? 8. What portion of the time should be allotted to connecting past events with present tendencies and events? 9. In all this it must not be forgotten that the roots of the present lie deep in the past. IV. Foundations for the Study of the Middle Ages. 1. The Empire; its origin, its importance and history. 2. Feudalism; its main features, its function, and decline. 3. The Christian Church; its relation to the Empire and to Feudalism. Syllabus of Modern European History 11 LESSOX 1. THE EARLY MIDDLE AGES (300-1095) I. The Roman Empire of Ancient Times. 1. Struggle of Rome for the control of the Mediterranean. 2. The Empire at its greatest extent in early 2'nd century. 3. Graeco-Roman civilization; fusion of east and west. 4. Decline of the Roman Empire and of classical civilization. a. Economic: decline of agriculture, industry and population. b. Political: decline of municipalities and growth of an official class. c. Military: pressure of barbarians and weakening of the army. d. Relations between these factors. 5. Separation of the eastern and western parts of the empire. II. Origin and growth of the Holy Roman Empire. 1. Germanic invasions: end of the western (476) and survival of the eastern part of the Roman Empire. . 2. Rise of the Frankish kingdom; the Carolingian mayors of the palace. 3. Re-establishment of the Empire of the West. a. Coronation of Charlemagne as emperor (800). b. Strife among the Carolingian successors of Charlemagne. 4. Revival of Empire in the West ; selection of Otto the Great (962) . III. The Normans in Europe. 1. In Northern Europe: Norway, Denmark and Russia. 2. In Western and Southern Europe : England, France and Sicily. IV. Spread of Mohammedanism. 1. Its origin and principles. 2. Spread to Asia, Africa, Europe; in Spain and France. 3. Saracen civilization; Bagdad, Cairo, Cordova. 4. Rise of the Seljuk Turks. V. The Eastern Empire. 1. Reign of Justinian (527-65). a. Codification of Roman law. b. Conquests; successors and failures of Heraclius. 2. Civilization of Byzantium. Assignment: Harding, 32-50, 63-75. Readings: Western Europe, 67-103; 120-164; Emerton, 180-213; Adams, 170-84; Thorndike, 128-53, 172-91, 213-31; Munro and Sellery, 212-39 Robinson I, 150-68, 245-60; C. Oman, The Dark Ages, 369-423; A. H. Johnson, The Normans in Europe, 3-51. 71-90: S. O. Jewett. The Normans; Duruy, 1-15, 71-104; Munro. Suggestive Questions: 1. To what extent were the Germanic tribes able to introduce their own civilization into the areas they conquered? 2. In what sense may Byzantium be considered the most important city in the medieval world? 3. Trace the influence of the Northmen upon the history of medieval Europe. [2 I n'I'I.wa Universh x LESSON 2. THE LATER MIDDLE AGES (1095-1521) I. The Crusades. 1. Causes: religious, political, economic. 2. General character and extent of the movement. 3. Leading events and characters; the first four crusades. 4. Immediate and fundamental effects upon Europe. I I. The Mongols and the Ottoman Turks. (1261-1463) 1. Mongol activity following the crusades — Jenghiz Khan. 2. The work of Tamerlane and the advance of Bajazet. 3. Rise'of the Ottoman Turks. a. Battles of Nicopolis (1396) and Angora (1402). b. Extent of their conquests, fall of Constantinople (1453). c. Character of their rule; use of the Janizaries. III. Italy during the later Middle Ages. 1. Emperor vs. papacy. 2. Papal seat is removed to France. IV. Germany in the later Middle Ages. 1. Achievements of the Early Hohenstaufens. 2. Decline of the Hohenstaufens. 3. Rise of the Hapsburgs. V. France in the Middle Ages. 1. Rise of the Capetian dynasty. 2. Feudal disorganization of the country. 3. Settlements of the Normans in France. 4. Consolidation and centralization of the realm. a. Philip Augustus (1180-1223); relations with England and with the papacy. b. Louis IX (1226-70) and development of the central government. c. French kings of the 14th century and the Avignon papacy. Assignment: Harding. 114-43. For the area of the Empire consult Muir, 23b. Readings: Hayes I. 10-14; Adams, 258-78; Hulme. 19-27. 36-49; Archer and Kingsford, %he Crusades, passim; Robinson, I. 312-43; Thorndike, •332-59; Munro and Sellery, 248-73; R. Lodge, The Close of the Middle Ages, 243-314. 494-514; Tout. Empire and Papacy. 177-97. 295-392; J. Bryce, Holy Roman Empire, chs. X-XII; Western Europe, 173^200; Duruy, 261-89; 346-85; Munro. Suggestive Questions: 1. Had you been a French knight, desirous of going upon a crusade, how would you have prepared for the expedition? 2. What was the secret of the success of the Mohammedans during the Crusades? for the success of the Ottoman Turks? 3. Voltaire said that the Empire was neither Holy, nor Roman, nor an Empire. Was he right? Syllabus of Modern European History 13 LESSON 3. POLITICAL ORGANIZATION OF THE MIDDLE AGES FEUDALISM I. Political organization in antiquity. 1. The city-state in the east and among the Greeks and Romans. 2. Consolidation of the ancient world in the Roman Empire. 3. The break-up of the Roman Empire and the beginnings of feud- ism. a. Commendation. b. Patrocinium, precarium, benejicium. II. Political Elements of Feudalism. 1. Land tenure — the fiefs and subinfeudation. 2. Relation of suzerain and vassal. a. Suzerain guaranteed security to the vassal. b. Vassals guaranteed loyalty and service. 1 . Military vs. menial services. 2. Feudal aids and feudal dues. 3. Other rights of the overlord. 3. Legal position of the villein. a. Protected by the overlord. b. Free in relation to all men except his overlord. c. Bound to the soil. d. Tried in manorial courts. e. Performed menial services and paid customary dues. III. Complexities and Irregularities of the System. 1. A vassal might be suzerain to his overlord. 2. The king often a vassal of one of his subjects. 3. Peculiarities in relation of ecclesiastical property to feudalism. IV. Social Side of Feudalism. 1. Chivalry; altitude toward noble women. 2. Knighthood; training for social life. 3. Tournaments; preparation for war. Assignment: Harding, 50-60; Western Europe, 104-19; Tickner, 119-35. Readings: Munro and Sellery, 159-76, 188-201; Adams, 194-226; Luchaire, 306-73; Thorndike, 232-53; Emerton, 236-56; Emerton, Med. Europe, 478-508; A. H. Johnson, The Normans in Europe. 96-114; Duruy, 200-34; Munro, . • Suggestive Questions: 1. Can you account for the differences of opinion among authorities as to the origin of feudalism? 2. What were the functions performed by the courts customary, the court leet, and the court baron? 3. Explain: escheat, forfeiture, disseisin, feud, homage, patrocinium. 14 Indiana University LESSON 4. MEDIEVAL AGRICULTURE I. Agriculture in Antiquity. 1. In the early Greek or Roman city-state; use of slave labor. 2. Decline of Italian agriculture in 2nd century, B. C. 3. Agriculture in the provinces under the Roman Empire. 4. Decline of agriculture in the later Roman Empire. a. Growth of cities at the expenses of rural districts. b. Decreases in slave labor; appearance of the coloni. 5. Decline of agriculture as a factor in the downfall of the empire. II. Importance of agriculture in 800. 1. Vast majority of people engaged in agriculture. 2. Manor the unit of agriculture; its size, population and importance. 3. Self-sufficiency of the manor. 4. Productivity of medieval agriculture. III. The Lord of the Manor. 1. His feudal position. 2. Wealth and general importance. 3. His domestic servants and retinue. IV. The Peasantry. 1. Free tenants, their positions, number and importance. 2. Metayers, who worked land upon the shares. 3. Villeins or serfs — most important class on manor. a. "Their number (enlarge). b. Their duties. c. Dues, fees and fines. 4. Cottars and agricultural laborers. Assignment: Cheyney, 31-52. Hayes, I. 26-34. The student should draw for himself a diagram of a manor. Readings: Consult Muir, xxvi and Shepherd, 104; Gibbins, 65-85; Robinson, 399-406; Ogg, 18-25; Warner, 26-44; R. E. Prothero, English Farming Past and Present, 1-30; Tickner, 10-24; Usher, 119-26. Suggestive Questions: 1. What do you consider the chief disadvantage in the manorial system for the serf? for the manorial lord? 2. Carefully define the following terms: heriot, chevage, glebe, demesne, commons, enclosure. 3. What reasons can you give to account for the unprogressiveness of medieval agriculture? Syllabus of M< dbkn Europman History 15 LESS N " RURAL LIFE IN 1500. I. The System of Agriculture. 1. Size and population of the manor. 2 Important divisions. The three field system. a. The open fields. b. Distribution of land among the villeins. 4. General productivity of the soil. II. Raising of live stock. 1. Varieties. 2. Size and care. 3. L'ses for food and transportation. III. The Homes of the people. 1. Manor house. 2 Peasant cottar 3. Ventilation and sanitation. IV. Food and Clothing. 1 . Lack of variety in food; few vegetables and fruits. 2. Little meat for serfs. 3. Clothing usually of coarse wool and extremely dirty. V. Social Life of the People. 1. Centered around the manor. 2. Influence of the Church. VI. Decline of the manor. 1. Influence of the Black Death. 2 Increase in trade. VII. The Manor as a judicial unit. 1 . Punishment of crime. 2. Court leet; court baron. Assignment: Haves I. 34-6; Tickner. 25-36; Cheyney, 123-34, 141-7. Reading- R. E. Prothero. English Farming Past and Present, 31-54: Gibbins 111-9; Ogg, 25-35; Cunningham, I. 396-408: Hallani. Middle Ages, eh. ix. passim; Q. Seignobos, Feudal Regime, 1-65; Iipson, Economic History of England. 30-76; Jessopp. Village Life in England Six Hundred I"-:.: -5 A::: U-~r. 127-33. Suesestive Questions: 1. Whv was so little attention paid to the rearing of live stock: 2. What were the most important causes, immediate and remote of the decline of the manorial system? 3 What is vour estimate of the average daily wage of the agricultural laborer or villein in 1300? How does it compare in purchasing power with agricultural wages today? 1<; I mm ana [Jniversity LESSON 6. MEDIEVAL TOWNS AND MEDIEVAL INDUSTRY I. Economic Stages in Human Life. 1. Hunting and fishing. 2. Nomadic stage. 3. Agricultural (manorial) system. 4. Handicraft stage. 5. Domestic system. 6. Factory system. 1 I. Causes for the origin and growth of towns. 1. Physical position. 2. Nearness to cathedral or abbey. 3. On trade routes. III. Rise of Merchant gilds. 1. Functions. 2. Importance. IV. Craft gilds. 1 . Reasons for their origin. 2. Functions-economic, social, political. 3. Influence upon industry. 4. Their gradual decay. V. The '"domestic" system. 1. Competes with the crafts. 2. Rise of the entrepreneur, importance of capital. VI. Life in the Towns. 1. Architecture and furniture. 2. Influence of the gilds. 3. Food and dress. 4. Sanitation and police. 5. Crime and its punishment. Assignment: Harding, 180-6; Hayes I. 36-43; Cheyney, 57-73. Readings: R. T. Ely, Outlines of Economics; J. A. Froude, History of England I. ch. i; W. J. Ashley, 90-242; Lipson, 163-95; Hallam, Middle Ages, eh. ix, pt. 2; Ogg. 45-64; Cunningham, I. 336-52; Gibbons, 86-97, 134-48; Tickner, 42-84; Mrs. J. R. Green, Town Life in the Fifteenth Cen- tury, 1. ch. iv, II. ch. ii; Munro and Sellery, 358-65; Thorndike, 327-40. Usher 52-86, 134-94. Suggestive Questions: 1. Name six cities having more than 100,000 population in 1500. 2. Why did. the craft gilds decline? To what extent did the crafts hinder the development of industry? 3. Would you have preferred to live in town or country in 1500? Why? Syllabus of Modern European History 17 LESSON 7. MEDIEVAL COMMERCE. I. Commercial Life of Ancient Times. 1. Great trading centres; Crete, Egypt, Greek cities, cities of the Roman Empire. 2. Difficulties besetting ancient commerce. 3. Important commodities; grain, olive oil. wine, dyes, metals, luxuries. 4. Trade routes. a. Through the Mediteranean to the levant and the Black Sea. b. From the eastern Mediteranean and Aegean to the East. c. Persistence of important routes throughout history. II. Influence of the Crusades. 1. Upon Mediterranean cities. 2. Upon trade routes. 3. Introduction of new commodities. III. Important Commodities of trade. 1. With the Orient and Northern Africa. 2. Between European nations. 3. Important markets and fairs. IV. Great Trading Centers of Europe. 1. Italian cities in the Mediterranean. 2. Flanders on North Sea betwen Mediterranean and Baltic. 3. Hansa towns on the Baltic. V. Medieval trade routes. 1. The three routes to the Orient. 2. Principal routes within Europe. 3. The work of the Hanseatic League. 4. Attack of the Ottoman Turks upon Oriental commerce. VI. Great increase in Commerce. 1. Causes. 2. New commodities. Assignment: Harding, 186-9; Cheyney, 75-94; Western Europe, 242-9; begin map study No. 1. Readings: Hayes I. 43-53; dive Day, History of Commerce, 31-77; Ogg, 65-75; Gibbins, 98-100; 120-33; Cheyney, 147-64; Adams, 279-310; E. P. Cheyney, Background of American History, 1-40. Suggestive Questions: 1. What effect did the crusades have upon the growth of towns in France and Germany? 2. To what extent did the capture of Constantinople by the Turks inter- fere with Oriental commerce? (See Hayes). 3. What causes contributed to the rather rapid growth of towns and of commerce at the close of the middle ages? IS Indiana University LESSON 8. THE CHURCH IN THE EARLY MIDDLE AGES. I. The Origin of Christianty. 1. Hebrew elements — the idea of monotheism. 2. Conditions and ideas in Palestine at the time of Jesus. 3. Influence of Greek philosophy upon the early church. II. The Church in the Roman Empire. 1. The apostolic age and the early missionaries. 2. Decline of Roman state religion and spread of oriental faiths. 3. Attitude of the Roman government generally toward friendly religion. a. Toleration toward Christianity under most emperors. b. Persecutions under Domitian, Diocletian and Nero. 4. Constantine and the victory of Christianity over other religions. a. Persecution ceases and Christianity becomes state religion. b. Arianism and Athanasianism — Council of Nicaea 315 A. D. 5. The Church fathers: Ambrose, Augustine, Gregory and Jerome. 6. Growing breach between eastern and western branches caused by, a. Differences of civilization and division of the empire. b. Political and doctrinal differences; papacy and iconoclast. III. The Growth of the Papacy (440-1046). 1. Reasons for the ascendency of the bishop of Rome. a. The Pe trine tradition. b. Political importance of the city of Rome. c. Forged documents: Donation of Constantine, False Decretals. 2. The popes and the barbarians. a. Gregory the Great (590-504), St. Augustine and the conversion of England; St. Boniface and the Germans. b. The popes and the Frankish kingdom ; Clovis and Pippin. 3. Growth of the Church under Charlemagne. IV. The Rise and Growth of Monasticism. 1. Pre-Christian and early Christian monks; the ascetic ideal. 2. St. Benedict (480-543) ; the Benedictine order and rule. 3. The monasteries in relation to ecclesiastical and temporal powers. 4. Evils of the system and the Cluniac reforms. Assignment: Harding, 77-90; Western Europe, 44-66. Readings: Emerton, 92-113; Adams, 39-65,107-36; Thorndike, 95-115; 154-70; Munro and Sellery, 114-36; Jessopp, Coming of the Friars, 113-66; E. Gibbon, Decline and Fall of the Roman Empire, chs. xv and xvi; Luchaire, 37-92, 212-48; Carter, Religious Life of Ancient Rome, chs. iii, iv and viii; Thatcher and Schwill, Europe in the Middle Age, 230-56; Duruy, 105-21; Munro. Suggestive Questions: 1. Account for the final triumph of the Christian church in the Roman Empire. 2. What were the causes for and the effects of the ascendancy of the bishop of Rome? 3. What was the importance of Monasticism in medieval life? Syllabus of Modern European History in LESSON 9. THE PAPACY AND THE EMPIRE I. Conflicting claims of Enipcror and Pope. 1. Election of bishop and pope. 2. The ceremony of investiture — the evil of simony. 3. Control of land belonging to the Church: papal taxation. II. Investiture Contest between Hildebrand and Henry IX. 1. Hildebrand's influence before he became pope 1 1046-73". 2. Attitude of Hildebrand and Henry on investitures. 3. Council of Worms (1076). 4. Deposition of Henry-Canossa 1 1077 5. Renewal of the struggle: death of Gregory. 6. Outcome of the contest: Concordat of Worms 1 1122). III. The rise of Hohenstaufens 1 1122-1250). 1. Frederick Barbarossa in Italy. a. Guelf and Ghibelline. b. Rivalry with the papacy and the Lombard League. 2. Papal power at its height: relations of Innocent II with England and France. 3. Frederick II's Reign. a. Renewed struggle with pope. b. Intellectual revival in Sicily. IV. Fall of the Hohenstaufens and the Great Interregnum 1 1250-73^ . Assignment: Harding. 9S-110. 14-5-7. 164-7: Emerton. 13-5-50. Readings: Western Europe. 164-S6: Medieval Europe. 210-357: Adams. 227-58; Thorndike. 230-99: Fisher. Short History of the Christian Church. 182-92; Emerton. Beginnings. 47-105: T. F. Tout. The Empire and the Papacy. 120-50. 221-73: Thatcher and Schwill. Europe in the Middle Age. 257-317: Duruy. 23-5-60: Monro. Suggestive Questions: 1. Who was the real victor in the struggle between emperor and pope? 2. Show the efficiency of interdict and excommunication in the struggle between the pope and temporal rulers. 3. What is the historical significance for Italy and Germany of the struggle between the empire and the papacy? 20 Indiana University LESSON 10. THE CHURCH IN THE LATER MIDDLE AGES I. Organization and Membership. 1. Geographical and hierarchical organization. 2. Secular and regular clergy; functions and character of both. II. Beliefs and Ceremony. 1. Sacraments: penance, eucharist. ordination, extreme unction. 2. Theology: the Church as the sole interpreter of the will of God. III. Orthodoxy and Heresy. 1. Reasons for the attitude of the Church toward free thought. 2. Heretical sects and their treatment. a. Albigenses and Waldenses. b. Wiclif and the Lollards in England. c. John Hus of Bohemia and the Council of Constance. 3. Weapons: excommunication and interdict, the Inquisition. IV. The Franciscans and Dominicans. 1 . Purposes of their founders and the organization of the orders. 2. Differences between the two groups. 3. Gradual decline of monastic orders and reasons therefor. V. The Babylonian Captivity, (1305-77). 1. Boniface VIII (1294-1303); relations with France. 2. Popes of the captivity and their worldliness. 3. Effect of the captivity upon the papacy, the people, and the national states. VI. The Great Schism (1378-1418). 1. The double papacy. 2. Council of Pisa (1409) resulting in three popes. 3. Council of Constance (1418-18); the schism healed. Assignment: Harding, 215-9, 264-70; Hayes, I. 112-24; Western Europe, 224-32. Readings: Hulme. 3-19; Jessopp, Coming of the Friars, 1-53; Luchaire. 104-248; Emerton, Beginnings, 106-64; Adams, 392-415; Tickner, 85-103: Munro and Sellery. 137-58; H. 0. Taylor, The Medieval Mind. 415-42; Lodge. Close of the Middle Ages, 182-222; Duruy. 505-16; Munro. ; Western Europe. 201-24. 303-20. Suggestive Questions: 1. Why was the church so hostile toward heresy? 2. Account for the rise of mendicant orders. 3. What were the results of the Babylonian captivity? of the Great Schism? Syllabus of Modern European History 21 LESSON 11. THE INTELLECTUAL HERITAGE OF THE MIDDLE AGES I. Greek civilization the basis of our own. 1. Spirit of inquiry and reason. 2. Philosophy and science. a. Ionian school of 6th century, B. C. b. Pythagoras, the mathematician; Archimides, the physicist. c. Socrates, the master thinker of Athens in 5th century, B. C. d. Pupils of Socrates; Plato and the ideal state. e. Aristotle, writer on philosophy, science, politics, ethics, meta- physics. f . Hellenistic Age. 1. Scholars of the museum at Alexandria, a state university. 2. Rise of Stoicism, Epicureanism, Neo-platonism. 3. Literature. a. Poetry; the Homeric epics, Hesiod, the lyric poets. b. History. 1. Herodotus, the father of history; Persian Wars. 2. Thucydides and critical history; Peloponnesian War. c. Drama and oratory. 4. Architecture and Sculpture. TT. The Romans and the Transmission of Greek Ideas. 1. Ideas on law and government, a genuine Roman contribution. 2. Roman literature and science largely modelled on the Greek. 3. Spread of Greek philosophy and culture among the Romans. III. Decline of learning in later Roman Empire and early Middle Ages 1 . General decline of civilization. 2. Influence of the attitude of the Church toward pagan learning. 3. The barbarian invasions. IV. Survival of Learning. 1. In the East: the Byzantine Empire and the Saracens. 2. In the West: the monasteries and cathedral schools. 3. Universal use of Latin in the Middle Ages. V. Language and Literature of the Middle Ages. 1. Use of Latin. 2. Development of the Romance and Germanic dialects. 3. The troubadours, trouveurs and minnesingers. VI. The Rise of the Universities in the Later Middle Ages. 1. Early ones: Salerno, Bologna, Paris, Oxford, Cambridge. 2. Organization: professors, students, general public. 3. Curriculum: • trivium, quadrivium, and newer subjects. 4. Character of the instruction; scholasticism. a. Influence of Aristotle's works. b. The schoolmen: Abelard, Albertus Magnus, Thomas Aquinas c. Roger Bacon and the early opposition to scholasticism. Assignment: Harding, 92-4; Hayes, I. 173-7; Western Europe, 250-76. Readings: Hulme, 59-76; Adams, 363-72; Compayre, Abelard and Origin oj Universities; Ogg, Source Book, 340-61; Emerton, Med. Eur.. 450-75 48; Walter Libby, History of Science, 15 29, 43 53. Luehaire, 3/4-81 H. Hallam, Introduction to the Literature of Europe, I. ch. i; Duruy, 232-34 305-17; Munro. Suggestive Questions: 1. What was the effect of the attitude of the Church upon learning in tn< Middle Ages? .,,,,, , 2. Discuss the influence of the universities of the later Middle Ages. 3. How did the Greeks contribute to the civilization of the Middle Ages? 22 Indiana University LESSON 12 THE RENAISSANCE: REVIVAL OF ARTS AND LETTERS I. Revival of Literature. 1. Dante: The Divine Comedy and The New Life. 2. Petrarch, and the revival of Latin studies. 3. Boccaccio's the Decameron. 4. Chaucer and the revival in England. 3. Ohrysoloras; revival of Greek studies. II. The Humanists. 1. Colet and More in England. • 2. Erasmus in The Netherlands and England. III. The Revival of the Arts. 1. Medieval art: Romanesque, Byzantine, Gothic. 2. Architecture; Brunellesco, Michaelangelo. 3. Sculpture; Ghiberti, Donatello, Michaelangelo. 4. Painting — a. Italy, Giotto, de Vinci, Michaelangelo, Raphael, Titian. b. Low Countries; Jan Van Eyck, the Van Dycks, Rembrandt, Rubens. . c. Germany: Durer and Holbein. d. Spain: Velasquez and Murillo. Assignment: 271-6; Hayes, I. 180-95; Western Europe, 328-47, passim. Readings: Mrs. M. 0. Oliphant, Makers of Florence, 1-164; J. A. Symonds, A Short History of the Renaissance, 214-62; Adams, 364-91; Ogg, Source Book, 443-73; Cellini, Autobiography, passim; Emerton, Beginnings, 461- 502; Hallam, Literature of Europe, I. chs. ii and hi; Lord Bacon, Advance- ment of Learning; passim; Duruy, 517-34; Munro, . Suggestive Questions: 1. Why did the Renaissance begin in Italy rather than in France? 2. What are the essential differences between Medieval and Renaissance art? 3. What influence did the Renaissance have upon the church? The Church upon the Renaissance? Syllabus of Modern European History !I3 LESSON 13. THE RENAISSANCE: REVIVAL OF SCIENCE I. Science of the earlier Middle Ages. 1. Astrology, alchemy, and the natural sciences. 2. Geographical knowledge. a. Ideas as to the size and shape of the earth; Ptolemaic theory. b. Widening of geographical knowledge by 1250: the Polo brothers. 3. Attitude of the Church and the schoolmen toward experimental science. II. Thirteenth Century; Beginning of the Revival. 1. Roger Bacon (1214-94).. 2. Albertus Magnus (1195-1280) and Thomas Aquinas (1227-74). III. Valla: revival historical science; Donation of Constantine. IV. Politics. 1. Influence of Aristotle. 2. MachiaveUTs The Prince. V. Astronomy and Physics. 1. The geocentric theory. 2. Copernicus (1473-1543) and the heliocentric theory. 3. Kepler (1571-1830) and Gilbert (1540-1603V 4. Galileo (1564^1842). VI. Chemistry and the Biological Sciences. 1. Paracelsus ica. 1490-1541 ». 2. Harvey (1578-1657). VII. The inventions. 1. The mariner's compass: increase of geographical knowledge. 2. In bookmaking: paper, movable type and printing. VIII. General effects of the Renaissance. 1. Diffusion of knowledge. 6. Growth of a spirit of inquiry. \ssignment: Harding. 276-9: Hulme. 124-43: Hayes. I. 177-80, 186-201. Reading \. D. White. History of the Warfare of Science with Theology, passim; Svnionds. Age oi Despot*. 242-90: Sedgewick and Tyler. History of Science. 52-98: Locy. Biology and Its Makers: Cajon. History oj Physics- Abbott. I. 58-81, 240-53: Hallani. Literature of Europe. I. ch. n. passim; Bacon. Xotum Organum. passim: Duruy. 318-40: Munro. ■ • Suggestive Questions: 1. What was the effect of the Revival of Science upon the Church'. 2. What was the influence of the writings of Aristotle upon the Revival of Science? 3. Why did the Church object to Galileo's scientific statements. l'I Indiana University LESSON 14. HIE DECLINE OF FEUDALISM I . The Noble at War. 1. The basis of military organization. 2. The influence of the Crusades. 3. The Hundred Years of War. 4. Constant revolts of vassals against their suzerains. II. The Increase of Industry and Commerce. 1. Importance of the Crusades. 2. The development of a trading class. 3. Growth of towns. 4. Increase in manufactures. 5. Work of Hanseatic League and Italian city states. III. Feudalism in the Church. 1. Lands held in mortmain. 2. Relation of the ecclesiastical vassal to the ldng. 3. Interest of the clergy in trade. IV. Relics of Feudalism still in existence. 1. Titles of nobility. 2. Social and political privileges. 3. Laws of primogeniture. 4. Systems of land tenure. V. Growth of the National States (to be discussed below). Assignment: Pollard, Factors in Modern History, 26-51; or Adams, 337~" 363. Readings: Luchaire, 249-305, 381-428; Emerton, Med. Europe, 509-40; Thorndike, 614-40; Emerton, Beginnings, 164-214; Munro, ; Cross, 85-6, 179, 191-208. Suggestive Questions: 1. What in your estimation was the most important single cause of the decline of feudalism? 2. Why did the relations of the church to feudalism prove so trying to the feudal king? 3. Why should the masses of the peasantry object to feudalism? Syllabus of Modern European History 25 LESSON 15. THE FORMATION OF NATIONAL STATES IN THE 15TH CENTURY I. The Idea of Nationality grows. 1. The decline of feudalism. 2. Growth of industry and international trade. 3. Development of the vernacular. II. Rise of Spain. 1. Union of Castile and Aragon (1479). 2. Conquest of Granada (1492) and Navarre (1512). 3. Discovery of America. III. The Development of Portugal. 1. Prince Henry the Navigator and King John IT. 2. Discoveries of Da Gama. the Diazs and Cabral. IV. Growth of France. 1. Influence of the Hundred Years War. 2. Rivalry of Louis XI and Charles the Bold. 3. The French kings in Italy: Charles VIII and Louis XII. V. The Foundation of the Tudor Monarchy. 1. Hundred Years War and Wars of the Roses. a. Edward V's commercial policy. b. Destruction of feudal nobility. 2. Henry VII's Reign (1485-1509). a. Reduced the feudal nobles, elevated the middle class. b. Diplomatic marriages with Spain and Scotland. e. Negotiated many favorable commercial treaties. 3. Henry VIII destroyed power of the Catholic church. Assignment: Harding, 229-44; Hayes, I. 3-10; begin Map Study Xo. 2. Readings: Western Europe, 277-302, 354-68; Pollard, 1-25; Hulme, 50-8, 190-200; Adams, 331-8; HaUam, Middle Ages, eh. IV; Robinson, II, 2-30; Thorndike, 490-510; Emerton, Beginnings, 1-47; Lodge, Close of Middle Ages, 349-393, 468-493; Duruy, 392-442; Munro, ; J. H. Rose, Nationality. Suggestive Questions: 1. How do you account for the growth of the idea of nationality in the latter part of the fifteenth century? (Define Nationality). 2. In which of the great national states would you have preferred to live in 1500? Why? 3. Why did Spain and Portugal become the great maritime powers of Europe in the sixteenth century? Why did they eventually decline? 26 Indiana University LESSON 16. THE POLITICAL DIVISIONS OF CENTRAL AND EASTERN EUROPE IN 1500 I. The Holy Roman Empire. 1. Ancient and medieval conceptions of an empire. 2. Extent and government. II. The City-States. 1. Importance of the city-state among the Greeks and Romans. a. Area and population. b. Economic and social conditions. c. Forms of political organization: monarchy, aristocracy, olig- archy, tyranny, democracy. d. Athens, Sparta, and Rome as typical and leading cities. 2. The Italian city-states; resemblance to those of antiquity. a. Venice and her commerce. b. Genoa's trade; rivalry with Venice. c. Florence and her art. 3. City-states in central and western Europe. a. Germany; Hamburg, Bremen, Lubeck and the Hansa. b. Low countries; Ghent, Bruges, Ypres, Antwerp. 4. The city-states vs. the new national states. III. Northern Europe. 1. Scandanavian countries; the Union of Kalmar (1397). 2. Grand Duchy of Muscovy. 3. Poland and Prussia. IV. Southeastern Europe. 1. Hungary. a. Relations with the Hapsburgs. b. Wars with the Turks. 2. Ottoman Empire. a. Capture of Constantinople (1453). b. Battle of Mohacz (1526). Assignment: Hayes, I. 10-23. Map study No. 2 is now due. Readings: Western Europe, 369-384; Thorndike, 548-59, 576-96; Hulme, 36-49; Abbott, I. 7-42, 132-73; Rambaud, chs. x-xiii; Lodge, Close of Middle Ages, 419-67, 484-514; Emerton, Beginnings, 358-460; Bryce, Holy Roman Empire, chs. Suggestive Questions: 1. Can you account for the "imperial state" in Germany and the "city- state" in Italy? How did their presence affect the idea of nationality? 2. In what sense did Hungary preserve the civilization of Western Europe? By whom was she aided? 3. Why were Poland and Russia relatively unprogressive? Syllabus of Modern European History 27 LESSON 17. PREDOMINANCE OF THE HAPSBURGS: REIGN OF CHARLES V I. Early History of the Hapsburgs. 1. Origin of the house. 2. Emperor Maximilian. II. Extent of Charles V's Dominions (1521). 1. His Spanish inheritance. 2. Land inherited through his father. 3. The imperial crown. III. The Domestic Difficulties of Charles V. 1. His character and personality. 2. Internal jealousies in Spain. 3. Religious and economic unrest in the Netherlands. 4. The Holy Roman Empire. a. Politically: governmental decentralization. b. Religiously: the revolt of Luther. c. Economically: the Peasant's Revolt (1525). IV. Foreign Affairs. 1. Rivalry with Francis I of France. a. Spanish and French claims in Italy. b. Marignano, Pavia and the Sack of Rome. c. Peace of Cambray; peace of Cateau Cambresis. 2. Relations with England. a. Connection with Henry VIII's divorce. b. Marriage of his son with Alary Tudor. 3. War with the Turk. Assignment: Hayes. I. 74-88; Hulme, 258-68. Readings: Johnson, 129-80, 220-60; C. Robertson, Charles T\ passi?n; Henderson, I. 308-94; J. L. Motley, Rise of the Dutch Republic; Western Europe, 371-86; Robinson. II. 31-53. Suggestive Questions: 1. Compare Henry VIII, Charles V, and Francis I as to general appear- ance, personality and achievements. 2. Why did Charles V fail to unify Germany or consolidate the govern- ment? 3. What was the secret of Charles V's successes over Francis I? 28 Indiana University LESSON L8. PREDOMINANCE OF THE HAPSBURG: REIGN OF PHILIP II I. Division of the Hapsburg inheritance. 1 . Pari given to Philip II. 2. Ferdinand, his uncle, inherits Austrian dominions and secures the imperial title. I I . Domestic Policy of Philip II. 1. Character and nationality of Philip. 2. His difficulties in Spain. a. Political jealousies. b. Commercial restrictions ; colonial policy. c. Religious strife; rise of the Inquisition. 3. Absorption of Portugal. (1580). 4. Revolt of the Netherlands. (1566-1648). a. Causes: political, religious, economic, personal. b. Administration of Alva. c. Work of Requesens and. the Duke of Parma. d. Patriotism of William the Silent. 1. Originally a Catholic; reasons for opposing Philip IT. 2. Pacification of Ghent (1576). 3. Union of Utrecht (1579). 4. The Ban and the Apology. 5. Assassination of the Prince of Orange (1584). e. Establishment of independence of Holland. III. Foreign Complications. 1. Relations with England. a. Married Mary I of England. b. His attitude towards Elizabeth. c. Influence of the defeat of the Armada (1588). 2. Interference in French politics. a. Catherine de Medici; jealousy of Bourbon and. Guise. b. Religious Wars; War of the three Henries. 3. War against Suleiman the Magnificent. Assignment: Western Europe, 444-51, 462-4; Hayes, I. 87-J09; begin Map Study No. 4. Readings: Hulme, 475-87; Johnson, 277-314, 397-448; Motley, Dutch Republic, ch. ii; Abbott, 336-58; Robinson, IT. 168-99; W. H. Woodward, Expansion of the British Empire, 17-62. Suggestive Questions: 1. Which in your estimation was the abler ruler, Philip II or his father? What are the reasons for your conclusions? 2. What part did Elizabeth play in the revolt of the Netherlands? What occasioned the growth of Dutch commerce during the period? 3. Explain: Politiques, aleabala, ees gueux, Council of Blood, the Span- ish Furv. Syllabus of Modern European History 29 LESSON 19. CAUSES OF THE COMMERCIAL REVOLUTION I. What was the Commercial Revolution? 1. Greatly increased the interest in commc 2. It had three phases: discovery, exploration, settlement. 3. Shifted center of trade from Mediterranean to Atlantic. 4. Oversea expansion of European civilization. II. Political cause: the Rise of National States. 1. Rivalry with city-states of Netherlands and Italy. 2. Jealousy of Hanseatic League. III. Intellectual Causes. 1. Influence of Renaissance: the spirit of adventure. 2. Increase in geographical knowledge. 3. Invention of mariner's compass. 1\ . Economic Causes. 1. Decline of craft gilds. 2. Increase of commerce and manufacturing. 3. Increased demands for Oriental com mod it: 4. Capture of Constantinople by Turks. As^isnnient: Hayes. I. 49-53: Cheyney. 147—76. Readings: W. H. Woodward. Expansion of British. Empire. 9-44: Abbott. I. 60-81; G. L. Beer. Origin* of tht British Colonial S 1578-1660), 32- •52: Gibbins. 223-33: Camb. Mod. Hist. I. ch. i: Warner. 168-200. W. R. Shepherd. " "Expansion of Europe:'' Polit. S . Q .. Vol. 34. pa* E. Cressey. Outline of Indust. Hist., 34-o4. Suggestive Questions: 1. To what extent is it true that Columbus was venturing out into a great unknown and uncharted ocean? 2. Exactly what is the bearing of Professor Lybyer's studies upon the significance of the capture of Constantinople? 3. How did the increase in world commerce help bring about the ' mercial Revolution? 30 Indiana University LESSON 20. DISCOVERIES AND EXPLORATIONS I. Influence of Nationalistic Ambitions. 1 . Land hunger for more territory. 2. Greed for resources to enrich the country. 3. Extension of the culture of the mother country. II. Activity of the Portugese. 1. The pioneer work of Prince Henry the Navigator, the Diazs and de Gama. 2. Early explorations of Cabral and Cortereal in America. 3. Discoveries in the East Indies and India. III. Work of the Spanish. 1. Explorations of Columbus, Vespuccius, Balboa, De Soto. 2. Magellan's circumnavigation of the globe (1519-22). 3. Spanish claims in the Americas. IV. Dutch Explorers. 1. Explorations of Hudson in America. 2. The Dutch in the East Indies. V. English Discoveries and Explorations. 1. Discoveries of the Cabots. 2. Search for the Northwest Passage. 3. English explorers in Northeastern Europe. 4. Explorations in the Indies. VI. French Explorations. 1. Work of early explorers: Verazzano, Cartier, Champlain. 2. Later explorations of Marquette, Joliet, La Salle. Assignment: Hayes, I. 53-6; Hulme, 175-85. Readings: Abbott, I. 148-73; Hakluyt, Voyages, passim; Camb. Mod. Hist., I. ch. ii; John Fiske, Discovery of America; Cheyney, Background, 31-103; J. A. Froude, English Seamen in the Sixteenth Century, 1 T 74; Beer, 1-31; La veil and Payne, Imperial England, chs. i-iii. Suggestive Questions: 1. Why were the Spanish and Portugese so successful in exploration? What were the results of their explorations? 2. Account for the slow start of the English," Dutch and French in ex- ploring. 3. Why did the European states turn their attention to the Americas rather than to the Orient? Syllabus of Modern European History 31 LESSON 21. THE ESTABLISHMENT OF COLONIAL EMPIRES I. Motives for Colonization. 1. Political: influence of nation increased by possession of colonies. 2. Religious: Christianize heathen; expand influence of Christendom. 3. Economic: mercantilist idea. a. Market for surplus supplies of Mother country. b. Supplement products of Mother country. c. Give Mother country monopoly of carrying trade. d. Take in surplus population. II. Portugese Colonies. 1. Brazil important as a colony. 2. East Indian Islands and India. 3. Exploitation of the native. 4. Absorption of Portugese colonies by Spain. III. Spanish Colonization. 1. Mexico: conquest by Cortez: discovery of silver. 2. Peru: conquered by Pizarro; discovery of gold. 3. Settlements in North America. South America and Philippines. 4. Spanish colonial system; attitude towards the native. IV. Dutch Colonial Empires. 1. Commercial activity of Dutch during their •"Revolt". 2. Establishment in New Amsterdam and the East Indies. 3. Partially absorbed by the English. V. English Colonies. 1. Earlier settlements in America; thirteen colonies. 2. Gained a hold upon India. 3. Policy towards colonists and natives. VI. French Colonization. 1. Secured a late start. 2. Established principally in St. Lawrence and Mississippi Valleys. 3. Character of their settlements: attitude towards savages. Assignment: Hayes. I. 55-62; Cheyney. 177-98. Readings: R. G. Thwaites. The Colonies. 4.5-66: Abbott. I. 220-39. 315-26; R. G. Thwaites, France in America. 3-71; W, H. Prescott. Conquest of Peru, and Conquest of Mexico, both passim: F. Parkham. Pioneers of France in the New World, Pt. II. chs. i. ii. and xi: Cheyney. Background. 103-167, 202-242; E. G. Bourne, Spain in America: Beer. 53-77. Suggestive Questions: 1. Why was it fortunate for the English colonists that they found the Indians so hostile? 2. Compare the French, Dutch and Spanish treatment of the natives. What were the results of the varying policies? 3. What elements in the character of the Anglo-Saxon fitted him to become the most successful of colonists? 32 Indiana University LESSON 22. KESULTS OF THE COMMERCIAL REVOLUTION I. Decline of Mediterranean and Baltic commerce. 1. Gradual decay of the Italian city-states; Venice, Genoa. 2. General weakening of the Hanseatic League. 3. Decline of the markets of the Low Countries. II. New Commercial Methods. 1. Mercantilism: application to colonization. 2. Commercial Companies. a. Regulated companies. b. Joint stock companies. 3. Extension of banking facilities. III. Introduction of New Commercial Commodities. 1. Tobacco, quinine, cocoa, and new supplies of gold. 2. African slaves. 3. The importance of maize in the settlement of the United States. IV. The Price Revolution of the Sixteenth Century. 1. Importation of great quantities of gold and. silver. 2. Operation of the "quantity theory" of money. 3. Great increases in prices (1550-1600). 4. Increase in amount of mobile capital. V. Development of an important trading class. 1. Increase in manufacturing and trade. 2. Standards of wealth, knowledge and comfort rise. 3. Increased importance of financiers. VI. Europeanization of the World. 1. Influence of European colonist on native. 2. Reaction of native and his environment on colonist; native pro- ducts. 3. Interaction of colonists upon those remaining at home. Assignment: Hayes, I. 62-9; finish and hand, in Map Study No. 1. Readings: Camb. Mod. Hist. I, ch. xv; Abbott, I. 356-57, 441-64; Cun- ingham, I, 473-90; Tickner, 340-87; Bland, Tawney and Brown, Eng. Econ. Hist., 317-65; 400-81. Suggestive Questions: 1 . Explain clearly the theory upon which mercantilism was based. What was (and is) its influence in European politics? 2. What relation did the Price Revolution bear to royal taxation? Illustrate. 3. To what extent was Europe influenced by the introduction of new commodities? >_:.!„:. - . - E . :. pkai History 33 LESSON 23. THE PROTESTANT REVOLT— RISE OF LITHER- ANISM I. Causes of the Protectant Revolt. 1. Political: jealousy of the papacy _ Temporal princes 2. Economie: freedom from taxation and toe : : chinch p sions aroused : rulers and individ- 3. Religious: abuses within the church. II. Early life of Martin Luther « 1433-1810 1. As friar — trip to Rome. 2. Doctrine developed — justification by faith alone. III. The Dispute about Indulgences. 1. XineT7-±~-i "1:-— 1517 2. Disputation at Leipzig. 3. Separation from Rome (152C TV. Growth of Lutheranisin in Germany. 1. Luther at Wartburg — translation of the Bible. 2. Melanchthon and Carlstadt. 3. Emperor Charles V and the Ed: hdsl 4. Peasant 7 Li 1525 5. Augsburg Confession (1530). 6. Sehmalkaldie War and tlie Peae- : Augsl org V. Growth of Lutheranisrn outside of Germany. 1. In Seandanavia. 2. In Prussia and Livonia. 3. In Poland, Hungary and Lithuania. Assignment; Western Europe, 387—100: Hayes. I. 124-39. Readings: Hulme, 223-68; T. M. Lindsay, History of Reformation, I. L89- 417: Seebohm, Era of Protestant Reformation, 97-171: Camb. Mod. H HI. 104-280; TV. Moeller, History of Christian Church, in. 5-1 _ fi dopedia Briiannica, subject "Reformation". Suggestive Question-: 1. Why was Germany in 1515 particularly ready to revolt from Rome? 2. In your opinion was the Peace of Augsburg a desiraole settlement of "lie /inTr: v-r~7 ":.-.e:~eri. C&:Ji:li? in: Pr: : — -m: ii. Orrjiiij: 3. In what sense was Luther responsible for the Peasant" s Revolt? Justify or condemn his attitude toward it. :;i Indiana University LESSON 24. THE PROTESTANT REVOLT— SWITZERLAND, FRANCE AND ENGLAND I. The Swiss Revolt. 1. Reasons for Zwingli's opposition to the church. 2. The civil war in Switzerland. II. The French Revolt. 1. John Calvin as a leader. a. His life in France. b. Religious views — the Institutes (1536). c. Autocracy at Geneva — religious organization. 2. Growth of Calvinism in France. a. The Huguenots — factions and classes. b. The Religious Wars. 1. Catherine de Medici and St. Bartholomew's Day. 2. War of the three Henries. 3. Henry IV and the Edict of Nantes (1598) III. John Knox and the Scottish Revolt. 1. Presbyterianism and the Scots. 2. Mary Stuart and the "lords of the Congregation". IV. The English Revolt — Anglicanism. 1. Henry VIII: The divorce suit and the separation. 2. Edward VI: the forty-two articles and the Book of Common Prayer. 3. Reaction under Mary; burning of heretics. 4. The Elizabethan Settlement; the thirty-nine articles. Assignment: Western Europe, 421-36; Hayes, I. 139-56. Reading: Hulme, 269-307, 343-70; Lindsay, II, 21-421, Seebohm, 171- 205; Carnb. Mod. Hist., II. 280-377, 416-512, 550-99; Moeller, 162-218. Suggestive Questions: 1. What were some of the more important results of the Protestant Revolt? 2. Why did the revolt meet with more success in the north than in the south of Europe? 3. Was Henry IV justified in forsaking Calvinism to become a Roman Catholic? Henry VIII in breaking away from Rome? Syllabus of Modern European History 35 LESSON 25. THE CATHOLIC REFORMATION I. Causes for the Catholic Reformation. 1. The Protestant revolt and the abuses of the church. 2. Religious panic — fear of Protestantism. 3. Revival of loyalty to the Catholic church. II. Rise of the Society of Jesus. 1. Character of its founder: Loyola (1491-1556). 2. Foundation — attitude of the papacy. 3. Its organization, military. 4. Purposes and methods. 5. Extent of its influence. III. The Council of Trent (1542-1563). 1. Purposes for which it was summoned. 2. Results. a. Reformatory canons. b. Settlement of church doctrine. c. Made clear, essential differences between Catholic and Protes- tant. IV. The Struggle Against the Protestants. 1. The reforming popes. 2. Work of the Jesuits. 3. The Inquisition: its extent and influence. 4. The Index and the "White List". V. Results of the Struggle. 1. Political: on national states and the balance of power. 2. Economic: on growth of industry and commerce. 3. Social: on lower and middle classes. 4. Religious: on Catholicism, its spirit, dogma and ritual. 5. Intellectual: to what degree a continuation of Renaissance? Assignment: Hayes. I. 156-69; Hulme, 328-42. Reading: Hulme, 397-475; Lindsay, II. 484-611; Seebohm, 205-33; Camb. Mod. Hist. II. 639-90; Moeller, 218-75, 345-58. Suggestive Questions: 1. Account for the failure of the Catholic Reformation in England. 2. Why did Protestantism fail to gain a foothold in Ireland? 3. Discuss the significance of the work of the Jesuits. 30 Indiana University LESSON 26. THE GROWTH OF ABSOLUTISM IN FRANCE (1589-1661) I. Political Tendencies in France before 1589. 1. Centralization and consolidation under Louis XL 2. Influence of the Italian Wars on the monarchy. 3. Disintegrating effect of the Religious Wars. IT. The Reign of Henry IV — the first of the Bourbons (1589-1610). 1 . Religious policy. a. Henry IV accepts Catholicism. b. The king issues Edict of Nantes (1598); its significance. 2. Political tendencies. a. Strengthening the power of the monarch. b. Checks the financial power of the intend ants. 3. Economic reforms. a. Condition of France in 1598. b. Scully's agricultural reforms. c. King insists on the stimulation of industry and commerce. 4. Foreign policy; the "Grand Design". III. The Regency of Marie de Medici (1610-1624). 1. Court intrigues and royal extravagance. 2. Estates General dismissed. 3. Rise of Richelieu. IV. The Domestic Policy of Cardinal Richelieu (1624-1642). 1. Political policy. a. pisregarded Estates General and Parlement de Paris. b. Curbed rebellious nobles; appointed intend ants. c. Destroyed the political power of the Huguenots. 2. Economic policy weak and unsuccessful. V. Cardinal Mazarin as first minister of France (1642-1661). 1. Probably secretly married to Anne of Austria. 2. Continued the domestic and foreign policies of Richelieu. 3. Difficulties with the Fronde — the Old and New Fronde. Assignment: Hayes, I. 207-18; Hulme, 189-200. Readings: Wakeman, 1-38, 132-64; J. B. Perkins, Richelieu, 1-16, 142-55, 225-58; Adams, Growth of French Nation, 180-201 ; R. Lodge, Richelieu, ch. viii; Willert, Henry of Navarre, passim; Kitchin, III. 1-57; Robinson, II. 268-72; Western Europe, 451-8; Memoirs of Cardinal du Retz, passim; Macdonald, History of France, IT. 88-207; passim; Camb. Mod. Hist., III. 657-95; IV. 118-57; 592-622. Suggestive Questions: 1. How do you account for the general popularity of the first of the Bourbon kings? What was his greatest political achievement? 2. What elements in Richelieu's administration seem strongest to you? Compare his administration Avith that of Henry VII of England. 3. Henry IV is said to have jocularly remarked when he joined the Cath- olic church that Paris was worth a mass. What did he mean? Syllabus of Modern European History 37 LESSON 27. THE THIRTY YEARS WAR: HAPSBl RG vs. BOURBON I. Thirty Years War: Humiliation of Austrian Hapsburgs. 1. Causes: religious, political and economic. 2. Phases of the War. a. Bohemian War: Frederick of Palatinate and Catholic League. b. Danish Period: Christian IV and the Protestant prir Gustavus Adolphus. Protestant leader: Lutter and Lutzen. d. French intervention: Conde and battle of Roeroi (1643). 3. Treaty of Westphalia. Marks end of purely religious wars 1 1648). a. Territorial provisions: Bavaria. Holland. Prussia. b. Political: decentralization of Germany. c. Religious settlement; gains of the Calvinists. 4. General Effect of the Thirty Years War. a. On Germany and Sweden. b. Upon the Hapsburgs and Bourbons. c. Rise of International Law; Grotius. II. The Bourbons vs. the Spanish Hapsburgs. 1. The Purpose of Mazarin. 2. Relation to the Fronde movement in Fran 3. Victories of Turenne and Conde: independence of Portugal. 4. Aid of Cromwell, battle of the Dunes. 5. Peace of the Pyrenees 1 1659) : French and English gains. III. General Significance of the Struggle. 1. For the Hapsburgs and Bourbons. 2. Effect upon European policies. Assignment: Western Europe, 465-74; Hayes, I. 218-32; continue Map Study No. 4. Reading: Wakeman. 59-77: Abbott. I. 495-512: IT. 3-11: Wakeman. 105- 31: Adams. Growth of French Nation, 102-33; a, II. 2 -17: Per- kins. Richelieu, 157—84; Lodge. Richelieu, chs. vi and vii: S. R. Gardiner, Thirty Yea •& War, chs. i and ii: A. D. White. v it Statesmen, "Gro- tius": Macdonald. II. 88-207, wssi ; Ca rib. M : . Hist., IV. 1-34. 395- 433. Suggestive Questions: 1. Why was Frederick of the Palatinate selected as the champion of Protestantism in the first phase of the Thirty Years War? Account for his failu: 2. Why did Cromwell support France against Spain in 1657? Why did this turn out to be an unwise policy? 3. Why was the Thirty Years War so horrible? The Peace of the Pyre- nees so decisive? 38 Indiana University LESSON 28. THE DOMESTIC POLICY OF LOUIS XIV (1661-1715) I. The "Age of Louis XIV". 1. Monarchy by "Divine Right"; Bossuet's ideas. 2. Literature of the period. 3. Court life; standards of etiquette. 4. Military grandeur of the reign. II. Political Administration. 1. Estates General disregarded. 2. Parlement de Paris controlled; noblesse de la robe. 3. Increased centralization of power — the intendants. 4. Loss of political power by nobility replaced by social prestige. III. Economic Reforms: Colbertism. 1. Revolution in financial administration. 2. Mercantilism reaches greatest height : causes and results. 3. Colonial policy very paternal, but nevertheless a failure. IV. Military reorganization. 1. Condition of European armies in the Thirty Years War. 2. Reforms of Louvois: administrative and sanitary. 3. Engineering skill of Vauban; the frontier fortresses. 4. Military genius of Conde and Turenne. V. Religious Intolerance. 1. Attitude toward the Hugenots; the dragonnades. 2. Revocation of Edict of Nantes; significance. Assignment: Hayes, I. 235-42; Robinson, II. 272-93. Reading: Western Europe, 495-501; Perkins, France under the Regency, 129-208; Abbott, II. 51-72; Hassall, Louis XIV, 82-102; 230-52; Memoirs of St. Simon, passim; Wakeman, 184-205; Kitchin, III. 142-73; 206-29; H. Martin, Age of Louis XIV; Camb. Mod. His., V. chs. i, iv; Macdonald, II. 211-88, passim. Suggestive Questions: 1. Was Louis XIV really a great ruler? What was his greatest achieve- ment? his greatest mistake? 2. How do you account for the contentment of the French nobility when they were politically impotent? 3. To what degree was the Colbertism helpful to France? Did the good in the system outweigh the evil? Syllabus of Modern European History 39 LESSON 29. THE FOREIGN POLICY OF LOUIS XIV (1661-1715) I. Continued Richelieu's Policy of Territorial Aggression. 1 . Bullied smaller powers. 2. Defeated those resisting him. II. The War of the Revolution (1667-1668). 1. Louis XIV's marriage treaty — renunciation clauses. 2. Principle of "devolution." 3. French successes; Triple Alliance. 4. Treaty of Aix-la-Chapelle ; Louis' anger against the Dutch. III. War Against the Dutch (1672-1679). 1. Strife in Holland between DeWitt and Orange Families. 2. The Netherlands diplomatically isolated. a. Louis XIV's treaty with Sweden. b. His secret treaty of Dover (1670) with England. 4. The Hapsburgs come to the aid of the Dutch. 5. Treaty of Nijmwegen; losses of the Hapsburgs. IV. Louis XIV's ••Reunion" policy (1680-1685) 1. The theory of reunions. 2. Extent of its application. 3. Aroused the fears of other nations. V. War of the Palatinate (1686-1697). 1. Formation of the League of Augsburg (1686). 2. French invade the Palatinate. 3. Revolution of 1688 in England causes Louis to change his plan. 4. War of the League of Augsburg (1689-1697). a. Phases: The Continent, Ireland, North America. b. Peace of Ryswick (1697); Louis XIV recognized William Ill's title. VI. War of the Spanish Succession. 1. Causes: political, economic. 2. Formation of Grand Alliance: Marlborough and Prince Eugene. 3. Battles: Blenheim, Ramillies, Almanza, Oudenarde, Malplaquet. 4. Peace of Utrechet (1713) marks the end of an era. Assignment: Hayes, I. 229-30, 242-58, 306-9; begin Map Study No. 3. Reading: Wakeman, 311-71 ; Abbott, II. 73-93, 152-76; Robinson, II. 295- 300; HassaU, Louis XIV, 162-95, 253-85, 315-31; Kitchin, III. 290-340; Perkins, France under the Regency, 52-38; Martin, II. chs. v and vi; Mac- donald, II. 211-88; Camb. Mod. Hist., V. chs, ii, xiii, xiv. Suggestive Questions: 1. Was Louis XIV legally justified in his "devolution" policy? His "reunion" policy? 2. To what degree was the War of the League of Augsburg a personal contest between Louis XIV and William III? Which was successful? 3. Show that the treaty of Utrecht marks the end of one epoch and the beginning of another. 40 Indiana University LESSON 30. EVOLUTION OF THE ENGLISH PARLIAMENT TO 1455 1. The Early Advisers of the English King. 1. Functions and composition of the Witan: the curia regis. 2. Communum concilium: magnum concilium. IT. The Importance of Magna Carta (1215). 1. Main provisions; article 61. 2. Meaning of Magna Carta in 1215. 3. The Magna Carta of tradition; work of Coke and Blackstone. TTI. The First Parliaments (1258-1330). 1. Reissuance and Confirmations of Magna Carta. 2. The Provisions of Oxford. (1258). 3. Simon de Montfort's Parliament (1265); its composition. 4. Model Parliament composed of burgesses, knights and nobility. 5. Separation of Parliament into two houses (circa 1332). 6. Parliamentary sessions become regular. IV. Growth of the Power of Parliament (1332-1455). 1 Over financial legislation (taxation). a. Early importance of Parliament in raising money. b. Gradual increase of power in the House of Commons. 1. Over direct taxes. 2. As to indirect taxes. c. Settlement of the customs revenues. d. Indirect control over taxes by the Commons. 2. Over non-fiscal legislation. a. Legislation by petition-influence of chancellor. b. Suspensive and dispensing power of the king. c. Legislation by bill. 3. Influence of the Hundred Years War. Assignment: Hayes. I. 261-6; Robinson. I. 231-44; Cross. 141-5. 172-4, 193. 210, 246; consult Appendix II. Reading: Medley, English Constitutional History. 129-39, 235-9, 246-57; A. B. White. Making of the English Constitution. 298-378; Cheyney, Readings, 182-7, 258-67, 279-83; Thorndike, 482-6, 525-6; 627-30; Taswell- Langmead. Constitutional History of England, chs. vii-ix; W. Stubbs, Constitutional History of England, ch. xx. Suggestive Questions: 1. Distinguish between the Magna Carta, of 1215 and Magna Carta as interpreted by Blackstone in the eighteenth century. 2. By what direct means did the House of Commons gain control over the purse strings before 1455? ► I 3. What was the significance of the union of the knights of the shire with the burgt - Syllabus of Modern European History 41 LESSON 31. DEVELOPMENT OF THE POWER OF PARLIAMENT (1455-1640) I. Effect of the Wars of the Roses '1455-1485'. 1. Destruction of feudal nobility. 2. Increases power of King and commoners. 3. Parliament power fluctuated; meetings irregular. II. Parliament under the Tudors (1485-1603). 1. Henry VII called Parliament as little as possible. a. Reduced the power of the temporal peers. b. Increased the influence of the commoners. 2. Henry V Ill's attitude towards Parliament. a. During Wolsey's administration Parliament met infrequently. b. Parliament used by Henry VIII to legalize breach with Rome. c. Parliament su m moned frequently after 1534. d. Power of spiritual peers greatly reduced by Henry VIII. 3. Under Edward VI and Mary I power of Parliament stationary. 4. Elizabethan Parliament. a. Parliament summoned frequently. b. Sessions become longer and more important. c. Members of Parliament become conscious of their power. d. Elizabeth tactful in dealing with Parliament. III. Revenues of the Government. 1 . Crown revenue s . 2. Customary duties. 3. Extraordinary grants. 4. Irregular exactions. IV. Parliament under James I and Charles I. 1. Stuarts lacked political tact; the Great Protestation (1621). and Millenary Petition. 2. Rise of the Puritans — the "divine right" theory. 3. The Price Revolution — their need of money. 4. The Statute of Monopolies (.1624) the Petition of Right 1628). 5. Personal rule of Charles I (.1629-1639) — no Parliament. 6. Ship money. Scottish rebellion and the Short Parliament. Assignment: Hayes. I. 261-74; Green, Short History of English People. eh. viii, section 1. Reading: Ogg, Governments, 18-28; Cross. 427-73: G. M. Trevelyan, England under the Stuarts. 4-72; Cheyney. Readings. 418-30. 451-66: S. R. Gardner. History of England (1603-1642 1. chs. i. xi. xxxiii. lxiii; J. W. Welsford. The Strength of England, 165-92; H.Hallam, Constitutional History of England, 165-92. I. chs. i. vi; Taswell Langmead. chs. x. xii. xiii. Suggestive Questions: 1. Show in what ways the Protestant Revolt in England tended to in- crease the power of the king; the power of Parliament. 2. What evidence can you cite to show that Parliament was rapidly becoming self-conscious at the close of Elizabeth's reign. 3. To what extent was the contest of James I and Charles with Parlia- ment political? To what degree was it economic? 4. What was Puritanism? What has been its effects, moral, intellectual, political and economic? 42 Indiana University LESSON 32. DEVELOPMENT OF THE POWER OF THE ENGLISH PARLIAMENT (1640-88) I. The Puritan Revolution (1640-1660). 1. Reforms of the Long Parliament. a. Abolition of the Courts of Star Chamber and High Commission. b. Triennial Act; Act for the perpetual Parliament (1641). c. Execution of Strafford and Laud. d. The Grand Remonstrance; the Five members. 2. Civil Wars: Puritan vs. Cavalier. a. Division of the people: geographical, economic, religious. b. Cromwell and his Ironsides. c. The Solemn League and Covenant (1643). d. Marston Moor (1643) and Naseby (1645 1. e. Abolition of House of Lords. f. Charles I's untrustworthiness; his execution (1649). 3. The Commonwealth and Protectorate (1649-1660). a. The Conquest of Scotland and Ireland. b. The Instrument of Government (1653). c. The establishment of the Protectorate. d. Richard Cromwell and General Monk. II. The Restoration of the Stuarts (1660-1688). 1. Reign of Charles II (1660-1685). a. Restoration settlement. 1. Charles II accepts the reforms of the Long Parliament. 2. King yields up certain feudal dues for £100.000 a year. b. Ecclesiastical policy: Clarendon Code and Test Act. c. Foreign relations: Charles II and Louis XIV. d. Parliament controls the purse. 1 . Votes money for specific purposes. 2. Appoints a committee to audit the accounts. e. Struggle over Test Act and Declaration of Indulgence. f. Formation of political parties (1679-1685). 2. Reign of James II (1685-8). a. Catholic policy of King — Declaration of Indulgence. b. Trial of seven bishops — alienation of the masses. c. Invitation to William of Orange; flight of James II (1688). Assignment: Hayes, I. 274r-88; Cheyney, Readings, 467-72, 506-14. heading: T. B. Macaulay, History of England, I. ch. iii; Cheyney. Read- ings, 495-31, 539-50; Cross, 536-87; Trevelyan. 331-82; Green, ch. ix, Sections 1, 2, 5 and 6; Pollard, 104-29; Lady Xewdegate. Cavalier and Puritan, 1-20, 88-100; Gardiner, ch. xcv-xcvi; Taswell-Langmead, chs. xiv-xv. Suggestive Questions: 1. Was the execution of Strafford justifiable? Was the trial of Charles I. legal? 2. How do you account for Cromwell's unpopularity although he was successful in quelling domestic insurrection and enhancing England's prestige abroad ? 3. It has been said that Charles II was at once the most popular and unprincipled king England ever had. Is that statement true? Syllabus of Modern European History 43 LESSON 33. TRIUMPH OF PARLIAMENT OYER THE KING (1689-1770) I. The Revolutionar> Settlement (1690-1707.1. 1. The Bill of Rights: provisions and significance. 2. Mutiny and Toleration Acts (1689). 3. The Triennial Act (1694); the Septennial Act (1719). 4. Act of Settlement (1701). a. Difficulties in its negotiation. b. Significance. II. Rise of the Cabinet and Prime Minister ( 1700-1770 >. 1. Origins of the cabinet: the "cabal". 2. Work of Harley and Walpole (1710-1742 1. 3. Development of the idea of ministerial responsibility. 4. Ministry of William Pitt, the elder. 5. Political Policy of George III. 6. The break-up of the "Old Whigs'". III. General Conditions of the Representative System (1689-1832). 1. Influence of landed gentry. Anglican Church, and nobility. 2. Domination of great Whig families. 3. Growth of commerce and industry. 4. Restricted suffrage : shifting of population. 5. "Rotten" and "pocket" borroughs. 6. Corruption and violence in elections. Assignment: Hayes. I. 288-95; Cross. 614-23. 641-4. 73S-9. Readings: Ogg. Government, 31-41: M. T. Blauvelt. Development of Cabinet Government in England. 54. sq. : Cheyney. Readings, 545. 579; H. D. Traill. William III. passim; Lecky. sections dealing with "the aristocracy", "commercial classes" and "parliamentary corruption and tyranny": Medley. 106-13 ? 193-223: Pollard. 156-S1: Xewdegate. Cavalier and Puri- tan, 254-70. 290-311: Taswell-Langniead. chs. xvi-xvii. Suggestive Questions: 1. Show exactly how the "Revolutionary Settlement" indicated the supremacy of Parliament. 2. What reason is there for thinking that Walpole was not the first prime minister? 3. Trace the growth of the power of the gentry, the nobility and the Church in English polil 44 Indiana University LESSON 34. EARLY COLONIAL RIVALRY OF FRANCE AND ENGLAND I. English Colonial Rivalries before 1688. 1. With the Spanish and Portugese. a. English trade with Spanish America. b. English and Portugese in India and the East Indies. 2. With the Dutch in the 17th century. a. Massacre of Amboyna (1623). b. Conflicting interests in America.. c. Wars with the Dutch — New Amsterdam. d. Navigations Acts of 1651 and 1660. II. French and English Colonial Policies compared. 1. Part played by respective governments in colonization. 2. Interest of the English and French people in colonizing. 3. Different attitude towards the native; reasons for it? III. Extent of English and French Colonial Domains (1688). 1. Most important colonial possessions of England. 2. French colonial possessions. 3. Strategic value of these colonists. IV. Comparative resources of French and English in 1688. 1. Comparative area and population of colonial dominions. 2. Nature of government in each. 3. Attitude of the Indians and the mother country. Assignment: Hayes, I. 299-306; Cheyney, 177-98. Reading: Pollard, 236-63; Lyall, Brit. Dominion of India, 34-48; Abbott, II. 73-93; Camb. Mod. Hist. IV. ch. xxv; J. W. Welsford, The Strength of England, 205-18, 260-86; W. W. Hunter, British India, I., passim; W. C. Webster, History of Commerce, 165-77. Suggestive Questions: 1. Why was it possible for the English to triumph over the Spanish and Dutch in their struggles for colonial empire? 2. About 1880 it was said the French had colonies but no colonists, the Germans colonists, but no colonies, and only the English had both colonies and colonists. What is the implication of this statement? 3. Why were the English colonies more successful than the French? the Spanish? the Dutch? Syllabus of Modern European History 45 LESSOX 35. COLONIAL AND DYNASTIC RIVALRY OF FRANCE AND ENGLAND I. Personal Rivalry of William III and Louis XIV. 1. Political and religious differences. 2. The Dutch War: the Reunions. 3. League of Augsburg; Revolution of 1688. II. War of the League of Augsburg (1689-1697). 1. Causes: immediate and remote. 2. The war of Ireland. a. Battle of Boyne; siege of Londonderry. b. Treaty of Limerick; the Orange Settlement. 3. The European phase. 4. King William's War in America. a. French and Indian attack on New England. b. Attack on Port Royal. c. English expedition against Canada given up. III. The War of the Spanish Succession (1702-13). 1. General feature of the European conflict. 2. Reasons for the colonial conflict. 3. Leading events in Queen Anne's War. a. Attack on Deerfield and Haverhill. b. Invasion of Carolinas by French and Spanish. c. Capture of Port Royal. 4. Treaty of Utrecht. a. The asiento and the slave trade. b. Trading rights with Spanish colonies. c. Increase in smuggling; the Caribbean buccaneers. Assignment: Hayes, I. 306-9; Robinson, II. 331-9. Reading: W. C. Webster, History of Commerce, 177-88; Abbott, II. 163- 76; W. H. Woodward, Expansion oj British Empire, 131-81; R. G. Thwaites, Colonies, 245-57; G. L. Beer, Old Colonial System, 1-57: Sir C. X. Dalton, Life of Thomas Pitt; Lavell and Payne, Imperial Britain, ch. iv. Suggestive Questions: 1. What success did William of Orange have in his wars against the French? In what sense was he the center of opposition against Louis XIV? 2. Why did the Jacobites fail in Ireland? What were the consequences of the Treaty of Limerick? 3. What economic and political gains came to England as a result of the first two inter-colonial wars? Wt Indiana University LESSON 36. GERMANY IN THE EARLY EIGHTEENTH CENTURY I Condition of the Holy Roman Empire. 1. Emperor, electors and the diet. 2. Relation of princes, knights and imperial cities. 3. Lack of co operation; decentralization of Germany. 4. Interests of Sweden, Denmark and France in the Empire. II. The Austrian Dominions. 1. Emperor sacrificed Empire to good of Hapsburgs. 2. Acquisition of territories: gains in 1714. 3. Difficulties with Elizabeth Farnese; Sardinia exchanged for Sicily. 4. Relations with Magyars of Hungary and the Turks. 5. Other nationalities and languages. 6. Charles VI's Pragmatic Sanction: Ostend Company and Italy. III. Minor German States and Dynasties. 1. Bavaria and the Wittelsbachs. 2. Saxony and the Wettins. 3. Hanover and Great Britain. 4. Baden and Wurtemburg. 5. Smaller states; ecclesiastical dominions. 6. Jealousies between ruling dynasties. Assignment: Hayes, I. 342-7, 352-4; finish and hand in Map Study No. 4. Reading: Wakeman, 265-8 ; C. T. Atkinson, A History of Germany, (1715- 1815) 1-83, 97-104; A. Hassall, The Balance of Power, 1-23; Armstrong, Elisabeth' Farnese, 1-33, 110-37; Camb. Mod. Hist. VI., 626-701, VII, 306-37; H. Tuttle, History of Prussia, II. chap, i, ii; E. Henderson, Short History of Germany, II. 44^86. Suggestive Questions: 1. In what ways did the Thirty Years War affect the Germanies? the Hapsburgs? 2. What were the fundamental reasons for the wars between the Haps- burgs and the Turks? for the strife between the Hapsburgs and the Magyars? 3. What part did the Hapsburgs and Bourbons play in the War of the Polish Succession? Syllabus of Modern European History 47 LESSON 37. THE RISE OF PRUSSIA AS A GREAT STATE I. Origin of the House of Hohenzollern. 1. The Hohenzollerns; their origin and policy. 2. Prince of Hohenzollern becomes marquis of Brandenburg. 3. Acquisition of Prussia, Cleves, Jiilich, etc. 4. Consolidation of scattered territories the task of Hohenzollerns. II. Frederick William, the Great Elector (1640-1688). 1. Territorial gains at treaty of Westphalia (1648). 2. Strengthening the government, increase of the army. 3. Centralization of authority; gains by diplomacy. III. Elector of Brandenburg becomes "King in Prussia". 1. Influence of the Grand Alliance (1701). 2. Formation of Prussia on the treaty of Utrecht. IV. Frederick William I (1713-1740). 1. Personal character and idiosyncrasies. 2. Domestic reforms. 3. Strong foreign policy; large army. 4. Youth of Frederick, his son. Assignment: Hayes, I. 347-52; Robinson, II. 315-23. Map Study No. 5 is to be done for today. Readings: Wakeman, 172-83; H. Tuttle, History of Prussia, I. 378-488; Henderson, II. 1-43, 87-122; C. T. Atkinson, History of Germany, 84-96; Camb. Mod. Hist., V, 616-72; Marriott and Robertson, Evolution of Prussia, chs. i-iii. Suggestive Questions: 1. Explain how the Hohenzollerns increased their territories and con- solidated their government (1640-1740). 2. Compare the Great Elector and Frederick William I in as many ways as you can. 3. How did the Hohenzollerns gain Berg, Jiilich, Cleves, Madgeburg, East Mark, East Friesland, Bayreuth? I s - Indiana University LESSON 38. RISE OF RUSSIA AS A GREAT STATE. I. Russian History before 1689. 1. Grand duchy of Moscovy; the Mongols and Tartars. 2. Reign of Ivan the Great. 3. Expansion in the sixteenth century: the Cossacks. 4. The accession of the Romanovs. 5. Oriental nature of Russia. II. The Domestic Policy of Peter the Great. 1. Peter's trip to Western Europe; Europeanization of Russia. 2. Orthodox Church brought under the Czars control. 3. Crushing of the Streltzi; reorganization of the army. 4. Consolidation of the government. 5. Changes in manners and customs. III. Peter the Great and Charles XII of Sweden. 1. Comparison of their characters. 2. The League against Sweden. ■ 3. The Great Northern War (1699-1721). a. Defeat of Denmark by Charles XII. b. Battle of Narva (1700). c. Charles XII conquers Poland; Augustus II of Poland (1704). d. Defeat of Swedes at Pultowa (1709). e. Treaty of Nystad (1721); humiliation of Sweden. IV. The Turks and Peter the Great. 1. Peter desires control of Black Sea. 2. War with the Turks (1695-1696). 3. Charles XII eggs on the Turks to attack Russia. 4. Defeat of Peter: treaty of Pruth (1711). Assignment: Hayes, I. 366-79; Robinson, II. 301-15. Readings: J. F. Chance, George I and the Northern War, 1-49, 473-88; A. Rambaud, II. chs. i-iii; R. X. Bain, Charles XI I, chs. iv, ix ,x; Abbott, II. 152-65; Hassall, 107-27. Suggestive Questions: 1. What factors account for the backwardness of Russia in 1700? Why did Peter have so little success in Europeanizing Russia? 2. What was the influence of the Northern War upon Poland? What part did Augustus II and Goertz play in this war? 3. Why was Peter the Great successful in his wars against Sweden? Syllabus of Modern European History 49 LESSON 39. DYNASTIC AND COLONIAL RIVALRY (1713-1756) I. Elizabeth Farnese and Alberoni (1713-1733). 1. Influence of Elizabeth Farnese over Philip V. 2. Difficulties in Italy — Alberoni and Dubois. 3. Battle of Cape Passaro and the Quadruple Alliance (1718-1719) 4. Spain and the Pragmatic Sanction. II. War of the Polish Succession < 1733-1738 >. 1. Election of Stanislaus Lescznski as king — French influence. 2. Opposition of Austria and Russia. 3. Main seat of the war in Italy. 4. Peace of Vienna (1738). III. War of the Austrian Succession. 1. War of Jenkins' Ear (1739). 2. Maria Theresa and Frederick the Great — the Silesian Wars. 3. War between England and France. a. Main cause. b. European phase. c. War in America: capture of Louisburg; expulsion of Acadians. d. Dupleix captures Madras in India. 4. Peace of Aix-la-Chapelle (174S>. IV. The Diplomatic Revolution. 1. Causes: jealousies of Saxony and Great Britain. 2. Influence of Count Kaunitz and Madame de Pompadour. 3. Alliance of Great Britain and Frederick the Great. 4. Significance of the Hapsburg-Bourbon alliance. Assignment: Hayes, I. 253-6, 308-12, 351-9; hand in Map Study Xo. 3- Readings: Henri Martin, History of France, I. 69-199; Abbott, II. 177- 203, 232-51; Hassall, 2.5-106, 206^40: W. H. Woodward, Expansion of British Empire, 182-92; E. Armstrong, Elisabeth Farnese, 34-109: Marriott and Robertson, ch. iv. Suggestive Questions: 1. For what reasons has Elisabeth Farnese been styled the "termagant queen"? Account for her great influence in European affairs. 2. Why did France and Spain support, and Russia and Austria oppose, the election of Lescznski as king of Poland? 3. What were the lasting results of the War of the Austrian Succession? the Polish War of the Polish Succession? 50 Indiana University LESSON 40. THE SEVEN YEARS WAR AND THE AMERICAN REVOLUTION; RIVALRY OF FRANCE AND ENGLAND. AUSTRIA AND PRUSSIA (1756-1783) I. Seven Years War (1756-1763). 1. Causes: political and economic. a. Great Britain's alliance with Prussia. b. Rivalry over colonies. 2. The War in Europe. a. Frederick the Great wins Rossbach, Leuthen. b. Importance of the English navy. c. Victory against the French at Minden (1759). d. Frederick the Great's dilemma. e. Withdrawal of English subsidies. f. Death of Czarina Elizabeth (1762). 3. The war in India. a. Significance of Dupleix's policy. b. The Black Hole of Calcutta. c. Clive wins battle at Plassy (1757). d. Sir Eyre Coote's victory at Wandewash (1760). 4. Old French and Indian Wars (1754-1763). a. English and French claims to Ohio and Mississippi valleys. b. Braddock's defeat (1755). c. Reorganization under Pitt, the elder. d. Wolfe's victory over Montcalm at Quebec (1759). e. Surrender of Montreal (1760),. 5. Treaty of Paris. a. Main provisions. b. Its significance. II. The American Revolution. 1. Caused partly by readjustment of English colonial policy. 2. Burgoyne's surrender at Saratoga (1777). 3. The French Alliance; French aid at Yorktown. 4. Treaty of Versailles (1783). Assignment: Hayes, I. 312-40, 359-62; Robinson, II. 336-45, 353-6. Readings: Abbott, 251-60, 283-332; F. Harrison, Chatham, 169-205; Longman, Frederick the Great and Seven Years War; G. L. Beer, British Colonial Policy, 6-15, 31-51, 160-227; Cheyney, Readings, 590-603; Hassall, 241-79, 332-48; Camb. Mod. Hist., VI. chap, ix, xv; Lecky American Revolution (Woodburn ed.) passim. Suggestive Questions: 1. What were the really significant causes of the Seven Years War? What did England and Prussia gain by it? Why is 1759 considered one of the most significant dates in American History. 2. To what degree was the success of the English due to Pitt? to Clive? 3. Show clearly how important was the aid rendered the colonies by France in 1781. Syllabus of Modern European History 51 LESSOX 41. THE EASTERN QUESTION (1713-17951. 1. Relations of Russia and Turkey (1711-1774). 1. General state of Turkey; peace of Passarowitz (1718). 2. Russia's advance eastward and southward. 3. German influences in Russia. a. Work of Munich, Osterman and Biren. b. Russia and Austria attack Turkey (1736). c. Peace of Belgrade (1739) ; Russian gains and Austrian losses. 4. Catherine the Great and the Turks (1762-1796). a. Cossack uprising; jealousy of Prussia and Austria. b. Russia wins decisive victories. c. Treaty of Kuchuk-Kainarji (1774). II. The Bavarian Succession (1777-1778). 1. General political situation in Europe (1777-1778). 2. Decline of the House of TVittelsbach; Austrian interference; im- inent danger of war. 3. The Treaty of Teschen averts war (1779). III. The Partition of Poland (1772-1795). 1. Defenceless position of Poland . 2. Covetousness of Prussia and Russia. 3. Stanislaus Poniatowski elected king (1764). 4. Russia makes war against the Poles. 5. The Triple Alliance; the First Partition (1772) 6. The Second Partition (1793); Austria not concerned. 7. Extinction of Poland (1795) ; Austria again takes a share. IV. Significance of the Rise of Russia and Prussia. 1. Upon Turkey and Austria. 2. On Europe in general. Assignment: Hayes. I. 379-88; Hazen. 24-30. Readings: P. Guedalla, Partition of Europe. 1/15-1815. 68-91. 120-24; Hassall. 107-27. 298-331, 3-50-93; Rambaud. II chs. iii, x; I. L. Phmket. Fall of the Old Order, 17-45; Camb. Mod. Hist.. VI. chs. x. xviii. xix. Suggestive Questions: 1. Summarize the factors and conditions that made possible the par- tition of Poland. 2. How can you account for the Russian successes and Austrian failures against the Turks? 3. One historian has said that Catherine the Great was probably the ablest woman who ever graced a throne in Europe. Criticise the statement. 52 Indiana University LESSON 42. RELIGIOUS CONDITIONS IN THE EIGHTEENTH CENTURY 1. Successes of the Catholic Reformation. 1. Saved South Germany and Bohemia. 2. Reclaimed large part of Hungary and Poland. II. Protestant Europe. 1. Distributions of the Lutherans. 2. Growth of Anglicanism before and after 1660. 3. Spread of Calvinism; break-up into many denominations. III. History of the Catholic Church (1600-1789). 1. Expulsion of the Huguenots (1685). 2. Rise of Jansenists and Febronians. 3. Growth of skepticism, agnosticism and deism. 3. ExpulsioD of the Jesuits. 5. Increased bitterness in the attacks upon the Church. IV. Rise of Methodism in England. 1. Strength of the old Puritan movement. 2. Spiritual decay in the Anglican church. 3. Increase in drunkeness, crime and immorality. 4. Evangelical work of the Wesleys and Whitefield. 5. Significance of the movement in English history. Assignment: Hayes, I. 406-14; Lowell, chapter on "clergy." Readings: Lecky, (Cabinet ed.), ch. viii; Macaulay, History of England, ch. iii, passim; Taine, Bk. I, ch. iv, passim, Mathews, 42-51; Tickner, 483-98; Bourne, 33-40; Tocqueville, France in 1789; John Wesley, Journal. Suggestive Questions: 1. Why have the Calvinists split up into so many different denomina- tions while the Lutherans and Anglicans have not? 2. Why were the Jesuits expelled from France, Spain and Portugal? To what extent were they responsible for the attacks made upon the Catholic Church? 3. Account for the decline in manners and morals in England during the first half of the eighteenth century. Syllabus of Modern European History 53 LESSON 43. INTELLECTUAL LIFE IN THE EIGHTEENTH CENTURY I. Lack of Means of Education. 1. No thought of educating the masses. 2. Influence of the Church supreme in education. 3. Schools few and books expensive. 4. Vast majority of the people in Europe illiterate in 1700. 5. Spread of interest in science and political philosophy. II. Development of Science. 1. Characteristics of the "New" Science. 2. Work of Sir Isaac Newton. 3. Experimental and Applied Science. 4. Scientific study becomes popular. III. Growth of Political Philosophy. 1. General interest in subject — Locke's Essay on Civil Government. 2. France the home of political philosophy. a. Montesquieu and the Spirit of Laws. b. Voltaire's attack on Church and State. c. Rousseau's philosophy — the Con{ral Social. 3. The work of the Encyclopedists. IV. The Physiocrats and Adam Smith. 1. Teachings of the Physiocrats. 2. Work of Sully, Quesnay and Turgot. 3. The mercantile theory. 4. Significance of Adam Smith's Wealth of Natiojis. Assignment: Hayes, I. 414-26; Robinson, II. 380-86; Lowell, 119-33. Readings: Abbott, II. 261-82, 333-76; Mathews, 52-90; Bourne, 33-48; Taine, Bk. IV and Bk. V, ch. hi; Madelin, 13-7; Montesquieu, Spirit o Laws, I. ch. vii; Aulard, Fr en ch Revolution, I. 79-126. Suggestive Questions: 1. One writer insists that the French peasantry revolted not because they were worse off, but rather because they were better off thanjhe other peasants of Continental Europe. How could that be true?jf;b; £>J fc 2. Which one of the three great French political philosophers exercised the greatest influence upon the French Revolution? Why? 3. What has been the reason for the great influence of Adam Smith's Wealth of Nations? 5 1 Indian a D n i versit y LESSON 44. THE GOVERNMENTS OF EUROPE (1759-1789) I. Government of the British Isles (1789). 1. Position of England, Wales, Scotland and Ireland. 2. The Executive: the king and the cabinet. 3. Relation of the cabinet to Parliament. 4. "Unrepresentative" system and elections. 5. Demands for political reform. 11. The "Benevolent Despotisms'". 1. Prussia under Frederick II. 2. Russia under Catherine the Great. 3. Spain under Charles III. 4. Hapsburg dominions under Joseph II. ■">. Portugal under Joseph I and Pombal. III. Other European Governments. 1. "Enlightened" statesmen and princes. a. Tanucci and Squilaeei in Italy and Spain. 1). Struensee in Denmark. c. Du Tillot in Parma. 2. Governments of Tiu-key, Italian and German states. IV. The Bourbon Monarchy under Louis X^ . 1. Centralization of power in the king. 2. Checks upon the king: custom, parlement de Paris. 3. Utmost confusion in judiciary. a. Different kinds of law. b. Corruption and ignorance among the judges. c. The royal prerogative and the judiciary: lettres de cachet. 6. Absence of political parties and real legislative bodies. Assignment: Hayes. I. 430-54: Robinson. II. 360-5. Readings: Bourne. 48-75: Mathews, chs. i-ii. Madelin. 31-7: T. E. May, Constitutional History of England, eh. vi; Cheyney, Readings. 616-23, 640-6; Cross. 904-14: Lowell. 4-24; G. 0. Trevelyan. Early Life of C. J. Fox. 61-137. Suggestive Questions: 1. How do you account for the "Unreformed House of Commons"? Why was reform so long in coming? 2. Charles III has been termed the greatest of the benevolent despots. Justify or condemn this statement. 3. What was the political status of the French nobility? What was the cause for and significance of this state of things? Syllabus of Modern European History 55 LESSON 45. SOCIAL AND ECONOMIC CHANGES (1500-1800. I. Gradual Nature of all these changes. 1. General inertia in rural life and feudal survivals. 2. Despotic government often forgot the mas—-. 3. Lack of new inventions, means of transportation and mobile capital. II. Agricultural Progress. 1. Land in EDgland has a social and political value. 2. Rise of "Gentlemen Farmers" '. a. Application of capital to land improvements. b. Work of Townshend. Tull. Bakewell and Coke. c. Convertible husbandry and enclosures. 3. Increase in agricultural education: Arthur Young. ■1. Survival of the open field system. III. Increased Manufacturing and Commerce. 1. General effect of the Commercial Revolution. 2. Relations of the towns and the craft guilds. 3. Rise of the entrepreneur: the domestic system. 4. Mercantilism and Colbertism. 5. Influence of colonization and surplus manufactures. 6. Increase of "commercial" bourgeoisie. 7. Approach of the Industrial Revolution. IV. Social Classes in France. 1. First estate: higher and lower clergy. 2. Second estate: greater and lesser nobility. 3. The Third estates. a. L"rban: bourgeoisie and artisans. b. Rural: peasant proprietors and peasantry. 4. Land tenure. a. Feudal survivals. b. Position of the seigneur: absenteeism. Assignment: Hayes. I. 39.5-406: Tickner. 499-509; prepare and hand in Map Study Xo. 6a. Reading: Taine. Fr. Rev.. Bk. I. eh. ii. Bk. V. eh. i: Warner. 2S1-300; Mathews, 12-30: Lowell, 1S6-242: Gibbins. 2 65-S3.321-40: De Tocque- vffle, passim; Usher. 19.5-239: Aulard. I. 161-211. Suggestive Questions: 1. Why were enclosures in England both a benefit and an evil to the people? Why did they proceed so slowly? 2. By what indirect means did the bourgeoisie attempt to increase their political influence in France? To what extent did they succeed? 3. Why is absenteeism the curse of any system of land tenure? Why were the peasants so oppressed in France? r>< ; Indiana University LESSON 40 MOKE IMMEDIATE CAUSES OF THE FRENCH REVOLUTION I. Decline of the Monarchy. 1. Ineptitude of Louis XV. 2. Character of Louis XVI. 3. Unpopularity of the Queen. 4. Political ignorance of nobility. IT. Financial Difficulties. 1 . Wars of Louis XIV. 2. Extravagance of Louis XV. 3. Louis XVI attempts to avert bankruptcy. a. Turgot's reforms (1774-6). b. Xecker's Administration (1776-1781). c. Inefficiency of Calonne. d. The Assembly of Notables and Archbishop de Brienne. e. Demand for an Estates General. III. Inequalities of Taxation. 1. Unfairness of the taille. 2. Complaints against the gabelle. 3. Seigneurial dues; other perquisites of the nobility. 4. Oppositions of peasantry and bourgeoisie. IV. The American Revolution. 1. Political theories borrowed from France. 2. The work of Franklin. 3. Experiences of French soldiers and sailors in America. 4. Loans of France to America. V. Famine in France. 1. Failure of the harvests. 2. Poor distribution — tax on grains passing from province to province. 3. Speculation in food stuffs. Assignment: Hayes, I. 449-461, 464-69; Robinson, II. 386-96. Readings: Hazen, 60-9; Hassall, 394-417; Bourne, 62-75; Vesta Webster, Fr. Rev. ; Madelin, 38-47; Mathews, 91-110; Aulard, I., 79-126; Taine, Bk. V, ch. ii; Kitchin, III. 469-86; Tocqueville, 192-246; H & C, ch. ii; Turner, . Suggestive Questions: 1. Show that it was not the weight of taxation but the inequality of its distribution that played havoc with France. 2. Why did Turgot and Necker fail in their attempts to reform French finances? 3. Explain why the different units of local administration brought chaos in France. Syllabus of Modern European History 57 LESSON 47. THE MEETING OF THE ESTATES GENERAL I. Membership. 1. Third estate given double representation. 2. Leading representatives of the clergy. 3. The more prominent nobles. 4. General purpose of the Estates General. 5. The cahiers prepared for the meeting. II. Attitude of the Third Estate. 1. Refused to organize as an estate. 2. Take on themselves the name of National Assembly. 3. The Oath of the Tennis Court (June 20, 1789). 4. The Royal Session (June 23). 5. Louis XVI yielded to third estate. III. The Constituent Assembly. 1. Fears compulsion by the Court. 2. Dismissal of Necker; Desmoulins arouses the masses. 3. The search for arms. IV. Outbreak of Disorder. 1. The Fall of the Bastile (July 14, 1789). a. Organization of government of Paris. b. National Guard. c. Significance of the day. 2. "Weeks of the great fear." 3. Destruction of feudalism. 4. March of the "Market Women" to Versailles. 5. King and Assembly go to Paris. 6. Festival of July 14, 1790. V. Flight of Louis XVI (June 20, 1791). 1. Mirabeau and the Court. 2. Failure of Mirabeau and Lafayette to co-operate. 3. Mirabeau's suggestions; his death. 4. Flight of the King to Varennes. 5. Significance of the attempt. Assignment: Hayes, I. 464^79; Thomas Carlyle, The French Revolution chs on "The Procession" and on the "Fall of the Bastile." Readings: Bourne, 88-106; Webster, ; Aulard, I. 127-60; Robin- son, II. 397-404; Kitchin, III, 487-98; Madelin, 51-92; Mathews, 111- 37; Taine, Fr. Rev. I.; H. & C, ch. iii; Turner, . Suggestive Questions: 1. What is your estimate of Mirabeau? Necker? Lafayette? 2. Could a strong king or a strong ministry, or both, have arrested the Revolution? 3. What was the real significance of the march of the "market women"? of the flight of the king? 58 Indiana University LESSON 48. THE LEGISLATION OF THE CONSTITUENT ASSEMBLY 1. The Nature of the Constituent Assembly. 1. Shape of the meeting hall — Right and Left. 2. Absence of higher clergy and greater nobles. :;. Sessions open to the. public. 4. Indecorous nature of some of the meetings. II. "Orgy" of the 1th of August, 1789. 1. Anarchy among the peasantry. 2. Self-denying ordinance of nobility. 3. Legal end of feudalism. 4. Immediate results. III. Declaration of the Rights of Man. 1. Great need of a settled government. 2. Time spent in debating about "natural rights of mankind." 3. Great importance of this legislation. IV. Constitution of 1791. 1. King to have suspensive veto. 2. .Judges to be elective. 3. Legislative assembly elected by taxpayers. 4. Administrative reorganization. V. Ecclesiastical Legislation. 1. Civil Constitution of the Clergy. a. Estates of the clergy confiscated. b. Clergy to take special oaths of allegiance to state. c. State to pay them. 1. Salaries of higher clergy lowered. 2. Pay of lower clergy increased. 2. Effects on church: constitutional and non-juring clergy. 3. Economic influences. a. On finance — assignats. b. Land tenure. Assignment: Hayes, I. 479-86; Robinson, II. 405-27. Readings: Bourne, 107-36; Madelin, 93-143; Aulard, I. 212-59; Webster, ; Mathews, 138-65; Taine, Fr. Rev. II. chs. i-iii; Hazen, 86-100; Turner, . Suggestive Questions: 1. What were the political effects of the nationalization of church pro- perty. 2. One writer has said that he was surprised, not that the Constituent Assembly accomplished so little, but that they were able to accomplish anything at all. Wliat were the reasons for his statement? 3. Show that the Declaration of the Rights of Man and the abolition of feudalism mark milestones in the political and economic history of Europe. Syllabus of Modern E trope ax History 59 LESSON 49. THE LEGISLATIVE ASSEMBLY I. Rise of Political Parties. 1. Growth of Political Clubs. 2. The Constitutional Monarchists. 3. The Girondists and Mountain. a. Their political ideas. b. Local support of each. c. Temperament of their leaders. if. Composition of the Legislative Assembly. 1. More radical than those of Constituent Assembly. 2. Lack of legislative experience among its members. 3. Leading members and their opinions. III. Important happenings in France. 1. Growth of revolutionary spirit — sans culotte army. a. Petion elected mayor of Paris. b. Massacres at Avignon. 2. Louis XVI accepts the Constitution of 1791. 3. Confiscation of the property of emigrants. 4. King's two vetoes and dismissal of Feuillant ministry. IV. Foreign Affairs. 1. Appeal of Emperor Leopold. 2. Treaty of Pillnitz between Austria and Prussia. 3. Camps of emigre nobles on the Rhone. 4. Declaration of war against Austria, 20 April, 1792. V. Attacks on the King. 1. Effect of his vetoes and intrigues with Austria. 2. First attack on Tuileries. 3. Manifesto of the Duke of Brunswick 4. Sack of the Tuileries — massacre of Swiss Guards. 5. Deposition of king; the Marseillaise. 6. September massacres — the cannonade of Valmy. Assignment: Hayes, I. 486-500; Robinson, II. 428-45. Readings: Hazen, 101-9; Aulard, I. 260-337; Mathews, 166-205; Bourne, 137-93; Madelin, 213-97; Taine, Fr. Rev. IT. 70-155; H. Belloc, Danton, passim; H & C, ch. iv; Turner, ; Webster, . Suggestive Questions: 1. Trace the growth of Louis XVI' s unpopularity. How did it affect the Revolution? 2. Who were the Jacobins? the Feuillant s? 3. a. What was the Commune of Paris? b. What was its influence on the Legislative Assembly? 60 Indiana University LESSON 50. THE NATIONAL CONVENTION I. Beginning of the Convention. 1. France proclaimed a Republic. 2. Adoption of the Republican calendar. 3. Republic promises aid to all other revolutionaries, 15 Decembei, 1792. 4. Trial and execution of the king. a. Influence of the Commune of Paris. b. Part played by political parties. II. Struggle between the Girondists and the Mountain. 2. Over the form of the new constitution. 3. Proscription of the Girondist leaders. 4. Execution of Marie Antoinette and Gironarns. 5. Condition of France. a. Bankrupt. b. Faced domestic insurrections; X antes, Lyons, Toulon. c. Invaded by foreign armies: Jemmappes and Xeewinden. III. Reorganization of the Government. 1. Lack of centralization of power. 2. The Committee of Public Safety. 3. Committee of General Security. 4. Revolutionary tribunal and deputies on mission. IV. Terror as a Political Expedient. 1. Extent of its use. 2. Success in averting bankruptcy. 3. Puts down domestic insurrection and checks foreign invasion. V. Contest Between the Mountain Leaders. 1. Jealousy of Hebert as leader of Commune of Paris. 2. The question of the Terror. 3. Execution of Danton. 4. Supremacy of Robespierre. VI. The Thermidorian Reaction. 1. Paris wearies of the Terror — battle of Fleurus. 2. Execution of Robespierre. 3. Suppression of Jacobin Club — the White Terror. 4. Constitution of 1795. 5. 13th Vendemiaire. VII. Constructive Work of the Convention 1. Abolition of ground rents; law of the maximum. 2. Establishment of equal inheritance. 3. Adoption of metric system. 4. Cordorcet's system of education. 5. Legal protection of women and slaves. Assignment: Hayes, I. 501-12; Robinson, II. 450 — 64; finish and hand in Map Study Xo. 6a. Readings: Hazen, 120-51; Aulard, II. 211-95; Webster, Made- lin, 299-390; Turner, ; Bourne, 194-226; Taine, Fr. Rev. II. 196- 233; Mathews, 207-86; C. G. Robertson, England under the Hanoverians, 357-407; H&C, chs. v-vi. Suggestive Questions: 1. What in your estimation was the greatest work done by the Conven- tion? 2. Compare the Constitution of 1795 with that of 1791. Why was the Constitution of 1793 never put into operation? 3. Justify or condemn the use of Terror as a political expedient in the French Revolution. Syllabus of Modern European History 61 LESSON 51. FRANCE UNDER THE DIRECTORY I. The Directory Government. 1. Executive body of five; how selected. 2. Council of Ancients; qualifications. 3. Council of Five Hundred; how elected. 4. Membership; the two-thirds amendment. II. Early Life of Napoleon. 1. Controversy about his birth in Corsica. 2. Work at Toulon. 3. Life in Paris. 4. Protected the Convention (Oct. 1795). 5. Influence of Barras; marriage with Josephine. III. Campaigns in Northern Italy (1796-1797). 1. The Plan of the Campaign. 2. Condition of his army. 3. Defeat of the Sardinians. 4. Battle of Lodi; retreat of Austrian s to Mantua. 5. Attempts to relieve the siege of Mantua. 6. Leoben and Campo Formio (1797). IV. Napoleon in Egypt and Syria (1798-1799). 1. Weakness of the Directory-; Fructidor. 2. Napoleon visits the naval arsenals. 3. Aim of his campaign in Egypt. 4. Battle of the Pyramids; destruction of French fleet. 5. Reorganization of Egypt. 6. Campaigns in Syria: Acre, Jaffa. Alt. Tabor. 7. Battle of Aboukir; return to France. V. Overthrow of the Directory. 1. unpopularity and inefficiency of the Directory. 2. French military reverse in Italy. 3. Plans of Sieves and Napoleon. 4. Events of the eighteenth Brumaire. 5. Establishment of the Consulate. Assignment: Hayes. I. 512-26: Robinson, II. 465-40, 486-9. Readings: Aulard. III. 269-392; Bourne, 226-70; Madelin, 487-634; Hazen, 152-78; Rose, I. 1-220; Fournier, 1-187; Taine, Fr. Rev. III. 420- 84; Johnston, 1-70; H & C, eh. vii: Turner, . Suggestive Questions: 1. What were the secrets of Napoleon's success in. Italy in 1796-1797? What was his greatest battle in this campaign? 2. In what way did the preliminaries of Leoben differ from the final treaty of Campo Formio? What had occurred to cause this change? 3. What were the most important results of Napoleon's campaigns in Egypt and Syria? Was he wise in undertaking them? 62 Indiana University LESSON 52. NAPOLEON'S RISE TO POWER 1. Second Italian Campaign, (1800). 1. Establishment of the Consulate 2. Xapoleon's plans to defeat Austria. 3. Battle of Marengo (June, 1800). 4. Moreau wins the battle of Hohenlinden. 5. Treaty of Luneville. II. Napoleon's Constructive Legislation (1800-1801). 1. General reorganization of Administration. 2. The Concordat with the Pope. 3. The Code Xapoleon. 4. Financial administration; Bank of France. 5. Education ; public works. 6. Xapoleon's schemes for colonization. a. Hostility to England : India. b. Idea of an American Empire. c. Haiti and the sale of Louisiana. 1IT. Establishment of the Empire. 1. Disappearance of republican institutions. a. Re-establishment of the courts, nobility and council of state. b. Secret police; censorship of the press. 2. Organization of tributary states (1797). a. Batavian and Helvetian republics. b. Cisalpine, Ligurian and Parthenopean republics. c. Encroachments along the Rhine. d. Changes in these states under the empire. IV. The Armed Peace (1801-1805). 1. Peace of Amiens with England. 2. Extensive naval preparations — the Boulogne flotilla. 3. Increased size of army. V. The First Austrian Campaign (1805). 1. Villeneuve and Trafalgar. 2. General Mack at Vim. 3. The battle of Austerlitz. a. Russians and Austrians against the French. b. Kutusov vs. Xapoleon. c. Xapoleon's strategy brought victory. 4. Peace of Pressburg. Assignment: Hayes, I. 523-39; Robinson, II. 480-98. Readings: Johnston, 71-129; Rose, I. 221-445; Bourne, 270-326; Aulard, IV. 152-282; Hazen. 179-214; Fournier, 188-325; P. Guedalla, Partition of Europe, 246-66; H & C, chs. vii-viii; Turner, . Suggestive Questions: 1. Compare the provisions of the treaties of Basle, Campo Formio, Lune- ville and Pressburg as to their bearing upon the Germanics. 2. By many the Code Xapoeon is considered Xapoleon Bonaparte's greatest monument. Why? 3. Discuss the battle of Trafalgar as to: a. strategy, b. influence on France, c? influence on England. Syllabus of Modern European History »>:> LESSON 53. THE NAPOLEONIC EMPIRE AT ITS HEIGHT I. Campaign against Prussia (1806). 1. Haugwitz's diplomacy; Hanover. 2. Napoleon creates Confederation of the Rhine. 3. Prussia's lack of commanders. 4. Jena and Auerstadt. II. Napoleon invades Russia (1806-1807). 1. Russia was an ally of Prussia. 2. Benigsen and the battle of Eylau. 3. Heilsperg and Friedland. 4. The Treaty of Tilsit (1807). a. Concerned Prussia as well as Russia. b. Prussia put at Napoleon's mercy. c. Czar and Napoleon form an alliance. III. The Continental System. 1. What the system was? Why necessary? 2. Weak spots in it. a. Scandanavia; Denmark. b. Sicily and Portugal. 3. French decrees and British Orders in Council. 4. Probable success of the plan. IV. The War in Spain. (1807-1813). 1. Charles VI's inefficiency. 2. Napoleon acts as arbitrator between him and his son. 3. French armies invade Spain and Portugal. 4. French reverse at Cintra and Baylen (1807). 5. Napoleon's successes; Soult and Sir John Moore. 6. Jealousy between King Joseph and the French generals. 7. Wellesley's victories: Salamanca and Vitoria (1813). V. Second Austrian Campaign (1809). 1. Extensive Austrian preparations. 2. French victories at Landschutt and Eckmuhl. 3. Hard fought battles of Aspern and Essling. 4. Napoleon won decisive battle of Wagram. 5. Provisions of the treaty of Schonbrunn (Vienna). 6. The position of Napoleon in 1810. Assignment: Hayes, 1, 539-55; Robinson, II. 499-514. Readings Rose, II. 47-19; Bourne, 326-66; Fournier, 325-492; Johnston,- 130-69; Hazen, 215-27; H & C, chs. ix-xi; Turner, ; A. T. Mahan, Influence of Sea Power. Suggestive Questions: 1. At what moment was Napoleon really at the height of his power? What are your reasons for selecting this date? 2. What elements of the treaty of Tilsit strengthened Napoleon? What elements were certain to bring difficulty later? 3. To what degree do you think that Napoleon was justified in the Con- tinental System? How did it affect neutrals? 64 Indiana University LESSON 54. DOWNFALL OF NAPOLEON I. Napoleon's marriage with Maria Louise of Austria. 1." Position of Josephine. 2. Napoleon's advances to Czar rebuffed. 3. Alliance with Metternich; its importance. II. Russian Campaign (1812). 1. Causes: jealousies, Continental System. 2. Napoleon's great preparations. 3. The invasion of Russia; battle of Borodino. 4. Retreat from Moscow; crossing the Beresina. 5. Stupendous losses of men and materials. III. Wars of Liberation (1813). 1. Regeneration of Prussia. a. Influence of the French Revolution. b. Work of Stein, Hardenberg and Scharnhorst. c. Rise of national spirit; Arndt and Fichte. 2. First Saxon Campaign. a. Capitulation of Yorck; Prussia declares war on Napoleon. b. Co-operation of Russia and Prussia. c. Battles of Lutzen and Bautzen. 3. Period of the Armistice. a. Exhaustion of the French and Russians. b. Metternich's ultimatum to Napoleon. 4. Second Saxon Campaign. a. Austria joins the coalition against Napoleon. b. French success at Dresden. c. "Closing in" on Napoleon. d. Battle of the Nations; Napoleon's defeat. e. French retreat to the Rhine. IV. War in France (1814). 1. Fourfold drive on Paris. 2. Napoleon defeats Prussians and Austrians separately. 3. Disaffection of Marmont, Fouche and Talleyrand. 4. Abdication of Napoleon. V. The Hundred Days (1815). 1. The Return from Elba. 2. Preparations to meet the Coalition. 3. Battles of Ligny and Quatre Bras. 4. Waterloo and St. Helena. Assignment: Hayes, I. 555-76. Finish and hand in Map Study 6c. Readings: Henderson II. 270-323; Robinson, II. 514-32; Lord Rosebery, Last Phase, passim; Fournier, 493-744; Johnston, 170-238; Bourne, 367- 445; Rose, II. 192-530; Hazen, 227-48; H & C, chs. xii-xv; Turner, . Suggestive Questions: 1. What do you deem the most important single cause of Napoleon's downfall? 2. Why did Napoleon lose the battle of Leipzic? Waterloo? 3. To what extent was Napoleon's downfall due to Talleyrand? Metter nich? Wellington? Blucher? Alexander I? Syllabus of Modern European History <».1 LESSON 55. THE INDUSTRIAL REVOLUTION I. Antecedents of the Industrial Revolution. 1. Previous economic stages: manorial and gild systems. 2. Characteristics of the domestic system. 3. Increase in amount of mobile capital. 4. The development of commerce. 5. The Agricultural Revolution. II. Elements of the Industrial Revolutions. 1. Invention of intricate machinery. 2. Application of motive power to machinery. 3. Supervision and division of labor. 4. Establishment of wage tie between capital and labor. III. Perfection of textile machinery. 1. For spinning. a. Hargraves' spinning jenny (1770). b. Arkwright's water frame. c. Crompton's spinning mule. 2. For weaving. a. Kay's fly-shuttle (1738. b. Cartwright's power loom (1785). 3. Contributory agents. a. Arkwright's organizing power. b. Whitney's cotton gin. IV. The development of the steam engine. 1. Pioneer work of Newcomen. 2. Vfatt's steam engine. 3. Application of steam as a motive power. a. For running machinery: power loom, printing press. b. For transportation: steamboat and locomotive, V. Development of the iron industry. 1. Use of wood for fuel. 2. Importance of coal. 3. The Bessemer and Siemen's "open hearth" furnaces. 4. Great industrial value of steel. 66 Indiana University VI. Later developments. 1. Improvement of textile machinery. 2. Advance in transportation facilities. 3. Utilization of electricity. 4. Invention of balloons and aeroplanes. 5. Medical discoveries. a. Preventive medicine. b. Anaesthetics, antiseptics and surgery. 6. The Spirit of Invention. Assignment: Schapiro, 25-36; Hayes, 67-75; Gibbins, 321-57. Readings: Ogg, Ec. Dev., 45-64, 117-30; Bourne, 76-87; A. Toynbee, Industrial Revolution, 22-33, 64-72; S. Walpole, England since 1815, I. 50-110; Tickner, 510-29; Usher, ch. x; Briggs, Econ. Hist. Eng., ch. v. Suggestive Questions: 1. What period is covered by the Industrial Revolution proper in Eng- land? France? Germany? Russia? 2. Was the Industrial Revolution as sudden as the word "Revolution" would suggest? To what extent was its progress delayed on the Continent by the Napoleonic wars? 3. What is the relative importance of the four elements that go to make up the Industrial Revolution? x Syllabus of Modern European History 67 LESSON 56. THE FACTORY SYSTEM I. Increased importance of mobile capital. 1. Expense for plant and machinery. 2. Heavy operating costs. 2. Great length of time between the beginning of manufacturing process and sale of completed product. 4. Rise of the capitalistic promoter. II. Establishment of cash nexus between employer and employee. 1. Disappearance of master and servant relationship. 2. Evolution of wage-earner and capitalist entrepreneur. 3. Strife between capital and labor. (III. Unprecedented growth of industry. 1. Speeding-up of machinery — division of labor. 2. Increase of manufactures means increase of commerce. 3. Long hours of labor; exploitation. 4. Sanitary conditions in factory. IV. Social Results of the Factory System. 1. Growth of population. 2. Emigration from country to town. a. Increased size of cities. b. Pressing questions of sanitation and police. c. Decay of the yeomanry. 3. Employment of women and children. 4. Ill health, unemployment and pauperism. V. Rise of Labor Unions. 1. Development of class consciousness. 2. Widening of the gulf between labor and capital. 3. Use of the strike, boycott, blacklist and lockout. 4. Present manifestations of social unrest. Assignment: Schapiro, 36-44; Tickner, 530-40; Hayes, II. 75-82. Readings: Ogg, Ec. Dev., 133-57, 212-35, 343-68; J. L. Hammond, The Village Labourer, 106-224; J. L. Hammond, Town Labourer, 1-193; G. R. Porter, Progress of the Nation, 288-403; Warner, 301-49; Gibbins, 381- 406; Usher, ch. xiv; Hammond, Skilled Labourer; Briggs, ch. ix. Suggestive Questions: 1. What do you consider the most fundamental result of the Factory System? 2. What effect has the division of labor had upon the employer? the laborer? 3. What were the social effects of long hours of labor? employment of women and children? 68 Indiana University LESSON 57. ENGLAND AND THE INDUSTRIAL REVOLUTION 1. The Political Power of the Bourgeoisie (1815). 1. Favored position of the landed gentry. a. The Corn Laws guaranteed a "fair" price. b. The enclosure movement. 2. Political power of tne Anglican Church. a. Corporation and Test Acts discriminate against Catholics and Dissenters. b. Extensive influence of the clergy in elections. 3. Suffrage based largely on landed property. TI. How the Bourgeoisie increased their political power. 1. Purchase of landed estates before 1825. 2: Buying up of ''pocket" boroughs. 3. Use of bribery in rotten boroughs. 4. Monied men of the City in politics. 5. Gain support from the nobility. a. Marriage alliances with the nobility. b. Interest nobles in industrial securities. 6. Enlist co-operation of lower orders to gain the ballot. ITT. Conditions in England after Waterloo. 1. Reconstruction period (1815-1822). a. Loss of world markets. b. Operation of the factory system causes unemployment. c. Soldiers increase the number of unemployed. d. Harvest poor. 2. Poor Law system. a. Elizabethan Poor Laws. b. Speenhamland Act (1795). 1. Its spirit; purpose to prevent social disorder. 2. Effects were to pauperize the laboring classes. 3. Decrease in poor law relief after 1816. 3. Social and Political Disturbances (1815-1822). a. Social uneasiness; suspension of the writ of habeas corpus, (1817). b. Massacre of Peterloo and the Six Acts. c. Cato Street Conspirar-y. Syllabus of Modern - European History 69 IV. Period of Moderate Reform (1824-1832). 1. The Combination Acts of 1824-1825. 2. Repeal of the Test and Corporations Acts (1828). 3. Catholic Emancipation Act (1829). 4. The Reform Bill of 1832. a. Standpat Toryism (1782-1830). b. Demand for political reforms. c. Earl Grey forced the House of Lords to give way. d. Did not grant suffrage to the lower orders. Assignment: Schapiro, 45-62; Hayes, II. 28-37, 88-93. Readings: Ogg, Ec. Dev., 369-77, 417-24; Gibbins, 407-26; G. Slater, Making of Modern England, 1-20; Walpole, England Since 1815, ch. v; Hammond, Town Labourer, 194-267; Hammond, Village Labourer, 225- 332; Toynbee, Industrial Revolution, ch. ix; J. A. Hobson. Evolution of Modern Capitalism, chs. i, v; Usher, chs. xi, xv. Suggestive Questions: 1. By what means had the Church and landed gentry of England been able to intrench themselves in political power? Account for the attitude of mind of the Tory "standpatter" (1793-1832). 2. "Who were the political "nabobs" in England? Why were they so bitterly hated by the gentry? 3. Why was the English government able to prevent a- social or political revolution from 1815 to 1822? ,ii • Indiana University LESS- >N 58. AX EPOCH OF MODERATE REFORM IN ENGLAND (1832-1865) I. The Classical Economists and Their Teachings. 1. Mercantilism and the factory system. 2. Adam Smith and laissez faire. 3. Ricardo's theory of rent. 4. The Malthusian doctrine. 5. John Stuart Mill and the "wage fund" theory. 6. Nassau Senior's "the last hour of labour*'. II. The Activity of the Industrial Bourgeoisie. 1. Misuse of the theories of Classical Economists. 2. Alliances with the nobility. 3. Use of the "self-interest" arguments. a. Gain support of nobility. b. Appeal to financiers and middlemen. c. Emphasize dangers of unemployment among the workmen. 4. What they sought. III. Moderate Social and Economic Reforms (1833-1844 >. 1. Change in composition and names of political parties. 2. Factory Acts of 1833 and 1844. 3. New Poor Law Act ( 1834) ; reform of Criminal law. 4. Municipal Corporations Act (1835) supplements Reform Bill. 5. Mines Act of 1S42; Factory Act of 1847. 6. Minor reforms. a. Abolition of slavery in British dominions (1833). b. First national appropriation for education. IV. Demands for Further Political and Social Reforms. 1. Utopians protest against implications of theories of the classical economists. a. Robery Owen's communistic and co-operative ideas. b. Fourier's communism; phylansteries. c. St. Simon and Louis Blanc. 2. The Chartists (1838-1848). a. Discontent over Reform Bill. b. The Six Points. c. Nature of their organization. d. Failure of their' demonstrations. 3. Repeal of the Corn Laws (1841-6). a. The Corn Laws before 1815. b. Modifications in 1815 and 1828. c. Influences at work against Corn Laws. 1. Adam Smith's laissez faire doctrines. 2. Discontent of the laboring classes. 3. Agitation of the capitalists. d. The Irish Famine and work of Robert Peel. e. End of Navigation Laws — effects. Syllabus of Modern European History 71 Assignment: Schapiro, 62-S1. 573-77: Hayes. II. S2-S; finish and hand in Map Study Xo. 7. Readings: Toynbee, chs. x. xi. xii: Ogg. Ec. Dev.. 256-63. 477-92: J. B. Xicholson. History of the English Corn Lavs. 9-103: J. A. Hobson, Evolu- tion of Modern Capitalism, chs. xvi-xvii: Gide and Rist. History of Economic Doctrines. Bk. I., eh. iii; Seignobos. 40-62: Walpole, England Since 1815, ch. xiii: Usher, ch. xx. pt. ii. Suggestive Questions: 1. Can you detect the fallacies in the theory of Malthus in regard to population? in the statement "competition is the life of trade'*? 2. Why did the Chartists fail? the Utopian Social: --- 3. What can you say of the political astuteness and ability of Robert Peel (1828-1846'° 72 Indiana University LESSON 59. THE RESTORATION AND THE RISE OF METTERNICH I. The Congress of Vienna (1814-5). 1. Its composition and procedure. 2. Problems it faced. 3. Territorial adjustments. a. The principle of "legitimacy". b. Policy of rewards and punishments. c. The idea of nationality. 4. Political arrangements. a. The Quadruple Alliance. b. The Holy Alliance. c. Purpose of each. II. The Bourbon Restoration in France (1815-1830). 1. Louis XVIII before the Hundred Days. 2. Reign of Louis XVIII (1815-1824). a. Checks the Ultra Royalists. b. Moderately liberal until assassination of Due de Berry. 3. Reactionary Reign of Charles X (1825-1830). a. His character. b. Gains compensation for nobles whose estates were confiscated during Revolution. c. Stanch supporter of Catholic Church. d. Repressive tendencies brought on Revolution of 1830. III. Reaction in Spain and Portugal. 1. Ferdinand VII and the liberal constitution of 1812. 2. Revolts in Spain; independence of Spanish Colonies. 3. Spanish rebellion quelled by French troops. 4. Dynastic troubles in Portugal. a. English influence in Portugal — Beresford. b. Separation of Brazil from Portugal. IV. General European Congresses. 1. Policing by the Quadruple Alliance. 2. Meetings brought on by liberal manifestations. 3. Nature of the Carlsbad decrees (1819). 4. Congress of Aix-la- Chapelle (1818). 5. The protocol of Troppau (1820). 6. Congress of Laibach (1821). 7. Congress of Verona (1822). Assignment: Schapiro, 13-24, 89-97; Hayes, II. 1-28, passim. Readings: Seignobos, 1-9, 103-32; Hazen, 249-89; Bourne, 457-65; Rob- inson, II. 533-43; C. M. Andrews, Historical Development of Modern Europe, I. 86-179; Turner, ; Bourgeois, I. 1-113. Suggestive Questions: 1. What conditions favored Metternich's retention of power so long? What factors (or tendencies) were working against him? 2. What were the provisions of the Constitution of 1812 in Spain? Why was it so important? 3. Why was the Congress of Vienna's violation of the doctrine of nationa- ality so much more culpable than similar violations at the Congress of Utrecht a century earlier. Syllabus of Modern European History 73 LESSON 60. THE DECLINE OF METTERNICH'S POWER (1822-1848) I. The Greek Revolution (1821-1829). 1. Causes: political, economic and religious. 2. The work of Koraes and Ypsilanti. 3. Atrocities of Ilbrahim Pasha. 4. Intervention of the Powers; Navarino. 5. Russia defeats Turkey — treaty of Adrianople. 6. Greece secures her independence. II. Difficulties of Quadruple Alliance (1822-48). 1. Canning at the Congress of Verona. 2. Great Britain and the Monroe Doctrine. 3. Liberal Constitutions granted in minor German States. 4. Death of Alexander I. III. Revolution of 1830. 1. In France. a. Character of Charles X. b. Polignac's reactionary policy — the July ordinances. c. Ease of overthrowing the Bourbons. 2. Separation of Belgium from Holland. a. Causes: political, economic and religious. b. Belgium aided by the Great powers. c. Treaty of 1831; the "scrap of paper" of 1839. 3. Polish Revolt (1830) a. Reactionary tendencies of Nicholas I. b. Merciless suppression of Polish nobility. 4. Revolutions in Italy and the Germanies. IV. France under Louis Philippe (1830-1848). 1. Policies of the King; their weakness. 2. Thiers vs. Guizot. 3. Growth of liberalism and socialism. 4. Fusion of Republicans and Socialists. V. The February Revolution in France (1848). 1. The great reform banquet prohibited. 2. Flight of Louis Philippe. 3. Adoption of a provisional government. 4. Louis Blanc and the National Workshops. 5. "June days" and the middle-class republic. 6. Adoption of a Constitution; election of a president. Assignment: Schapiro, 89-110, 499-507. Readings: Hayes, II. 93-5, 100-2, 116-23; Hazen, 280-97; Robinson, II. 552-62; Seignobos, 132-65; Andrews, Historical Development, I. 276-362; W. G. Berry, France Since Waterloo, 70-196; Turner, ; Bourgeois, I. 114. Suggestive Questions: 1. a. Why should we select the year 1822 as the beginning of Metter- nich's decline? b. What tendencies were "mainly responsible for his down- fall? 2. To what extent were the causes of the February Revolution economic? political? personal? 3. Why did France and England fail to make war against Turkey after the battle of Navarino? • \ Indiana University LESSON 61. THE REVOLUTIONS OF 1848 IN CENTRAL EUROPE I. General Effect of the February Revolution. 1. Its causes. 2. News of its success. II. Phases of these revolts. 1. Liberal successes. 2. Nationalist quarrels. 3. Autocratic triumph. III. The Viennese Revolt. 1. Organization of the revolt. 2. Flight of Metternich. 3. Government at Vienna yields to Hungary and Bohemia. 4. Accession of Francis Joseph. 5. The work of Schwarzenberg and Windischgraetz. IV. Bohemian Revolt. 1. The self-consciousness of the Czechs. 2. Quarrels of Germans and Czechs. 3. Windischgraetz defeated the rebels. V. Italian Revolt against the Hapsburgs. 1. Causes for Italian hostility towards Austria. 2. Concerted action of Northern and Southern Italy. 3. Radetzsky retreats to the Quadrilateral area. 4. Disaffection among the Italians. 5. Radetzky's victories at Custozza and Novara. 6. Abdication of Charles Albert of Sardinia. VI. The Hungarian Revolt (1848-1849). 1. Leadership of Szechenyi and Deak. 2. Kossuth and the March Laws. 3. Selfishness of the Magyars. 4. Revolt of Jellachich. 5. Defeat of Magyars at Schwechat. 6. Aid of Russia, flight of Kossuth. VII. The Revolution in the Germanies. 1. Growth of liberal feeling. a. Popular assembly at Manheim. b. Berlin riots; a constituent assembly, called. c. Revolts in Saxony and Baden. » d. Vorparlament meets. 2. Frankfort Assembly prepared a constitution. a. Liberal in tone. b. King of Prussia to be emperor. c. Excluded Austria from German Empire. ,3. Opposition of the Hapsburgs; Olmuetz. Assignment: Schapiro, 128-44; Hazen, 298-312. Readings: Hayes, II. 123-44 (complete but very complicated) ; Andrews, I. 363-448; Seignobos, 387-423; Henderson, II. 324-369; Robinson, II. 564-72; Hazen, Europe since 1815, 167-87; Turner, . Suggestive Questions: 1. Show that the revolutions of 1848 in Central Europe failed on account of the opposing forces of Liberalism and Nationalism. 2. Why did the liberal movement fail in Germany and Italy? 3. What led the Czar to aid the Hapsburgs in putting down the Hungarian revolt? Syllabus of Modern European History LESSON 62. FRANCE UNDER LOUIS NAPOLEON (1848-1870) I. Early Life and Character of Louis Napoleon. .1. Son of Louis Napoleon and Hortense Beauharnais. 2. His character; two varying estimates. 3. Training and travels. II. The Napoleonic legend. 1. Hero worship of Napoleon I. 2. His exile and his memoirs. 3. Writings of Louis Napoleon. a. Napoleonic ideas. b. The Extinction of Pauperism. III. Louis Napoleon's Attempts to gain the throne. — 1. English estimate of him. 2. Attempt at Strasbourg (1836). 3. The Boulogne fiasco. a. Synchronised with return of Napoleon's body to France. b. Louis Napoleon incarcerated at Ham. 4. His campaign for the Presidency. a. Ably handled by his supporters. b. Louis Napoleon remained in England. c. June days lose Socialists their supporters. d. The vote overwhelmingly for Napoleon. IV. Napoleon's Political Policy (1848-1851). 1. Appeal to commercial classes. 2. Gains support of the worMngmen. 3. Enlists the aid of the Clericals. 4. Napoleon's quarrel with the Assembly. a. The Assembly limits the suffrage. b. Fears of the Assembly. « c. The Coup d'etat of 1851. V. The Rise of Napoleon III (1852-1860). 1. Attempt to conciliate Radicals and Clericals. 2. Increases prosperity of France; demand for new colonies. 3. The Crimean War (1854-1856). 4. Aids Italians secure national unity; treaty of Villafranca, 1859. <•> 76 Indiana University VI. Decline of Napoleon's power, (1860-1870). 1. Opposition of Clericals and Liberals. 2. Fails to intervene in Polish Revolt (1863). 3. Napoleon's intervention in Mexico. a. Causes for his interest. b. Effects of his failure. 4. Diplomatic blunders (1864-1866). a. Over Schleswig Holstein. b. Fails to intervene in the Seven Weeks War. 5. Liberal reforms of 1860 and 1869. 6. Franco-Prussian War (1870). Assignment: Schapiro, 144^68; Hayes, II. 149-63, 175-80, passim. Readings: Hazen, 313-24, 351-62; Andrews, II. 1-41, 146-88; Seignobos, 165-86; Berry, 197-248; Bourgeois, I. 289-389; II. 1-129. Suggestive Questions: 1. One man claimed that Louis Napoleon fooled Europe twice: once when it considered him a fool, and again when it thought him a wise man. How much truth is there in this statement? 2. Trace the relations of Napoleon III with the Church. Why was he so favorable towards the clergy and papacy? 3. Show clearly factors at work in bringing about the election of Louis Napoleon as President. Syllabus of Modern European History 77 LESSON 63. UNIFICATION OF ITALY (1815-1871) I. Liberal Manifestations in Italy (1815-1748). 1. Italy after the Congress of Vienna. 2. The Carbonari. 3. Mazzini and the Sons of Young Italy. 4. The three plans for national unity. a. Plans of the Republicans. b. Idea of having the pope as the head of the state. c. Monarchists wished Sardinia to be head of a federated kingdom. 5. The lessons of the Revolution of 1848. II. Cavour's Pioneer Work in Sardinia (1852-5). 1. Stimulations of agriculture and industry. 2. Increase in size and efficiency of the army. 3. Sardinian army sent to the Crimea. 4. Cavour at Congress of Paris. III. The Austro-Sardinian War (1859). 1. The "accidental" meeting at Plombieres. 2. Napoleon aids Sardinia against Austria. a. Franco-Sardinian victories of Magenta and Solferino. b. Napoleon made peace at Villafranca. 1. Provisions. 2. Reasons for Napoleon's action. c. Treaty of Zurich (1860). IV. Unification of Northern Italy (1860). 1. Cavour instigates establishment of independent governments. 2. Plans for plebiscite; Savoy and Nice ceded to France. 3. Plebiscites almost unanimous for union with Sardinia. V. Garibaldi gains Sicily and Naples (1861). 1. Garibaldi's earlier history. 2. Plans for his Sicilian expedition. a. Make up of his "Thousand". b. Attitude of Cavour. 3. Success of Garibaldi's expedition. 4. Intervention of Victor Emmanuel. 5. Naples and Sicily Vote to join the new kingdom. VI. Completion of National Unity. 1. Venetia gained after Seven Weeks War (1866). 2. Rome added during Franco-Prussian War (1871). Assignment: Schapiro, 195-219; Hayes, 163-75. Readings: Hazen, II. 325-40; Robinson, II. 572-79; Seignobos, 326-61; Andrews, II. 91-145; W. R. Thayer, Life and Times of Cavour, M. Cesaresco, Cavour, 55-230; G. M. Trevelyan, Garibaldi and the Thousand, passim; A. D. White, Seven Great Statesmen, 344-88. Suggestive Questions: 1. Compare Cavour, Garibaldi, Mazzini and Victor Emmanuel as to their importance in achieving national unity. 2. Was Cavour's actions after Plombieres justifiable? Was Napoleon justifiable in making the treaty of Villafranca, or in taking Savoy and Nice from Italy? 3. What part did the papacy play in the unification of Italy (1830-71) 78 Indiana University LESSOX 64. UNIFICATION OF GERMANY I. The Germanies (1815-1848). 1. Dominated by Metternich: Carlsbad decrees. 2. Era of liberal constitution making. 3. Formation of the Zollverein. 4. The Revolution of 1830 in Germany. 5. Intellectual activity of patriotic historians. 6. Revolution of 1848 fails to liberalize or unify Germany. II. The Period of Humiliation for Prussia (1849-1864). 1. Prussia granted a liberal (?) constitution. a. Three-class voting. b. Virtually unchanged down to 1914. 2. The humiliation of Olmutz (1850). 3. General inefficiency of the Prussian King. III. Prussia's Contest with Austria (1864-1866). 1. William I as Regent and King (1858-62). a. Reorganization of the army. b. Appointment of Von Moltke and Von Roon. d. Legislative opposition to military appropriations. 2. Bismarck's struggle with the Landtag. 3. Schleswig-Holstein War (1864). a. Causes very complicated. b. Austria and Prussia despoil Denmark. c. Convention of Gastein. 4. Austrian-Prussian (or Seven Weeks War) 1866. a. Quarrel over Schleswig-Holstein. b. Unexpected end of the war — Sadowa. c. The Treaty of Prague moderate in its demands. 5. Formation of the Ausgleich and the Xorth German Confederation (1867). IV. Bismarck defeats Napoleon III (1867-1871). 1. Causes. a. Xapoleon's demands for "Compensations". b. Bismarck exposes Xapoleon's plans. c. Candidacy of Leopold of Hohenzollern-Sigmaringen. d. The Ems Conference and the "Ems Telegram". 2. Franco-Prussian War. a. Unpreparedness of the French; Sedan. b. Government of National Defense. c. Sieges of Paris and Metz. d. The Armistice and general election. e. Treaty of Frankfort (1871). 3. General results of the war. Assignment: Schapiro, 169-94; Robinson, II. 588-96. headings: Hazen, 341-62; Seignobos, 374-400, 424-84; Hayes. II. 175- 206; Henderson. IT. 370-450; White, Seven Great Statesmen, 391-469; Holt and Chilton, 60-170; C. G. Robertson, Bismarck, chs. i-v; Munroe Smith, Bismarck, passim. Suggestive Questions: 1. Which was the more responsible for the Franco-Prussian War, Bis- marck or Napoleon III? Why? 2. Why was peace not made between France and Prussia immediately after Sedan? 3. How did Bismarck in 1870 secure the neutrality of Austria? the aid of the South Germ Sfckies? Syllabus of Modern European History 79 LESSON 65. THE DEVELOPMENT OF SCIENCE IN THE NINETEENTH CENTURY I. Great emphasis on Applied Science. 1. Chemistry and engineering. 2. Biology and medicine. 3. Physics and mechanics. 4. Electricity and aeronautics. II. The Study of Geology and Biology. 1. Usher's contribution as to the age of the world. 2. Von Humboldt and his Cosmos. 3. Lyell's Principles of Geology. III. Development of the Theory of Evolution. 1. Contributions of Lamarck, Lyell, and Von Humboldt. 2. Darwin's Origin of Species. 3. Wallace's Contributions to the Theory of Natural Selection. 4. Spencer's Synthetic Philosophy. 5. Huxley's popular books and lectures. 6. Pasteur and Koch; the cell theory. 7. Later discoveries by Mendel,Weismann and others ; study of eugenics. IV. The "Higher Criticism". 1. The work of Ernest Renan. 2. "The Oxford Movement". 3. Catholics emphasize the study of Church history. V. The New Social Sciences. 1. Political Economy: Classical Economists, the Mills. 2. Anthropology: age of man, study of primitive peoples. 3. Comparative philology and archaeology; their relation to history. 4. Sociology and "Applied Ethics". 5. Political Science; its practical aspects. 6. Economic interpretation of history 7 ; the New History. VI. The Atomic and Cell Theories. 1. Atomic theory revolutionized physics and chemistry. 2. Cell theory has brought aseptic surgery. 3. Vaccination and use of anaesthetics. 4. Revolution in surgery. Assignment: Schapiro, 610-20; Robinson, II. 599-614. Readings: Hayes, II. 230-40; J. H. Robinson, The New History, chs. iii and viii; R. B. Perry, Present Conflict of Ideas, 116-69; Scott, Theory of Evolution, 1-26; Judd, Coining of Evolution, 1-86. Suggestive Questions: 1. In what ways has the Industrial Revolution affected the study of science? 2. What has caused the increasing emphasis which is now placed on the "Social Sciences"? What influence has the Great War had upon this ten- dency. 3. Just what do you mean by the "new history"? by the "pragmatic" tendencies in philosophy? just what in your estimation should the term "his- tory" include? 80 Indiana University LESSON 66. CHRISTIANITY, POLITICS AND SCIENCE I. Reaction against the New Science. 1. General opposition of Catholic and Protestant clergy. 2. Many Protestants tend to compromise between science and religion. 3. Catholic Church more hostile towards new science. II. Reasons for the Anti-Clerical movement. 1. Catholic Clergy tend to question supremacy of secular governments. 2. The revival of Clericalism. a. Great growth of Catholic Schools. b. Concordats with Austria and other states. c. Catholic power extended through missions. d. General conservatism of Pius IX. 3. Leo XIII increased prestige of the Church. a. Catholic attitude towards evolution; Catholic scientists: Mendel and Pasteur. b. Political views of Leo XIII — Encyclical "Rerum Novarum" (1891). III. The Catholic Church and Nationalism. 1. Hostility of the papacy to bourgeois governments. 2. The Encyclical "Quanta Cura". 3. The Syllabus of Errors. IV. The Papacy and Scientific developments. 1. Dogma of the Immaculate Conception (1854). 2. Doctrine of Papal InfalHbility (1871). a. Reasons desired by the pope. b. Methods by which it was secured. c. Results. 3. The Modernist Movement. a. Encyclical of Pius X against Modernism (1907). b. Present status of the movement. Assignment: Hayes, II. 223-30, 240-52. Readings: Seignobos, 684-716; Camb. Mod. Hist., XI. ch. xxv; Joseph Husslein, The Church and Social Problems, passim; W. Cunningham, Christianity and Politics, passim; A. C. McGiffert, Rise of Modern Religious Ideas, passim; Catholic Enclycopedia, passim. Suggestive Questions: 1. Why has the Catholic Church found it more difficult to accomodate itself to scientific developments than the Protestant Church? 2. By what actions did the papacy align against it the various forces tending towards nationalism? 3. What has been the influence of the encyclical "Rerum Novarum"? What relation does the Christian Socialist movement bear to the Catholic Church? Syllabus of Modern European History SI LESSON 67. THE DEVELOPMENT OF THE SOCIALIST MOVEMENT I. Rise and Spread of Trade Unionism. 1. Beginnings in England. a. Difficulties of organization. b. Plans and purpose. c. Socialistic leanings. 2. Trade unions in France, Germany and Belgium. 3. The co-operative movement. II. Utopian and Early Socialists. 1. Babeuf's teachings. 2. Theories of Owen and Fourier. 3. St. Simon and Louis Blanc. 4. Futility of their plans. III. Marxian (Scientific) Socialism. 1. Early life and training of Marx. 2. Later associations with Engels. 3. Publication of Das Kapital and the Communist Manifesto. 4. What Socialism claims to be. 5. How far might Socialism go? IV. The Communist Manifesto. 1. Its theoretical basis. - 2. Some of its revolutionary demands. a. Confiscation of land rent. b. High direct taxes. c. Abolition of inheritance. d. Public ownership of all transportation facilities. V. Criticism of Marxian Socialism. 1. Materialistic conception of history one-sided. 2. Society not divided into clearly differentiated classes. 3. Class struggle not necessarily inevitable. 4. Capital plays an absolutely indispensable part in production. Assignment: Schapiro, 570-86; Hayes, II. 252-61. Each student should read some of the Communist Manifesto, which is found in various editions. Readings: Orth, 1-56; Seignobos, 718-46; Ogg, Ec. Dev., 477-510; J. R. Macdonald, Socialist Movement; J. G. Brooks, Social Unrest; J. A. Ryan, Distributive Justice; B. Villiers, Socialist Movement in England; M. Beer, Hist, of Brit. Socialism I. 160-244. Suggestive Questions: 1. How would the confiscation of land rent operate? the abolition of inheritance? Why do you favor or oppose each of them? 2. What is your definition of Socialism? Why do you limit it as you do? 3. What do you understand by "surplus value", "exploitation", and "unearned increment" as employed by Socialists? 82 Indiana University LESSON 68. REVOLUTIONARY LABOR MOVEMENTS T. The International. 1. The principles and policies of Lassalle. 2. The Universal German Workingmen's Association (1863). 3. Marx's International Workingman's Association (1864). a. Nature of its constitution. b. Annual meetings. c. Expulsion of Bakunin and his followers (1872). d. Functions performed by the "International". II. The Social Democrats. 1. Had its origin in Lassalle's Universal. 2. Workmen's Educative Associations. 3. Influence of Liebknecht and Bebel. 4. Organization of Social Democratic Workingman's Party (1869). 5. Union of Reformists and Marxians (1875). 6. Growth of the Social Democratic Party in Germany. a. 1871 — 102,000 votes, 2 members in Reichstag. b. 1890—1,427,000 votes, 35 members in Reichstag. c. 1912—4,250,000 votes, 110 members in Reichstag. 7. Growth of Socialists in European Parliaments. V. Anarchism. 1. General origins of Anarchism. 2. Proudhon's leadership. a. Early life and training. b. His curious political and social ideas. 3. The differences between Anarchism and Socialism. a. Individualism of the anarchists. b. Emphasis on the Government by Socialist. c. The ideas of sabotage and direct action. 4. Bakunin' s teachings. a. Destruction by force. b. Lack of a constructive program. c. Expulsion from the International. IV. Syndicalism. 1. The fundamental belief in "one big union". 2. The "Big 3" in England. 3. Strength of Syndicalism in the United States. a. Reasons for its existence. b. General policy. V. Latest Developments — Gild Socialism. 1. The idea of joint control of industry by labor and capital. 2. The Whitley and Sankey plans in Great Britain. 3. Plumb plan for operating railroads of United States. 4. Probable outcome of these efforts. Assignment: Schapiro, 586-602; Hayes, II. 261-71. Readings: W. E. Walling, et al, Socialism of Today, 3-36, 389-430; Ogg, Ec. Dev. 510-34; Orth, 56-74, 118-45, 250-73; E. Kelly, Twentieth Cen- tury Socialism, 18-52; G. E. Raines, Present Day Socialism, 49-157. Suggestive Questions: 1. To what degree have the Reformists triumphed over the political principles of the Marxians. 2. Why have the English laboring classes been so little interested in Socialism or Anarchism? 3. Do you think that the consumer is properly taken into account in the Plumb, Whitley and Sankey plans? SYLLABUS OF MODHKN EUBOPBAN HlSTOKY S3 LESSON 69. STRUGGLE BETWEEN MONARCHISTS AND REPUBLICANS IN FRANCE I. Establishment of the Government 1871-1875 . 1. France under the Government of National Defense. a. Bordeaux Assembly: composition and character of its govern- ment. b. The Commmie of Paris (1871). Straggle of Commune and the National Assembly. _ A 1 minist ra tion of Thiers (1871-1873) . a. Character and experience. b. Made "Chief of the Executive Po~ c. Adoption of the Pact of Bordeaux. d. Great work of reconstruction by Thir struggle between Republicans and Monarchists. a. Monarchist's plans; dismissal of Thir: b. Adoption of the Fundamental Laws of 1875 II. The Government of Fran 1. Legiskrire : Senate and Chamber of Deputies. a. Number of members and their qualifications. b. Powers of each house; interpellation. : National Assembly of France rats functions. 2. President elected for seven years. a. Method of election. b. Position and powers. 3. Parliamentary elections. a. Great number of parties; hallo tage. b. Use made of the patronage. III. The Establishment of the Ministry. 1. [Ministry as provided by the Fundamental law. 2 . The Sixteenth of May < 1877) quarrel of McMahon and the Chamber. a. Question causing quarrel was over the activity of the papacy. b. Really a struggle of Monarchist and Republican. Dismissal of the prime minister. d. The elections and MeMahons resignation. Minis try held to be responsible to Legislature not to President. IV. The Boulanger Affair 1887 1. Republicans gain control of the Legislature. 2. Monarch- ~ Boulanger in an attempt to regain power. 3. Collapse of the movement. Assignment: Sehapir -: _ _ - - 8 Hayes II 331-4" Readings: Hazen. 384-91; J. C. Bra20: repressed by Due D"Angouleine. 2. Change from monarchy to republic (1820-1875); Isabella II. 3. Restoration of the Bourbons: the Constitution of 1876. 4. Spanish- American War ( 1898). 5. Problems of modern Spain. II. Portugal since 1807. 1. Influence exerted by the English. 2. The Charter of 1826. 3. Miguelists vs. Republicans. 4. Overthrow of Manuel: establishment of a republic (1910L 5. Portugal as a colonizer. III. Belgium since 1815. 1. History when joined to Holland. 2. The Revolution of 1830; the treaties of 1831 and 1839. 3. Struggle of Clericals and Socialists. 4. Rapid industrial development: strength of the Syndicalists. 5. Belgium and the Congo Free State. IV. Holland since 1830. 1. The trouble with Belgians. 2. The Constitution of 1848. 3. Vast commerce and extensive colonies. 4. Separation of grand duchy of Luxemburg (1890). V. Sweden since 1814. 1. Bernadotte as King of Sweden. 2. Great growth of commerce. 3. Grant of the franchise to women. 4. Social problems. VI. Norway since 1815. 1. Different spirit exists than in Sweden. 2. Growth of nationalism and representative government. 3. Separation from Sweden (1905). VII. Denmark since 1860. 1. Difficulties over Schleswig and Holstein (1860-1864). 2. The Constitution of 1866. 3. Growth dairying, commerce and industry. VIII. Switzerland . 1. Traditional independence: its government. 2. Comparison of the federal constitutions of 1S4^ and 1>74. 3. Success of the Initiative and Referendum. Assignment: Schapiro. passim; Hayes. II. 378-92. 43-3-46. Readings: Seignobos. 238-325. 554-77: Hazen. 51-5-39: Drachniann. The Industrial Development and Commercial Policies of Scandanavian Countries; Gjerseth, History of Xorwegian People; O. G. von Heidenstarn. Swedish Life in Town and Country; P. J. Blok. History of People of Netherlands; ML A. S. Hume. Modem Spain; W. D. McCrackan. Risi - Republic; J. L. C. MaeDonnell. Belgium, her Kings. Kingdom and People. Suggestive Questions: 1. How can you account for the decline of Spain in the nineteenth cen- tury? the rise of Belgium? 2. What was the general attitude in the World War of Sweden. Spain, and Holland? How can you explain the position of each? 3. Describe the failure of Belgium and Portugal as colonizers in the 20th century? What were the fundamental causes of their lack of sue 1)0 Indiana University LESSON 75. RUSSIA IN THE NINETEENTH CENTURY I. The Reign of Alexander (1801-1825). 1. The mystical idealism of the Czar. 2. Napoleon and Alexander (1805-1815). 3. The Czar and Metternich (1815-1825). II. The Reign of Nicholas I (1825-1855). 1. The "Nicholas" system. 2. Persecution of religious dissenters. 3. Harsh treatment of the Poles. 4. Wars against Turkey in 1828 and 1854 (the Crimean War). III. The Liberation of the Serfs. 1. Character of Alexander II (1855-1881). 2. Edict of Emancipation (1863). a. General provisions. b. Effect immediate and remote. 3. The Polish Revolt (1863); harsh punishment for Polish leaders. 4. Minor political and legal reforms. 5. The Nihilist movement: its causes, phases and effects. • IV. The Era of Repression (1881-1894). 1. Effect of the assassination of Alexander II. 2. Character of Alexander III; his advisers; Plehve, Pobedonostsev. 3. Activity of the "Third Section"; Siberian exile. 4. The Slavophil movement and its meaning. a. Autocratic government; Czarism and bureauracy. b. Unity of religion, Greek Orthodox. c. Common language, Great Russian. 5. The Attempt to "Russify" the Russian Empire. a. Persecution of the Poles on account of language and religion. b. Attack on the privileges of the Finns and Baltic provinces. c. Hatred of the Jew; the pogroms and the Poles. 6. Increase in the importance of the Intelligentsia. a. The result of autocratic suppression of liberalism. b. Influenced by the Industrial Revolution. V. The Causes of the Political Backwardness of Russia. 1. Influence of its geographical position. 2. Prevalence of agriculture. 3. The position of the Czar. ,...,, . 4. Preponderant power exercised by the autocracy. 5. Close connection of Church and State. Syllabus of Modern European History 91 VI. The Industrial Revolution in Russia. 1. Reasons for its belated arrival. 2. The work of Sergius Witte. 3. Investment of French capital. 4. Railroad building, iron manufacturers. 5. Economic future of Russia; its boundless resources. Assignment: Schapiro, 504-45. Readings: Hayes, II. 452-78; Seignobos, 578-613; Hazen. 558-71; A. Rambaud, History of Russia, II. chs. xiii-xv; Andrews, II. 436-454; Holt and Chilton, 187-206; Mavor. Economic History of Russia, II. 142-87; A. Kornilov, Modem Russian History, II. 249-52; J. H. Rose. Development of European Nations, I. ch. ii. Suggestive Questions: 1. Why has Anti-Semitism been so much more pronounced in Russia and Poland than elsewhere? To what extent were the laws against Jews enforced? 2. What part have the following played in Russian history: Gorki, Tolstoi, Stepniak, Beiliss, Kerensky, Melikov, Turgeniev, Dostoiveski, Herzen? 3. It has been asserted that the serfs were no better off after 1863 than before. How much truth is there in this statement? 92 Indiana University LESSON 76. RUSSIA IN REVOLUTION (1904-1917) I. Russian Foreign Affairs (1815-1914). 1. Three attempts to eliminate Turkey from Europe. 2. Rivalry with England over Constantinople. 3. The Dreikaiserbund and Reinsurance treaties. 4. Franco-Russian Alliance (1891-1897). 5. Anglo-Russian pact of 1907. 6. Treaties with Japan 1905 acd 1909. II. Russia's Expansion in Asia (1815-1917). 1. The earlier settlement of Siberia. 2. Rivalry with England — the advance towards India. 3. Exploitation of China and Manchuria. 4. Difficulties with Japan after 1895. 5. Anglo-Japanese treaty (1902). III. The Russo-Japanese War (1904-1905). 1. Japan's ultimatum to Russia. 2. Position of the combatants. 3. War in Manchuria — siege of Port Arthur. 4. The battle of Mukden won by Japan. 5. Russia suffered complete reverses on the sea. 6. The treaty of Portsmouth. IV. The Revolution of 1905. 1. Immediate causes of the revolt. a. Russo-Japanese War. b. Organization of labor unions. c. Outbreaks of the peasantry and the activity of the Terrorists. 2. Revolutionary activity. a. "Red Sunday" (1905); general strikes. b. Nationalistic uprising; Finland gains legislative freedom. c. The general strike, October 1905. d. Nicholas II issued the October Manifesto. 3. Rise of political parties in Russia, a. Octobrists. c. Cadets. c. Social Democrats and Social Revolutionaries. Syllabus of Modern European History 93 V. The Struggle for a National Legislature (1906-1914). 1. Work of the first Duma (1906). a. Parties represented. b. Legislative reforms attempted. c. Conflict between Czar and Duma. d. The Viborg Manifesto. 2. The Second Duma more liberal than the first. a. Failure of Czar to influence the elections. b. Change in electoral law. Assignment: Schapiro, 546-69; Hazen, 577-89. Readings: Hayes, II. 478-87; Rose, Development of European Nations, IT. ch. ix; Holt and Chilton, 341-64; G. Alexinski, Modern Russia, 97-137, 244-94; Wallace, Russia, 655-72; 689-742; Turner, . Suggestive Questions: 1. How was it possible in the face of almost universal opposition for the reactionary bureauracy to remain in power so long? 2. Why did England and Russia forget their ancient rivalries and sign the pact of 1907? 3. Did any one of the four dumas display signs of real political ability on the. part of its members? Why were general strikes not employed to assist the duma against the bureauracy? 94 Indiana University LESSON 77. THE NEAR EASTERN QUESTION (1789-1908) I. Why it is so important. 1. Involves the control of Constantinople and the Mediterranean. 2. Concerned with an outlet in Europe for Russian Commerce. 3. Has to do with the nationalistic aspirations of the Christian peoples in the Balkan area. 4. Is Austria-Hungary's only opportunity for territorial expansion. 5. Affects England's control of the Suez Canal and India. 6. The key to European expansion in Asia. 7. All the Great Powers financially interested in Ottoman Empire and in perpetuation of "balance of power". II. Rise of the Balkan States (1789-1878). 1. Extent of the Ottoman Empire in Europe in 1789. 2. Racial elements in the Balkans. 3. Difficulties of the Turks with their Christian Subjects. 4. Montenegro gains her independence (1799). 5. Serbia's struggle for autonomy (1804^1830). a. Revolts under Kara George unsuccessful (1804-1815). b. Obrenovitch secured self-government with himself as prince. 6. The Greek War of Independence (1821-1829). a. The causes; activity of Ilbrahim; Navarino (1827). b. Russo-Turkish War (1828-9). 7. Effect of the Crimean War upon the Balkans. a. Erection of buffer states; Bessarabia added to Moldavia. b. Moldavia and Wallachia join together to form Rumania (1862). III. The Russo-Turkish War (1877-1878). 1. Reasons for re-opening the near Eastern question. 2. The Turks readily defeated by Russia. 3. Provisions of the treaty of San Stefano (1878). a. Creation of the large state of Bulgaria. b. Turkey's existence in a precarious state. 4. Revision of administration of the treaty at the Congress of Berlin, 1878. a. Reasons for the interference of the Great Powers. b. Changes relative to Bulgaria. c. Dual Monarchy to "occupy and administer" Bosnia and Herz- govina. Syllabus of Modern European History U5 IV. Growth of the Balkan States (1878-1908). 1. Greece since the Congress of Berlin. a. Change of kings; gains Ionian islands. b. Struggle with the Turks over Crete. 2. Bulgaria since 1878. a. East Rumelia joined Bulgaria. b. Defeats Serbia in war. 3. Serbia (1878-1908). a. Increasing sense of nationality among Jugo-Slavs. b. Assassination of royal family (1903). c. Fiume Resolution (1903). 4. Roumania since the Congress of Berlin. a. Grant of liberal government. b. The Rumanians under the Dual Monarchy. 5. Great rivalries among the Balkan States. Assignment: Schapiro, 620-40; Hayes, II. 490^525, passim. Readings: Hazen, 540-55; Seignobos, 638-70; Turner, — ; Gibbons, 131-79; J. A. R. Marriott, Eastern Question, chs. viii-xii; R. W. Seton- Watson, The Rise of Nationality in the Balkans. Suggestive Questions: 1. Why has Constantinople been called "the most significant city on earth"? Show how it has been of primary importance from the time of Marathon to the present. 2. Was the Crimean war wise or justifiable? Was it desirable in 1878 that the stay of the Turk in Europe should be prolonged? 3. Show how the Czar and Francis Joseph tried to use the Balkan States to further their own ends. 96 Indiana University LESSON 78. BALKAN DIFFICULTIES I. Decline of Turkey (1878-1908). 1. Loss of her African possessions. 2. Misrule of Abdul Hamid II (1876-1909). 3. Growth of German power in Turkey (1883-1908). a. Von der Goltz reorganized Turkish army. b. Visits of the Kaiser to the Sultan in 1889 and 1898. o. The Bagdad Bahn — Drang nach Ostend. d. Von Bieberstein's diplomacy. II. The Young Turk Revolution (1908-1909). 1 . Rise of the educated Turks, 2. Committee of Union and Progress force the liberalization of the government. 3. Attitude of the Great Powers. 4. Abdul Hamid's counter-revolution failed. III. The Annexation of Bosnia and Herzgovina (1908). 1. Due to the Young Turk Revolution. 2. Greatest opposition by Serbia and Russia. 3. War imminent; Serbia gave way (March 31, 1909). 4. Bulgaria declared her independence; Ferdinand becomes Czar. IV. Growth of the Jugo-Slav Movement. 1. Growing sense of Nationalism. 2. Treatment of Jugo-Slavs by the Dual Monarchy. 3. The Fiume Resolution; increasing importance of Serbia. 4. Annexation of Bosnia defeats the plans of the Jugo-Slavs. 5. Serbia lost her chance for seaports on Adriatic. 6. Growing restlessness of the Jugo Slavs (1909-1914). V. The First Balkan War (1912-1913). 1. The Libyan War was sort of a prelude. 2. Venezelos and the formation of the Balkan League* 3. Victories of all the Balkan allies. 4. Interference of the Powers; the Armistice. 5. Renewal of fighting; capitulation of the Turks. 6. Practical elimination of Turkey from Europe. VI. The Second Balkan War. 1. Albania and the division of the spoils. 2. Bulgaria's arrogance secretly supported by Austria-Hungary. 3. Bulgaria's attack on Serbia. 4. Co-operation of Serbia, Greece, Rumania and Turkey. 5. Humiliation of Bulgaria by the treaty of Bucharest (1913). 6. General feeling of dissatisfaction in the Balkans. Assignment: Schapiro, 640-9; Hayes, II. 525-39. #eadings:Holt and Chilton, 438-55, 476-503; Gibbons, 180-350; Bullard, 124-49; Schmitt, 253-301; A. Cheradame, The Pan-German Plot Unmasked, (very partisan) 1-65; Marriott, Eastern Question, chs. xiii-xvii; Turner, ; Hazen, Fifty Years, 290-315. Suggestive Questions: 1. The treaty of Bucharest has been termed one of the greatest of diplo- matic crimes. Do you think the statement is true? 2. How was Germany able so rapidly to regain her power in Constantin- ople after the Revolution of 1908. 3. To whom might the term "Bismarck of the Balkans" be applied? Syllabus of Modern European History :■: LESSON 79. THE TREND TOWARDS DEMOCRACY IN GREAT BRITAIN '1865-1906' I. The New Era of Reform. 1. Death of Palmerston — retirement of Derby and Russell. 2. Rise of Gladstone and Disraeli as rivals. 3. Influence of Chartism: organization of labor unions. II. The Reform Bill of 1867. 1. Conservative attempts at reform: •"fancy franeh> 2. Gladstone Reform Bill of 1866 defeated. 3. Great public demonstration in favor of reform. 4. Disraeli's Reform Bill of IS 67. a. Its provisions. b. The "ten minute bill". c. Liberal amendments and passage. [II. The Glorious Ministry of Gladstone 1868-74 . 1. Legislation for the relief of Ireland, i To be treated later*. 2. The Forster Education Act. a. Condition of education in Great Britain. b. Strength of the Anglican Church. Extent of the reforms. 3. The Ballot Ac: (1872). 4. The Judicature Act 1 1873). 5. Civil service and army reforms. IV. Disraeli as Prime Minister (1874-1880 . 1. His character and policies 2. Emphasized his foreign policy and colonization. 3. Social and legal reforms. V. Further Political Reforms and Disruption of the Liberals. 1. Corrupt Practices Act <1S83). 2. Parliamentary reforms (, 1889-186" . 3. Split in Liberal party over Home Rule for Ireland: Chamberlain and the Liberal Unionists 4. The County Councils Act 1SSS 5. The Parish Councils Act 1 1894). 6. Social legislation. VI. The National Unionist Party in Power (1895-1905 . 1. Liberal U/nionists join the Conservatives (18 4 2. The Education Bill of 1902 not pr g -- 3. The Boer War (1891 a. Causes. b. Long drawn out. Roberts. Kitchener, DeWet and Botha. }. ^rttlenient. 4. England ends period of splendid isolation — entente cordi .Assignment: Schaparo, 324-40: Hayes, IT. 277—97, . Readings: Holt and Chilton. 229-37: Cross - 19; W. Bleloeh. The Nt South Africa. 13:3-236: G. Slater, The Making of Modern England. cb. xv: Seignobos. 68-102; J. Morley, Gladstone; Moneypenny and Buckle. Du -<>-":; G. L. Dickinson. A Mod Suggestive Questions: 1. What was the cardinal weakness in the political policy of Gladstone? of Disraeli? 2. Compare Second and Third Reform Bills as to provisions and eff< 3. Why did Great Britain (Lord Salisbury* suddenly end the policy of aloofness from Continental diplomacy? 98 Tndiana University LESSON 80. THE SUPREMACY OF THE LIBERAL LABOR GROUP (1906-1915) I. The Government of England. 1. Relative importance of the king and prime minister. 2. Functions of Cabinet; relation to House of Commons, 3. Powers of House of Commons; frequency of elections. 4. Composition and position of the House of Lords. II. The Advance Towards Political Democracy (1906-1910). 1. The Liberal group of statesmen. 2. Reactionary tendencies of the peers. 3. The Lloyd George Budget of 1909. a. The land problem in England. b. Provisions of the budget. c. Defeated by the House of Lords. d. Attitude of the people and the Cabinet. 4. The Election of January, 1910. a. Vote was definitely upon the Budget. b. Indecisiveness of the result. III. The Parliament Act of 1911. 1. Passage of the Budget through threat of George V. 2. Opposition to the peers — "end or mend them". 3. The Election of December, 1910 a. Issue "the Peers vs. the People". b. Result of polling similar to that of January, 1910. 4. Provisions of the Act. a. Brought about by Liberal-Labor-Irish Nationalistic group. b. Abolition of the veto of the House of Lords. c. Parliaments to last five years. 5. Payment of Members of the House of Commons. a. The Osborne decision (1909) . b. Salary to be £400 per year. IV. Social and Economic Legislation (1906-1914). 1. Important social legislation (1867-1906). 2. Workmen's Compensation and Trade Disputes Acts (1906). 3. The Small Holdings Act (1907). 4. Old Age Pension Act (1908). 5. The Trade Boards and Labor Exchanges Acts (1909). 6. The National Insurance Act (1911). 7. Minimum Wage established for miners (1911). 8. Disestablishment of Welsh Church and Home Rule for Ireland (1912-14). Syllabus of Modern European History 99 V. Economic and Social Progress Since 1865. 1. Increase in commerce and industry. 2. Growth of the strength of labor unions; syndicalism (1911-1913). 3. Socialism never very strong in England. VI. Representation of the Peoples Act (1918). Assignment: Schapiro. 346-81. Readings: Hayes. II. 307-19: G. R. Porter. Progress of the Xation. ehs. xxv-xxvii; Orth. 207-49: Slater. Making of Modem England. 239-69; Schmitt. 12-34. 173-218; Cross. 1071-89: Hazen 475-85; C. H. Hayes, British Social Politics: P. Alden. Democratic England. Suggestive Questions: 1 What were the important policies which the Liberals were pledged to carry through in 1906? Why -were they unable to keep their pronise? 2. The Representation of the People Act of 1918 has been termed '"the Greatest Reform Act". Why? 3. What were the Sankey and Whitley reports? To what extent has the system they advocated been successful in practice? 100 Indiana University LESSOX 81. IRELAND IN THE NINETEENTH CENTURY I. Ireland before 1815. 1. The Irish iu the eighteenth century. 2. Legislative independence of Ireland (1783-1800). 3. The Act of Union (1800). a. Rebellion of 1798. b. How the L^nion was brought about. 4. The work of Daniel O'Connell (182.5-1847). 5. The Irish Famine (1846-1848). II. The Land Problem in Ireland. 1. Lack of tenant rights: Ulster rights. 2. Desire for the 3 F's. 3. Gladstone's reforms in 1870. 4. Parnell and the Land League. 5. Second Irish Land Act (1881). 6. General Land Purchase Act (1891). 7. Supplementary Acts of 1896, 1898. 1903 and 1909. Til. Religious Difficulties. 1. Protestant Anglo-Saxon vs. Catholic Celt. 2. Influence of the Catholic Clergy. 3. Catholic Emancipation Act (1829). 4. Young Ireland and the Fenians. 5. Disestablishment of the Irish Church, (1869). 6. Education and the Catholic Church. IV. The Struggle for Home Rule (1870-1918). 1. The efforts of Gladstone (1869-82). a. Provides higher education for Catholics. b. Kilmainham Treaty 1882. c. Phoenix Park Murders. 2. The First Home Rule BiU (1886), defeated by the Liberal Unionists'. 3. Second Home Rule Bill defeated by House of Lords (1893). 4. Third Home Rule BiU passed 1912. a. The opposition of Ulster. b. The treason of Carson (1914). 5. The Sinn Fein Rebellion (1916). 6. The Irish Convention (1917). 7. Secession of Sinn Feiners from Parliament. V. Economic Conditions (1870-1918). 1. Irish paid too great prices to become landowners. 2: The work of Sir Horace Plunkett. 3. Growing industrialism of Ulster. 4. Increasing prosperity in the south of Ireland. Assignment: Schapiro, 382-98; Hayes, II. 319-26. Readings: Hazen, Europe Since 1815, 467-517; P. Dubois, Contemporary Ireland, 151-217; E. Childers, Framework of Home Rule; F. Hackett. Ireland; G. Slater, Making of Modern England, eh. xix; J. B. Woodburn. The Ulster Scot; Turner. Ireland: Lavell and Payne. Imperial England, ch. xiii. Suggestive Questions: 1. How do you account for the bitterness with which the Irish hate the memory of Cromwell and William III? 2. Is it true that the land, problem has been settled far more satisfactorily in Ireland than in England? 3. What is your solution of the Irish question? Syllabus of Modern European History 101 LESSON 82. IMPERIALISM I. The Old Colonial System. 1. Causes of its development. 2. Its tendency towards monopoly. 3. The operation of the mercantilist theory. 4. Achievements before 1815. 5. Influence of the laissez faire doctrine — Neo-mercantilism. II. The New Imperialism. 1. The influence of the French Revolution. 2. Nationalism and land hunger. 3. Emphasis upon commercial interests. III. Motives for the New Imperialism. 1. Economic Motives. a. Source of raw materials. b. Market for surplus manufactures. c. Coaling stations and trading centers. d. Opportunity to exploit undeveloped resources of the area. e. Difficulties over private investments. 2. Political and patriotic motives. a. Spread the blessings of civilization among the natives. b. Homes for surplus population. c. Increase prestige of mother country. 3. Religious motives. a. Roman Catholic missionary activity. b. Protestant missions. c. Missions and imperialism. d. Extent to which missionaries Christianize the natives. 4. Fallacies in many of these arguments. IV. How Imperialism Operates. 1. Usually begun on small scale, as a single seaport. 2. Difficulty of withdrawal; the loss of national prestige. 3. Growing national self-consciousness of the native. 4. Necessity of increasing the system of administration. a. The drain on the Mother Country. b. Tendencies toward militarism. 5. Temptation to exploit the native. a. Vast undeveloped resources. b. Ignorant native. c. Unscrupulous trader protected by his flag. V. The Alternative to National Imperialism. 1. Shall the Great Powers cease to colonize? result? 2. Will they colonize if not allowed to make profits? 3. Proposed mandataries; will they work in the backward areas? Assignment: Schapiro, 650-57; Hayes, II, 547-60. Readings: Hobson, 1-99, 119-61; N. D. Harris, Intervention and Colon- ization in Africa, 1-16; Holt and Chilton, 317-28; Lavell and Payne, ch. xv; R. Muir, Expansion of Europe. Suggestive Questions: 1. Show that the better the Mother Country treats its colonists the earlier and more certain they are to revolt. 2. To what degree have national rather than private interests predom- inated in twentieth century imperialism? 3. Since the only remaining spheres in which imperialism can operate are backward, unhealthful sections, explain the difficulties in the administration of benevolent imperialism. 102 Indiana University LESSON 83. THE BRITISH EMPIRE I. Self-Governing Colonies. 1. Canada and Newfoundland. a. The Act of 1791. 1). Papineau's rebellion. o. Lord Durham's Report (1839). <1. Canada Act of 1840. e. British North America Act (1867). f. Newfoundland not a member of the "Dominion". 2. South Africa. a. Settled by Dutch and Huguenots. b. The "Great Trek" (1836^1840). c. English defeated at Majuba Hill (1881). d. The discovery of gold (1885) ; the Uitlanders. e. Conflict between Uitlander and Boer. f. Responsibility of Rhodes and Chamberlain. g. Jameson's Raid and Boer War <1895-J902). h. The grant of responsible government. 3. Australia and New Zealand. a. Establishment of Botany Bay (1788). b. Development of sheep raising. c. Discovery of gold (1851). d. The Australian Union (1900). e. Extensive social reforms. f. New Zealand. 1. Granted local autonomy. 2. Organized as a "dominion" (1907). 3 Experiments in political and social democracy. II. Crown Colonies have some popular control. 1. Ceylon. 2. Guiana. 3. Jamaica, etc. III. India. 1. Napoleon I's intrigues in India. 2. Extension of the Indian frontier (1815-1857). 3. The Sepoy mutiny; reorganization of the Indian government (1857). 4. Queen becomes Empress of India (1878). 5. Recent steps to grant semi-responsible government. Syllabus of Modern European History 103 IV. Egypt. 1. Purchase of the shares of Suez Canal stock (1875). 2. Establishment of "condominium" by France and England. 3. Khartoum, Fashoda and Omdurman (1882-1898). 4. Protectorate of England becomes more definite (1914). V. Scattered Possessions of Great Britain. 1. Hong Kong. 2. Gibraltar. 3. Minorca, etc. VI. Growth of the Idea of Imperial Federation. Assignment: Schapiro, 399-423; Hayes, II. 640-72, passim. Readings: Lyall, British Dominion in India, 300-25, 349-81; Bleloch, X en- South Africa, 285-341; Theal, South Africa, 313-90, 415-29; Rose, Develop- ment of European Nations, 44-227.; Lavell and Payne, chs. vii-xii; H. A. Gibbons, New Map of Asia, chs. i-iv. Suggestive Questions: 1. Why have the English found it so difficult to satisfy the demands of the Hindoos? 2. Account for the speed with which the Boers were granted self-gov- ernment after the close of the Boer War. 3. What were the fundamental ideas in Lord Durham's Report that have made it the basis for the study of colonial government? 104: Indiana University LESSON 84. EUROPEAN EXPANSION IN ASIA I. Early Colonization in the Orient. 1. India and Ceylon. 2. East Indies and Philippines. 3. Russia's advance into Siberia. II. The Opening up of China. 1. China before 1840. 2. The Opium Wars— England and France in China (1867-1894). 3. Encroachments upon the borders of the Empire. 4. The War with Japan; interference of the Great Powers. 5. European exploitation of China (1895-1900). 6. The Boxer Rebellion and the "Open Door" policy. III. Rise of Japan as a World Power. 1. Japanese treatment of Europeans before 1850. 2. Commodore Perry's visit (1853). 3. The Revolution of 1868. 4. Europeanization of Japan (1867-1904). a. The government of Japan. b. The industrial revolution. c. Growth of Japanese militarism and imperialism. 5. The War with China (1894-5); treaty with England (1902). 6. The Russo-Japanese War (1904-1905). a. Showed wonderful progress of Japan. b. Decisive defeat of Russia. c. General effects on Japan, Russia and China. 7. Continuation of the exploitation of China. IV. Russian Expansion. 1. Occupation of Siberia and Manchuria. 2. Advance into Turkestan and region of the Caspian Sea. 3. Anglo-Russian rivalry in Persia; the pact of 1907. V. Other Advances in Asia (outside of India). 1. German influence in Asia Minor and Mesopotamia. 2. English entry into Thibet. 3. England and France in Farther India. Assignment: Schapiro, 657-75; Map Study No. 11a. Readings: Hobson, 305-36; A. R. Colquhoun, China in Transformation, 58-108, 141-227; S. K. Hornbeck, Contemporary Politics in Far East; Rose, Development of European Nations, 44-298; Hayes, II. 560-96; Gib- bons, Asia, chs. xvi-xxi. Suggestive Questions: 1. Compare the Japanese and Chinese as to character, political ideas and capability of improvement. 2. To what degree have the Chinese and Japanese accepted Christianity? 3. What was the political situation in 1914 as to Manchuria? Thibet? China? Syllabus of Modern European History 105 LESSOX 85. THE PARTITION OF AFRICA. I. Why the Partition of Africa is so Important. 1. Vast area and abundant resources. 2. Climate and civilization of the natives. 3. Last great area undeveloped by Europeans. -4. The rush for "Darkest Africa". 5. Establishment of "spheres of influence", condominhnr.s. r-onven- tions. II. The Portugese in Africa. 1. Early explorations and settlements. 2. Areas held by Portugal: Delagao Bay. 3. Unprogressiveness of their rule. 4. Jealousy of Germany and Great Britain. IIT. Belgium Possessions in Africa: the Congo. 1. Astuteness of King Leopold. 2. Internationalization of the Congo. 3. Immense resources of the Congo region. 4. Reports of Morel and Roger Casement. 5. Death of Leopold; reform in ad ministration. IV. German Colonization in Africa. 1. Practically only region open to the German Empire. 2. Lack of interest in colonization by Bismarck. 3. Work of German explorers. 4. William II favors colonization. 5. German settlements in Africa. 6. Anglo-German agreement (1890); Franco-German Convention (1911). V. Italian Efforts in Africa. 1. Designs on Tunis. 2. Eritrea and the Abyssinean fiasco. 3. The gaining of Tripoli and Cyrenaica. VI. French Colonies in Africa. 1. Early French efforts; Madagascar. 2. The conquest of Algiers. 3. Annexation of Tunis (1881); significance. 4. Anglo-French rivalry in Egypt and the Sudan (1882-1904). 5. Franco-German struggle in Morocco (1904-1912). Iim; Indiana University VII. Great Britain in Africa. 1. The English on the Guinea Coast. 2. The explorations of Livingstone and Stanley. 3. Extension of power over Egypt. 4. Anglo-French rivalry in Morocco (1898-1904). 5. Colonization in South Africa. a. Conquest of Cape Colony. b. The Great Trek (1836-1840). c. The Boer War (1899-1902). Assignment: Schapiro, 67.5-83; Hayes, II. 614-37; finish Map Study No. 11. Readings: Hobson, 235-304; M. D. Harris, Intervention and Colonization in Africa, 20-162; Gibbons, Africa, 1-354; H. Johnston, Colonization in Africa; Theal, South Africa (ed. 1912). Suggestive Questions: 1. Show instances of the evils of imperialisrn in English, Portugese. German and Belgian colonies in Africa. 2. What difficulties have been encountered in dealing with the following natives: Hottentots, Berber, dervishes, Zulus, Ashanteans, Mahdists? 3. Of what historical importance are the following: Delagao Bay, Agadir, Zanzibar, Walfisch Bay, Port Said? Syllabus of Modern European History 107 LESSON 86. FORMATION OF THE TRIPLE ALLIANCE I. Economic Tendencies of the Era 1871-1914 . 1. Great increase in manufacturers. 2. Rapid growth of commerce. 3. Increased desire for colonies. 4. Demands for merchant marine and Davy. 5. Influences of international trade. 6. Opportunities for friction between nations. II. Political Tendencies .1871-1914 . 1. Uphold the policy of the "'balance of poorer". 2. Supernationalism and Militarism. a. National imperialism — Great Britain. b. Pan-Slavisni. Pan-Islamism and Pan-Turanianism. c. Kultur and Pan-Germanism. 3. '"Arenas of friction". a. The Balkans, and Mesopotamia. b. The Far East, c. Morocco. d. Ireland, Poland. Alsace-Lorraine. 4. Internationalistic tendencies. a. The Concert of Europe: action of the Great Powers b. Growth of arbitration and general arbitration policies. e The Hague Conferences of 1899 and 1907. d. Development of pacifism as a creed. e. Socialism is international in its aim. f . Clericalism, emphasizes brotherhood of man. III. European Diplomacy at the Close of the Franco-Prussian War. 1. France and Germany both diplomatically isolated. 2. The League of the three Kaisers (Dreikaiserbund). 3. The French war scare (1875 . 4. Friendliness of Germany and Great Britain (1871—188 IV. The Formation of the Dual Alliance '1879 . 1. The Congress of Berlin (1878 a. Bismarck supported Austria-Hungary. b. Dual Monarchy "to occupy and administer Bosnia and Herz- govina"'. c. Russia threatened Austria-Hungary with war. 2. The negotiation of the Dual Alliance (1879 a. Provided for an offensive- defensive alliance. b. Critical position of Fiance and Russia. 108 Indiana University V. The Triple Alliance Formed (1882). 1. Italian and French rivalry for Tunis. 2. Annexation of Tunis by France (1881). 3. Italy joined Dual Alliance (1882). 4. General provisions. 5. Diplomatic isolation of France and Russia accentuated. Assignment: Schapiro, 684-86; Hayes, II. 679-97. Readings: Turner, ; Schmitt, 116-218; Bullard, 3-53; Holt and Chilton, 207-79; Robertson, Bismarck, 339-74, 408-7; C. Seymour, Diplomatic Background of the War, 38-60; A. Tardieu, France andth e Alli- ances, 1-34. Suggestive Questions: 1. What do you understand by Pan-Germanism? In what ways, if any, does it differ from British Imperialism or Pan Slavism? 2. To what extent do you think that the commerce of the present day tends twards internationalism? supernationalism? 3. Socialism and Clericalism are both international in their scope and purpose. Why then are they so bitterly opposed to each other? Syllabi s of Modern European History 109 LESSON 87. THE FORMATION OF THE ENTENTE CORDIALE I. Anglo-German Relations 1 1880-1898). 1. Bismarck and Great Britain. 2. William II and Queen Victoria. 3. Germany becomes interested in the Balkans. 4. The Kaiser's plans for a navy. 5. Effect of the Boer War. II. Relations of Germany and Russia 1 1880-1890. 1. The Dreikaiserb und renewed ilSS4i. 2. The Reinsurance (Rnckversicherungsvertrag) Treaty (ISSoi. 3. Friction between France and Germany: Russia's attitude. 4. William II refused to renew the Reinsurance Compact. III. The Alliance between France and Russia < 1891-1897 i. 1. Weakness of French diplomacy (1879-1887). 2. Russia supported France in 1875 and 1887. 3. Influence of Kaiser's refusal to renew Reinsurance Treaty (1888). 4. Franco-Russian understanding (1891—1892). 5. Definitive treaty (1894). 6. Exchange of visits between the Czar and President Poincare. IV. The Entente Cordiale (1904). 1 England's pericd of '"splendid isolation". 2. Abruptly ended in 1898-1900. a. The Fashoda affair with France. b. The Boer War. c. Elaborate plans for a German Navy. d. Death of Queen Victoria. 3. General arbitration with France (1903). 4. The Entente Cordiale (1904). a. France and England to remain neutral in the Russo-Japanese War. b. Status of Morocco and Egypt decided upon. c. Apparently a defensive alliance. V. The Tangier Incident (1905). 1. Really a test of the Entente Cordiale. Time seemed propitious. a. French army seemed weak. b. Russia had lost prestige through war with Japan. c. England in throes of a general election. The Algeciras Conference (1906). a. Germany supported only by Austria Hungary »ad M b. Italy voted against her allies. 9 110 Indiana University VI. Anglo-Russian Pact (1907). 1. Rivalry between Russia and England as to Near East. 2. The "Open Door" policy in China. 3. Anglo-Japanese treaty (1902). 4. Influence of the Russo-Japanese War (1904-1905). 5. The treaty of 1907. a. Persia divided into three spheres of influence. b. Thibet and Afghanistan. Assignment: 686-701; Hayes, II. 697-705. Readings: 1-70; Schmitt, 219-301; Turner, ; Bullard, 53-83; Holt and Chilton, 281-316, 365-87; Seymour, Diplomatic Background, 140-76; Tardieu, France and the Alliances, 35-80, 170-209; Gibbons, Asia, Suggestive Questions: 1. Why was the United States a party to the Algeciras Conference? Why did Italy vote with the Entente? 2. Why did the Kaiser turn away from Russia? How did this better the diplomatic position of France? 3. Describe in detail how the Entente Cordiale was formed. Who was most responsible for the negotiations? Syixai IS i . ry 111 LESS TRIAL- OF STRENGTH BETWEEN THK UJJANCES W - I. The General European C'.risi* ..f 1 ' a. Upset the influence of Germany in Constantinople, b. Strengthened power of the Entente and Baikal- - Austria-Hungary annexes Bosnia and Herzegovina. a. Was done to enhance prestige of Triple Alliance. b. Definite challenge to the Jugoslavs and Russia. c. Threats of Serbia and the Dual Monarchy. d. Russia forced Serbia to yield. II. The Crisis over Morocco 1911 . 1. T- CssaV-a-r-s afiir :>:•> . 2. The Berlin Convention between Germany and France (1909). Outbreak of disorder a~ I : French send troops. 4. WLl:i~ II ; t" :_t 5 - -'-:■:: Ac: 5. Imminence of War during summer of 1911- 6. Collapse of German credit; Franco-German Convention (1911). - I;; z. :"- :-: i_i-r.:^s. Ill Extension of the Power of the Entente -- ' '- Fr .- =.:>:-_- ;c:-t,--- 1-S l>-"0. I-?-- :>.' : o . _ .-.-^■■.:-:.v. .:----::- :.->: • ; Fri:-:-S^- 5 i: r; - V^,: 1*04. -L Russo-Jar^i agreement (1910). - wmmeness A Ireat Britain tc friendly with Germany. & , .N i"j ■ i "j - — — ---.■■ "-: Irr-rril iT5-r ::r ir:::Tr3.:.:- _ . , T-^-:r5 'rci-c s = :: B-ci^i R:v_-.v' i~r. ?:tv.:c-?t '. :.:z:-r?. IV., Libyan (or Tripoli tan ^ar 1911-1912. 1. A; "~" : - ^ : ~~ P-' :: -- _ 2. Hosting of he* allies i to] [ ^^^ k ^X^ ations to ^a. 3. Great Powers force Italy to ^s^V**** J* opera - VoT . 4. Gains of Italy ^tanedjowoi I rple Anmnce m Tur, V. The Fir*t and Second Balkan ^ar- 1912-1 1. Actually began before L: ; :-:-:- 7 :~ r = TrAii. :: "tVti: :-.: - :; - -'-^ 3i'^:v: 1:-A: — -i -r. -:--- : :•— , ™^ i Coiiference^f Ambassadors re^^ 6. Second Balkan War. ^ S^i^hfo^Ronmank and Tur b. Serbia joined : xioumiuuiju* ~~ ^^—VSd.apiro. ™-^Har "^ Gibbon ^ R^- " ^Cheradan* 182-93; C. J. H. Ha.res.Brie/ fl«or» o/tteG' *- »- S T^\££^«. abfc ,o ««■*!« i* aUianee between 1«M and W1 t ^n^Se SX~ fc— W« «-, «e refused to sup: * *** ***** m l90&_190y - 112 Indiana University LESSON 89. THE BEGINNINGS OF THE GREAT WAR. JULY, 1914— MAY. 1915 I. Preparations of the Central Powers for War before June, 1914. 1. Secret report on strengthening the German army (19 March, 1913). 2. Austria proposed to Italy a joint attack on Serbia (9 August, 1913). 3. Chauvinism of Kaiser in interview with King of Belgium (Nov. 1913). 4. Rapid growth of militaristic spirit among German leaders. 5. German military preparations (1911-1914). a. Increases in size and equipment of the army. b. Latest enlargement of Kiel Canal finished early in 1914. c. Construction of strategic railways on eastern and western fronts. d. Financial and economic preparations. e. Plans to stir up revolts in Ireland and various British colonies. f. Schemes to undermine Russia's strength by fostering radical socialism among the people. g. Recall of reservists; general mobilizations in Western Germany. II. Immediate Causes of the War. 1. Assassination of Francis Ferdinand (June 28, 1914). 2. Austrian ultimatum to Serbia (July 23, 1914). a. Its provisions. b. The implications. c. Attitude of St. Petersburg and Berlin. d. Endeavors of Sir Edward Grey for peace. 3. The question of mobilization. a. Serbian and Austro-Hungarian mobilization (July 31 — Aug. 1). b. Russia mobilizes and Germany declares war (Aug. 1, 1914). 4. German invasion of Belgium and France. a. The violation of Belgium's neutrality. b. Excuse of Bethman-Hollweg; later "explanations". c. German declaration of war on France (August 5, 1914). III. Reasons Why Great Britain entered the War. 1. Germany probably expected her to remain neutral. 2. Sir Edward Grey's ambiguous attitude. 3. Germany refused to guarantee Belgium's neutrality. 4. Great Britain fears probable result of German invasion of Belgium and France. IV. Italy enters the War (May, 1915). 1. Italy remains neutral in 1914. 2. Influence of the Papacy, von Bulow and Giolitti. 3. First year of war indecisive. 4. Reasons for Italy's entering the war. Assignment: Schapiro, 709-39; begin Map Study Xo. 12. Readings: Hazen. 608-18; Cheradame, 157-212; Gibbons, 399-412; Turner, ; Schmitt, 434-98; Holt and Chilton, 539-80; Hazen. Fifty Years, 316-414; Lichnowsky. Memoranda: E. J. Dillon, England and Germany, 99-107; Hayes, Brief Hist., chs. ii-v; A. F. Pollard, Short Hist. of the Great War. chs. i-vii. Suggestive Questions: 1. What do you know of the Potsdam Conference? Muehlon's Diary? The Pact of Konopsicht? A scrap of paper? 2. To what extent were the causes of the war economic? to what extent political? to what extent moral? 3. How well was Germany prepared for war? England? France? Belgium? Russia? Austria-Hungary? Syllabus of Modern European History IIP, LESSOX 90. AMERICA AND THE WORLD WAR I. Leading Events in the World War (August 1914 — April 1915). 1. German offensive in West breaks down at the Marne. 2. German offensive to the North. a. Capture of Antwerp. b. Battles around Ypres. 3. Campaign against Russia brings alternative victories and defeats. 4. War in the Near. Middle and Far East. a. Turkish campaign against Russia. b. Russian invasion of Asiatic Turkey c. British invade Mesopotamia. d. Japanese capture Kiao-Chau. 5. War upon the Sea. a. Work of the Em dem and Karlsruhe. b. Defeat of British squadron off Chile. c. English destroy victorious fleet near Falkland Islands. d. Germans use mines and submarines extensively. IT. Second Year of the War (April. 1915-February. 1916). 1. German offensive against Russia. 2. Stalemate on Western front, with advantage with Germans. 3. British fail to open the Dardanelles. 4. The destruction of Serbia. 5. Italy declares war on Austria-Hungary. 6. Xaval warfare. a. Extension of submarine warfare. b. Sinking of the Lusitania. c. The "War of notes" between United States and Germany. III. Third Year of the War (February 1916 -April, 1917). 1. German attack on Verdun fails. 2. Failure of British Mesopotamian expedition. 3. Austria badly defeats Italians on the Trentino. 4. Roumania joins the Entente 5. Debacle in Roumania; her betrayal by Russia. 6. Intrigues of King Constantine of Greece. 7. German retreat to the Hindenburg line. 8. The Russian Revolution strengthens Germany. IV. America enters the War (April, 1917-November. 1918). 1. Causes. a. Submarine activity. b. Activity of German spies and sympathizers. c. The Zimmerman note. 2. British capture Bagdad. Jaffa and Jerusalem. 3. Terrible destruction among Italians at Caporetto. 4. Great German offensive against Amiens and Paris. 5. Defeat of Germans at St. Mihiel. Argonne Forest, etc. 6. Signing of the Armistice. November 9, 1918. Assignment: Sehapiro. 739 ff : finish Map Study No. 12. Readings: Bullard. 219-324: W. K. Wallace, Greater Italy, 207-301; Turner. : Xew York Times. History of the War] Hayes, Brief Hist., chs. vi-x: Pollard, chs. viii-xiv. Suggestive Questions: 1. In what ways did the Russian Revolution embarass the Entente? 2. How do you account for Italy's sad showing in the war? for Greece's questionable attitude? 3. Identify: Soukhomlinov. Venezelos, Rasputin, Mackensen. Smuts, Enver Be v. 1 1 4 Indiana University APPENDIX I— MAP STUDIES SUGGESTION FOR MAP STUDIES "History is not intelligible without geography. This is obviously tru*? in the sense that the reader of history must learn where are the frontiers of states, where wars were fought out, whither colonies were dispatched. It is equally if less obviously, true that geographical facts very largely influence the course of history. Even the constitutional and social developments within a settled nation are scarcely independent of them, since geographical position affects the nature and extent of intercourse with other nations and therefore of the influence exerted by foreign ideas." — H. B. George, The Relations of Geography and History (1910). The following map studies are intended to supplement the work' in assigned readings and class discussion. It is hoped not only that they may be of assistance to the student in helping him to grasp essential facts of history by making graphic the statements of the printed page, but that they may also suggest interpretations of the facts there recorded, and finally that they may increase the interest of the course by affording a picture of the lands whose history is being studied. One can ill afford to be ignorant of the geography of a country if one would arrive at a true knowledge of its history. For the day is past when the life of man may be studied apart from his physical environment. These studies should, therefore, aid the student in fixing in his mind a picture of the homes of the people with whom he expects to become familiar; from them he should come to recognize river and lake, mountain and valley, as well as political boundaries of states, the growth of nations, and their interrelations. It is only when he has such a clear picture that the story of the people of these lands can be intelligently followed. Frequently the student looks upon the map study as sheer drudgery, wasting time which might be better employed. And if the map study is to degenerate, as it too frequently does, into the mere mechanical exercise of copying meaningless lines and colors from an atlas, such a viewpoint is in large measure justified. But that lies with the student himself. The attempt has here been made so to co-ordinate the map work with the assigned reading that its value may readily become apparent when followed chrono- logically and under standingly. The student should see countries or move- ments grow. Any tendency merely to copy a map from an atlas is to be avoided. Every student will be responsible for a thorough knowledge of the import- ant facts and ideas of all map studies assigned and on final examinations may be required to reproduce any map in its larger features. The following general rules should be observed with utmost care: 1. Never begin a map study until you have mastered the corresponding assignment in the text. 2. If possible, do the map-work by daylight. The colors used in the atlas are difficult to distinguish under artificial light. 3. Before actually beginning work, read over the directions for the map study with a view to understanding the problem in hand. Follow the in- structions faithfully. Notice which atlases are required; if possible, com- 'Syllabus of Modern European- History 115 pare them and select the one which seems best suited to your purpose. By planning your work and selecting your color-scheme in advance, you will insure the most satisfactory results. When the colors are apt to be confusing, shading in black and white, or cross-hatching may also be used. 4. Be sure that the map is historically correct. Blunders in elemental y historical knowledge are unpardonable. To avoid such blunders, you will find it necessary to refer constantly to the text and occasionally to the Encyclopedia Britannica or other reference works. 5. Form the habit of using indexes in Hayes. Shepherd and Muir. 6. In drawing boundaries, accuracy is essential. An error of half an inch on the outline map may mean a hundred miles in reality, and when you are dealing with populous European countries, a hundred miles is extremely important. The boundary-lines printed on some of the McKinley Outline Maps are not to be followed as trustworthy guides, usually they represent the state of affairs about the year 1910. rather than in the particular pericd with which the map study deals. By observing the position of a boundary line with reference to mountains and rivers, or failing these, latitude and longitude, you will usually avoid mistakes. 7. To be acceptable, a map must be clear and neat, as well as substantially accurate. For coloring, either inks of different colors, water-colors, or colored pencils may be used; in using pencils and crayons, however, all lettering must be dene and all boundary lines drawn before the color is applied. This lettering should be done with a fine pointed steel pen. Place- names italicized in the directions should be printed on the map in neat, plain letters. The names of countries should be in small caps, the names of riveis in italics, the names of cities and towns in small Roman (e. g. Orleans) and their exact location indicated by a dot. When the map is very small or very detailed, places may be indicated on the outline map by means of initials or numbers, explained in the Key Sheet. As far as possible the map should be self-explanatory without the key. 8. Xo map is complete without a "Key", on which the color-scheme is explained. When in the map-study directions the word "Key" occurs in parenthesis after any term or question, the term is to be explained or the question concisely answered in writing, on the Key Sheet, but nothing is to be "keyed" that may readily be put on the map itself. Remember that the completed map study should be almost self-explanatory, the names of all important places printed when there is sufficient space. 9. Having completed map and Key Sheet, glance over the map study once more, to make sure nothing has been omitted, and to fix the facts firmly in mind. 10. Map and Key Sheet are to be fastened securely together. On both should appear in the upper right hand corner the student's name and in- stiuctor. the title of the map and the date. Thus: I. Medieval Comme: (Student's Name) October 1. 1920. (Instrud me) 11. To obtain a passing grade in the course, the student must promptly and satisfactorily complete all map studies assigned. 12. When returned by the instructor, the map studies should be carefully preserved. Some of the maps will be used in later map studies. All should be reviewed before examination. Bring an outline map with you to etst, as a map exercise may be a part of every written examination. 1 L6 Indiana University .Map Study No. 1 MEDIEVAL COMMERCE AXD THE COMMERCIAL REVOLUTION Text: Hayes I. 27-8. 49-69. Atlas: Shepherd. 98-9. 102-12; Muir, pages 50-1, plates 46-9, 53, 54, 58- 60. Two McKinley Outline Maps No. 100a. A. It is the purpose of this Study to illustrate that mighty expansive movement which broadened European history into world history, extending the influence of European civilization over all the other continents and reacting powei fully to modify the economic life as well as the political ambi- tions of the European nations. There is no better way to grasp the sig- nificance of the Commercial Revolution than comparing the "known world" before the great explorations of the fifteenth century with the world as we know it today after consulting Muzzey, 10; Muir, plate 46 and HayesT I. 27. 50; draw a red line encircling the portion of the earth's surface really known to Europeans about the year 1400. B. Trade before the Commercial Revolution. The principal economic cause of the Commercial Revolution was the desire of the nations of Western Europe to share in the trade of the Orient by finding new routes to the land of spices, silks and gold. On the map show the chief localities in which the commodities of Eastern trade (Hayes I. 44—45) were produced, denoting each commodity by initial. A glance at any good physical map (Shepherd. 2-3: Muir. plates 59-60) will show how medieval trade between Europe and Eastern Asia had to find its way through the few gaps in a great barrier- belt of deserts and mountain ranges — the Sahara, the Nubian Desert, the barren Tableland of Arabia^ the Plateau of Iran, the Hindu- Rush Mountains, the Tian-Shan Mountains, and. the Altai Mountains. Ever mindful of these physical features, observe how skilfully the medieval merchants, traveling the "old trade routes", avoided natural obstacles such as precipitous moun- tain-ranges and broad deserts. Trace by means of dotted lines (1) the route by which a packet of jewels would probably have been transported- from India to England, in the fifteenth century, via the "central route" (Hayes. I. 46-7. map p. 49; Shepherd, 102-3, 98-9; Muir. plates 59-60); (2) the route of a cargo of spice from the Moluccas to Stockholm, via the "southern route"; (3) the route of a bale of silk from China to Novgorod. The interested student may compare the medieval trade routes with twentieth- century railway and steamship lines (Shepherd. 179-81). Note, that before the Commercial Revolution, advantageously situated Italian and German city-states and certain cities in France and Netherlands were most important centers of trade. Locate four leading Italian commercial cities; three French ; and the cities mentioned by Hayes, (I. 49). An explanation frequently advanced for the decline of these older towns after the Commercial Revolu- tion (see Hayes, I. 52-3, 62) is that their commerce with the Oiient was strangled by the Turkish occupation of the old trade-routes. Indicate the dates at which the old central and southern trade-routes fell into the hands of the Ottoman Turks (Hayes. I. 52-3) and compare with the dates of Syllabus of Modern European History 117 Prince Henry the Navigator. Diaz and Columbus. Did the Turkish eon- quests cause the Commercial Revolution? Do you think that they acceler- ated it? C. The Explorations. Why should Poitugal rather than Spain have undertaken, early in the fifteenth century, the task of discovering a new trade-route to the East by sailing south around Africa? From the year 1519. when an army of Portugese crusaders (among whom the youthful Prince Henry the Navigator was numbered) conquered the Mohammedan stronghold of Beuta in northern Morocco, expedition after expedition was sent out from Portugal to explore the seemingly interminable western coast of Africa. To mark the painfully slow progress of Portugese exploration, indicate on the second map Madeira (1419). C. Bojador (.1441): C. Blanco (1434). and C. Verde (1445): at the death (1460) of Prince Henry, Gambia (see Shepherd. 174) was the southernmost point yet reached. Trace the voyages of Diaz and da Gama which finally crowned Poitugese perseverance with success. From Calicut, the goal reached by da Gama in 1498. measure the distance to Spice Islands; how many years elapsed before the Portugese sent an expedition to the Spice Islands; to China; to Japan? Meanwhile, Columbus, under the patronage of Queen Isabella, was striking out in exactly the opposite direction, hoping to reach the Indie- by sailing westward. The reason for his confidence and the falsity of his cal- culations will at once become clear if. after consulting Muzzey. 6. the student will place "Cipango". "Cathay", and "India" on the map approximately where Columbus expected to find them and then also in their true positions. Trace the route of Columbus' first voyage. Indicate, also on the map. the subsequent voyages of Columbus and the explorations mentioned by Hayes 1 1. 54), asking yourself in each case what was the aim. and what the achieve- ment, of the explorer. D. Colonial Empires. In order to avoid unfortunate and unseemly conflict. Portugal and Spain agreed to divide the "heathen" portion of the globe between them. Show the probable position of the "papal line of demarcation" and of the new line fixed by the treaty of Tordesillas (Shepherd. 107-10). Note the territory gained by Portugal in this readjustment: was Portugal aware of the existence of this territory? Was the Tordesillas treaty scrupulously observed? Outline in yellow the regions embraced by the Portugese colonial empire at its height: fill in with brown the Portugese territories later acquired by the Dutch: of what commodities did the Dutch thus gain a lucrative monopoly? Show also the territories colonized by Spain, indicating the regions rich in precious metals; by comparing the maps in Shepherd. 107-110 and 176: observe to what extent this Spanish colonial Empire remains to the present day Spanish in culture. Take mental note of, but do not attempt to show in detail, the various English and French attempts to discover northern routes to Asia (Shepherd. 107-10; Muir. plate 49b.) Indicate the territories which by virtue of exploration, colonization, or conquest. France and England might claim at the close of the sixteenth century. 118 Indiana University Map Study No. 2 EUROPE IN THE YEAR 1500 Text: Hayes. T. 3-23; Johnson, Europe in the Sixteenth Century. Atlas: Shepherd; Muir; Hayes, I. McKinley Outline Map Xo. lOlo. The purpose of this study is to familiarize the student with the physical characteristics— "the lay of the land"-^of Europe, and also with its political divisions. It should, be worked over with great care, as satisfactorv pro- gress cannot be made *ith future studies if this has not been thoroughly mastered. T. Physical: Referring to Shepherd, 2-3, or Muir. plate I, note the physical characteristics of Europe. Observe how the land slopes to the north, the whole northern part of Europe from the Pvrenees to the Ural Mountains forming one great plain. Locate the Pyrenees, Alps Vosges Jura, Apennines, Carpathian, Caucasus, Ural, Balkan Mountains. Note how much higher Spain is than her neighbor France, the result being that the Pyrenees are difficult to cross, and Spain is left in comparative isolation. The Alps, though higher, are cut by numerous passes rendering communica- tion between Germany and Italy much less difficult. Run vour eye over Shepherd, 91, and take note of these passes. The most important one— the Brenner— cannot be found here, but is shown on Shepherd, 63, and best in Muir, pp. 24-25 and plate 21. On your key-sheet name three \lpine passes which seem to you most important. Locate the moie important rivers of western Europe. Note in your key the direction m which the majority of the rivers of Western Europe flow. What do we mean when we speak of Lpper and Lower Germany? It has been frequently held that the hmits of states should follow natural boundaries, such as i ivers and mountains Note m your following study of the political divisions of Europe those states which possess such natural boundaries and those which do not II Political. England: Referring now to your text (Haves. I. 346) tZla , ^J^V™^ the British Isles. Locate the Pale. Scottish jZ fi andLowla ^- W»at Possessions had England outside the British Isles? (Key, consult Shepherd, 74, 84, 118; Muir, plates 31, 36 40a, 42a 1 France: Only slowly did France become a unified state. Through- out the centuries preceding 15C0 there had been a constant struggle between b^K d " UleDt VaSSalS; aDd alth ° Ugh the «»"« ^ now been aW th V ^ S \ n0I T al SU ^' ecti011 t0 the «, we shall hear much about their quarrels throughout the two succeeding centuiies. For the dukes and counts still retained much political power which they attempted to Z TCITT T C ° nStant — oachment of the central authorftv It of France 5? ?° ""* °' the mo * imp ° rtant Atonal divisions herd t 81 A s f ei A ? adm f f" _^xt (Hayes, I. 6-7), refer to the map (Shep- Ensland ■ show i' r^ *?* ]**?** b) and ° Utline the territo ^ ™ D ^ fhot obiafned hVt " ^ ^ SeCUred by tte A ^vin inheritance; mose obtained bj the marriage with Anne of Brittanv. Bv far the mos powerful vassal of Louis XI had been the duke of Burgundv Charles the Bold Indicate the lands which Louis secured at his death. Vote th land -led by Charles the Bold which went to the Hapsburgs. The ^ es ion Syllable of Modern European History 119 the inheritance of these lands will lead to endless friction between the kings of France and the Hapsburg rulers. What other lands were held by the powerful vassal houses — Orleans, Bourbon, Navarre and its allied houses of Albret and Foix— in the year 1500? (See especially, Muir, plate lob.). 2. Iberian Peninsula: From your text, (Hayes, I. 7-9) and from the atlas (Shepherd, 83; Muir, plate 18) indicate the divisions of the Iberian Peninsula. When was Spain finally united? Were the Pyrenees the exact boundary between Spain and France in the year 1500? Note the position of Navarre and RoussiUon. The former was divided in 1512, the part south of the Pyrenees going to Aragon, the part north subsequently to France. (Johnson, 73-74). RoussiUon belonged first to one, then the other; lost in 1462 by Aragon, it was regained in 1493 and was to remain a part of Spain until 1659. What European possession outside the Iberian Peninsula had the Spanish kingdoms in the year 1500? Show these lands on your map. (Shepherd, 118-119; Muir, plate 8.). 3. The Germanies: (Read Hayes, I. 10-4; consult Atlas— Shepherd , 86-7; 114-5; Muir, plates 8, 25a). What is today Germany and Austria was in 1500 a conglomerate of hundred of states— kingdoms, duchies, princi- palities, counties, free imperial cities, and ecclesiastical territories— each one very jealous of its freedom. Draw a line indicating the boundary of the Empire. Among the great houses within the Empire were the Wittelsbachs of Bavaria, and the Upper and Lower Palatinate; the Wettins of Saxony; Hohenzollerns of Brandenburg. But by far the most powerful House was the Hapsburg family. By marriage and by conquest the territories of this House had grown from small beginnings in the thirteenth century to the most important in Europe in the early sixteenth. Their early home had been at the headwaters of the Rhine, and they secured a claim to the Swiss Cantons (a claim which was by this time, however, practically ineffective). In 1273 the head of the family was elected ruler of the Empire as King of the Romans— a title which by 1500 had become well-nigh hereditary in the family. It was with this Rudolph that the fortunes of the family began. Within a few generations they had secured Austria, Styria, Carinthia, Camiola, Tyrol, and smaU portions of territory in the Breisgau and in Alsace. Just at the end of the fifteenth century their territories were greatly increased by the marriage of Maximilian I to Mary, daughter of Charles the Bold of Burgundy. What lands did they acquire as a result of this marriage/ (Key). Show these on your map, together with all territories italicized. (Shepherd, 86; Muir, plate 15b). Their power and territories will be much further augmented during the next few years through two other fortunate marriages. In addition to these lands of the great families in the Empire, there are other important states. Three of the seven Electors-the proudest princes in the Empire— are great ecclesiastical dignitaries who administer broad lands of the Church. These are the Archbishoprics of Main (May- ence) Trier (Treves), and Koln (Cologne). Other important ecclesiastical territories which we shall hear of later, chiefly in connection with the religious situation in the sixteenth century, are the Archbishoprics of Madgeburg, Bremen and Salburg; and the Bishopric of Minister. Further there are a host of city-states, among the most important of which are Nuremberg, Augsburg, Hamburg, Bremen, Lubeck. 120 Indiana University 4. Italian Peninsula: Italy is in 1500 a mere "geographical expression". Tn the north are powerful city-states: Venice, one of the strongest states in Europe at this time, securing immense wealth from its commerce and controlling Dalmatia, Brete, and some of the Ionian and Aegean Islands; Genoa, the commercial rival of Venice, holding sovereignty over Corsica; Milan, in 1500 under the sovereignty of the French king; Florence, the center of a noteworthy literary and artistic life; Savoy, in the northwest, a weak but growing state. Running diagonally across the peninsula are the Papal States; while in the south is the so-called Kingdom of the Two Sicilies, com- posed of Naples and Sicily, the former affording a bone of contention between France and Spain. (Hayes, I. 14-9; Shepherd, 90, 118-9; Muir, plates 8, 16 and 17). 5. Northern and Eastern Europe: In the north and east of Europe the situation, insofar as we need to inquire, is, in the year 1500, more simple. Read Hayes, I. 20-23, and then prepare the map-work. Locate the staces of the Union of Calmar. Note that Schleswig and Holstein are at this time a part of Denmark — Holstein being within the Empire — and that Finland is still a part of Sweden. (Shepherd, 112-9; Muir, plate 8; Hayes, I. 3 map.) On the south and east of the Baltic are the lands (Prussia, Kurland, Livonia, Esthonia) of the Teutonic Knights, a clerical order whose Grand Master, Albert of Hohenzollern, will in 1525 secularize his domains and take the title of Duke of Prussia. This unimportant duchy will within a century be joined to Brandenburg and will one day give a name to the kingdom of the Hohen- zollerns. The overlord of these Teutonic Knights is the King of Poland, who, since his marriage with the heiress to the grand-duchy of Lithuania in 1386 rules, over the united territories of Poland and Lithuania. This forms one of the largest states of Europe. Has it any natural boundaries? (Shep- herd, 118-9; Muir, plate 8). To the east of this kingdom is the still unim- portant and oriental state of Russia. Show its extent under Ivan III. (Hayes, I. 22). Note the ease with which this state may expand in nearly every direction owing to the lack of any natural barriers. (Hayes, I. 3 map; Shepherd, 2-3; Muir, plate I.). To the east and north of the Haps- burg territories are the lands under the crown of St. Stephen — Hungary and its dependencies: Bohemia, Moravia and Silesia. (Hayes, I. 23.) Note how Bohenia forms a cup within the protecting barriers of the Erzgebirge and the Bohmer Wald, and how the fertile plain of Hungary, although pro- tected to the north and east by the Carpathian Mountains, lies open to attack from the south a,nd west. Having for centuries maintained a pre- precarious existence, it will fall a prey in the sixteenth century to the rival ambitions of the Hapsburgs and the Turks. From the south the Ottoman Turks are advancing. Having secured a foothold in Europe in the fourteenth century, they succeeded in capturing Constantinople in 1453 and have now extended their sway over the whole of the Balkan peninsula, including Wallachia north of the Danube and the distant Crimea. Under the greatest of the Ottoman rulers, Suleiman the Magnificent (1520-1566), the Turkish dominions will be pushed northward to include nearly all of the Hungarian plain, including Transylvania, together with Moldavia, Bessarabia and Jedisan. Note (physical map, Shepherd, 2-3; Muir, plate 1) how easily the Turks, controlling the highlands, of the Balkans can sweep down upon the Hungarian plain and threaten even Vienna. (In addition to maps cited above, examine Shepherd, 124; Muir, plate 25b. Syllabus of Modern European History 121 Map Study No. 3 THE GROWTH OF FRANCE. 1500-1789 Text: Hayes. I. 209-18, 235-56; Adams, Growth of the French Nation. Atlas: Shepherd, 126; Muir, plates 1, 15; Hayes. I. 249. map. Mc Kinley Outline Map Xo. 124a. X. B. Select your colors so that the earlier acquisitions will appear in darker, and the later acquisitions in lighter tints. Do the map chronolog- ically and imagine yourself in the place of the successive monarchs. gradually creating a "well-rounded out state. By the year 1500 the French kings had succeeded fairly well in consoli- dating their realm. Just at the end of the fifteenth century began that struggle with the Hapsburgs which was to last for many generations. During the first century the Valois kings of France were forced to fight hard to main- tain their position and territories intact. The duchy of Milan which the French held in 1500 changed hands several times, only to be lost finally by the middle of the sixteenth century. One gain the Valois dynasty did make: Calais, in 1559 was won at the expense of England. With the accession of the Bourbon family in the person of Henry of Xavarre, France, urged on by the need of defensible frontiers and tempted by the weak condition of her neighbors, started on a career of aggression which was to raise her to the position of the first state in Europe, and inci- dentally to induce her to neglect opportunities for colonial and commercial aggrandizement. In embarking upon the policy of 'natural limits'. Henry IV succeeded in forcing Savoy in 1601 to cede Bresse, Bugey and Gex. in exchange for the marquisate of Saluzzo (indicate on the map but do not color Saluzzo). thus securing the right bank of the Rhone as far as Lake Geneva and obtaining an important strategic frontier. In 1607 he declared the hereditary lands over which he ruled as king of Xavarre to be united with France. These included Xavarre and Beam, the counties of Foix, Armagnac and Bicorre and the duchy of Albret (Xavarre and Beam were not finally incorporated until 1620). (See Shepherd, 126). The extension of French frontiers eastward was notably advanced by the entrance of France into the Thirty Years' War, and continued throughout the century. By the Peace of the Pyrenees, which came as a sort of tardy supplement to the Peace of Westphalia, the southern border of France was carried to the crest of the Pyrenees. After reading your text (Hayes, I. 22 ( < 230, 242-54) and consulting Shepherd. 126. Muir. plate 15c. 15d. and Hayes. 1. 249 map. show on the outline map the French gains made at the various settlements from the peace of Westphalia to the peace of Ryswick (1697), indicating in your key the treaties and the various parties involved in each exchange of territory. < For this work Shepherd gives by far the most detail) . Note that it is the Spanish Hapsburgs who are the chief losers, though the Austrian House suffers too, especially through Louis XIV's policy of 'reunions' What portion of the Burgundian inheritance was now (1697) in the hands of the French monarchs? Observe the close connection of this 122 Indiana University study with the present-day question of Alsace-Lorraine. How did France secure Lorraine! Run your pencil over the various towns captured by Louis XIV and see how many names you recognize in connection with the cam- paigns of 1914-1916 — Dunkirk, Ypres, Lille, Maubeuge, Longwy and Verdun are only a few of them Locate also La Rochelle, Nantes, Avignon, Rochefort, Marseilles. Note, too, England's interest in the maintenance of the . integrity of the Netherlands against France. Compare her policy then with her solicitude for Belgium in 1914. In his last great war Louis XIV was sufficiently occupied in maintaining the frontiers which he had already acquired; the game was for bigger stakes than the possession of a few square miles of territory on the eastern frontier of France. One must await until later for a clear demonstration of the world- wide significance of the War of the Spanish Succession. As for its Euro- pean significance — it meant that the fortunes of the two Bourbon powers, France and Spain, were to be closely linked for a century to come; and it gave France a new and more powerful neighbor on the northeast by trans- ferring the Spanish Netherlands to Austria. France has emerged from the two centuries of struggle with augmented territories and increased prestige. But she has fallen short of the complete realization of her desire for 'natural boundaries', and the struggle with the Hapsburgs is still to be decided. Map Study No. 4 GAINS AND LOSSES OF THE HAPSBURGS Text: Hayes, I. 13, 74-106; Wakeman, Ascendency of France, 342-62 Muir, 9-10, 29-30. Atlas: Shepherd, 86-7, 114-5, 118-9, 125, 131-9; Muir, plates 8, 25a, 26; Hayes, I. 3 map. McKinley Outline Map No. Ilia. As indicated in Map Study Number Two, the Hapsburgs family had already become the predominant power in the "Germanies", even before the year 1500. In order to understand how this German family was able during the sixteenth century to play the leading role in international as well as in German politics, it will be necessary to fix in mind the position and extent of Hapsburg possessions. .Show on the map the land to which Charles of Hapsburg succeeded on the death of his father Philip, and of his grandfathers Maximilian of Austria and Ferdinand of Aragon. Make sure that you have clearly in mind how these lands came to the House of Hapsburgs (consult Shepherd 86-87, which shows the Burgundian inheritance; Shepherd, 114—5, shows the Burgun- dian lands in the hands of the Hapsburgs; Shepherd, 118-119, shows the Spanish inheritance; compare also Muir, plates 8, 25a, and pp. 4-10). Note the hold which the Hapsburgs have upon Milan (Shepherd, 114-115). Show, then, the lands which came to them through the marriage of Ferdi- nand with Anne of Hungary. Over how much of Hungary did they make their claims effective? Shepherd, 114-5; Muir, 25a). Note the scattered character of their territories. It makes graphic the nature of one of the prob- Syllabus of Modern European History 123 lems with which Charles was forced to deal, especially when one remembers that each remote possession differed from the others in race, language, law and custom. Name on your keysheet the various languages spoken by his subjects. But one must consider, on the other hand, that the problem confronting Charles V was not quite so complicated as it might seem, inas- much as the spirit of nationalism, so menacing a foe to the House of Hapsburg in the nineteenth century, was not yet a serious factor. Xote also how the Hapsburg lands inclose the French kingdom; this fact will give point to later international enmities. After reading Hayes I. 187, show by shading or cross-hatching how Charles divided his territories in 1.556 (Shepherd, 118- 9; Muir, plate 8). Show European lands added to the Hapsburg realms by Philip II (Hayes, I. 91). This marks the apogee of Spanish Hapsburg power. What lands were practically lost during his reign? Remember that his gains and losses involved not only European lands but also important colonial possessions. We noticed in the study of the Thirty Years' War and the Peace of West- phalia that the Holy Roman Emperor lost greatly in power and prestige. That does not imply, however, that the domains of the Hapsburgs were materially curtailed. The head of the Hapsburg f amity — the Emperor — losing much as supreme arbiter in the Germanies, became more frankly the ruler of his hereditary domains and was able considerably to increase these territories during the seventeenth and eighteenth centuries. Make sure that you have clearly in mind the extent of the Hapsburgs lands in Europe and their colonial domains. These territories, you will remember, were divided in 1556 into the lands of the Spanish and Austrian Hapsburgs. It is the fortunes of the latter House with which we are chiefly concerned, but for the sake of completeness and clarity we will follow for a moment the fortunes of the former. The story of the Spanish Hapsburgs, from the period of the revolt of the Netherlands, is one of continual loss. In 1640 Portugal threw off Spanish control. Indicate either on the map or in your key, the successive losses sustained at the hands of the French throughout the latter half of the seven- teenth century. By the treaty of Utrecht, it will be remembered, the Haps- burgs finally lost Spain and its dependencies. The story of the Austrian line is, however, quite different, though they too sustained losses during the seventeenth century. Indicate now the territory in the hands of the Austrian Hapsburgs at the beginning of the seventeenth century. Then show in another color those lands lost by them during the century. But just at the end of the century great gains were made in the east by the acquisition of lands for the possession of which the Hapsburgs had been contending with the Turks for nearly two centuries. Indicate these lands and state in your key when and by what treaty they were secured (Shepherd, 125 inset; Muir, plate 25a). Show now the lands secured as a result of the wars and treaties of the first half of the eighteenth century, indicating in solid color the territories which they acquired permanently and in outline those which they later gave up, and indicating likewise in your key the treaties and parties involved together with the dates of acquisition and loss. (Shepherd, 133A and B, 131, 135; Muir, plate 25a). Note how 'natural boundaries' are transgressed by the 124 Indiana University crossing of the Carpathians into Wallachia and the Danube into Servia. But the hold of the Hapsburgs on these territories is short as you observe. Note too just what portion of the Spanish inheritance claimed by the Hapsburgs t hey fi nally secured . (The terms of the Peace of Utrecht are well summarized in Wakeman, pp. 364-5. The story of the exchanges of territory in the Italian peninsula is briefly traced in Robinson and Beard, Vol. I. 44-6). Indicate next the losses sustained by the Hapsburgs just at the middle of the eighteenth century through the struggle with their rival, the King of Prussia. And show finally the rich gains made at the expense of Poland and the Turks during the last three decades of the century. (Shepherd, 135, 138-9, 164; Muir, plate 25a.). This ends our survey of the Hapsburg lands up to the period of the great changes which will come as a result of the French Revolution and Napoleonic Era. Note how the territory and the interests of the Hapsburgs have been pushing eastward and southward. The only considerable possessions which still hold in Western Europe are the Belgian Netherlands, and their claims on that territory are by 1795 only nominal. It is upon Poland, Italy and Turkey that the Hapsburgs have fattened. But during the troublous Napoleonic era, at least a part of the land wrested from Poland will be torn from the hand of the Hapsburg monarch we shall see a rejuvenated Italian nation in course of the nineteenth century, driving the Hapsburg 'white- coats' out of the Italian peninsula; only in the southeast, at the expense the Turk, will further gains be made. (See Muir, pp. 30-1, plate 26). Go over your study very carefully to see that such places as Lausitz (Lusatia), Sundgau and Breisgau have been studied and properly located in the study. Finally locate Agram, Belgrade, Prague, Trieste, Buda-Pesth and Cracow. For what is each historically noted? Map Study No. 5 THE GROWTH OF BRANDENBURG-PRUSSIA, 1415-1795. Text: Hayes, I. 342-2; Muir, 29. Atlas: Shepherd, 85, 87, 115, 121-3, 125, 133, 135; Muir, plate 24a; Hayes, I. 351 map, 387 map. McKinley Outline Map No. 114a. Very significant for the history of modern Europe is the growth of Bran- denburg-Prussia, under the rule of the House of Hohenzollern. A small, weak, unproductive state when the Hohenzollern prince, Frederick, secured it in 1415 at the hands of Emperor Sigismund, it grew in territory, in wealth, in power, and in prestige, until it became, by the end of the eighteenth cen- tury, a state of the first rank in Europe, and in the nineteenth century it has been the state around which has been knit together modern Germany. The story of its growth is more simple than that of Hapsburg Austria, since it is one of steady acquisition; the Hohenzollerns have rarely relinquished ter- ritory once secured. Read your text (Hayes, I. 347-52) and then show the growth of the Hohenzollern lands from 1415 to the accession of Frederick II (1740). Indi- di?ate first, in solid color, the Mark of Brandenburg in the year 1415 (Shep- he d, 85, or Muir, plate 24a). Then show the territories acquired from M I'EAX Hl _ z - :.--.-.-.-- 4. Execution of Kir^ 1 Hie Rump". 5. Temporary abolition of House of Lords and Bare-bone's Parliament. 6. Instrument of (rov-^ — - -- - IV. The Restoration S ettlement I.1660-16831. 1. Charles IT proclai .~ = I ,:_---" :: I-.;, l-V 2. King agrees to al nde by reforms of the Long Parliament and govern >:•■:■•: : -i:-^ :•: I":- rzTizLiz 3. Ring commuted •:■ ertain feudal dues for £100,000 grant annually. - ~ ^rli.-juri : zia'jIt : ZT'iZT: -\~ I IT \- Z ' ilz ^-riLZ " V.:"..-. -^ = 6. Later Parliament a-:t-:^l"t ■ a : : -.; :/:.:..- Kizz - :. . - . -- 6. The Habeas his Act passed 11679). 7. Charles forced to r r up Declaration of Indulges - Kiz.z I,:-;- I::: I-z.si:n 3iH ii= z^:i:-i : ::-:? '::. ri.-. The ■ a Settlement (168S-1" 1. James IT forced into exile: and William and Mary declared joint soverigns. 2. Prerogative definitely limited by Bill of Rights a6S9)- 3. Mutiny Bffl (1690). 4. 7::--:; A?: 1. -_ Act of Settlement 1 170D. 6. Act of Union with Scotland 17OT VI. Later Developments in Parliamentary Government. 1. Septennial Act of 1716. 2. Rise of office of Prime Minister. a. Harky, (1710-171. b. Walpole, (1721-174 136 Indiana University 3. Idea of ministerial unity clearly developed by 1760. 4. Union with Ireland (1800). 5. Three reform bills of nineteenth century (1832, 1867, 1884). 6. Ballot Act of 1872 and Corrupt Practices Act of 1883. 7. Parliament Act of 1911. 8. Democratic Reforms of 1918-1919. Appendix III. BOOK REVIEWS Several times during the year the student may be called upon to prepare a paper on some historical book. Such a "review" is expected to achieve two quite different ends — the one, informational; the other, critical. I. Critical Reviews. Before carrying out this plan the student should read several typical book reviews as found in the Xation (N. Y.), American Historical Review, The Revieiv, Dial, Book' Review Digest and Political Science Quarterly, in order to learn the different methods employed by good reviewers. II. Information Concerning the Book Reviewed. At the beginning of every "review" should be written with accuracy the title, author, publisher date, pagination, etc. (For example, the review should be prefaced by such a heading: The Life of Thaddeus Stevens. By James Albert Woodburn. Indianapolis, Bobbs Merrill, 1913: x+620 pp.). The student should first endeavor to ascertain through the preface or intro- duction or in other ways enough information about the author, his training, previous writings, etc., to determine something of the writers preparation and bias. Does he seem to be obviously pro or con? Then the reviewer should : Set forth succinctly the plan and scope of the work, Rehearse clearly the main ideas developed, and Report carefully the kind of sources and methods which the author appears to have used. The seeming formality of such a summary should not dissuade the reviewer from using whatever art he may possess, as an intelligible summary requires not only insight in discerning what is of primary import- ance and what is merely explanatory and dependent, but also a considerable amount of sympathy and a facility to express in a few written pages the substance of a volume. It is hoped that by this practice the student will himself learn to read more intelligently. III. Criticism of Book Reviewed. So far the student's point of view has been inside the book, noting and recording its features as a work of to olarship. But this is not all. As reviewer the student must now summ n his faculties of criticism wisely to evaluate what he has considered and described. He has indicated in general the author's pupose; it is now his function to study in judgment to decide in how far that purpose has been realized. 1. Does the book tell you what you wish to know about the subject? 2. Does the author's style attract or repel the reader? 3. Does he seem fair in his interpretation of evidence or do his judgments seem unwarranted by the facts he cites? 4. Why, if at all, should anyone pay money for this book and spend time in reading it? o. Does it succeed as well as other books you know upon this or similar sub- jects? 6. Considering the many things that men and women have to do, Syllabus of Modern European His 137 is it wise to foster interest in such subjects? 7. To whom would you recom- mend such reading, and why? These are not questions which can be answered without thought; and in thus measuring the book in the larger terms of human experience the review will gain a value of its own. It is hoped that by this practice the student will himself learn to develop his critical faculties. There is no need, of course, in such a piece of writing — as reference to the admirable reviews in The Nation (New York) will illustrate — for the reviewer to draw a hard and fast line between information and criticism, putting into part one what the book says and into part two what is said about it. Rather, as a rule, the two will go side by side to attract or warn the general reading public for whom, it is supposed, the review is prepared. SUGGESTIVE LIST OF BOOKS FOR BOOK REVIEWS E. Armstrong. Lorenzo de Medici. E. Armstrong. Elisabeth Farnese. J. Ashton. Social History of the Reign of Queen Anne. R. Bain. Charles XII and the Great Northern War. C. Beard. Martin Luther and the Reformation. 0. Browning. Peter the Great. J. Bryce. Holy Roman Empire. J. Morley, Burke. Benvenuto Cellini. Autobiography. E. Emerton. Introduction to the Study of the Middle Ages. E. Emerton. Erasmus. J. A. Gade. Charles XII of Sweden. A. HassaU. Louis XIT. E. Henderson. Short History of Germany, vol. i or parts of vols, i and ii. T. Hodgkin. Theodoiic. T. Hodgkin. Charles the Grea:. C. Hugon. Social France in XVII Century. S. P. Kerr. George Selwyn and the Wits. Longman. Frederick the Great and the Seven Years War. E. Lowell. Eve of the French Revolution. A. Luchaire. Social Life in France under Philip Augustus. J. Morley. Walpole. F. F. Moor. A Georgian Pageant. Mrs. M. Oliphant. Makers of Florence. . Makers of Rome. G. Paston. Sidelight on the Georgian Period. X. Pearson. Society Sketches of the Eighteenth Century. J. B. Perkins. Richelieu. . France under the Regency. . Fiance under Louis XIV. 1. Plunkett. Isabella of Castile. Robinson and Rolfe. Petrarch. Lord Roseberry. Chatham, his early life and Connections. F. S. Roscoe. Robert Harlcy. Earl of Oxford. P. Sabatier. Life oi St. Francis of Assisi. L. Sanders. Patron and Place Hunter: George Bubb Dodington, Lord Melcombe. loS Indiana University F. Seebohm, Era of Protestant Reformation. F. Seebohm, Oxford Reformers. P. Smith, Martin Luther. W.C. Sydney, England and the English in the Eighteenth Century, vol i or ii H. Traill, William III. G. 0. Trevelyan, Early Life of Charles James Fox. Vedder, Balthasar Hubmaier. P. Villaii. Medieval Italy from Charlemagne to Henry VII. P. Villaii, Life and Times of Machiavelli. W. Walker, John Calvin. F. E. Whit ton, A History of Poland. P. Willeit. Henry of Navarre. Appendix IV. THE TERM ESSAY One of the most important parts of the course in the second semester is the writing of a term essay upon some topic selected from a list of essay subjects given at the end of this Appendix. As far as the limitations of the University Library will permit, each student is permitted to express his preference for a particular subject, and is urged to do so. The definite assignment of a subject is made only after an individual conference of the instructor and student. It is well that the student appreciate at the outset the value of this task. Rightly done it is one of the most valuable things that will come to him during his college course. Some of the work will be tedious, some of it will be uninteresting and mechanical, but if he will bear in mind that he is learning something that will be of inestimable value to him in after life, he ought to find ample compensations in his work. The purpose of this essay- work is to teach the student three things: 1. To look up a subject without a waste of time, and to ascertain what are the best bibliographical aids, the most valuable books, pamphlets and magazine articles published upon the subject. In short he should learn how to use the library intelligently. 2. To take notes logically and systematically upon a half dozen to a dozen of the best and most accessible works upon the topic' 3. To construct a carefully written essay based upon these notes, con- forming at the same time to the accepted canons of historical composition. I. Preparation of Bibliography. As soon as the student receives his assignment he will make a list of all major works bearing upon his topic. He should secure probably thirty to fifty titles of books or magazine articles. Each such title should be entered clearly in ink upon a 3 x 5 card, together with the name of the author, the date of publication, and wherever possible, the University Library call number (which should be placed in the upper left- hand corner) the bibliographer's estimate of the work (if any), and some indi- cation of the portion of it dealing most directly with student's topic. It is expected that the student will be at pains to learn all that he can, in a general way, about the books cited, so as to talk intelligently about them in con- ference. And the student who has any sort of reading knowledge of French, German, Italian or Spanish, should not hesitate to include in his bibliography titles of books in foreign languages which he understands, for some of the Syllabus of Modern European History 139 best work on the history of Modern Europe has been written in foreign lan- guages and is not translated into English. To secure titles of books bearing upon this topic the student will consult the appropriate chapter-bibliographies in the text-book (J. S. Schapiro, Modern and Contemporary European History); in C. J. H. Hayes, A Political and Social History of Modem Europe; in J. H. Robinson and C. A. Beard, Readings in Modern European History, 1. 389-410, and II. 521-41 ; in Holt and Chilton, History of Europe; and, for nineteenth century subjects exclusively, in C. D. Hazen, Europe Since 1815, 737-772. Moreover, the Cambridge Modern History, a standard work in twelve volumes, contains at the end of each volume long lists, though unfortunately without descriptive comment. There are likewise useful bibliographies at the end of many articles in the standard encyclopedias, notably in the Encyclopedia Britannica, 11th ed., in the New International Encyclopedia, and in the Catholic Encyclopedia. In using an encyclopedia, the student should remember to look in the index for topics related to his own. If his topic is in English history, the student should also consult the Dictionary of National Biography, 72 vols. (1885- 1913), under the aphabetically arranged names of the principal persons important in relation to his subject; H. L. Cannon, Reading References for English History; A. L. Cross, History of England and Greater Britain, and Lane and Poole, Political History of England, 12 vols. If the topic is intim- ately related to English Literature, he should consult the proper volumes of the Cambridge History of English Literature (12 vols.). If the topic should be in social or economic history, he should use F. A. Ogg, Economic Develoj.- ment of Modern Europe, W. Cunningham, Growth of English Industry and Commerce, and H. D. Traill, Social England, 6 vols., all of which contain excellent working bibliographies. If his subject deals with any religious topic he will find the New Schaff- Herzog Encyclopedia of Religious Knowledge, and J. Hasting's Encyclopedia of Religion and Ethics invaluable. If his topic is in German history, the student should consult Dahlmann Waitz, Quellenkunde der deutschen Geschichte, (8th ed.). If the subject is in French history, he should consul 1 " the bibliographies at the close of the appropriate chapters in the Histoire-Generale due IVe siecle a nos jours, ed. by Lavisse and Rambaud, 12 vols. After all this is done the student should consult the United States Catalogue and the Cumulative Book Index to get the titles of the more recent books on his topic. In every case he should try to familiarize himself with each of these bibliographical aids, that he may be able to make use of them again should occasion require. To secure titles of magazine articles bearing upon his topic the student will consult Poole s Index (1802-1996) and Reader's Guide, (1900-19—). The student should really lea:n how these excellent reference books are ma le up, how best to us^ them, etc., etc. For consulting t\e daily pipers, the New York Times Index and the London Times Indexwill be found invaluable. (The latter is not in the libiaiy). Having completed his list of books and magazine a: tides in the manner as just set forth, the student will then, and not un it then ascerl i;i by con- sulting the Card Catalogue in. the University Library, which on >s arereadily obtainable and the apparent value of each. It is necessary to asce tain the date of publication and the point of view of the author if possible. Why? 140 Indiana University Having indicated the library call numbers on the respective cards for such books, arrange the cards alphabetically according to authors (or according to title if no author is given), and then submit the bibliography to the instructor, again in personal consultation, for discussion and criticism. It is well for the student to bear in mind that this is his own special task and the number of works listed will bear no relation to the number-of books to be actually used. At this second consultation, the instructor will assign a few of the more important books and articles, and these are to be carefully read by the student and used as a basis for note taking. A completed card should appear somewhat like this: 951.1. C72c Colquhoun, A. R. China in Transformation x 398. pp. Harpers (N. Y.) 1899. An excellent work, now somewhat out of date, but still valuable for England's policy in China. Chapters vii and viii (pp. 248-315) are most useful. II. The Preparation of Notes for the Essay. Before the student begins to take systematic notes upon his topic, he should first read some rather general treatment of his topic, as that in the Britannica or the Inter- national, in order to familiarize himself with the problem he has to face. After reading "around" his subject he ought to make a two page tentative outline of his subject, and submit it to his instructor for approval. Then he should take notes on the assigned books according to this outline. These notes should be taken in ink on stiff sheets of paper or cards, in no case larger than 53^ x 83^ using one side of the paper only. The notes should run lengthwise of the page with liberal margins left at the sides. At the top of the page should be the subject of the note : the author, title and pages of the book from which the information was derived, and at least the approximate date to which the note refers. If you were writing on the Second Reform Bill in England a note might well look as follows: 1865 Nov. 12 H. Paul, Mod. Eng. i. 35 Bright's Part Bright not so conspicuous as Gladstone or Disraeli; nevertheless quite active, and very anxious to discredit all Conservative attempts at reform; had dubbed some of their previous attempts as "fancy franchises". A note may well be a paraphrase, a verbatim report, if it seems particularly apt, or a combiration of the two. Never take a note on more than one phase Syllabus of Modern European History 141 of a topic on a single sheet, and do not, save for purposes of comparison, place notes from two different authorities on the same sheet, even if they do deal with the same phase of your subject. After finishing the taking of the notes, as far as possible arrange them in a logical order. Then study the materials collected and fill in gaps by additional reading. Lastly, from the notes and the tentative outline form a two to three page outline of the topic. This outline should now be taken to the instructor for criticism and revision. III. The Composition of the Essay. Once his outline has been ap- proved, the student should begin writing his essay. In general the essay should be based upon facts as gleaned from the notes, but the writer should thoroughly assimilate his data, and write his narrative with the spirit and coherence of his own style. Occasionally it may be advisable to use the exact words of a book or article, but in every instance quotation marks should indicate the precise extent of the quotation, and reference must be made to exact source of the information. The essay should be typewritten or written neatly in ink on one side of paper 8^x11- The English must be above reproach and the statements and citations historically accurate. Be careful in spelling technical terms and proper names. EVERY IMPORT- ANT OR QUESTIONABLE STATEMENT of fact should be backed up by a foot note, citing AUTHOR, TITLE OF BOOK AND PAGE from which it is taken. For examples of foot notes, the student should consult the Political History of England, the American Nation series, or the American Historical Review. The completed essay should consist of from two thou- sand to five thousand words. The essay proper should be preeeeded by a two page outline, and followed by selected bibliography of about a dozen books, which the writer found most useful in preparing his essay. Each of these books should be carefully annotated, showing the precise value of the work in the writing of his essay. This completed theme should be handed in accompanied by the entire bibliography (on cards), and the notes taken in the preparation of your work. The task will then be graded as a whole, and this mark will have great weight in determining the final mark in the ourse. This is the student's opportunity to do some individual work. A page of completed manuscript should look somewhat like this. Nor was the tsar always honest with his own ministers, for he concealed from Nesselrode the real purpose of the Menshikov mission and thus laid his chancellor open to the charge of double-dealing. 1 Then came the unfor- tunate incident of the Vienna Note, and, lastly, the affair of Sinope, which followed upon an announcement that Russia would undertake an offensive operation against Turkey, in spite of the latter's declaration of war. Lord Palmerston said on this occasion that Russia "aways had two strings to its bow — moderate language and disinterested professions at Petersburg and London; active aggression by its agents on the scene of operations. If the aggi'essions succeed locally, the Petersburg Government adopts them as a 1. Clarendon to Seymour, Eastern Papers, no. 195, pt. I. p. 200. The Russian Diplomatic Study, I. 163, admits that the failure to publish the demands of Mau- shikov was very grave". The private letters of Thouvenel, political director of the French foreign office, show that Nesselrode. being a German and a Lutheran, was not entirely trusted by the tsar, and that the religious zealots of the foreign office had much to do with shaping Russian policy. L. Thouvenel, Nicholas I. et Napoleon III. (1891.) 142 Indiana University fait accompli which it did not intend, but cannot, in honor, recede from. If the local agents fail, they are disavowed and recalled, and the language previously held is appealed to as a proof that the agents have overstepped their instructions". 2 If no positive instance of this kind occurred in 1854, there was some ground for suspicion of the tsar's motives. Those motives were, it may be safely said, to secure a virtual protectorate over the Greek Christian subjects of the sultan, a design announced as early as 1852, and to buy the support or consent of some great power to it. Nicholas first sounded England, partly because he disliked Napoleon II, partly because he thought Aberdeen, 3 whom he had known for years, in sympathy with his ideas. 2. Letter to Clarendon, May 22, 1853. E. Ashley, Life of Palmerston (London, 1S76), II. 273. 3, Aberdeen was then the English prime minister. ESSAY SUBJECTS IN HISTORY I 1. Turkey and Eastern Question since 1856. 2. Relations of Charles II and Louis XIV. 3. Quadruple and Holy Alliances. 4. Revolution of 1848 in France. 5. Hague Peace Conference. 6. Nelson and English Sea-Power. 7. Locke's Political Philosophy. 8. Waterloo Campaign. 9. The Black Death. 10. Abelard and the 12th Century Renaissance. 11. The Investiture Contest. 12. The Hanseatic League. 13'. The Rise of the Franciscans. 14. Rise of Mohammedanism. 15. Preliminaries to the Meeting of the Estates General. 16. America and the French Revolution. 17. Crusades of Louis IX. 18. Medieval Commerce and Trade Routes. 19. Village Life in the Middle Ages. 20. Napoleon as a Statesman. 21. Napoleon as an Imperialist. 22. The Girondists and the Revolution. 23. The September Massacres. 24. The Reign of Terror. 25. French Affairs under the Directory. 26. The Peninsular War. 27. The Influence of the Classical Economists. 28. Mirabeau and the French Revolution. 29. The Mountain Party and the Revolution. 30. Increase in Wealth in Europe in the Nineteenth Century. 31. Condition of the English Laboring Classes (1800-1850). 32. Talleyrand and the Congress of Vienna. 33. Character and Personal Traits of Napoleon I. Syllabus of Modbrn European His. 14: •34. Colbert and his Reforms. 35. Scientific Advance in the ISth Century. 36. Causes and Preliminaries of the "War of the Spanish Succession. 37. Expansion of Russia in the ISth Century. 38. Peter the Great's Diplomacy. 39. Duke of Marlborough and the War of the Spanish Succession. 40. Political Philosophy of Rousseau. 41. The Political Influence of John Smart Mill. 42. The English in India (1830-1878). 43. Growth of English Commerce (1830-50). 44. Growth of English Manufacturing (1830-50). 45. Growth of English Manufacturing, (1S5O-80). 46. Growth of English Commerce (1850-80). 47. Lord Palmerston's Early Years in Politics. 48. The Dual Control of Egypt by England and France. 49. Why England Took Part in the Crimean War. 50. Lord Beaconfield at the Congress of Berlin. 51. Gladstone and the American Civil War. 52. John Bright and the Second Reform Bill (1867). 53. The Irish Famine of 1845-7. 54 Daniel O'Connell and Ireland (1820-1850). 55. Robert Peel as a Reformer (1820-1845). 56. Mohemet Ah and the Sultan. 57. Xapoleon III and Nationalism (1852-1870 ). 58. The Rivalry of Guizot and Thiers. 59. Louis Blanc and the National Workshops. 60. The French and Catholicism (1815-1880). 61. The Bohemian Revolt of 1S4S. 62. The Land Problem in England (1830-1880). 63. The History of the Sons of " Young Italy". 64. Results of the Emancipation of the Serfs in Russia. 65. Kossuth and the Hungarian Revolt (184-5-9). 66. The parties or groups opposing Louis Philippe and their platforms. 67. The Physiocrats; their doctrines and influence. 68. The Causes and the Significance of the Crimean War. 69. Cavour and the L'nincation of Italy. 70. Biographical sketch of Karl Marx. 71. Disraeli and the Reform Bill of ISO 7. 72. The Frankfort Assembly of 1S4S. 73. The Schleswig-Holstein Question. 74. Bismarck and the Creation of the German Empire. 75. Garibaldi and the "Redsmrts." 76. The Reform Bill of 1832. 77. The Chartist Movement. 78. The Polish Nationalist Movement of l v 79. The Zollverein. ^0. The Congress of Paris. 18E 81. The Metternichian System. 82. The Republican Movement in Italy. 144 Indiana University 83. Napoleon III as an Imperialist. 84. The Failure of the Metternichian System. 85. Evolution of the Franchises in England — (1850-1918). 86. Rise of Anarchism: Bakunin and Proudhon. 87. Liberal Catholicism. 88. The Owenite Communities. 89. The Influence of Owen and Fourier in the U. S. 90. How the Proletariat lost the Fruits of the Revolution of 1848 in France. 91. The Reform Movement of Alexander II. 92. The Rise of Social Democracy in England. 93. The Peace Treaties of the Great War. 94. Political Reform in England since 1880. 95. Ireland and England (1906-1920). 96. Political Developments in Russia since 1907. 98. Growth of Feminism in England. 99. The History of Bulgaria since 1885. 100. The Growth of the English Labor Party. APPENDIX V. LISTS OF QUESTIONS These lists are not intended to facilitate "cramming", but to give each student a definite idea of what will be expected of him, and furnish a ready means of testing his knowledge of the field he is to cover in the course. Used judiciously, they ought to prove a boon to any student who carefully pre- pares his work for each recitation. I. Typical Hour Examinations First Semester: a. 1st List. 1. Give an account of the chief revolts against the Catholic Church before 1500 and the principal poinds at issue between the would-be reformers and the Church. 2. Who was the first king of the Carolingian line? Describe his relations with the pope. 3. a. Describe the origin of the representative assemblies of France and England. b. Contrast the two institutions. c. Show particularly how economic developments of the middle age affected these institutions. 4. What were the effects upon Germany and Italy of the survival of th6 imperial idea from the tenth through the thirteenth century? 5. From the standpoint of medieval civilization, criticize the following: "Since the barbarian tribes settled in theKoman provinces, no change had come to pass in Europe at all comparable to that which followed the diffusion of the New Learning in the latter half of the fifteenth century". (Bryce). b. 2nd List. 1. What was the political and economic significance of the revolt from the Catholic Church during the sixteenth century? Deal specifically with each of the more important countries. 2. Identify the following men, telling when each flourished: a. Sir Thomas More; b. Conde; c. Ignatius Loyola, d. Vasco da Gama; e. William the Silent. Syllabus of Modern European History 145 3. a. Explain the antecedents of the Thirty Years War. b. On the map show the territorial adjustments made at the treaty of Westphalia. Write in your answer-book detailed explanation of these changes. 5. a. What did Richelieu do to strengthen the French government? b. What measures did Colbert devise for improving the financial and economic condition of France? 5. a. Why was the Commercial Revolution so slow in developing? br\\ hat were the main consequences of this Revolution? c. 3rd List. 1. Discuss the social conditions in France during the reign of Louis xix 2. Trace the relations of Charles XII of Sweden with Poland, Russia and Turkey. 3. Explain the following terms: convertible husbandry. Jansenism, transubstantiation. enclosures, dragonnades. 4. Trace the development of parliamentary government in England from the reign of Elizabeth to the time of William III. 5. Carefully identify Pombal. Marlborough, Clarendon, Kaunitz. E. Farnese. II. Typical Fixal Examixatioxs First Semester: a. 1st List. Xote — Map Xo. Ilia is to be used. Answers are to be specific. The names of important characters and the dates of the leading events should be given. Omit any one question of the last seven. 1. a. Locate on the outline map the following places, and show the historical significance of each: Franche Comte, Hanover, Strass- burg, Silesia. Blenheim, Bohemia, Flanders. Canossa. b. Locate on the outline map the area gained and lost by the Haps- burgs (1500-1800). 2. Arrange the following topics in chronological order and speak briefly of each: Rossbach, Institutes of the Christian Religion, Concordat. Alva. Streltsi. Edict of the Restitution. Kaunitz. Chambers of Reunion. Pym. Babylonian captivity, Treaty of Ver- dun, Janizaries. 3. a. Give an account of the towns (communes) in the Middle Ages. b. Show their effect upon the social and political life of the towns. c. Xame five important communes and speak briefly of two. 4. a. Trace briefly the steps whereby the British Parliament. 1. separ- ated into two houses. 2. secured power over taxation and the army; 3. assumed power to settle the dynastic succession; 4. took over the executive branch of the Government, b. Describe the English Representative system in the eighteenth century. 5. a. What were the essential features of the feudal system? b. State clearly the obligations of a feudal vassal to his overlord. 1M) Indiana University 6. Trace clearly the growth of France under Philip Augustus, St. Louis, and Philip IV. 7. a. Contrast medieval and eighteenth century agricultural methods in England? b. What were the causes of the Commercial Revolution? Show the general significance of this Revolution in the subsequent history of Europe. 8. a. What are the reasons for holding that the Protestant Revolt was much more than a religious quarrel? b. Indicate in what ways the Catholic Church reacted against the Protestant Revolt. c. Enumerate tlhe chief results of the Protestant Revolt. 9. a. Compare Catherine II and Richelieu in as many ways as you can. b. Briefly outline the steps by which the house of Hohenzollern became one of the greatest in Europe. 10. Write a twenty-minute essay upon the Seven Years' War. b. 2nd List. 1. a. What role did the Ottoman Turk play in Medieval Europe? b. How does their activity compare with that of the Danes and Normans? 2. a. What was the nature in 1450 of the French state? of Venice? of ' the Holy Roman Empire? Explain why you classify each as you do. b. Write a brief account of European interstate relations from the invasion of Italy by Charles VIII of France to the death of Henry II of France. 3. Describe the organization of agriculture, manufacture, and higher learning in the Middle Ages. Was this a day of individual freedom or of strict regulation, in the ordinary business, social and religious affairs of each man? Substantiate your answer by citation of facts. 4. Analyze the factors which produced the Commercial Revolution. 5. Account for the fact that England and France were on opposing sides in all continental and colonial wars from 1688 to 1783. Name four wars of the 18th century in which England and France were arrayed against each other. What treaty ended each war, and what were the provisions of each treaty so far as it affected England and France? 6. On the outline map locate each of the folio wing: a. Genoa; b. Geneva; c. Poland; d. Wittenberg; e. Madgeburg; f. Lorraine; g. Castile; h. Savoy. In your answer-book explain what events connected with each were of decisive importance in the history of Europe. 7. Compare in as many ways as possible the life work of Richelieu with that of Peter the Great. 8. What do you understand by the term "benevolent despot"? Name three such persons who reigned in the 18th century. Write a brief summary of the reign of each, stressing in each case those facts that tend to throw into relief the "benevolence" of the particular "despot". 9. Arrange chronologically, identify, and show in a brief paragraph that Syllabus of Modern European History 147 you are familiar with the important aspects in the career of the per- sons referred to by each descriptive phrase, a. The master of all the arts; b. the first of the Spanish Hapsburgs; e. the last of the Tudors; d. the founder of the Jesuits; e. the first of the Bourbons; f. the father of modern astronomy; g. the greatest of the Hohen- staufens; h. the author of "The Wealth of Nations"; .i. the most famous Dutch Republican statesman; j. the greatest medieval pope; k. the founder of international law; 1. the discoverer of the law of gravitation. c. 3rd List. Note — Map 112a is to be used. Answers are to be specific. The names of important characters and. the dates of the leading events should be given. Answer all the questions in Group I and any four in Group II. GROUP I 1. a. On your outline indicate the various additions of territory to the state of France (1494^1789), and in your answer-book show how each accession was secured, b. Locate on your outline map and show the historical impoitance of each of the following places: Augsburg, Bohemia, Calmar, La Rochelle, Minden, Avignon, Agincourt, Rheims, Biuges. 5. Arrange the following topics in chronological order and briefly des- cribe each: Edict of Nantes, Diplomatic Revolution, "The Beggars", Bill of Rights, the Fronde, Inquisition, the Great Schism, Norman conquest. 3. Arrange in chronological order, carefully identify, and show the importance of the following characters: John Knox, Dupleix, Erasmus, Frederick William I, Clarendon, Charles the Bold, Adam Smith, Philip Augustus, Hildebrand. 4. Compare the empires of Charles the Great and Otto the Great with respect to a. extent b. unity; c. method of government; d. relations to Rome. GROUP II 1. a. Draw a diagram of a medieval manor, showing in a careful way the principal features of manorial organization, b. Describe the important classes of people on the manor. 2. a. Who were the leaders of the First and Third Crusades? b. What was the result of the First Crusade? c. What were the general effects of the crusades on Europe? 3. a. Discuss the causes of the rise of Lutheranism in Germany. b. Show how the religious question was settled in France, England and the Netherlands. 4. Contrast and compare the reigns of Louis XIV and Charles V in as many ways as you can. 5. Trace the important political and diplomatic movements in Europe (1713-1789). liS Indiana University III. REVIEW QUESTIONS 1. What right has Charlemagne to the title of "Great"? What have been the most enduring things of his reign? 2. Compare the ninth and eleventh centuries as to a. leading events; b. strength of the papacy; c. power exercised by the feudal nobles. 3. What were the leading movements of the tenth century? How do these compare with similar tendencies of the twelfth century? 4. One writer speaks of the "thirteenth, the greatest of centuries" What basis can you discover for this statement? 5. Trace the rise and fall in the power of the papacy from 814 to 1521, showing how each event contributed to these ends. p\ How do you account for the increase in the importance of the medie- val Italian cities? for the high development of feudalism in France? for the rise of the Low Countries as important commercial centers? 7. What did each of the following contribute to medieval civilization Abelard, Gregory VII, Otho III, Henry II (of England), Philip Augustus, Frederick Barbarossa, St. Louis, Edward V, Wiclif, Thomas Aquinas, Philip IV, Charles the Bold, Edward III, Jenghiz Khan, Donatella, Thomas Becket. Before identifying these men, arrange them in chronological order. 8. What do the following words or phrases denote: Cluniac reforms, Canossa, fealty, beneflcium, subinfeudation, investiture, criminous clerks, Mongols, Hussites, Northmen in Europe, Bruges, Champagne, scholasticism, Hansa, the sworn inquest, benefit of clergy, Teutonic Knights, Ghibellines, Crecy. 9. Compare a medieval town of 5000 in the ninth century with another of the same size in the fifteenth, noting particularly any changes that might have occurred in the meantime? 10. Account for the rise of a powerful, important middle class towards the close of the Middle Ages. Show that this is one of the most important tendencies in the history of Modern Times. 11. Make a careful comparision of the reigns of Louis XIV and Charles V. 12. Compare the agricultural system of England, in 1500 and 1800, indi- cating clearly what changes had taken place. 1. What were the fundamental causes of the Protestant Revolt? Why did the movement fail to make a greater progress? Distinguish between the beliefs of the Calvinists, Lutherans and Anglicans. 14. Indicate on the map the territorial aggrandizement of Bourbon and Hohenzollern (1600-1800). Explain how each accession of territory was brought about. 15. Discuss the Revolt of the Netherlands; the Religious Wars in France; the Second Hundred Years War; War of the Austrian succession, as to a. causes; b. significant events; c. characters; and d. results. 16. Compare William III of England and Peter the Great in as many ways as you can; Frederick the Great and Catherine II of Russia. 17. Compare the constitutional development of France and Prussia during the seventeenth and eighteenth centuries. 18. Show clearly what part was played by the following men in the history of Europe; Mazarin, Francis I, Wolsey, Charles II, Syllabus of Modern European History 149 Charles XII, Wallenstein, William the Silent, George III, Claren- don, Colbert, Gustavus Adolphus, Zwingli. 19. Discuss in some detail the Thirty Years War, the Fronde movement the Commonwealth and Protectorate, the Bill of Rights, the Catholic Reformation. 20. Why did England prevail over France in their struggle for colonial Empire in the eighteenth century; why did the Bourbons prevail over the Hapsburgs? 21. Explain: Mercantilism, indulgence, virgate, a tenth and fifteenth penance, benevolent despot, eucharist, "open field", taille, Estates General, metayer, intendant, benevolence, laissez faire. 22. Show that the Civil War in England was partly a religious and partis- an economic struggle. What was accomplished by the Revolution of 1S88? 23. Name and identify seven men who were associated with the great intellectual revival of the fourteenth and fifteen centuries. Briefly charaeterize four sovereigns of England and four of France and indi- cate their influence upon their country. 24. Locate and show the historical significance of: Geneva, Bruges, Bohemia, Warsaw, Pultowa, Palatinate, Wittenberg, Marston Moor, Boyne, Lepanto, Utrecht, Xantes, Milan, La Rochelle, Moscow, Lutzen, Savoy, Silesia, Xaseby, Plassy. 26. Discuss the Seven Years War as to causes, phases, leading events and significance. Xame seven persons connected with it and identify each. 26. Account for the decay of Spain, the rise of Prussia, the collapse of Poland, and the despotism of France. 27. What ten books would you recommend to a student of the period 500-1800. Why? (Give the author and exact title and a character- ization of each work). 28. Criticise: The fundamental cause of the American Revolution was taxation without representation. 29. Briefly outline the history of Europe from 1650-1700; 800-1000; 152.5-1575; 1300-1500; 1500-1550; 1700-1775; 900-1300; 1450-1600. I. TYPICAL HOUR EXAMINATIONS. Second Semester: a. 1st List. 1. What conditions existent in Europe during the 19th Century were attacked by the French Revolution? How were these conditions modified by the Revolution? 2. Arrange in chronological order and explain the historical significance of the following: the Carlsbad decrees; treaty of Campo Formio: the battle of Xavarino: manifesto of the Duke of Brunswick; the Speenhamland system; the July Revolution; the Zollverein. 3. Comment briefly on the more important points in the settlement at Vienna. Show on the outline map the territorial changes there made. 150 Indiana University 4. What is meant by the "Industrial Revolution"? Why did it take place earlier in Great Britain than on the continent? What were its early results — social, economic, political? 5. Trace the relations between- church and state in France from 1789 to 1848. b. 2nd List. 1. Compare the English and German governments in 1914 as to a. suffrage; b. functions of the legislature; c. nature of the constitution; d. powers of the chancellor and prime minister. 2. Identify carefully the following characters: a. Plehve; b. Kossuth; c. Garibaldi; d. Cobden, e. Thiers. 3. Explain the meaning of the following terms: a. interpellation; b. sabotage; c. clericalism, d. ausgleich; e. Kulturkampf. 4. Locate carefully and show the historical significance of each: a. Lancashire; b. Sadowa; c. Albania; d. Agadir; e. Swechat; f. Hanover. 5. Compare Napoleon III and Francis Joseph in as many ways as you can. c. 3rd List. 1. a. On outline map locate accurately 1. Fiume; 2. Danzig; 3. Saar Valley; 4. Finland; 5. Schleswig; 6. Macedonia; 7. Bessarabia; 8. Transylvania. b. In your answer-book state what was the basis of the conflicting claims for each of these. 2. Discuss the conflict between Church and State in a. Third French Republic; b. German Empire; and c. Kingdom of Italy. 3. Trace the dismemberment of the Ottoman Empire fi'om 1815 to 1915. 4. Arrange in chronological order and identify the following persons: a. Delcasse; b. Mutsuhito; c. Pobedonostsev; d. Cromer; e. Paul Kruger; f. Bakunin. 5. Write a brief paragraph on each of the following, explaining its historical importance: a. Boxer uprising; b. Algeciras conference; c. Parliament Act of 1911 ; d. Fashoda incident ; e. Australian Common- wealth Act. II. TYPICAL FINAL EXAMINATIONS Second Semester: a. 1st List. Note: Answer the first two sections and seven others. The paper will be graded on the two-fold basis of 1. your exact knowledge of specific facts and dates and 2. your ability to write about those facts thoughtfully and grammatically. 1. On the outline map show the boundaries of Austria-Hungary and the German Empire as they existed in 1914; label and cross-hatch those provinces of Germany and Austria- Hungary of whose inhabi- tants the majority are non-Germanic. If the Germanic Confedera- tion were restored with its old boundaries how many non-German provinces would be included in it? Syllabus of Modern European History 151 2. State briefly the most important facts about each of the following, arranging your answers in chronological sequence: Louis Kossuth; Albania; Reform Bill of 1867; protocol of Troppau; treaty of San Stefano; treaty of Campo Formio; Necker. 3. Compare and contrast the First, Second and Third French Republics, with respect to a. duration; b. form of constitution, c. social and economic reforms; d. ecclesiastical policy. 4. To what social problems did the Industrial Revolution give rise? What attempts did European Governments make to solve those problems prior to 1870? 5. Contrast the political philosophy of Me ternich with that of any living statesman. 6. State in detail the facts which you consider most significant in explaining the collapse of the empire of Napoleon I. 7. Discuss Marxian Socialism, with special reference to its origin, its aims, its tactics, and its role in French and German politics. 8. a. Write a brief history of the Irish Question from 1800 to 1910. b. Contrast the government of Ireland with that of Canada. 9. Show when, where and how the commercial and colonial interests of the Great Powers have clashed during the past generation. 10. Why did Russia lag behind the other Great Powers in establishing a parliamentary form of goverment. b. Trace in detail the growth and achievements of the liberal movements in Russia during the reign of Nicholas II. 6. 2nd List. Note: Omit any one question of the last five. 1. a. Locate carefully upon your outline map: Frankfort, "The Quadrilateral" Uganda, Bautzen, Fleurus, Sebastopol, Borodino, Sedan. Show the historical significance of each in your examina- tion book, b. Indicate on the outline map the territorial growth of Prussia (1789-1871). Show how each accession of territory was made. 2. a. What ten books would you recommend to a student of the period of (1789-1915)? b. What eight bibliographical aids would you consult in preparing a comprehensive bibliography of Gladstone's first ministry? Ar- range each list according to their importance, giving author, title, and a brief statement of the nature of each book. 3. What was the influence of the English Industrial Revolution upon the Napoleonic wars? 4. Carefully identify: Montesquieu, Canning, Caprivi, Proudhon, Guizot, Lassalle, Carnot, Lloyd-George. 5. Explain the following terms: sabotage, "super-nationalism", Bundesrath, Classical Economists, "fruits of the Revolution", concordat, gabelle, cahiers. 6. Trace the evolution of modern Italy (1815-1871). 7. Contrast and compare the governments of Great Britain and Ger- many in 1914. 8. Give a brief account of the Near Eastern Question in a. its origin; b. development in the 19th century; c. its twentieth century events in relation to the Great War. 152 Indiana University 9. Show the parallelism in the French Revolution and the Russian debacle of 1917-1919. 10. Discuss the diplomatic background of the Great War using the fol- lowing outline: a. formation of the Triple Alliance; b. formation of the Triple Entente; c. trials of strength between them. c. 3rd List. Note: Answer all the questions in Group I and any three questions in Group II. Make all your answers specific and to the point. GROUP I 1. a. What ten books would you recommend to a man who wished to a comprehensive idea of the history of the last hundred years? b. Explain clearly how you would proceed in preparing an exhaustive bibliography of "The Life and Times of John Redmond." (Note: give author, title and distinguishing characteristics of each work mentioned in your answer). 2. Locate accurately on the outline map and indicate in your answer- book the historical importance of each of the following: a. Salonica; b. Algeciras; c. Sedan; d. Bessarabia; e. Sadowa; f. Albania; g. Kiel; h. Navarino; i. Metz; j. The Hague; k. Valmy. 3. Arrange in chronological order and identify each of the following persons: a. Danton; b. Schwarzenberg; c. Mazzini; d. Caprivi: e. Cobden; f. Plehve; g. Talleyrand; h. Enver Bey. 4. Napoleon came, he said, to preserve the "fruits of the Revolution". a. What were the "fruits of the Revolution"? b. To what extent did he preserve them? 5. a. What do you consider the leading results of the Industrial Revo- lution; b. What part was played by the Classical Economists in the attempts to remedy the evils of the Factory System? 6. a. Give concise definitions of socialism, anarchism and syndicalism, b. Contrast and compare the socialist movements in France and Germany since 1871. GROUP II 7. Compare Mirabeau and Robespierre in as many ways as you can. 8. a. What are the main factors in the Near Eastern Question? b. Discuss the Pan-Serb (Jugo-Slav) movement. c. Describe the Revolution of 1908-1909 in Turkey. 9. a. How did Great Britain obtain her colonies in the nineteenth cen- tury? b. Discuss Russian imperialism since 1815. c. In what ways, and with what results, have the British and Russian imperialistic policies conflicted? 10. a. Trace the main features of English political and constitutional history since 1865. b. What is the Irish Problem? What is your solution? Syllabus of Modern European History 153 III. REVIEW QUESTIONS Second Semester: 1. Make a comprehensive outline of the fundarnetal causes of the French Revolution. What were the immediate causes of the revolt? What do you consider the most important single cause of the Revo- lution? Could the Revolution have been averted? 2. Compare the Constitutions of 1791 and 1795 as to a. general nature; b. provisions; c. significance. 3. In what ways did the Constituent and Legislative Assemblies differ? Discuss the Reign of Terror as to: a. causes; b. leading events; c. purpose. Justify or condemn its use. 4. What happened .Oct. 1795; Sept. 2, 1792; July 14, 1789; June 20, 1791; July, 1794; June 20, 1789; November, 1793; March, 1794; Sept. 22, 1792; May 31, 1793? 5. Define taille, directory, cashiers, assignats, departments, Commune of Paris, Brunswick Manifesto, Civil Constitution of the Clergy, tribunate, National Guard. 6. a. Trace the constructive legislation during the Revolution. b. What part did political parties or factions play in the Revolution? 7. What was Napoleon's greatest achievement? His greatest blunder? When was he at the height of his power? What part did the Con- tinental system play in Napoleon's policies? (See Bourne, chapter xxi) . 8. Describe five important battles which were fought by Napoleon. Describe the Napoleonic empire of 1807 as to area, government, and general strength. 9. Why did Napoleon fail in Spain? in Russia? Why did Prussia rebel against his leadership? Why did Napoleon go to Egypt? Sell Louisiana? fit out the Boulogne flotilla? How did Napoleon care for his immediate family? To what extent did each of them succeed? 10. Locate and show historical importance of Trafalgar, Aspern-Essling, Aboukir, Friedland, Auerstadt, Rivoli, Beresina, Fleurus, Leipzig, Bautzen, Vitoria. Note the territorial provisions of the treaties of Basle (1795), Campo Formio (1797), Luneville (1801), Pressburg (1805), Tilsit (1807), Schoenbrunn (1809). 11. Identify: Murat, Grouchy, Kutusov, Bennigsen, Ney, Archduke Charles, Schwarzenberg, Sir Arthur Wellesley. Make a list of ten other men who took a conspicuous part in the Revolutionary era and identify each. 12. What do you consider the leading movements of the last 100 years? What period of time was covered by each? What was the relation between these great world movements? 13. Compare the Congress of Vienna and the present Peace Conference as to a. personnel; b. general methods; c. insistent problems; and d. territory in dispute. 14. Indicate on the map the various nationalistic areas that have become vocal since 1910. What will be the probable effect of the rise of new nationalistic states upon the future of the great powers? 154 Indiana University 15. Outline the history of Europe 1820-1*840; 1830-1860; 1908-1914; 1870-1890; 1850-1880. 16. Compare Napoleon I and Napoleon III in as many ways as possible. 17. Describe ten important battles in the nineteenth century and show clearly the significance of each. 18. Prepare a careful outline of the reign of Louis Philippe; William II; Alexander III; Victoria; Abdul Hamid II. 19. Discuss the work of four important European Congresses in the last century. 20. Compare the socialistic movement in Prance and Germany since 1871. 21. Locate the folio wing places and show their historical significance: Navarino, Custozza, Sebastopol, Sadowa, Lissa, Walfisch Bay, Gravelotte, Gallipoli, Saar Valley, Fiume, Omdurman, Mukden, Villafranca, Plombigres, Koweit, Saghalin, Birmingham, Agadir, Adowa, Ladysmith, Majuba Hill, Briey. 22. Carefully identify: Guizot, Bernadotte, Caprivi, Pobyedonostsev, Rasputin, Kossuth, Thiers, Venezelos, Benigsen, Mazzini, Stein, Bakunin, Carson, Von Buelow, Talleyrand, Jaures, Gambetta, Salisbury, Deak, Chamberlain, Witte, Lloyd-George, Poincare, Lansdowne, Delcasse. 23. Make a careful comparison of the character, policies, and achieve- ments of Bismarck and Napoleon I, Gladstone and Disraeli. 24. Discuss the following as to causes, leading character, events, and results: First Austrian Campaign, Crimean War, Seven Years' War, Austro-Sardinian War, Second Russo-TurMsh War, Russo-Japanese War and first Balkan War. 25. Was Napoleon Bonaparte an asset or liability to Europe? Bismarck? Cavour? Louis Napoleon? Francis Joseph? 26. What do you understand by the "era of Metternich" ? his policies? Why did he fail in his purposes? 27. Compare the governments of Germany and France in as many ways as you can. How is Austria-Hungary governed? Russia? Italy? Great Britain? 28. Explain the meaning of the following terms: Pan-Germanism, intervention, ausgleich, delegations, plural voting, Open Door Policy, syndicalism, supernationalism, sabotage, interpellation. 29. Explain the Agadir Incident, Dreyfus Case, Kulturkampf struggles, the Balkan Wars and show the significance of each. 30. How did England and France secure their colonies in the 18th cen- tury? In what way did French and English differ in their colonial i>olicy?