D 16 .V283 Copy 1 iUGGESTIONS FOR THE YEAR'S STUDY HISTORY I. VASSAR COLLEGE Suggestions for the Year's Study HISTORY I. VASSAR college \0J^. ^, li^Kj^y FOURTH EDITION, REVISED Poughkeepsic, New York 1913 Copyright, 1905 by Lucy M. Salmon om Author SIP iti mt "Take these hints as suggestions, not as instructions, and improve on them as you grow in experience." "Historical genius consists in an unlimited capacity for taking pains." "The ideal college education seems to me to be the one where a student learns things he is not going to use in after life by methods that he is going to use. The former element gives the breadth, the latter element gives the training." — President Hadley, cited by President Lozvell in his Inaugural Address, Oetober 6, 1909. "To find things out for oneself is the very essential of education." — Percy Gardner. "Under the French they (the Piedmontese) had acquired the habit of thinking, and there are few habits so hard to break off as that." — IV. R. Thayer. PREFACE This pamphlet has been arranged in the hope that it may enable the students in History I. to become acquainted with the history treasures of the library and to acquire facility in using them. If it proves of help to anyone, the help may be passed on to others by contributing sugges- tions for its improvement to any of the officers of the Department of History. L. M. S. Poughkeepsie, N. Y., September, 1913. TABLE OF CONTENTS Preface. I. Introduction. Description of Course I. in History. What the student brings to the first year of college work in History. What the student should gain from Course I. in History. H. The College Library. Description. History. The building. Plan of building. Plan of entrance hall. Classification of books. Chart showing books used in History I. Card catalogue. Assistance in the use of the library. Co-operation with the library. in. Material That should be owned by every student. Which the student works with. Available to every student. IV. General outline of the subject studied. V. Preparation of work. General steps in studying any history. First steps in studying Robinson's IVesicni Europe, Suggestions for reading, notes from reading, bibliography, definitions, summary, special topics. \'I. Authoritativeness of histories studied. Vn. Concerning History. VIII. The formation of a library. IX. Relation of Course I. to other courses in History. SUGGESTIONS FOR THE YEAR'S STUDY HISTORY I. I. INTRODUCTION 1. Description of the course. "Course 1. General European History. Freshman or sophomore year, first and second semesters [3]. Professor Salmon, Professor Baldwin, Associate Professor Ellery, Assist- ant Professor Textor, Assistant Professor Thallon and Miss Thompson. The aim of this course is to give a general outline of the de- velopment of Western Europe from the ninth to the nineteenth century. It includes a study of the principal institutions of the Middle Ages, as feudalism, the church, and the mediaeval empire, followed by a study of the renaissance, the reformation, religious and political wars, and the development of modern states. Special attention is given to the use of books, including facility in the use of the library catalogue and general bibliographies, and to connecting the work in History with other college courses and with general reading. The work is conducted by means of text books, library references, class discussions and especially by personal conferences with each member of the class." 2. What the student brings to the first year of college work in history. History. One 3'ear's work. what has been studied, — Ancient history to 800 A. D. how it has been studied, — study of a single text with collateral reading, some practice in note-book work, some training in reconstructing the past through the use of illustrative material. Language, English, a fair command of Latin, a fair reading knowledge of two of the three languages — French, German, or Greek. Mathematics. ability to reason. Science. ability to observe. 3. What the student should gain from Course I in History. From the subject studied: a bird's-eye view of Western Europe, an appreciation of historical developments, an understanding of the unity and continuity of history, historical perspective, a background for work in other subjects. "Standing on a hilltop, a landscape will spread out like a map before us. We can see the prominent points, the heads of streams, the rocks, the coast, everything lies in proper perspective. Thus looking back upon History, we can see the importance of events which are hid from participants and onlookers." — P. J. Hamilton. From the study of the subject: ability to use books, to analyze material, to vivify historical facts, to respect facts, to value accurate, painstaking work, to understand the difference between reading history and studying history, to appreciate the difference between history and historical record, to understand what the historian does in writing history, to connect the present with the past and the past with the present. "The roots of the present I'e deep in the past, and nothing in the past is dead to the man who would learn how the present comes to be what it is." — Stiibbs. "No man is fit to be entrusted with the control of the present who is ignorant of the past; and no people who are indifferent to their past need hope to make their future great." II. THE COLLEGE LIBRARY. The college library. 1. Description. Consult Handbook; also, pamphlet, The Thompson Memorial Library Building. 2. History. Wood, F. A. The Evolution of the Library. 3. The building — meaning of Exterior form. Interior, west window, printers' marks in windows, college seals, tapestries. General plan, — location of card catalogue, works on history, basement, floor, gallery, seminary room, drawing tables. 4. Plan of the library PLAN °f Llftl^Af^Y B Loan LceK. C Catdlo£ac, D ■Recert 4Cces3iOT>s t PtT.OdiCil iTidc»c3. FLOop. a Librarians T?ooTn b CaUloguir^ KoOTT> c Newspaper Room d Manuscript RooTTi SEMINARY KC0M5 (l-l floor) f Modern ler^jogea. gT>)i!osopSjf UjcalcTi^ ttifCi. h EconoTnics. JE WE5T WINd ^ |.»o|| c i E SLMINARY ROOMS (3" fioof) 'i Bible, " jiKG'Tftek arid Latirt. I EnjIiaS. •m Hi6loT\^. d!i""ill-ilh' NORTH WiUS 5ti GALLEWE5 10 5. Plan showing arrangement of entrance hall. : A B G H A card catalogue. B catalogue table. C recent accessions. D loan desk. E cataloguer. F associate librarian. G reference librarian. H periodical and other indexes. 11 6. Classification of books. "To learn to classify is in itself an education." The books in the college library are arranged and cata- logued according to the decimal classification. This is also called the Dewey system, from the originator, Melvil Dewey. "By this system the field of knowledge is divided into 9 main classes and these are numbered from 1 to 9. Cyclo- paedias, periodicals, etc., so general in character as to be- long to no one of these classes are marked 0, and form a tenth class. Each class is similarly separated into 9 divisions. Divisions are similarly divided into 9 sections, and the process is repeated as often as necessary." — Dezvey. The general classes are General works 5 Natural science 1 Philosophy 6 Useful arts 2 Religion 7 Fine arts 3 Sociology 8 Literature *4 Philology 9 History The divisions of Class 9 are 900 History 950 Asia 910 Geography and travels ; 960 Africa 920 Biography 970 North America 930 Ancient history 980 South America 940 Europe 990 Oceanica. Polar re- gions The Sections of 940 are 940 Europe (general) 945 Italy 941 Scotland. Ireland 946 Spain. Portugal 942 England. Wales 947 Russia 943 Germany. Austria 948 Norway. Sweden. Den- 944 France mark 949 Minor Countries Thus 942 means Class 9 (History), Division 4 (Europe), Section 2 (England), and every history of England is numbered 942. ♦Incorporated in Vassar College Library with Class 8. 12 The decimal point separates the general sections from their sub-divisions. The sub-divisions of 940 are 940.1 Mediaeval Europe .2 Rise of new nations .3 Age of feudalism .4 Age of chivalry .5 Modern Europe .6 Renaissance period .7 Age of the Reformation .8 Napoleonic period .9 Current history The sub-divisions of 942 are Period divisions 942.01 Anglo-Saxon .02 Norman .03 Plantagenets .04 Lancaster and York .05 Tudor .06 Stuart .07 Hanover .08 Victoria Geographical divisions 942.1 Middlesex. London .2 Southeastern .3 Southwestern .4 West Midland .5 North and South Midland .6 Eastern .7 Northwestern and Yorkshire .8 Northern .9 Wales A study of the main features of the Dewey system of classification will help much in finding quickly the his- tories on the library shelves. "It is undoubtedly true that no system ever invented has been applied to as many libraries as this." — E. C. Richardson. 13 7. Chart showing location of books 7. This chart shows the general location of the greater part of the books used in Jr. 900 History— General Bibliography. 902 Chronological Tables. 905 Historical Periodicals. 906 Historical Societies. 907 Study and Teaching. 909 Universal and General Modern Histories. 910 Geography and Travels. 912 Maps and Historical Atlases. 914 Travel in Europe. 920 Collective Biography. 930 Ancient Historv. 940 Modern History — Europe. 941 Scotland. 941.5 Ireland. 942 England. 942.01 —942.09 Period Divisions 942.1 London. 942.9 Wales. Dry I. 43 Germany and Austria. 43.01—943.09 Period Divisions. 43.6 Austria. 44 France. 44.01—944.08 Period Divisions. 44.2 Normandy. 44.9 Provence. 45 Italy. 46 Spain. 47 Russia. 8 Norway, Sweden and Denmark )49 Minor Countries of Europe. 950 Asia. 960 Africa. 270 Church History. 271 Monastic Orders. 274 Reformation. 280 Churches and Sects. 282 Roman Catholic Church. 14 The card catalogue. Types of card catalogues. Consult Handbook, p. 3. Meaning of blue cards, red edged cards, cross reference cards, series cards. Analysis of specimen card ; 940 Robinson, James Harvey, 1863 — R562 An introduction to the history of western Europe, by James Harvey Robinson. . . Boston and London, Ginn & company, 1903. xi p., 1 1., 714 p. front., illus., pi., maps. IPj^cm. In two parts. Part one was first published in 1902. "List of books" : p. 689-690. The Library has 3 other copies Subject entries : Europe — Hist. 3—6172 Library of Congress, no. Q D103.R67. Copyright. IS 9. Assistance in the use of the library. "Become acquainted ivith the Library as soon as possible. The Reference Librarian expects every nezv student to come to the Reference Desk to be shoivn the arrangement of the Library and the use of the catalogue and to receive a copy of the Library Handbook." * Ask at the loan desk (Chart, desk D) if you wish to know the location of a book on the shelves, whether a book is out, or otherwise accounted for at the desk. Ask the reference librarian (Chart, desk G) if you wish help in finding material on any subject, in finding out what is in a book, in knowing how to use a book, in knowing how to use the card catalogue. Ask your instructor in history if you wish to know the most authoritative material on any subject \n history, the comparative value of different histories covering the same field, what histories it is best to purchase. 10. Co-operation with the library. How you can "do your part to make the library an ideal place in which to work." * Report at the loan desk any imperfections found in a book, uncut leaves, books missing. Tell your instructor in history about works of fiction or poetry bearing on the subject studied, histories you have seen or used elsewhere that are not in the college library. Bring from your home, if not needed there, and give to the library, if it does not have them, histories, biographies, old text-books in history, single numbers, or sets of periodicals, unusual newspapers. Personal use of the library Study the Library Handbook. "Put 3^ourself in his place." Students Handbook, 1912, p. 93. 16 III. MATERIAL. 1. Material that should be owned by every student. a. Books. James Harvey Robinson, An hUroductioii to the History of U'csfcni Europe, price, $1.60. Readings in Eurofean History, 2 vols., price, $1.50 each. Earle W. Dow, Atlas of European History, price. $1.50, or, William R. Shepherd, Historical Atlas, price, $2.50. b. Accessories. History pads, .05 each. Heavy manila envelopes, two for .01. Suggestive Lists for Reading in History, price, .25. Small globes may be obtained, if desired, price, .10. 2. General material with which the student works. Books, maps, charts, diagrams, genealogical tables, photo- graphs and similar reproductions of works of art. 3. Specific material available to every student. Bibliographies. Make use of bibliographical lists, such as those found in Robinson and other recent histories, and in the college library catalogue. Works of reference. "A reference book is a book which is to be consulted for definite points of information rather than read through, and is arranged with explicit reference to ease in find- ing specific facts." — E. C. Richardson. a. General. Kroeger, .\. B. Guide to the .Study and Csc of Reference Books. Ploetz, Carl. Epitome of Ancient, Mediaeval, and Modern History. b. Dictionaries. Murray, J. A. H. Nezv English Dictionary on Historical Principles, vols. 1 — The Century Dictionary. 6 vols. c. Encyclopaedias. Encyclopaedia Britannica. 28 vols, and Index. Larousse, P. N. Grand dictionnairc univcrsel du xix^ siccle. 17 vols. Meyer, H. J. Konversations-Lcxicon. 21 vols. Consult Kroeger, Second ed., 1908, pp. 20-21, for sugges- tions as to the use of encyclopaedias. 17 d. Periodicals. Poole's Judex to Periodical Literature. 6 vols, and annual supplements. Nezu York Daily Tribune. Index. 1893-1906. e. Year Books. Ha sell's Annual. Statesman's Year-Booh. World Almanac. Minerva ; Jahrbuch der gelehrten Welt. f. Atlases. Century Atlas of the World. Putzger, F. W. Historischer Schul- Atlas. Rothert, E. Karten und Skizcen, 4 vols. g. Autobiographical. Who's Who? (England.) Who's Who in America? Qui ctes-vous? Wer ist's? Chi e? h. Biographical. The Century Dictionary of A'ames. Stephen, Leslie. Dictionary of National Biography. 63 vols. Cyclopaedia of American Biography. 7 vols, i. Ecclesiastical. Addis, W. E., and Arnold, Thomas. A Catholic Dictionary containing some Account of the Doctrine, Ceremonies, Councils, and Religious Orders of the Catholic Church. The Catholic Encyclopaedia. 15 vols. The Jewish Encyclopaedia. 12 vols. McClintock, J., and Strong, J. Cyclopaedia of Biblical, Theological, and Ecclesiastical Literature. 10 vols., and supplement. j. Miscellaneous. Du Cange. Glossarium Manuale ad Scriptorcs mediae ct infimae Latinitatis, etc. Lalor, J. J. Cyclopaedia of Political Science, Political Economy, and of the Political History of the United States. 3 vols. Low, S. J., and Pulling. F. S. Dictionary of English History. Palgrave, R. H. L Dictionary of Political Economy. 3 vols. Sturgis, R. Dictionary of Architecture and Building. 3 vols. 18 IV. GENERAL OUTLINE OF THE SUBJECT STUDIED. The first chapter of Robinson's Introduction to the History of Western Europe states the object of the book, it gives the point of view of the author, and it indicates the present tendencies in the study and the writing of history, especially that of emphasizing the unity and the con- tinuity of history. A careful study of the Contents, pp. vii. — viii., will give the general outline of the subject as it is studied throughout the year. An examina- tion of the running side lines of the separate chapters, found on the indi- vidual pages, will give a more detailed analysis of the subject. 19 V. PREPARATION OF WORK. General steps in studying any history. Analysis of the book with reference to, — Autlior, — nationality, residence, education, occupation, politics, re- ligion, personal characteristics. General form, — title-page, copyright, contents, chapter headings, head-lines, side-lines, margins, signature, body of work, foot-notes, illustrations, maps, charts, diagrams, genealogical tables, appendices, index. Structure, — sentence, paragraph, chapter, book. "Every good book can be summed up in a single sentence." Contents. Autlioritaiivcncss. First steps in studying Robinson's History of Western Europe. Study the first two points noted above. Read the Contents. Read the Preface, — what purpose does it serve? Consult the bibliography at the end of each chapter and underscore, with ink, all books owned, with pencil, all books accessible in the Library and elsewhere. Suggestions for reading. Read an entire chapter to gain a general view of the subject and note the relation of the sub-divisions to the main topic. Supplement this by reading the same subject in a more detailed work, such as one of the volumes in The Periods of European History series, Emerton's Mediaeval Europe, or Bemont and Monod's Medi- eval Europe. Vivify the subject by reading the corresponding selections in Robinson's Readings, the University of Pennsylvania Translations and Reprints, Henderson's Select Documents, or other primary sources. Read such authorities as will serve to bring together and interpret the important lines of thought, as Adams' Civilization During the Middle Ages, Taylor's Classical Heritage of the Middle Ages, or Bryce's Holy Roman Empire. Read some work of poetry or fiction bearing on the period. Con- sult Suggestive Lists for Reading in History. "Historical events and movements are frequently fixed in the memory by the perusal of books which may be inaccurate in them- selves, especially as to details, but which, nevertheless, leave a permanent and reasonably correct impression on the mind of the reader." — Channing and Hart, Guide to American History, p. 135. Study some work of art illustrating the subject, as Diirer's Charle- magne, Chapu's Joan of Arc, photographs of cathedrals, etc. Aim to make all general reading and study of art bear on college work. 20 4. Suggestions for notes from reading. Note-taking. "My method has usually been, 1, to read over regu- larly; 2, to glance again over all I have read, and analyze." — Gladstone. On the general subject of note-taking, consult S. S. Seward, Jr., Note-taking; on outlining, consult M. Ball, The Principles of Outlining. Four essentials are involved in good note-taking; — a. Content. The meaning of the author read must be pre- served, but it must be expressed in the words of the reader. This is best done by using the analytical form. The follow- ing suggests one way of analyzing Robinson, Western Europe, pp. 56-57 : — Monks in Europe Importance Orders Benedictines Franciscans Dominicans Jesuits Eminent monks Bede Bonifice Abelard Thomas Aquinas Roger Bacon Era Angelico Savonarola Luther Erasmus Reasons for strength appeal to many classes place of refuge for the spiritually minded studious discouraged disgraced indolent favored by kings nobles b. Quotations. When it is necessary to use direct quota- tions, the quotations must be made with extreme care — "verba- tim et literatim et punctatini — " and quotation marks used. c. Reference to authorities. The authority used must be cited for all notes taken either in the form of analysis, para- phrase, or direct quotation. The reference is given in the foot-note. Since the description of the work is given in the bibli- ography, it is necessary to give only author and page. 21 The following suggests one form Revival of Empire Causes : Middle Ages unpolitical, interest in Visible Church, belief in World-State, interdependence of Papacy and Empire, union of Church and State, etc.i 1 Bryce, pp. 89-121. d. Analytical Outline. After the completion of the notes from reading, an analytical outline should be made based on the material contained in the notes. This forms the table of contents of the notes taken from the reading. e. Punctuation and Capitals. For general questions con- nected with the subject, consult, C. S. Baldwin, A Summary of Punctuation. W. S. Booth, Notes for the Guidance of Authors. Note especially difference in meaning of similar forms, Adams, pp. 5-7, pp. 5, 7. Green, 4 vols., vol. IV. 5. Suggestions for bibliography. Make out a bibliography in card-catalogue form of all authorities used on any one piece of work. Each card or slip should include name of author in directory form, title of the book, — to be taken from the title-page, not from the cover of the book, if the work has more than one volume, the number of volumes in the set, place and date of publication, brief estimate of the value of the book for the purpose used. The bibliography is a "guide to the best authorities on the subject;" the bibliographical card is therefore a descrip- tion of the work as a whole. Exact references to volume and page where facts are found belong in the footnotes, not in the bibliography. The following forms are given suggesting varying illustra- tions of bibliographical principles : 22 Bryce, J. The Holy Roman Empire. Rev. ed. N. Y. 1904. Gibbon, Edward, ed. by J. B. Bury. Decline and Fall of the Roman Em- pire. 7 vols. London. 1900-1904. "At once scrupulously faithful in its facts, consummate in literary art and comprehensive in analysis of forces affecting society over a very long and crowded epoch." — Frederic Harrison. Haskins, C. H. "Knight Service in Normandy in the Eleventh Century." English His- torical Reviezv, 1907, XXII. Leathes, S. 'Richelieu." Cambridge Modern History, IV. Shotwell, J. T. "The Middle Ages." Encyclopaedia Britannica, XVIII. 23 Note especially that a bibliography is general and descriptive and there- fore should not include specific reference to volume and page, that the value of a bibliography often depends quite as much on what it omits as on what it contains, that the arrangement should be alphabetical, by authors, that academic titles are omitted. A supplementary bibliography may include the titles of books not used in connection with the work, but desirable to preserve for future use. These titles should be distin- guished from those used by an asterisk. (*) 6. Suggestions for definitions. Make a list of all technical terms found in history reading and give each its proper definition, as allod, beneficium, bull, charter, code, comitatus, dispensation, fief, homage, immunity, in- dulgence, over-lord, peace, relief, suzerain, treaty, vassal, villain. 7. Suggestions for summaries. All work in history should lead to a conclusion. This con- clusion, or summary, may change with the acquisition of new material and it can therefore never be considered final ; it represents only the decision reached in view of the evidence already collected. The summary presented by the student should state clearly what the study of the subject has meant to her, it should bring to a focus all the reading that has been done on a subject, and it should be an interpretation of the facts found rather than a presentation of new facts or a repetition of facts given in the notes. 8. Suggestions for special topics. The topic Definition The topic is a study made of a limited field of history. It involves the use of various parallel authorities, it brings to a conclusion the reading done on the subject, and when finished it is in plan a miniature chapter of a book. Substance The topic comprises the notes taken from reading, a bibli- ography showing the authoritativeness of the works used, and a summary of what has been done. Arrangement The arrangement of the material should be subject of topic table of contents bibliography notes from reading summary. 24 VI. AUTHORITATIVENESS OF THE HISTORIES STUDIED. A. Chart illustrating Robinson's IVestern Europe. CHART ILLUSTRATING ROBINSON'S HISTORY OF WESTERN EUROPE soir^ CES "European History" KXUAUSTIVF. WORKS MONirMENTAL. The ReI<.Vni:iti,in Fn:iKli Kcvolulian Archi *'Hi5tory ol tfie rnqiiisiti' aiarl'e- liolmCkketaard I I Prui^ry- Albcrlu. Rob-.-rDnnto 'Westphalia Zoll- Ocrm. ItveUl Polo Uui(l"vUla|ui> ' LuWer AlMiidBrMoo" Wo«n» ^..n 1 Qttcwar orKbtlmi 24 VI. AUTHORITATIVENESS OF THE HISTORIES STUDIED. A. Chart illustrating Robinson's Western Europe. 25 Explanation of the chart. The writer who today brings before the public a new history must be prepared to find his every statement met by the question, "What is your authority?" The challenge that in one form or another meets the historian at every step on his way is, "What is the basis of your conclusion?" "How do 3'ou know?" If at any point he fails to meet the challenge, his entire work falls to the ground unsupported. From the child who asks for a "true story" to the mature reader and student of history the demand is universal that story-teller and historian alike shall give an absolutely faithful portrayal. Con- sciously or unconsciously the reader of today looks with disfavor on "Froudacity" ; on history written solely for effect ; on superficial, inaccurate work; on formless, jellyfish histories written to please everybody; on "safe" histories that like "safe" candidates are offered, the one to find purchasers, the other to find votes. If therefore the historian can not show that his authority is un- impeachable, that the evidence he produces is absolutely trust- worthy, that those upon whose authority he is forced to rely have had an eye single for the truth, his work justly fails in creditability in the view alike of readers and of scholars. This demand for evidence, made today of every historian, is the explanation of the wealth of bibliographical material that accom- panies every history, of the elaborate foot-notes through which the author substantiates his statements, of the change in the preface from apologies for literary shortcomings to statements concerning the writer's indebtedness to fellow-historians. The historian ex^ hausts every means at his command to show the authoritativeness of his work; this is the alpha and omega of his historical creed. If then we turn to the most recent works worthy to be called history, we are able to lay bare the evidence on which they are based and to penetrate to the very substratum of the authority cm which they rest. It is the purpose of the accompanying chart to show how this may be done. Mr. Robinson's work has been selected for the illustration because it is the most recent of the manuals in general use, and because through preface, foot-notes, bibliographical lists, maps, and illustrations it invites the most thorough examina- tion of the sources of its authority. The historian classes the authorities he uses under the two main heads — secondary and primary. The term "secondary authorities" does not mean that these are of secondary importance ; nor does it mean that they are second rate in character, for they are often more valuable than so-called primary authorities, since the work of a dis- tinguished historian can usually be accepted at its face value, while primary authorities must be tested by every known canon of histori- cal criticism before they can be accepted by the historian. The best secondary authorities are based on original sources and on other secondary authorities that are unimpeachable. They deal with cer- tain periods of phases of history so well and so exhaustively that they have become authoritative. It is impossible for any historian to investigate from the sources alone any period of historj-, however 26 limited it may be, and he therefore avails himself of the work done by others. If we examine the History of IVesteni Europe, we may class the secondary authorities on which it is based under the heads Manuals and Exhaustive Works, and each of these again under the heads General and Special. If we examine a general manual, like Adams' European History, we shall find that it in its turn is based in part on secondary authorities such as certain well-accepted works of reference, especially those by French and German scholars, and certain Eng- lish classics, like Gibbon, which in their turn are based in part on secondary and in part on primary authorities. But Adams' handbook also is in large measure based directly on primary authorities both literary and monumental, as is indicated by the chart. If we turn to Henderson's history, a manual dealing with a special period, we have the same result, — a basis of secondary and primary authorities ; the same principle holds with reference to exhaustive works like those of Helmolt and, to some extent, of Mr. Henry C. Lea. If now we turn to the class of primary authorities, we shall in- clude in it all those contemporary records of a period whose au- thenticity has been investigated by the author himself. These records may be classed as literary and monumental. The homely phrase "everything is grist that comes to the mill" well characterizes the vast amount of seemingly heterogeneous lit- erary material that the historian must sift and analyze before he is ready to combine contemporaneous records into an orderly history that shall give a true picture of the past. Constitutions, charters, laws, proclamations, decrees, papal bulls, treaties, statistical tables, are all examined as to their authenticity and importance. The works of contemporaneous historians, of chroniclers, biographers, geogra- phers, travelers, linguists, men of letters, economists, scientists, theologians, statesmen, and philosophers, are eagerly studied for the conscious records of the time. The historian searches poems, dramas, satires, essays, novels, letters, diaries, journals, memoirs, sermons, hymns, songs, for the unconscious records of the period. He searches newspapers, magazines, and a mass of ephemeral literature and tests its value as historical material by a study of the laws affecting freedom of the press. Everything in printed or in manu- script form that bears on the period studied is summoned before the bar and the testimony given is accepted or rejected in accordance with the laws of historical evidence. But the historian does not rely alone on the record written with the pen. He has come to realize that this constitutes but one part of the evidence that must be examined and weighed before he can write the history of a given period. The records left by nature through geological formations and anthropological changes ; the record left by spoken and written language, by existing forms, cere- monies, and rituals, the original meaning of which has long since passed away ; the records left by architecture, painting, and sculp- ture, by coins, medals, and seals, by armor and heraldic emblems, by rugs and tapestries, by wood carving and wood inlaying, — all these infinitely varying forms of the monumental record must be examined and tested before the hisotrian is ready to portray the past. 27 If now we turn to the chart, it will be evident that the History of Western Europe is based not only upon reliable secondary authori- ties but also in part on original records both literary and monu- mental. The works of scientists, poets, preachers, travelers, philoso- phers, and statesmen, constitutions, laws, treaties, decrees, and papal bulls, — every variety of literary material has been placed under requisition. Sites of towns, city walls, construction and plans of buildings, portraits of individuals made by pen, brush, and chisel, cartoons and caricatures, costumes and jewels, household furni- ture and arrangement of gardens and hedges, inventions and machin- ery, — every form of material expression of the activity of human thought has directly or indirectly been examined. It is obviously impossible to indicate on the chart more than a fraction of the very large number of authorities on which the His- tory of Western Europe is based. A sufficient number is given, how- ever, to show that every historian, as differentiated from a com- piler of text-books, bases his work in the last analysis on contem- poraneous records and that he is prepared to answer fully and satisfactorily the searching question asked with reference to every statement made, "What is the authority?" 28 VII. CONCERNING HISTORY. What is history? Definitions of history Find, copy, compare, study and discuss the various defini- tions that have been given of history. Consult, for example, Emerson, Carlyle, Macaulay, Freeman, Shelley, Matthew Arnold and others. The Nature of history Birrell, A., Obiter Dicta, Second Series. Harrison, Frederic, The Meaning of History. Robinson, J. H., History. The Nczi' History. Shotwell, J. T. "History," Encyclof^acdia Britaniiica, Eleventh edition. The study of history. Channing and Hart, Guide to American History. (The sugges- tions given, while intended specially for American history, are of universal application.) Hart, A. B., American History told by Contemporaries. 4 vols. (The introductions are of general value.) Committee of Seven, The Study of History in .Schools. Historical fiction. Consult the titles in Suggestive Lists for Reading in History. Classification of histories as to Scope, General, as Helmolt, Special, as Henderson, Monograph, as Jusserand. Content, Political, as Gardiner, Ecclesiastical, as Alcog, Economic, as Ashley, Military, as Mahan, Social, as Traill. 29 VIII. THE FORMATION OF A LIBRARY. Every student should begin at once the collection of books that shall be the nucleus of a permanent librar3\ Some reasons for it are suggested by these opinions of famous authors. "My library was dukedom large enough." "Knowing I lov'd my books, he furnish'd me, From mine own library, with volumes that I prize above my dukedom." — Prospero, in The Tempest, — Shakespeare. "The library of wisdom is more precious than all riches, and nothing that can be wished for is worthy to be compared with it." — Richard de Bury. Philobibloii. "All minds in the world's past history find their focal points in a library." — Gilbert de Porre. "I no sooner come into the library, but I bolt the doors to me, and in the very lap of eternity amongst so many divine souls, I take my seat with so lofty a spirit and sweet content, that I pity all our great ones and rich men that know not this happiness." — Heinsius. IX. Relation of Course I to other Coni'ses in His- tory. -li o « (0 (0 u p o I c <« a. — CO o u 3 LU _ f<~\ "3 u o O I «^ U] ■5 3 a c > -s c 4 1 V ctf 2 cd u T •al j: = .15 c caU •0 j: >■ §^ 3 C m-fei a