INARY METHOD 
 
 ORIGINAL STllDY 
 E HISTORICAL SCIENCES, 
 
 UGH FOSTER, Ph.D, 
 
LIBRARY OF CONGRESS. | 
 
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 UNITED STATES OF AMERICA. 
 
THE SEMINARY METHOD. 
 
THE 
 
 SEMINARY METHOD 
 
 OF 
 
 ORIGINAL STUDY 
 IN THE HISTORICAL SCIENCES 
 
 ILLUSTRATED FROM CHURCH HISTORY 
 
 BY 
 
 FRANK HUGH FOSTER, Ph.D. (Leipzig) 
 
 PROFESSOR OF CHURCH HISTORY IN THE THEOLOGICAL SEMINARY AT OBERL1N. 
 
 NEW YORK 
 CHARLES SCRIBNER'S SONS 
 I 
 
<f 
 
 J th e ubiujiy)| 
 
 ; OF CONGRESS I 
 
 Copyright, 1888, by 
 CHARLES SCRIBNER'S SONS. 
 
 Press of J. J. Little & Co., 
 Astor Place. New York. 
 
Universitatibus 
 
 Harvardiensi et Lipsiensi 
 
 ex animo grato 
 
 hunc libellum 
 
 dedicavi 
 
 Alumnus 
 
PREFACE. 
 
 THIS little work has grown out of the experiences 
 of a practical teacher. It is intended primarily for 
 students. It seeks to convey to them that informa- 
 tion which they are found to need before they can 
 enter upon the work of original study. The " Sem- 
 inary " is a new institution in this country, and there 
 gather about it no traditions, as about other and 
 established methods. Students in general when 
 beginning original historical work, are not ready for 
 it, as they are for Latin or Chemistry when they 
 begin those studies, and this lays limitations upon 
 the teacher which he must recognize, and which 
 must determine the course of his instruction. The 
 student needs to have an introduction to the Sem- 
 inary. He needs minute explanations of the 
 method in forms which he can employ as models 
 till he has gained for himself an independent grasp 
 of it. It is the purpose of this book to supply the 
 want of such minute instruction. 
 
 More especially for the teacher, but also for the 
 student, there have been added some discussions of 
 the proper range of this form of study, and of the 
 
 vii 
 
Vin PREFACE. 
 
 limitations under which it should be conducted in 
 our colleges. Lists of topics are also provided. It 
 is not supposed that any teacher will use these ex- 
 actly as they stand; but they will suggest to him 
 profitable lines of instruction in other subjects to 
 which his peculiar circumstances may direct him. 
 No exhaustive discussion of the " Seminary " as 
 found at present in American universities has been 
 attempted, for this would be outside the proper 
 scope of such a book as this. The examples and 
 suggestions that are given in this direction are in- 
 tended as hints only. 
 
 A subordinate aim with the writer has been to do 
 something to elevate the standard of scholarship in 
 our theological seminaries. It is his conviction 
 that they need to press forward with other univer- 
 sity departments in perfecting their methods and 
 in advancing the character of the work they secure 
 from their students. They should be not only 
 abreast of their compeers, they should even lead 
 them. 
 
CONTENTS. 
 
 PAGE. 
 
 Introduction. i 
 
 The term " Historical Sciences." Other sciences have a 
 historical side. Range of original study. Its method the 
 object of this book. Necessity to Americans of an inde- 
 pendent grasp of History. The book suitable for all Sem- 
 
 What History Is 7 
 
 History the explanation of events. Historical causes. His- 
 torical effects. Prophetic office of History. External His- 
 tory depends upon internal History for its explanation. 
 Place of Church History as a science. Original work in a 
 Seminary a constant search for causes. 
 
 II. 
 
 The Historical Seminary . . . .14 
 
 Defined by explaining the Seminary for Church History as 
 an example. General Histories of the Church. Use of 
 them. Do not give an understanding of History. Defini- 
 tion of the term •" Sources. " Benefits of this study. Origin 
 of the " Seminary." Its definition. Its apartments. Its 
 furniture. Library. Methods of instruction. 
 
 III. 
 
 The Necessary Preparation for Seminary 22 
 Study 
 
 Members of the Seminary must be picked. Kind of at- 
 tainments presupposed. Defects in the classical training of 
 ix 
 
x CONTENTS. 
 
 American students. How they are to be remedied. Learn 
 languages by using them. How to read a language. Pos- 
 sibility of this. Method of learning the art. Effects of this 
 upon the study. Other deficiencies to be overcome. 
 
 IV. 
 
 The Method of Original Study ... 32 
 
 "Orientation." Guide-books. How to open sources. How 
 to understand the authors read. Historical imagination. 
 Ramification of topics. Parallel and illustrative passages. 
 Note-taking. How to trace the ramifications of topics. 
 Example. When the student may rely upon other writers. 
 What sub-topics are worth following out. Negative results 
 valuable. The irrelevant is the logically irrelevant. "Judi- 
 cious skipping." Dangers. Finish in work. Value of 
 sources considered as testimony. Cross-examination of 
 witnesses. Principal frauds already known. Study of the 
 literature of the topic. Use of the completed study. 
 System of the Seminary. The necessity of a Director. 
 
 V. 
 Detailed Examples 52 
 
 I. The significance of the Colloquy at Marburg. II. Diplo- 
 matic Relations of the United States with Great Britain, 
 1861-65. III. Augustine's Conception of the Constitution 
 of the Human Mind. 
 
 VI. 
 
 The Place of Original Study of History 
 
 in a Theological Seminary . . 85 
 
 Is this form of study desirable in an American Theological 
 Seminary? The ideal theological education. Men of in- 
 dependent power wanted. Adaptability of such a man. 
 Call for such men growing louder. Study in the pastorate. 
 Room for original study in the theological course. " Sem- 
 inaries " wanted in all departments. Need of History. 
 Practical methods. Extent of work to be attempted. 
 Johns Hopkins University and American Institutional His- 
 
CONTENTS. x i 
 
 tory. Americans should not continue dependent on Ger- 
 many. Work upon American History. Study of the His- 
 tory of Doctrine. The New England Theology. Different 
 topics for different Seminaries. Co-operation. A National 
 Society for the study of American Church History. 
 
 VII. 
 
 The Uses and Limits of the Method in Col- 
 leges . . . . . . .102 
 
 Scope of a College. Preparation for Original Work. No 
 sacrifice of ordinary Work for the sake of the new Method. 
 Prof. Monroe's class in Political Economy. Prof. Adams's 
 earliest attempts in the use of the Method. Practice Work. 
 Limits of this kind of work in College. Harvard University. 
 Lists of topics there used. 
 
 Appendix m 
 
 Lists of Topics and miscellaneous Information and Sugges- 
 tions as to Methods. 
 
 Index 127 
 
THE SEMINARY METHOD. 
 
 INTRODUCTION. 
 
 The " historical sciences " may be defined as 
 those sciences into which history enters as an 
 integral part. Psychology is not such a science. It 
 deals with the present, with facts that are before 
 the student at the present time, and which may be 
 considered in themselves. Systematic theology is 
 not such, for it asks the question, What is the truth, 
 not, What have men believed. Political economy 
 is an historical science, since many of its problems 
 cannot be answered until long lines of historical 
 investigation have been pursued, and the experience 
 of men on certain subjects definitely ascertained. 
 Thus the subject of bimetallism will demand many 
 studies as to the historical relations of gold and 
 silver in use together as money, before there will be 
 any great wisdom for the solution of present prob- 
 lems. 
 
 With the non-historical sciences there are often 
 connected in the most intimate association, histor- 
 ical sciences. Psychology has a most interesting 
 and important history of its own. It is also asso- 
 ciated with the history of philosophy, a discipline 
 still more intimately connected with metaphysics. 
 
2 THE SEMINAR Y ME THOD. 
 
 Systematic theology will be without one of the 
 important arguments by which it is to determine 
 what that truth which it exclusively seeks is, unless 
 it hear the voice of history. The history of institu- 
 tions is of the utmost value to present politics. The 
 range of the subjects which involve history and 
 thus require at some point the application of the 
 historical method, is therefore greatly increased, if 
 one takes a broad view of the field of knowledge. 
 
 In all these disciplines the method of original 
 study is the same as that practised in historical 
 seminaries. It differs as to details, but it is the 
 same in its principles. It is the application of the 
 laws of inductive logic, and these are the same every- 
 where. It differs in the contrivances for getting at 
 the facts, as these differ in their nature ; but when 
 the facts are obtained, they are treated in the same 
 way, whatever the science. 
 
 But, wide as is the scope of the historical sciences, 
 as thus conceived, the scope of the seminary method 
 is wider. It may be employed wherever inductive 
 logic is applicable. It is therefore applicable wher- 
 ever reasoning is employed to secure progress in 
 knowledge, for this is always gained by the use of 
 inductive logic. It may be used in Latin ; for here 
 there are important linguistic problems yet to be 
 solved, and also questions properly historical, to be 
 answered only out of the Latin originals. Exegesis 
 has its inductive problems, biblical theology also ; 
 psychology must proceed after the method of ob- 
 servation and induction; and as for the natural 
 sciences, they have now been taught by the labora- 
 
INTRODUCTION. 3 
 
 tory, which is the seminary method, for many 
 years. 
 
 This breadth of range which has been given to 
 the seminary method in the practice of some of the 
 most progressive teachers, is justified by the nature 
 of the case. No man is truly a student of any branch 
 until he is an original student. He is never fully 
 interested in study till he begins to pursue it for 
 himself by original methods. Hence it is the duty 
 of all institutions which will fit their students for 
 the highest intellectual service in the world, to train 
 them in this method. Whatever their particular 
 line of study may be, the opportunity is open before 
 them. No branch of learning is shut out from the 
 benefit of the enthusiasm which will come from 
 such study. It is not meant that all students should 
 be thus taught from the beginning of their public 
 education, for this is a manifest impossibility and 
 impropriety. There must be an age of dependent 
 study before that of independent. A man must 
 walk before he can run. It would be a great error 
 to introduce independent work at too early a point 
 in a course of study. But everything which is 
 worthy of being studied at all, has some stage at 
 which it can properly be put into the seminary, to 
 the great profit of both teacher and pupil. 
 
 It is in this broad sense that the present book 
 would treat the seminary. A method is the object 
 of the chapters that follow. The discussion is lim- 
 ited for convenience' sake to the historical sciences, 
 and thereby the necessity of considering too wide a 
 variety of methods is avoided. Something must be 
 
4 THE SEMINAR Y ME THOD. 
 
 allowed to the necessities of the case in the way of 
 limitations of the illustrations, and in the form of 
 the whole. The writer's relation to a theological 
 seminary, and the present and prospective require- 
 ments of his own pupils have naturally led him to 
 select his illustrations principally from church his- 
 tory. But essentially all that is to be said will apply 
 with suitable modifications to any historical science 
 as well as to church history, and to every other pos- 
 itive and advancing science, though less directly. 
 If the student or the teacher has really seized the 
 idea of the method, he will easily make the neces- 
 sary modifications for the special study he has in 
 mind himself. 
 
 Before we plunge into the midst of our theme, 
 however, let us pause a moment to note how pecul- 
 iarly necessary the original study of the various sub- 
 jects which may be handled in a historical manner, 
 is to the American student. We are in a new world 
 in many respects. With a different form of govern- 
 ment from any known in the Old World, with a pop- 
 ulation heterogeneous and daily growing more so, 
 with a territory as large as that of all Europe, it is 
 evident to the most superficial thinker that we shall 
 have very different problems to solve from those 
 which history brings before us in the finished rec- 
 ords of the civilized peoples. Histories written by 
 men whose minds were under the influence of the 
 monarchical forms of government under which they 
 lived, will have but little real light to shed upon 
 those questions which are now pressing with fresh 
 force upon our attention, as to the limits which 
 
INTRODUCTION. 5 
 
 must be set to the power of combination for pur- 
 poses of monopolizing trade, and how far our sys- 
 tem of leaving great undertakings to individual 
 enterprise is to be modified by the interference of 
 the government. What analogies will assist us from 
 the history of a country which never had a compe- 
 tent revenue, to determine what is to be done with 
 our surplus? It is doubtless true that we need to 
 learn from the united experience of the race, if we 
 are to avoid repeating old blunders, and go on to a 
 larger success than has yet been achieved. But we 
 cannot find what we want, written out for our in- 
 struction in the histories as they stand. We must 
 be able to make our own history as we need it, 
 must understand how to interrogate history for our- 
 selves, if we are to have the benefit of intelligible 
 replies. Or, in other words, we must have just that 
 training which the historical seminary is devised to 
 give us. 
 
 To be sure, we have always done this as well 
 as we could. Our Declaration of Independence, 
 which has an air of so great newness and philosoph- 
 ical empiricism, really rested upon clear and pro- 
 found knowledge of what the past was, and what it 
 meant. The same class of men, when they came 
 to prepare the Constitution, brought all the light 
 which they could find in the experience of mankind 
 to their help. But the conditions of life are now 
 growing more complex. We need even more skill- 
 ful workmen in politics and commerce than we 
 needed at the beginning. We cannot safely leave 
 the supply of them in sufficient numbers to the 
 
5 THE SEMINAR Y ME THOD, 
 
 somewhat rare occurrence of superior genius, which 
 shall, uneducated and untrained, be able to devise 
 methods and solve difficulties by native force of 
 intellect. As in all departments training is recog- 
 nized to be the need of the times, so emphatically 
 is training necessary in original historical study. 
 
 Such then is our theme, and such its scope. Let 
 us now address ourselves to the question: How 
 shall the student conceive, and how prosecute the 
 method of original study in the historical sciences ? 
 
I. 
 
 WHAT HISTORY IS. 
 
 HISTORY is the explanation of events. Annals, 
 which merely record events, can only form the basis 
 upon which history rests. History is a science, 
 which, like every other science, takes the facts 
 peculiar to its sphere, reduces them to order, and 
 gives them their due explanation. The understand- 
 ing of history is the understanding of this explana- 
 tion. 
 
 What is meant by " explanation " here is just 
 what is meant by the term in any other inductive 
 science, viz., the exhibition of the significance of 
 the event as seen in its causes and its effects. 
 When we read history, therefore, we have not 
 understood the subject, if we have gained merely a 
 knowledge of the facts. We know little of the Ref- 
 ormation if we have learned that it began with a 
 certain Luther, who in 15 17 posted certain theses, 
 in 1 52 1 defied empire and emperor at Worms, was 
 gathered to his fathers after a wonderful extension 
 of his peculiar doctrines in 1546, and thus escaped 
 the horror of beholding his cause prostrated, and 
 his prince a prisoner of the emperor in 1547. We 
 must ask what it was which led him to post his 
 theses, what gave him the more than human cour- 
 age he exhibited at Worms, how the emperor came 
 
 7 
 
5 THE SEMINAR V ME THOD. 
 
 to delay so long before attacking with military force 
 a cause so hated by him as the Lutheran, how the 
 cause prostrated at Muhlberg came to rise again, 
 and what it has since done, before we can claim to 
 understand the Reformation, and thus have an his- 
 torical knowledge of it. History rests on a knowl- 
 edge of the facts which holds them in a perfect 
 mastery, but until it has risen to the work of com- 
 paring, combining, and interpreting them, it has not 
 completed its task. 
 
 It becomes important, then, to understand what 
 historical causes are. The term is used loosely for 
 causes, antecedents, and conditions alike. The 
 causes of the Nicene Creed are the necessary ten- 
 dency of the human mind towards reflection, pro- 
 ducing prolonged attention to the doctrine of God ; 
 the desire of Constantine to unify the empire about 
 a united church as a center ; the teaching of the 
 Scriptures ; the deep convictions and commanding 
 personality of Athanasius ; the council ; etc., etc. 
 A cause of the triumph of Holland over Spain in 
 the Eighty. Years War was the geography of the 
 country ; of the emigration of the pilgrims to Mas- 
 sachusetts, the plantation of Virginia. Thus all 
 that went before a given event, and all that accom- 
 panied it, may enter into its cause, however remote 
 apparently. The Thirty Years War in Germany 
 was lighted by sparks from the Eighty Years War 
 in Holland, the French from the American Revolu- 
 tion. 
 
 The chief significance of an event, however, is in 
 what it does itself. Its effects are more interesting 
 
WHA T HIS TOR Y IS. g 
 
 than its causes, and, indeed, the tracing out of the 
 causes derives its greatest consequence from the 
 light it casts on the effects. Given the English 
 independence of spirit, the composite state of the 
 church in Elizabeth's time, her system of enforced 
 conformity, and the progressive study of divine 
 truth by the clergy, — what will result in the shape 
 of ecclesiastical life ? Given the conjunction of rigid 
 Scotch old-school Presbyterianism and free New 
 England new-school Congregationalism in one 
 ecclesiastical body in the years 1826-37, — what will 
 evoke harmony out of the increasing confusion ? 
 History actually answers such questions for us. If 
 we are wise in tracing the connection of effect and 
 cause backwards from 1837 to 1826, we learn the 
 potent force stored up in the various events which 
 led to the great disruption of the Presbyterian 
 Church in the year 1837, and thus we gain the 
 power of estimating the probable results of similar 
 causes if we meet them in history elsewhere. 
 
 And hence arises what may be called the pro- 
 phetic office of history, by which it throws upon the 
 path before us the light transmitted from the past. 
 As the matured and digested experience of the 
 race, history is the guide of man amid the perplexi- 
 ties that beset everything that he undertakes. As 
 such, it renders its chief practical service. The 
 study of history, the understanding of its explana- 
 tions, must, therefore, teach us to hear and appreci- 
 ate its prophecy. 
 
 Doubtless the most fascinating topics with which 
 history deals, are those great public events in which 
 
I0 THE SEMINARY METHOD. 
 
 the principal lines of human activity meet, and the 
 dearest and most tremendous interests of man are 
 decided. The shock of battle at Leipsic in 1813, 
 when for three days Napoleon withstood the allied 
 armies of Russia, Austria, and Germany, when the 
 French troops did prodigies of valor, charging at 
 one time all day upon lines that filled up as soon as 
 broken, and another day holding at night the little 
 village which they had lost at noon, though feeling 
 that they were already beaten, and when the prog- 
 ress of the allies was like the rising of the tide, may 
 excite the enthusiasm, and call out the highest de- 
 scriptive powers of the historian, as well as arouse the 
 liveliest interest of his reader. Yet since history is 
 the explanation of events, that scene, however viv- 
 idly it may be painted, will fail to exercise its full 
 power except he before whom it is unrolled, be pre- 
 pared by the study of the long line of events cul- 
 minating in, and resulting from it, to estimate its 
 significance for the peoples of Europe. The lofty 
 aspirations for human rights which sought to obtain 
 their permanent gratification by the French Revo- 
 lution ; the rise of the Napoleonic empire ; the skill- 
 ful disintegration of Germany ; the fall of Prussia ; 
 the significance of an imperial French domination 
 in Europe ; the spirit of grand enthusiasm for native 
 land roused in Germany by Stein ; the religious 
 feeling which after the battle wrote the inscription 
 on the battle monument, " The Lord is a man of 
 war, LORD is his name " ; the progress of the Ger- 
 man nation to an united empire based upon the 
 government of a parliament ; the hand that even 
 
WHA T HIS TOR Y IS. T j 
 
 Napoleon had in this result ; and many other lines 
 of policy, courses of public sentiment, or fates of 
 great efforts, must be understood in their relations 
 to the desperate combat of that bloody field, before 
 it is fully comprehended. And thus, not only in 
 such a case as this, but in all other examples of that 
 more striking line of external events with which 
 history deals, the careful student is called away from 
 the din of war, or whatever attracts his attention 
 most at first, to the course of human thought, or 
 the development of some great moral movement, or 
 to some ancient institution or immortal and domi- 
 nating idea, as the key of the explanation, and thus 
 the truly interesting thing. So history, in its devel- 
 opment as a science, has come to deal more and 
 more with the internal facts of the life of man. 
 
 This idea finds a further exemplification in church 
 history. A proper view of this branch will give it 
 a place among the more significant departments of 
 general history. Inasmuch as it is the history of an 
 institution which has embodied the chief intellectual 
 and moral movement of man, it deals with these 
 internal facts, and indeed with the most interesting 
 and valuable among them. In a certain sense it is 
 an epitome of all history. It, too, has its external 
 and internal side, as it deals with the facts of the 
 growth, organization, relations to the state, refor- 
 mation, etc., of the church, or with the unfolding 
 of the thought of man as to God and duty. There 
 is church law, church finance, a monarchical, an 
 oligarchical, a democratic form of church govern- 
 
12 
 
 THE SEMINARY METHOD. 
 
 ment : there are even church wars, as well as secular 
 wars, government, and the like. 
 
 To all these departments the work of the church 
 history seminary may be applied, but in each of 
 them the student must be mindful of the nature of 
 the science as a science of causes. There is no place 
 where he can rest quietly with the mere facts with- 
 out any attempt at explanation. This is not true 
 in even the history of doctrine. The students of 
 church history and of the history of philosophy 
 have here exactly the same problems before them. 
 It is not enough to know that Descartes began with 
 his Cogito, ergo stun, but the cause of his doubt 
 must be sought in the failure of all philosophic 
 speculation resting upon authority in the period of 
 scholasticism. Why also, having escaped dogma- 
 tism at one point, he fell so completely into it at 
 another by accepting the principle of causality with- 
 out an apparent inquiry as to the justification of so 
 doing, is also a question which the student must 
 at least ask himself, whether he is able to answer it 
 successfully or not. And, if he knows enough to 
 know that Augustine had in his Sifallor, sum, the 
 same struggle with scepticism, and came to the 
 same result, an interesting line of inquiry will be 
 opened to him which he will not feel justified in neg- 
 lecting, till he knows how it came that Scholas- 
 ticism forgot the Augustinian suggestion of the 
 critical method, and left it to be half re-discovered 
 by Descartes. 
 
 So when the topic of Arianism, for example, is 
 given to a student of church history, he has not 
 
WHA T HIS TOR Y IS. 
 
 13 
 
 studied this subject properly till he has got a view 
 of the causes of Arianism, and of the Council of 
 Nice, and of the subsequent conflicts which issued 
 in the victory of the Nicene doctrine. Indeed, in 
 the fullest sense, Arianism is not understood till it 
 is traced through Socinianism down to modern 
 Unitarianism. And at every point of this progress, 
 the same questions as to causes and results reap- 
 pear. 
 
II. 
 
 THE HISTORICAL SEMINARY. 
 
 THE general idea of the historical seminary is 
 already before us, and we have considered how 
 broad is its scope. But we have not stopped in 
 the haste of preliminary discussion, to gain a de- 
 tailed view of its more exact problem and of the 
 fruits we are to expect from its successful operation. 
 Let us therefore pause, and partially retrace our 
 steps, till we have set the precise nature of the in- 
 stitution clearly before ourselves. We shall do this 
 by seeking an answer to the question, What is a 
 seminary for church history ? 
 
 • The history of the Christian church is but par- 
 tially written in books accessible to the American 
 student. Indeed, it is but partially written at best, 
 and would require for its adequate presentation a 
 library rather than a manual of a few volumes. 
 For the ancient church Neander's and Schaff's his- 
 tories are our chief reliance, the former more pro- 
 found and minute, the latter more intelligible, and 
 by means of its better arrangement, and its care- 
 fully selected bibliographies, more available. For 
 the modern church there is no corresponding work. 
 Kurtz, a German work, the latest edition of which 
 is not accessible in English, is the best general guide 
 
 14 
 
THE HISTORICAL SEMINARY. 
 
 15 
 
 for the whole field, and comes down to the present 
 decade. Fisher, with its bibliography in the newer 
 issues, makes a much briefer but a most judicious 
 and admirable guide. 
 
 The proper use of such histories as these is in 
 acquiring a general and comprehensive knowledge 
 of the field as a whole. They present in a useful 
 form the results of extended explorations in every 
 direction. Here we learn what there is to know, 
 and in general what is known. They are indispen- 
 sable and invaluable. Their full worth is appre- 
 ciated by no one better than by the original student 
 who seems to depend on them the least. From 
 them alone a respectable and very useful knowledge 
 of the subject may be obtained, but not such a 
 control or appreciation of it as the writer desires for 
 the readers of this book. This is reserved for him 
 who in some limited field at least has made original 
 studies for himself, and become not a mere reader, 
 but also in some sense a writer of history. As the 
 student who has merely read descriptions of chemi- 
 cal reagents and their effects upon one another, 
 does not understand them as does he who has also 
 seen them, and putting them into new combina- 
 tions, has watched them developing new properties, 
 so the historical student needs to see the simple, 
 unco-ordinated facts of history, and himself seek in 
 their combination the explanation of some myste- 
 rious event, before he can fully understand the labors 
 of other men. Thus he who has learned what his- 
 tory is by practical constructive labors in the field 
 of history, is prepared for the general reading of 
 
1 6 THE SEMINA R Y ME THOD, 
 
 history as no one else can be. He has himself felt 
 the thrill of discovery, and sympathizes with the 
 enthusiasm of another. He has perceived the limi- 
 tations under which the historian labors, and knows 
 how to estimate his results. He has learned how 
 to use historical results, and therefore as he reads 
 what others have prepared for him, he assimilates 
 their material, and fits it into the edifice of knowl- 
 edge as no one else can. 
 
 By original sources of history we mean the testi- 
 mony of the original witnesses to the facts.* For 
 political history they are statutes, treaties, re- 
 ports of departments of government, correspon- 
 dence of eminent diplomatic characters, commercial 
 statistics, etc. In church history they are the 
 writings of the Fathers, as contained, for example, 
 in the " Patrologia of Migne " ; the acts and de- 
 crees of councils, as contained in " Mansi " ; the origi- 
 nal depositories of church doctrine, as the " Loci of 
 Melancthon," or the " System of Hopkins." De- 
 crees, reports, minutes, letters, monuments, works of 
 Christian art, churches, etc., etc., may be added. 
 You wish, for example, to study the doctrinal his- 
 tory of the Synod of Dort. You may read some 
 essay upon it, like that in Herzog's EncyclopcEdie ; 
 but this is not a study from the sources. These are 
 the " Remonstrance " itself ; the works of Armin- 
 ius ; of his contemporaries and friends, like Epis- 
 copius ; his letters ; the " Contra-remonstrance " ; 
 
 * See Andrews' " Brief Institutes of General History," Boston, 
 1887, p. 6f., for valuable suggestions and references. It is an excel- 
 lent guide-book for the whole field of history. 
 
THE HISTORICAL SEMINARY. \'j 
 
 the canons of the Synod, etc. Whatever helps you 
 have, you must look at these original facts with 
 your own eyes and come to an understanding of 
 them for yourself, if you are to do original work. 
 
 We may, perhaps, now see more clearly the ben- 
 efit of original study in history already argued, in 
 the more perfect mastery gained thereby over it for 
 the practical application of its lessons to our pre- 
 sent needs. The original student, who has taken 
 the facts in hand and learned to see what is signifi- 
 cant in them and what not, has traced the line of 
 their causative operation and weighed their results, 
 can detect historical parallelisms, can predict re- 
 sults, and can make the Muse of History an orac- 
 ular divinity. Any one can see that the excessive 
 emphasis of the subjective element in the formation 
 of religious opinion is likely to lead to departures 
 from objective truth. But he who has himself com- 
 pared the fanatical movements of this sort, like those 
 of the Montanists or the Zwickau prophets, with the 
 sober and evangelical forms, like that of the Luth- 
 eran theology, or with cold and rationalistic forms 
 like that of Semler and Paulus, will have acquired a 
 certain delicacy of historical touch and power of dis- 
 crimination which, is one of the highest products of 
 historical training, and which will enable him with 
 a degree of certainty to separate between dangerous 
 and innocuous movements in our own day. 
 
 It is for the performance of this work and the se- 
 curing of these results that the historical seminary 
 has been devised. Originally the contrivance of 
 
X 3 THE SEMINARY METHOD. 
 
 Von Ranke for training a school of professional his- 
 torians, it is now generally recognized as the best 
 device for accomplishing the results already sug- 
 gested and of perfecting the training of any student 
 who may make history a significant portion of his 
 education. An historical seminary is a labora- 
 tory for history. It is a workshop where the stu- 
 dent is taught to make history. It is a place where 
 the beginner may acquire methods, and where the 
 advanced student may do work which shall contrib- 
 ute to the sum of human knowledge. 
 
 A seminary should be furnished with suitable 
 apartments, though these are not indispensable. 
 Tools for the work, the co-operative labor of pupils 
 and teacher, and results gained make the seminary. 
 But as a family needs a house, so a seminary needs 
 rooms for its exclusive use. Their extent will de- 
 pend on the number of students. They should be 
 accessible day or evening, and each student should 
 have a latch-key of his own. There should be 
 abundant table room. Each student should have a 
 draw with lock and key, where he may keep his 
 papers and writing materials. The more advanced 
 students should have small individual tables on 
 which they may keep the books they are using as 
 long as they need them. Heat and light should be 
 provided. And if there be a dressing-room, where 
 the dusty student, just returned from a long walk, 
 can wash and refresh himself, and so with the least 
 possible delay can sit down undisturbed and pursue 
 his labor till his time for study is exhausted, there 
 
THE HISTORICAL SEMINARY. 
 
 19 
 
 will be little in the way of external accommodations 
 to desire.* 
 
 The principal furniture of the seminary will be 
 its library. The standard books which must be 
 consulted constantly should be owned by the sem- 
 inary, and never taken from its rooms. A seminary 
 for church history should have at least the following 
 classes of books : dictionaries of Greek, classic and 
 Byzantine ; Latin, classic and mediaeval ; German 
 and French, ancient and modern ; English : atlases 
 like Spruner'sand Johnson's: chronological tables, 
 like Smith's : encyclopaedias, the Britannica ; the 
 American; Herzog (German); Schaff- Herzog; 
 Herbst, for modern secular history ; Meyer's Con- 
 versationslexicon : standard histories, like Schaff, 
 Neander, Gieseler, Milman, Gibbon, Green, Ban- 
 croft, Kurtz, Stevens (Methodism), Punchard (Con- 
 gregationalism), Gillett (Presbyterianism) : bibliog- 
 raphies like Hagenbach's Encyclopaedia : guide- 
 books like Hagenbach, for the history of doctrine ; 
 or Fisher for universal history. The sources for 
 the study may properly be the property of the 
 university library, and be deposited temporarily 
 in the seminary for current use, although certain 
 classes of sources will be in so constant demand 
 that a vigorous seminary will soon find it convenient 
 
 * The best arranged seminary in this country is doubtless that at 
 Johns Hopkins University. Here in a series of rooms opening into 
 each other, are lecture rooms, professors' offices, a newspaper room, 
 a map bureau, a room for statistics, a lavatory, and then the general 
 seminary room, in which are tables, libraries, and every other con- 
 trivance which can help the student in his work. These fine apart- 
 ments are superior to those of the seminary at Leipsic. 
 
20 THE SEMINARY METHOD. 
 
 to own them, as for example, sets of the Ante- 
 Nicene Fathers, Luther, Calvin, etc. 
 
 The seminary arranged, and the library in place, 
 the instruction may begin. Methods may vary 
 almost indefinitely, if only certain features be se- 
 cured. The work must be original and co-opera- 
 tive. This is the essential thing. All else is only 
 the means of attaining this. Some large general 
 topic should be selected for the work of the whole 
 seminary, and subordinate topics assigned to the 
 individual students. Weekly meetings may be 
 held, when the results of the separate investigations 
 shall be reported, and each investigator subjected to 
 the cross-fire of criticism or supplementary sugges- 
 tion from the director and the body of students. 
 Dr. A. B. Hart conducts his seminary for American 
 histoiy in Harvard College after the following plan. 
 The course opens with introductory lectures on the 
 methods of study, sources of history, bibliography, 
 etc., and then the students take up their individual 
 topics. There are two distinct lines of work, — the 
 preparation of a large subject, which shall teach the 
 student to get speedily a grasp of many details in a 
 limited time, and the preparation of a carefully 
 wrought thesis on a smaller topic where the object 
 shall be the most perfect work, based on a knowl- 
 edge of the whole literature." The teacher meets 
 his students in his own room, twice a week. The 
 writer conducted his first seminary on the general 
 topic of New England theology. He lectured him- 
 
 * For list of topics, see appendix. 
 
THE HISTORICAL SEMINARY. 2 \ 
 
 self twice a week, beginning at the beginning of the 
 school and following it down as far as the time per- 
 mitted. Each student received his topic for inves- 
 tigation, so chosen as to afford the opportunity of 
 tracing a real historical development, and having 
 points of contact with every other topic. One 
 received, for example, The Nature of the Will ; 
 another, The Doctrine of Conversion ; another, The 
 Nature of Virtue, etc. There are almost innumer- 
 able points of contact in these three topics. Three 
 meetings a week were held for conference, reports, 
 suggestions and criticisms. The work of each stu- 
 dent was completed when he handed in a perfect 
 thesis upon his topic. At the present writing, the 
 seminary w r ork is conducted in connection with a 
 course of lectures, delivered five times weekly, on 
 the history of doctrine. Only a part of the hearers 
 of the lectures are in the seminary. The topics 
 have been selected from one author of critical 
 importance for the whole progress of doctrine in 
 the church — Augustine.* One meeting has been 
 held each week for written reports and criticisms. 
 Von Noorden, in the Historical Seminary at Leipsic, 
 conducted classes with only one weekly meeting and 
 no lectures. Methods may thus vary widely ; but 
 in the case of an earnest and able young man, the 
 mere opportunity of doing this study will be the 
 occasion of the greatest profit, and none but the 
 earnest and able will make anything out of it under 
 any plan, — or much out of anything else. 
 
 * For a list of the topics, see appendix. 
 
III. 
 
 THE NECESSARY PREPARATION FOR SEMINARY 
 STUDY. 
 
 THE classes for seminary work must evidently be 
 carefully chosen. Were the teaching force of any 
 institution large enough, and the time allotted to 
 university studies long enough, the method might 
 profitably be extended to all students, as every 
 student of chemistry is expected to spend some 
 little time at least in the laboratory. But original 
 study calls for an original mind. There must be an 
 intellectual appetite amounting to a passion for in- 
 dependent knowledge, if a man is to do the best 
 original work, and no good work of this kind can be 
 done without masculine and vigorous mental quali- 
 ties. There must be also a certain intellectual 
 preparation. The tools necessary to the work must 
 be in hand, and at least some facility in their use 
 must have been already acquired. 
 
 What these preliminary attainments must be in 
 any case, will depend on the character of the work 
 to be done. If one turns his attention to mediaeval 
 history to find that "key to the historical answer to 
 the questions of our time between the church and 
 the world " which Mr. Hatch says it will furnish us, 
 he will evidently enter upon a study of institutions 
 where his sources will be largely in Latin, and his 
 
PREPARA TION FOR SEMINAR Y STUD Y 23 
 
 topics call for an extensive knowledge of Roman 
 and ecclesiastical law. Questions in American sec- 
 ular history will not demand so great linguistic prep- 
 aration, but their successful solution will require 
 those qualities of mind and general acquisitions 
 which can only be developed by severe mental 
 gymnastic, and which are usually found in our 
 country only in men classically educated. In 
 church history, since all questions are intimately 
 connected with those principles of Christian doctrine 
 which have called out and exhausted the profound- 
 est thought of the profoundest minds, little worth 
 doing will be accomplished by any one who has not 
 had at least so much metaphysical training as is 
 given in the somewhat meagre philosophical course 
 of our colleges. While but a glance at the ponder- 
 ous quartos and folios of Greek and Latin, and but 
 a brief search for suitable guide-books outside of the 
 German language, will be needed to convince the 
 would-be-student of Christian doctrine that he must 
 be well up in his classics and his German. If the 
 seminary is to be a brilliant success over any large 
 field, it must therefore restrict its privileges to clas- 
 sically educated men. 
 
 Among the students of our colleges and theologi- 
 cal seminaries of fifteen years since the proposition 
 to enter upon original study of history would, no 
 doubt, have been hailed with delight. But it would 
 have immediately called forth the despairing cry 
 that such work among Greek and Latin sources 
 would be impossible, so poorly had our classical 
 training prepared us to- make a practical use of the 
 
2 4 THE SEMINA R Y ME THOD. 
 
 languages over which so much time had been spent. 
 Indeed, it had never been the purpose of our teach- 
 ers that we should be able to turn our knowledge 
 to a practical use. They had for the time being 
 forgotten that discipline need not be neglected while 
 practical facility is also attained. But a better day 
 has dawned, and now boys in the preparatory school 
 write letters to their mothers in Latin after four 
 weeks' study of the language! " Reading at sight," 
 and " translation both ways" have worked wonders, 
 and will work greater yet. The graduate of 1888 will 
 not tremble as the graduate of 1868 must have done 
 at Chrysostom or Bernard. 
 
 Yet if the graduate of a college where the best 
 modern methods are not employed, feels himself 
 drawn to the study, he need not despair. If the 
 elementary forms have been learned, and the work 
 of becoming familiar with the grammatical princi- 
 ples has been well done, he may now go forward to 
 familiarize himself with the language he proposes to 
 use, and this with many advantages which he could 
 not well have had before. After a certain point of 
 attainment has been reached, the best way to con- 
 tinue the study of a language is not to study it for 
 itself, but to study some interesting topic by its 
 help. Then the topic allures the reader on, carries 
 him over innumerable dry places, freshens his inter- 
 est when it is about to flag, gives to philological 
 problems a living charm of its own, and, by means 
 of association with the important matter it has 
 added to the mental possessions of the student, and 
 which he will not readily let slip, stamps vocabulary, 
 
PREPARA TION FOR SEMINAR Y STUD Y 
 
 25 
 
 syntax, the construction of sentences, and all the 
 rest ineffaceably upon his memory. Students of 
 the modern languages often find that they have ob- 
 tained their first hold on a language when they have 
 finished some story which had interested them, and 
 for the time being made them forget they were not 
 reading their own mother tongue. The historical 
 student may avail himself of the same method with 
 the same results. His topics, if he lays hold of 
 them as a true student should, will have more than 
 the transient and unreal interest of fiction, and will 
 do for him as much as that. He will not make so 
 rapid progress as he would if better prepared, for 
 he has now not only to use his tools, but also largely 
 to learn their use. But he will make progress 
 enough ; and every piece of work well done will 
 give him new power for the next. 
 
 The ideal which he should set before him from 
 the beginning is the attainment of the power to 
 read the language. " Reading " is not the same as 
 translating. A man who translates Greek into Eng- 
 lish, performs a more complicated process than he 
 who reads Greek, and thus gathers the idea of the 
 author from his very words without the intervention 
 of the medium of English. The idea in its course 
 from Plato's mind through Greek and then through 
 English to the mind of the modern reader, has made 
 quite a circuit, and the progress demands percepti- 
 bly more time than it would if the English link 
 could be omitted from the chain. Time is knowl- 
 edge to the student as it is money to the merchant. 
 If he proposes to do any considerable work, he can- 
 
2 6 THE SEMINARY METHOD. 
 
 not afford to lose any time he can save. Hence he 
 must learn to read his languages. 
 
 But can a person learn to read Greek and Latin 
 after this fashion ? Yes, he can. Such Latin and 
 Greek as are required for the study of all mediaeval 
 history, where of course the subject matter is more 
 akin to modern writing than is the case in the clas- 
 sics, can readily be learned, if the student only 
 attacks the problem in the right manner. Reading 
 a language, for a man who can fluently and easily 
 translate, is a matter of mere habit, or of skill. 
 There is a certain knack which can be acquired, and 
 which is the same in all languages. Take for exam- 
 ple, the following sentence selected at random from 
 Kahnis' Dogmatik : i: Besonders erfolgreicJi aber war 
 fiir Gottschalk 's Sache die Gunst des Erzbischofs von 
 Lyon, Re/m'gizts." If a person only knows the mean- 
 ing of the words, so that as German words they 
 immediately suggest a thought to his mind, the 
 sentence is intelligible at once, for the peculiar diffi- 
 culty of this kind of reading is not presented by this 
 particular sentence at all. It reads : " Especially 
 effective however was for Gottschalk's affair the 
 favor of the Archbishop of Lyons, Remigius." 
 That is not exactly the English order, but it is 
 perfectly intelligible without the slightest change. 
 When, now, we have an inverted and involved Ger- 
 man sentence, skill and habit will reduce it to the 
 same level and treat it in the same way. It must 
 be understood step for step as it comes. Take the 
 following, which is a pretty bad case taken from 
 Schiller's Thirty Years' War: "Alter Gegenbemii- 
 
PREPARATION FOR SEMINARY STUDY. 
 
 27 
 
 hungen Papst Urbans des A chten ungeachtet, der den 
 Krieg angstlich von diesen Gegenden zn entfernen 
 suchte, schickte er eine deutsche A rmee iiber die A Ipen, 
 deren aneriuartete Erscheinung alle italienischen 
 Staaten in Schrecken setzteT The knack of reading 
 that sentence, and such as it, consists in holding the 
 mind poised over each word, like the eagle in mid- 
 air over its prey, till the progress of the sentence 
 gives the clew to its construction. If the sentence 
 is to be translated, the eye must run back and forth 
 over it several times till subject and leading verb 
 are found, and then the translator must make a 
 plunge into the middle of it, and begin with 
 ungeachtet. Not so the reader. He takes the first 
 word alter. He does not know where it is found, 
 and cannot tell. It may be masculine nominative, 
 feminine dative, plural genitive. He seizes simply 
 what he can get, the meaning all, and waits for the 
 more exact definition which the context is to reveal. 
 The next word decides the case. It can be only 
 genitive plural. With these two words which are 
 to depend on something still to come, held in firm 
 grasp, the eye goes on till ungeachtet is reached, and 
 then, as the eagle swoops down upon its prey, the 
 whole adverbial clause is seized upon by the mind, 
 and again held ready to be fitted into the rest of the 
 sentence when it shall have been unfolded. We 
 thus hold the mind suspended over long parentheses 
 in English, why can we not do it in German ? In 
 what is this sentence different from the English one 
 beginning: "All the assurances of my honored 
 colleague to the contrary, in deference to the truth, 
 
2 g THE SEMINA R Y ME THOD. 
 
 I must declare, etc." In the same way that great 
 difficulty, so formidable to the learner, of putting 
 off hearing the verb of a transposed clause till it is 
 given at the end, as in the case of suclite and setzte 
 in the sentence quoted, is finally surmounted. 
 Hold the mind poised till the word comes for decis- 
 ion. Let the sentence be like the chemical solution 
 into which many reagents are introduced without 
 apparent effect, till the last decisive one is added, 
 when the precipitate falls. To be sure, a certain 
 nimbleness of mind will be required to see instanta- 
 neously the difference between the dative : " Der 
 Verfolgung entwich er, etc/' and the nominative: 
 Der Ur sprung der Schwierigkcit war dass, etc. ; " 
 but the mind will respond to the demand when it is 
 decidedly made. 
 
 The instances selected are from the German lan- 
 guage because the doubting and hesitating student 
 will find at any university a dozen men who actually 
 do thus read German every day. The art is possi- 
 ble because it is actual. But if possible and actual 
 in the case of German, it is possible also in the case 
 of Latin and Greek. The difficulties in these lan- 
 guages are only a little greater, not of a different 
 sort, and not enough greater to become at all insur- 
 mountable. The number of those who thus use 
 Latin and Greek is smaller than of those who have 
 German perfectly in their control. Our methods of 
 education have been decidedly at fault at this point. 
 But there are many scholars in this country, and 
 many more in Europe, who would never think of 
 translating Latin or Greek sources for the sake of 
 
PREPARA TION FOR SEMINARY STUDY. 
 
 2 9 
 
 getting at their meaning. What difficulty does this 
 sentence offer to a man who tries to read it rather 
 than translate : ." Script ores ve teres omnes praeter 
 iinum Augustinum ponunt aliquam electionis causam 
 in nobis esse " ? Or what difficulty in the following 
 is there which is not surpassed in the second Ger- 
 man sentence quoted above : " Obedientiam mortis 
 voco y quam praestitit speciali mandato patris de 
 patiendo et morie7tdo pro electis " ? 
 
 But how shall this art be acquired? By reading, 
 reading, reading. The first difficulty to be over- 
 come is our habit of transposing the foreign words 
 to fit the English order. We suppose this to be 
 more logical ; but it is not so. There is no logical 
 order of words in a sentence. Is the German order 
 illogical because it is different from ours? That 
 would be to set up a very ridiculous standard, 
 which might be reversed by some German in a way 
 not altogether flattering to our pride. If the writer 
 may illustrate from his own experience, this diffi- 
 culty is to be overcome by itself, and can best be 
 made to yield when attacked alone. In learning to 
 read German, he got finally to the point where the 
 form of the German sentence seemed to be the great 
 bar to further progress. He took that little story 
 of Eichendorff's — Aus dem Leben ernes Tatigenichts, 
 and began to read it without translating. He con- 
 tented himself with any understanding of the sen- 
 tences which was clear enough to let him see his 
 way through them. If he knew what a sentence 
 would mean, provided only this or that word were 
 clear he forged ahead. Thus many words were left 
 
OQ THE SEMINAR Y ME THOD. 
 
 behind, the precise meaning of which was very- 
 uncertain, but little by little the German sentence 
 became natural and easy ; and when the book was 
 done, superficial as the work may seem to any one 
 who thinks that thoroughness demands that Ave 
 should do everything at once, the difficulty which 
 the experimenter had determined to remove, was 
 gone forever. 
 
 Since, now, the seminary student is both learning 
 a language and collecting materials for an historical 
 essay, he cannot thus slip over details in his study. 
 If he finds he cannot make good headway with 
 these two problems at the same time, let him read 
 the important passages of his author twice, once for 
 the language drill and for orientation, and once 
 again for the matter. Let him begin, if he must, by 
 translating a sentence; but let him not leave it 
 until he can read it, and understand it without trans- 
 lation. Then let him drop the translating habit 
 more and more, and introduce the reading habit in 
 its place. Finally he will be able to read altogether, 
 and then his outfit for the work in this direction 
 will be complete. 
 
 When this new power has once been employed 
 with considerable satisfaction, a later trial may find 
 the student not yet its entire master. But he will 
 regain it, with comparative ease, and, the process 
 repeated as often as necessary, he will finally be in 
 perfect possession of the language. 
 
 It is in a similar way that the student has to con- 
 quer the other deficiencies of his previous training. 
 If he will enter the theological historical seminary, 
 
PREPARA TION FOR SEMINAR Y STUD Y. 3 x 
 
 he will find that it presupposes the philosophical 
 seminary, for in church doctrine the philosophical 
 element is often so strong as to demand special 
 training in this department. But if the student has 
 not enjoyed the advantage of suitable preliminary 
 discipline, now is his time to make good his defi- 
 ciencies and prepare his tools while he is using 
 them. Let him manfully grapple with his difficul- 
 ties one by one, as they present themselves, and 
 they will gradually disappear, and he will be able, 
 however hopeless the effort may at first seem, to 
 accomplish finally a good result. 
 
IV. 
 
 THE METHOD OF ORIGINAL STUDY. 
 
 The student has received his topic from the di- 
 rector of the seminary, and has seated himself at 
 his table to begin his work. His first task is what 
 may be called, by a not illegitimate extension of 
 the literal to a figurative use of the word, orienta- 
 tion. That is, the student must get his bearings, 
 and see where his topic lies in the field of history, 
 where those explaining causes, and where those 
 effected results, for which true history is always 
 searching, are to be found. 
 
 Let the topic be " Socinianism," for example. 
 Where shall he look for his orientation? To the 
 guide-books, and first to Kurtz. There he will find 
 his topic, the name, dates, outline biography, theo- 
 logical connections, and leading doctrinal ideas of 
 Faustus Socinus ; and this is the orientation. 
 
 This suggests that the first thing for the student 
 to do in the way of getting acquainted with the 
 facilities of the seminary is to look over the guide- 
 books, and see what they will do for him. The 
 term chosen to designate this variety of helps, 
 is, perhaps, more significant than classical, but we 
 shall retain it in default of a better. A good guide- 
 book is the most precious of all the tools of the 
 
 3^ 
 
THE METHOD OF ORIGINAL STUDY. 33 
 
 original investigator. Take, for example, Kurtz. 
 Here, in two moderate volumes, is presented the 
 whole field of church history in outline. Each 
 half volume begins with a fine table of contents, 
 which alone is often enough to locate a prominent 
 event, and the whole closes with a minute index. 
 Before every principal division is a long list of 
 books, sources or treatises, sometimes covering 
 pages, and into almost every paragraph is incorpo- 
 rated a mention of the chief books on the subject of 
 that paragraph. In the case of Socinianism, six 
 different works are referred to. Thus the student 
 is guided to all the principal literature of the sub- 
 ject, given the clews, and set to work. 
 
 Almost every department, now, of church his- 
 tory has its guide-book, although most of them are 
 in German. The real student must get his German 
 at his finger-ends, as indeed he must the three other 
 learned languages, Greek, Latin, and French. For 
 the whole field of church history, Herzog's " Real- 
 encyclopaedie " is the most comprehensive and trust- 
 worthy guide-book. For its field, Hagenbach's 
 "History of Doctrine" is excellent. American 
 church history has no such guide-book as these, but 
 Smith's " Chronological Tables " contain a marvellous 
 amount of information of the sort desired. Many 
 monographs, as Punchard's, or Dexter's " Congrega- 
 tionalism," help us out here. Indeed, special mono- 
 graphs, even where their contents are of little or no 
 value, if they are written with that careful citation 
 of authorities which may sometimes seem like 
 pedantry, but which is rather a scholar's duty to 
 3 
 
34 
 
 THE SEMINARY METHOD. 
 
 his successors, are often the best guide-books. 
 What the author was aiming at, may be aside from 
 your topic, but you may need to examine precisely 
 the same sources as he. 
 
 The orientation obtained, and the bibliography 
 of the subject made out as fully as may be from the 
 guide-books, our student is ready for the study 
 from the sources, of which he has also learned from 
 the guide-book and the seminary or university 
 library catalogue. How shall he open them up ? 
 Take for example, " Calvin's Psychology." Of course 
 the sources are Calvin's works, and presumably his 
 Institutes in chief. But how shall the student find 
 psychological discussions in that bulky work ? Let 
 him ask : What psychology do I desire principally 
 to examine ? The answer will be : That of the 
 will ; and now the table of contents will show that 
 this topic is discussed in Book II., Chapter II., and 
 in § 2 he will find the subject begun by a discus- 
 sion of the divisions of the mind. The chief diffi- 
 culty will now have been solved, for when the student 
 has once gotten a hold on an author's discussion, in- 
 numerable suggestions, and often express references 
 will lead him from topic to topic, and from book to 
 book, till the whole is examined and the results are 
 reached. 
 
 Sometimes the best way to open the sources is to 
 turn first to some monograph or encyclopaedia, and 
 read the discussion of the theme. If the student 
 is very inexperienced in such study, or totally un- 
 acquainted with the philosophical side of the sub- 
 ject, this may be best. Otherwise he will run the 
 
THE METHOD OF ORIGINAL STUDY. or 
 
 risk of having to re-read all his sources, since, in his 
 general ignorance, he will fail to see the points of 
 significance. A man who wishes to classify plants, 
 must first gain sufficient knowledge of botany to 
 know what the distinctive features about plants in 
 general are, or else his eye will glide unobserving 
 over many noteworthy facts in the specimens in 
 hand. But in no case should such preliminary 
 reading be anything more than orientation. Never 
 use another mans' results till you know for yourself. 
 When the study of the sources has fairly begun, 
 the young student will often find himself trans- 
 ported to a world altogether strange to him, and 
 will be in much doubt whether he understands his 
 authors. If the topic pertains to political history, 
 or to the external history of the church, the diffi- 
 culty will be to bring facts into their relations, and 
 understand them, each in the light of the others. 
 Here few useful general directions can be given. 
 The student must learn this kind of study as swim- 
 ming is learned, by doing it. He sees, for example, 
 that the forged Isidorian decretals ascribe an im- 
 mense importance to the Primate ; he sees, again, 
 the ambition of the Archbishop of Mayence ; and, 
 putting these facts together, he begins to suspect 
 that the Archbishop may have had a hand in the 
 forgery, and looks about for additional evidence. 
 In the history of philosophy or Christian doctrine, 
 the difficulty will be a greater and a deeper one. 
 How shall I seize the idea of this utterly incompre- 
 hensible sentence, and put it into the language of 
 to-day? What weight shall I attach to this argu- 
 
36 
 
 THE SEMINARY METHOD. 
 
 ment, in its present form so inconclusive, or even ab- 
 surd ? How put myself so completely into the situa- 
 tion of the writer that I think his thoughts after him, 
 and find his language natural ? What force is there 
 in Lotze's remark: u if the greatest were not, then 
 the greatest were not, and it is certainly unthinka- 
 ble that the greatest of all conceivable things should 
 not &e" f What, again, does Luther mean, when 
 he says of the will : " Agi non est agere, sed rapi, 
 quemadmodum serra aut securis agitur " ? Does 
 he mean to make us mere machines in the hand of 
 God ? Or when Melancthon talks of the co-opera- 
 tion of the human will, what is he aiming at ? When 
 he speaks of God's " determining contingent events," 
 what sense lies concealed in that paradox ? Such 
 questions will constantly arise, perhaps in great 
 number over the first page of the student's reading. 
 The answer now must be much as it was before, 
 " Put yourself in the situation of the writer " by 
 putting yourself tJiere ! What were the ideas of 
 the writer lying beneath the subject now in hand 
 and determining its form ? In the example just 
 cited, what is the psychology of Luther or Melanc- 
 thon ? Did they recognize any distinction between 
 the sensibility and the will ? What was their con- 
 ception of the general relation of God to the uni- 
 verse ? These are preliminary questions, and sug- 
 gest that the student has not begun far enough 
 back in his topic. Thus with the earnest attempt 
 to understand, the topic begins to ramify. 
 
 We may often adopt the plan of comparing many 
 parallel or related passages. Each illuminates the 
 
THE METHOD OF ORIGINAL STUDY. 37 
 
 other. A totally obscure idea may become clear 
 from a single remark made by some contemporary 
 or predecessor of the writer. Customs, or the con- 
 stitution of the state may throw light on the diffi- 
 culty. Why did the Arminians of Holland make 
 so great and apparently so unseemly an ado about 
 the nature of the courts before which their case 
 should be examined ? The political constitution 
 of Holland affords the key to it. To whom did the 
 author write confidentially ? is a question that will 
 often lead to sources of information as to his ruling 
 ideas. In general, a man's date, place of birth, 
 parentage, education, reading, residence, friends, 
 employment, other writings, religious denomina- 
 tion, age and experience, etc., etc., constitute his 
 interpreting environment. 
 
 With all this reading and thinking, note-taking 
 must go hand in hand. Note, at least by reference 
 and a catch-word sufficiently definite to suggest the 
 whole idea, every important thing you find. Make 
 full quotations which you will want to use, and do 
 not be too sparing about them ! You will not be 
 compelled to use them, because you have copied 
 them ! Preferably use loose small sheets of paper, 
 a quarter of a fool's-cap page, and write on only one 
 side. These can be sorted readily under the sub- 
 divisions of your theme as you get it more and 
 more in hand. Note every query that occurs to 
 you, and follow them all up. They will often throw 
 a flood of light on some unexplored point. You 
 cannot turn aside for them now, but by-and-by you 
 can. " Had Calvin read Zwingli and adopted his 
 
38 
 
 THE SEMINARY METHOD, 
 
 theory of the exclusive divine causality, when he 
 wrote the Institutes?" That question put down, 
 kept unanswered, and perhaps unanswerable, will, 
 if turned over and over times enough, fix itself in 
 the mind, and cause the eye, by a certain magnetic 
 attraction, to draw to itself, some day, Calvin's 
 statement that he long left Zwingli unread because 
 of disgust excited towards him by the misrepresent- 
 ations of the Lutherans. There is a whole chapter 
 of information as to Calvin's system in that single 
 fact. It was not dominated by an overpowering 
 philosophical idea, even if Calvin's predecessor did 
 have that idea ! 
 
 The ramification of topics under the labors of the 
 student has already been brought before us. Let 
 the topic be : The Atonement in the Westminster 
 Confession. This is founded on Calvin. What, 
 then, was Calvin's view? To understand this: 
 What is his view of justice ? of imputation in gen- 
 eral? hence, of original sin? etc., etc. Was Calvin 
 opposed ? Yes, by Socinus. What was Socinus' 
 fundamental objection to Calvin ? Did he under- 
 stand him? Which was right? What was Socinus' 
 own theory? Why did he not lay more weight on 
 the death of Christ ? Any light here from his doc- 
 trine of sin ? of the nature of Christ ? Who replied 
 to Socinus? Had Grotius' Arminianism anything 
 to do with his theory? Central point of that 
 theory? Idea of justice? of virtue? — Such ramifi- 
 cations the student must accustom himself to see. 
 If he bears the ideas about history as the explana- 
 tion of events, with which we set out in this discus- 
 
THE METHOD OF ORIGINAL STUDY. 39 
 
 sion, in mind, and is never satisfied with a fact until 
 he has also found its explanation, the subject will 
 open itself. As you gaze carelessly at a tree, you 
 see, it may be, but a mass of darkness against the 
 sky. But look ! and you will see the trunk dividing 
 into branches, branches into boughs, boughs into 
 twigs, and twigs sprouting with twiglets, almost 
 ad infinitum. Be thorough in the study of your 
 theme, and be assured that you have not been thor- 
 ough, unless it has laid itself open in all these vari- 
 ous connections. 
 
 Dean Stanley, in his " History of the Eastern 
 Church," * has given a good illustration of the rami- 
 fication of a subject from another point of view. 
 He says : " Take, for example, the general councils 
 of the church. They are the pitched battles of 
 ecclesiastical history. Ask yourselves the same 
 questions as you would about the battles of military 
 history. Ask when, and where, and why they were 
 fought. Put before your minds all the influences of 
 the age, which there were confronted and concen- 
 trated from different quarters as in one common 
 focus. See why they were summoned to Nicaea, to 
 Constance, to Trent : the locality often contains 
 here, as in actual battles, the key of their position, 
 and easily connects the ecclesiastical history of the 
 age with its general history and geography. Look 
 at the long procession as it enters the scene of 
 assembly ; see who was present and who was absent. 
 Let us make ourselves acquainted with the several 
 characters there brought together, so that we may 
 
 * Edition of 1884, p. (43.) 
 
4 o THE SEMINA R Y ME THOD. 
 
 recognize them as old friends if we meet them again 
 elsewhere. Study their decrees, as expositions of 
 the prevailing sentiments of the time ; study them 
 as Mr. Froude has advised us to study the statutes of 
 our own ancient parliaments ; see what evils are most 
 condemned, and what evils are left uncondemned ; 
 observe how far their injunctions are still obeyed, 
 or how far set at naught, and ask in each case the 
 reason why. Read them, as I have just now 
 noticed, with the knowledge which each gives of 
 every other. Do this for any one council, and you 
 will have made a deep hole into ecclesiastical his- 
 tory." 
 
 But study cannot go on forever if a theme is at 
 last to be considered done, or the work to have a 
 conclusion which may be employed for any good 
 end. Where can the thorough student stop ? 
 Where he finds results of other competent workers 
 after the same independent method he is pursuing. 
 When you cannot follow your authority into the 
 details of his work, you can yet gain a close enough 
 view of his methods, test his general ability accu- 
 rately enough, and examine his alleged proofs crit- 
 ically enough to have a reasonable ground for an 
 opinion about him. If you see that he has written 
 history to gain support for some preconceived opin- 
 ion of his own, reject him at once. If he has first 
 laid down certain general laws according to which 
 history must develop, give him the go-by. Nothing 
 can more discolor the simple facts of history than 
 philosophic or dogmatic goggles. Apart from the 
 general principles of metaphysics and logic, the facts 
 
THE METHOD OF ORIGINAL STUDY. ^ 
 
 of human nature discernible by the exercise of com- 
 mon sense, and some special laws of development 
 suggested by the topic itself, no historical laws can 
 be prescribed beforehand. If a writer is evidently 
 honest in his statement of facts, honest also in his 
 effort to get at their meaning in a legitimate way, 
 and in easy control of himself and his subject, he 
 may be relied upon. If anything more needs to be 
 known of the matter than is conveyed in remarks 
 like these, it must be gained by experience. A few 
 failures with authorities will make the student 
 exceedingly critical. The judgment of the teacher 
 may be profitably employed at this point, till the 
 student has acquired a certain degree of historical 
 instinct. The student of church history should, 
 perhaps, be warned that nothing is more likely to 
 disturb the historical judgment than theological 
 prejudice. And yet the vitiated may not be wholly 
 worthless, and where the disturbing influences do 
 not operate, the compass may yet point straight to 
 the truth. 
 
 Another question suggests itself as to these ram- 
 ifying inquiries. What are worth following out ? 
 And what will give only my labor for my pains ? 
 
 In reply, let it be noted, first, that negative results 
 are often as valuable as positive results. You exam- 
 ine a topic for a day or two, and you come finally to 
 the definite result that there is nothing in it. You 
 have not necessarily lost your time. One must learn 
 patience. There are risks to be run, as well as dis- 
 coveries to be made. German students in settling 
 upon themes for their graduating theses, seek for 
 
42 
 
 THE SEMINARY METHOD. 
 
 points which nobody has ever investigated. They 
 may gain little : they may immortalize themselves. 
 If they ever gain distinction, they know, at least, it 
 will not be by doing over what some one else has 
 already done. But negative results have often pos- 
 itive value. Arminianism is often said to be derived 
 from Zwinglianism. To show that this is not the 
 case, may be to guard yourself from some hasty 
 generalization, and will certainly advance the under- 
 standing of the history by exploding the false claims 
 of certain men. 
 
 But the student desires — and this is the real 
 meaning of his question — to avoid irrelevant inves- 
 tigations, which yield him no result whatever, nega- 
 tive or positive. The check here is of easier appli- 
 cation. The irrelevant will generally be the logic- 
 ally irrelevant. If I am investigating the effects 
 upon the church of union with the state, the growth 
 of the German church after the crowning of Charle- 
 magne may have something to do with it, but not 
 the style of Boniface's preaching to the Thuringian 
 heathen. Calvin's theory of original sin is relevant 
 to his theory of imputation, because there ought at 
 least, to be an analogy between the imputation of 
 Adam's sin and that of Christ's righteousness. If 
 the former is figuratively understood, or left unmen- 
 tioned, the latter must probably be figurative also. 
 If the one is literal, so will the other probably be. 
 The clew to the understanding of Calvin's meaning 
 which may elude me as I study the one topic, would 
 possibly discover itseif if I turned to the other. 
 The remoter logically a minor point is from the 
 
THE METHOD OF ORIGINAL STUDY. 
 
 43 
 
 main question, the less likely it is to yield practical 
 results. 
 
 After the lines of inquiry have been decided upon, 
 and the work actually begun, it may often be neces- 
 sary to practise the art of "judicious skipping." 
 Authors will repeat, or wander from the theme, or 
 fall into prosy and unprofitable development of a 
 thought plain enough, and so compel the scrupulous 
 reader to thresh much straw for little grain. The 
 only remedy is to skip. Life is too short to submit 
 to be bored by a divine of the sixteenth century ! 
 It is bad enough to be bored by one of the nine- 
 teenth ! When to skip, how to leave out all the 
 chaff, and resume the reading at just the point 
 where the wheat lies, the student must learn for 
 himself. It is dangerous business. You may omit 
 something valuable. Sometimes the risk is too 
 great, and you must plod on, though sighing as you 
 go ! A certain tact, however, can be obtained which 
 will do much to diminish the risk and save needless 
 labor. It is better to go back now and then and 
 re-read a passage when you find afterward that 
 some link has escaped you, than to perish of weari- 
 ness and disgust. 
 
 And yet, let me pause here to guard against a 
 possible misunderstanding. Proper attention to 
 minor points, and the just appreciation of minute 
 variations of thought, may often make all the differ- 
 ence between a finished and useful piece of work, 
 and one so general as to be vague and useless. The 
 "just mean" between the loose and the fmically 
 exact treatment of a subject, who shall define? Let 
 
44 THE SEMINARY METHOD. 
 
 the student's ideals of finished excellence be high, 
 and his grip of logical connection and rhetorical 
 proportion be strong, and he will, with experience, 
 attain success at this point also. Familiarity with 
 the best models of historical writing will afford the 
 most valuable suggestions here, if, indeed, the lively- 
 criticism of fellow-students in the general meetings 
 of the seminary does not give more pointed ones ! 
 
 As he proceeds in his study, the student will often 
 come upon statements of fact which he suspects of 
 being untrustworthy. How shall he decide the 
 point ? He must treat the writer as a witness, and 
 submit his evidence to those tests which are applied 
 in courts of law. An interesting summary of these, 
 sufficient for the purposes of the ordinary investiga- 
 tions of an historical seminary, may be found in 
 Whately's Rhetoric, I. ii. § 4, which the young stu- 
 dent will do well to consult. In matters of plain 
 fact, — i. e., things about which there could be no 
 difference of opinion between persons brought into 
 contact with the facts, — we may get aid by noting 
 such points as the personal interest of the witness 
 in the statement he gives, his acquaintance with the 
 subject, length of observation, etc. The cases of 
 the greatest difficulty arise from those numerous 
 instances of a mixed character, in which matters of 
 fact and opinion are inextricably involved in one 
 another. For example, what was the real character 
 of the conspiracy of Catiline ? How far can we 
 trust the verdict of Cicero upon him? Cicero's 
 opportunities of informing himself were of the best. 
 Had he any personal interest which renders his 
 
THE METHOD OF ORIGINAL STUDY. 
 
 45 
 
 opinion doubtful? Evidently he was disposed to 
 glorify himself for his services to the State, and he 
 may have been hurried by oratorical fervor into 
 greater lengths of condemnation than was proper. 
 These and such considerations must be weighed ere 
 the answer to the question is given. 
 
 The student of opinions, whether in the history 
 of political institutions, of philosophy, or of Chris- 
 tian doctrine, has often the puzzling question to 
 meet as to how much reliance we can put upon the 
 representations of the opinions of various thinkers 
 who have lived at various times, but whose writings 
 have been preserved to us only in the form of frag- 
 ments inserted in the writings of their opponents. 
 The heat which is to be noted in almost all theologi- 
 cal controversy, is always suggestive of prejudice, 
 unfairness, and unconscious or conscious misrepre- 
 sentation. What do we, after all, know of Pelagius, 
 of whose own writings so little is left to us ? or of 
 Arius ? We must look at the character of the 
 remains. In some cases, as that of Arius, though 
 the church writers speak of him always with deep 
 abhorrence, so as to excite at first the strongest sus- 
 picions, we find that in several of them quotations 
 of considerable length are given, and that they 
 accord with one another, and with the forms of ex- 
 pression found in Arius' own letters. In the num- 
 ber of witnesses we find protection. The quota- 
 tions from Pelagius are so long, there are so many 
 reports of actual conferences with different Pela- 
 gians in Augustine, that all suspicion of unfairness, 
 
46 THE SEMINAR Y ME THOD. 
 
 and all complaint of insufficient information are 
 excluded. 
 
 If we could bring historical witnesses before us 
 and subject them to a cross-examination, we could 
 often discover the truth in cases that will always 
 remain doubtful to us. But sometimes the records 
 themselves put us in a position to apply this test. 
 There is an interesting example in the case of the 
 Pseudo-Isidorian decretals. Nicolas I. may be 
 cited as a witness to the genuineness of these 
 decretals, for in the year 864 he quotes them 
 extensively as authority in his contest with 
 Hincmar of Rheims. Certainly, the Bishop of 
 Rome will not pronounce a document, which must 
 naturally have been preserved in the Papal archives, 
 if at all, to be genuine, unless he knows it to have 
 been thus preserved. His testimony is that of one 
 who ought to have the decisive fact under his im- 
 mediate control. But circumstances enable us to 
 put Nicolas, as it were, on the witness stand, and 
 subject him to a cross-examination. We are told * 
 that in the year 857 a certain Lupus of Ferrieres 
 wrote to Nicolas among other things for a complete 
 text of a (false) decretal of Pope Melchiades. 
 Nicolas answered the letter, but wrote nothing 
 about the said decretal, being thus apparently 
 ignorant of its existence. In the year 863, he rests 
 his case on the collection of Hadrian, without once 
 mentioning the decretals of the popes before 
 Siricius, though, had he known of them, he would 
 
 * Herzog, Real-encyclopcedie, v. p; 33 xii. p. 380. ; 
 
THE METHOD OF ORIGINAL STUDY. 47 
 
 most probably have used them, since they are much 
 more in his favor. By this kind of cross-examina- 
 tion, we see that he first knew of them between 
 863 and 864, and hence his evidence as a witness to 
 the genuineness of the documents, professedly so 
 old, and which would have been so well known at 
 the Papal court, if they had been known at all, is 
 completely invalidated. 
 
 A similar example may be taken from the history 
 of doctrine. It is, I suppose, the standard Lutheran 
 opinion that Zwingli, before the colloquy at Mar- 
 burg (1529), was quite heretical on the main points 
 of the Christian system of truth. Kahnis, a very 
 learned and candid historian, says of his Christol- 
 °gy : * " Zwingli's standpoint is simply the Anti- 
 ochian-Nestorian." Kurtz describes a portion of the 
 proceedings at Marburg thus : f " Zwingli gave up 
 his divergent views as to these points (divinity of 
 Christ, original sin, etc.), and declared himself in 
 agreement with the ideas of the oecumenical 
 church." The origin of this tradition as to Zwingli 
 (for it is nothing more than a tradition) is in the 
 utterances of Luther and Melancthon at the time, 
 when they exclaimed : " Our adversaries have given 
 away at almost every point ! " We are able to cross- 
 examine these witnesses somewhat, and we at once 
 find that they are rather suspicious. Luther had 
 inveighed violently against the Swiss in his first 
 controversial tract against them, and, in general, his 
 notorious impetuosity of temper little fitted him 
 
 * Lutherische Dogmatik, ii. 56. 
 t Lehrbuch § 132, 4. 
 
48 THE SEMINARY METHOD. 
 
 for the delicate task of judicial decision as to the 
 actual opinions of an opponent. Melancthon was 
 still entirely under the influence of Luther's com- 
 manding personalty. Hence these witnesses, where 
 independent, are not unprejudiced, and where un- 
 prejudiced, are not independent. But we can go 
 farther than this and demand the evidence on 
 which they based their opinions. We do not know 
 what flying rumors there may have been in circula- 
 tion derogatory to the orthodoxy of Zwingli ; but 
 Luther had access to Zwingli's writings, and they 
 formed under the circumstances, the only piece of 
 evidence which.he was justified in employing. Now, 
 it is true that Zwingli in his "Commentary" does 
 not mention the doctrine of the Trinity while treat- 
 ing of the doctrine of God. But he never stigma- 
 tizes it, like Melancthon in the first edition of the 
 Loci, as scholastic and unprofitable. If he omits it, 
 so does Melancthon, and with these added marks of 
 disrespect. If he, therefore, was not a Trinitarian 
 in 1529, Melancthon was an anti-trinitarian in 1521. 
 If this remark is absurd when made of Melancthon, 
 it is equally so when made of Zwingli. Thus the 
 evidence was purely negative and absolutely worth- 
 less. And thus, under cross-examination, again, 
 testimony invalidates itself. 
 
 We need, then, to be on our guard in examining 
 our authorities, and yet we are not compelled to 
 maintain a constant attitude of suspicion. The 
 process of study during 300 years of Protestant 
 science has unearthed most of the great frauds, and 
 generally branded the unprincipled liars. Espe- 
 
THE METHOD OF ORIGINAL STUDY. 49 
 
 dally is this true in the literature of the early church 
 where the greatest possible degree of exact and 
 comprehensive learning has been employed to 
 separate the spurious from the genuine, and enable 
 us to gain a true picture of the early life of Chris- 
 tianity from contemporary witnesses. The guide- 
 books will put us on our guard at the most impor- 
 tant points, and the independent disposition which 
 causes us to insist on seeing for ourselves, will serve 
 as an almost complete protection. Clear up every 
 dark subject, and falsehood will reveal itself, for it 
 cannot endure the light. 
 
 The most careful and thorough investigations 
 which we are able to make, may, however, lead us 
 into error. There remains the necessity, therefore, 
 of gathering what light others have shed on the 
 subject. We also, as scholars, owe it to the long suf- 
 fering of a patient world not to drag them through 
 needless discussion, perhaps better done elsewhere, 
 that they may gain the few grains of new wheat we 
 actually have to offer. In some cases, the literature 
 to which the guide-books have introduced us, 
 should be read before the investigation is begun, 
 but generally after it is concluded. If our results 
 are confirmed, directly or indirectly by some other 
 investigator, our confidence in their soundness is 
 enhanced. If there is disagreement, we are led to 
 compare processes, and may thus eliminate errors. 
 But in the last resort, our confidence that we are 
 right must rest upon our conviction that the facts 
 which we have collected, are genuine, and our 
 canons and methods of procedure right. Collabo- 
 4 
 
50 
 
 THE SEMINARY METHOD. 
 
 rators and authorities aside, we must finally know 
 for ourselves. The original student must have the 
 spirit of Athanasius contra Mnndiim ! 
 
 And now, let us suppose the student to have 
 arrived at the end of his labor, to have formulated 
 his results, to have written a careful paper in which 
 his theme is set forth in due sequence, with lucidity 
 of statement and power of argument, supported by 
 frequent citations of authorities and ample quota- 
 tions from the sources, defended against criticism 
 by the refutation of false views advanced by other 
 investigators, and perfected by the completion of as 
 extensive a bibliography as the resources of the 
 library will enable him to prepare. All this done, 
 the young student will often say in perplexity, 
 What, now, shall I do with this ? To what profit is 
 all this labor ? 
 
 It is of no consequence if the question remains 
 unanswered. A fact of history correctly presented 
 has a value in itself. It is truth, and truth is a 
 good, whether it is good for anything or not ! Men 
 do not always know what they are effecting by 
 some service they perform. The true significance 
 of a fact will often remain hidden till it is brought, 
 by some fortunate accident of investigation, into 
 connection with some other fact, whose relation to 
 it could not be known by him who first gave it a 
 place in history. But, in general, the studies of an 
 historical seminary will be more simple than this, 
 and the results readily assigned to their place in the 
 general structure of thought rising under the com- 
 mon labors of the director and his pupils. The 
 general topic ought to be selected with reference to 
 
THE METHOD OF ORIGINAL STUDY. 
 
 51 
 
 this point. It will then be seen that, just as the 
 several subordinate studies of any theme fit into 
 the whole of that theme, so the theme itself into 
 the main subject. The prevalence of the theologi- 
 cal element, and the strong influence of religious 
 experiences, explain the form of Luther's doctrine 
 of the bondage of the will. Melancthon is at first 
 his echo, but the philosophical element begins to 
 appear, and for a time sharpens the predestinarian- 
 ism to a fatalism which Luther never taught. 
 The progress of philosophical reflection in Melanc- 
 thon together with the lack of any true psychology, 
 produces that unsuccessful effort to rescue the free- 
 dom of the will known as synergism. Melanc- 
 thon's synergism rejected because it was against 
 prevenient grace, Lutheranism attempted to pre- 
 serve the freedom of the will, the demand for which 
 Melancthon had voiced, although somewhat inco- 
 herently, by rejecting election altogether. And 
 thus, taking the system of orthodox Lutheranism 
 as a fact in history calling for an explanation, this 
 one feature of it gains its explanation through a 
 chain of facts going back as far as to the struggles 
 of the cell at Erfurt, any one of which may form 
 the subject of a separate seminary topic. And so 
 of the other features of the Lutheran system. To 
 fit these various studies each into its place, and 
 thus enable the student to see the results of his 
 study in actual historical use, is, and must be, for 
 the most part, while the students are yet somewhat 
 inexperienced in original work, the task of the pre- 
 siding mind of the seminary, the director. 
 
V. 
 
 DETAILED EXAMPLES. 
 I. The Significance of the Colloquy at Marburg. 
 
 Having thus explained the method of original 
 historical study in a general manner, it is now pro- 
 posed to take a single topic and pursue it with suffi- 
 cient minuteness and definiteness to enable the stu- 
 dent to get a more concrete idea of the subject, and 
 to furnish him with a model for his own work. If 
 he choose to take the books in hand and follow out 
 the explanation in all its details, he will doubtless 
 do the most in this way to put himself in full pos- 
 session of the method. 
 
 He has received from the director of the semi- 
 nary the topic : The Significance of the Marburg 
 Colloquy. He knows general history enough to 
 know that the Colloquy was held at the suggestion 
 of Philip of Hesse, in 1529, and that it was an effort 
 to bring the German and Swiss divines to such an 
 agreement theologically as should enable the ad- 
 herents of the two schools to combine for their mu- 
 tual protection in a military league, and that its 
 main design failed. He therefore sees at once that 
 in the face of so strong an argument for agreeing as 
 existed in the desire of the Landgrave and the 
 perils of the times, only some radical and great 
 
 52 
 
DETAILED EXAMPLES. 
 
 53 
 
 difficulty could have kept the parties separated. 
 He is therefore prepared to regard his topic as very 
 important, and possibly as requiring minute and 
 exact investigation. 
 
 What was the Colloquy about ? The student 
 turns to his guide-book for general church history, 
 Kurtz, and finds by the index that the Colloquy is 
 treated in §132, 4. He finds that the disputation 
 covered most of the points of theology, but was 
 principally concerned with the Lord's supper ; and 
 that it closed with an agreement drawn up in fif- 
 teen articles. 
 
 What now was this dispute as to the Lord's sup- 
 per? It does not appear clear in this section, al- 
 though an allusion to " Sacramentarians " gives the 
 student a hint that it must have its roots in ante- 
 cedent history. What was the Lutheran doctrine 
 as to the Lord's supper, and how had it arisen ? 
 He looks at the table of contents, and soon finds 
 an entire section (131) devoted to the " Sacraments- 
 streit," and here he finds the whole difference be- 
 tween the two parties explained. He sees that 
 Zwingli and his party hold to the symbolic char- 
 acter of the supper ; that Luther and his, to the 
 real presence of the body and blood of Christ in, 
 zvith, and under the elements. He also finds that 
 the two parties do not now confront each other for 
 the first time ; that a long controversy has pre- 
 ceded ; and that it is mixed up with the disorders 
 in Wittenberg which Luther left the Wartburg to 
 quell (§124,1.3.), and is connected with the name 
 of the unhappy Carlstadt. There is then a prelimi- 
 
54 
 
 THE SEMINARY METHOD. 
 
 nary history which must be studied before the Col- 
 loquy itself can be understood, and the sources for 
 the study are the writings in which the controversy 
 was carried on. Here then, the student gets his first 
 introduction to the " sources," of which he imme- 
 diately makes notes. They are given in §131. For 
 Zwingli, the " Letter to Alber " (1524); the Com- 
 mentarius de vera et falsa Religione (1525); Oeco- 
 lampadius'sZV Genuina Verborum, etc. (1525); and 
 the Frundlich Verglimpfung of Zwingli himself : for 
 Luther, Brenz and Schnepf's Syngramma Suevicum 
 (1525); Luther's Sermon vom Sacrament (1526); his 
 Dass die Worte ; and finally his Bekentniss vom 
 Abendmahl (1528). 
 
 To the study of these sources for the preliminary 
 history our student now determines to devote him- 
 self first of all. 
 
 First then for Zwingli's ideas he must search out 
 the letter to Alber. He finds from the library cata- 
 logue Zwingli's works, edition of Schulerand Schult- 
 hess, Zurich, 1828, etc., bound in nine volumes. The 
 general index he finds in vol. iv., where there is 
 also an index alpJiabeticus epistolarum which refers 
 him at once to a letter to Alber, vol. vii., p. 285, but 
 its contents are not such as are indicated by Kurtz, 
 and it is of the previous year. The student there- 
 fore makes a note like this: "? Zwingli's letter to 
 Alber of 1524 (Kurtz, §131);" lays it aside for 
 future answer, and goes on with his explorations in 
 Zwingli. The reference to the section of Kurtz 
 will enable him, in case he forgets the precise point 
 of the query, to refresh his mind, and so not lose 
 
DETAILED EXAMPLES. tt 
 
 the thing sought, as might be the case, if he should 
 have to wait for months before finding anything 
 that answered to his want, as one has often to do. 
 
 Having the complete index of Zwingli's works 
 before him, our student determines to see if there 
 are any other works not mentioned in Kurtz which 
 promise him help in his preliminary study. He 
 finds vol. ii., part i., p. 426 : Ein klare underrichtung 
 vom nachtmal Christie 1526 ; ib. p. 469 : Antwurt. . . 
 iiber doctor Strussen biichlin .... das nachtmal Ch. 
 betreffende ; part ii. opens with three tracts against 
 corresponding writings of Luther, pp. I-223. If 
 the literature were scanty, our student would do 
 well to look at such tracts as the answer to Egg, 
 vol. ii., part ii., p. 484 ff., which presents Zwingli's 
 doctrine in its antithesis to the papal doctrine ; but 
 here he may practise "judicious skipping, 5 ' and 
 confine himself to what bears directly on the point 
 in hand. A preface written by Zwingli to a work 
 by Schwenkfeld (vol. ii., part iii., p. 22) next attracts 
 his attention. It is short. It had better be dis- 
 patched at once. The only words suggesting any 
 idea that seems likely to prove fruitful are : " Sofolget 
 dann die dnliche, dass der lyb Cliristi, geistlich geessen, 
 die seel spy se,glych wie daslyblich brod den lychnam" 
 These are therefore noted, with reference. The 
 Friindlich Verglimpfimg is found in vol. ii., part 
 ii., p. 1. ; also the two treatises in direct reply to 
 Luther: Dass dise wort Jesn Christi : ' Das ist min 
 lycknam* etc. p. 16; and, Uber doctor Martin 
 Luthers buck, bekenntnus genamit, etc. p. 94. The 
 Commentarius appears at vol. iii. p. 145. There 
 
^ 6 THE SEMINAR Y ME THOD. 
 
 follow it several tracts, letters, etc., on the same 
 
 subject: Subsidium de Eucharistia, p. 326; 
 
 Resfonsio brevis. . . . in qua de eucharistia quaestio 
 tractatur, p. 438; Arnica exegesis, etc. p. 459; and 
 now the letter to Alber which had been sought in 
 
 vain : Ad MattJiaeum Alber am de Coena 
 
 Domini, p. 589: Responsio, p. 604. The tract ad- 
 dressed to Lambert, p. 615, is found to contain a 
 page of discussion of the sacrament, but in so brief 
 and general a manner that it may safely be left with- 
 out further study. Vol. iv. gives us the CJiristianae 
 fidei. . . . brevis et clara cxpositio, p. 42. Pages 
 173-204 contain the accounts of the Colloquy itself. 
 
 How, now, is the student to master this vast mass 
 of material without exhausting all his strength upon 
 a mere portion of his task ? The answer is given by 
 a close consideration of the nature of that task. He 
 is to find the significance of the Marburg Colloquy, 
 and he wishes to know what Zwingli will bring to 
 that Colloquy likely to determine its course or 
 explain its meaning. The two things he will bring 
 are evidently his doctrinal opinions and his personal 
 relations with the opposing party. These are 
 therefore the present objects of the student's search. 
 
 The doctrinal views will be found best by taking 
 the most mature and systematic treatise written 
 before the Colloquy. If our topic required the his- 
 tory of the genesis of those views, we should be 
 compelled to consider all those writings in due 
 order, to obtain the process of thought through 
 which Zwingli went. But the maturest and latest 
 writing before the Colloquy will give the views he 
 
DETAILED EXAMPLES. 
 
 57 
 
 brought to it, and we may therefore begin with the 
 latest and follow them back, as occasion may seem 
 to require. 
 
 But little examination of the controversial writ- 
 ings is necessary to show that they are too exclu- 
 sively replies to other writings to afford that rapid 
 and systematic view of Zwingli's opinions which we 
 now seek. The Expositio (iv., 42) comes subse- 
 quently to the Colloquy and is therefore not now in 
 point. We are therefore referred to the Commenta- 
 rins (iii., 145) for our main source. 
 
 We cannot follow the student's work over this 
 treatise at every step and through all its details. 
 The task is a comparatively simple one. It is to 
 read that portion of it (pp. 228-234, 239-272) relat- 
 ing to the Lord's supper, extracting every impor- 
 tant idea, developing in systematic, and sometimes 
 in tabulated form, the doctrinal formulations, the 
 scriptural proofs, the general arguments, etc., until 
 the doctrine stands out clearly before his mind as it 
 did before that of Zwingli himself. Enough for our 
 present purpose to say that the student will find 
 that Zwingli denies the presence of the body and 
 blood of Christ in the Lord's supper, and insists on 
 the necessity of faith to the reception of the proper 
 benefit from the sacrament. 
 
 As to the personal relations of Zwingli with his 
 opponents, we need to know first what Luther's dis- 
 position towards Zwingli was, and must therefore 
 defer this point to the next stage of the investiga- 
 tion. 
 
 How shall the sources for the study of Luther be 
 
58 
 
 THE SEMINA R Y ME THOD. 
 
 opened? Let us suppose the student finds the 
 Erlangen edition of Luther's works in the library. 
 The last two volumes of the German part contain a 
 minute index to the principal topics touched upon in 
 the series of 103 volumes. But there is no general 
 table of contents. Examination of the Latin works 
 shows that they are mostly commentaries, and that 
 none of them contain anything of direct reference 
 to the subject in hand. Amid such a mass of mate- 
 rials, surely those ideas of Luther's which the theme 
 demands will be found without the examination of 
 every train of thought and expression. We may 
 look for the principal treatise on the subject and 
 trust that as our sources turn out to be incomplete, 
 we shall be able to detect this, and by means of the 
 index refer to further sources. 
 
 Volume 33, Latin, contains a sermon De digna 
 prceparatione cordis pro sumendo sacramento encha- 
 risticE (15 18). A short examination shows that it is 
 entirely practical. Vol. 34 also has an address De 
 confessione et sacramento eucharisticz, but it is 
 directed against the papists, and does not enter into 
 the nature of the sacrament itself. The earlier Ger- 
 man volumes also contain nothing. Vol. 21 gives 
 the " Smaller Catechism " in which the nature of the 
 sacrament is briefly defined (p. 19). The student 
 should here make an exact note of the words of 
 this definition, the full meaning of which will doubt- 
 less appear later. The " Larger Catechism" dis- 
 cusses the subject more at length (pp. 141-155). 
 The student sees that the distinction made between 
 Zwingli and Luther in Kurtz is justified, but he 
 
DETAILED EXAMPLES. 
 
 59 
 
 gets no light upon a question which now begins to 
 trouble him; viz., how did Luther come to conceive 
 of the presence of the body and blood of Christ in 
 the sacrament in this fashion, and what did he mean 
 by it? He therefore turns on for other sources. 
 Vol. 22, p. 38 gives a sermon upon the sacrament, 
 from which the student may extract the single re- 
 mark: " doss man mehr Achten hab auf die Worte 
 denn auf das Zeichen" (p. 40). Vol. 23 has an ex- 
 hortation to make use of the sacrament, of the year 
 1530, i.e., after the Colloquy. It is also of a purely 
 practical character. It need not be quoted. Vol. 
 26, gives us at page 370 a letter of "warning" 
 addressed to the council and city of Frankfort 
 against Zwingli's doctrine, written in the year 1532. 
 This may throw light on Luther's agreement with 
 Zwingli at Marburg. It should therefore be noted 
 for future reference. 
 
 With vol. 27 the more important treatises begin. 
 There is the " Sermon on the venerable Sacrament," 
 p. 25 ; " Explanation of certain Articles," etc., p. 
 70. Vol. 29 gives us: "Against the heavenly 
 Prophets " (1524) ; " Sermon upon the Sacrament " 
 (1526). Vol. 30 adds: " Dass diese Worte Chrisii 
 ' das ist mein Leib, etc' nock f est steken" (1527); 
 and: Bekenntniss vom Abendmahl (1528). With 
 vol. 32 we pass out beyond the period of the Col- 
 loquy, rinding a Kurzes Bekenntniss Dr. Martin 
 Luther s vom heiligen Sacrament (1545)- Vols. 
 53-56 inclusive contain Luther's German letters 
 which may afford valuable help. 
 
 Here again the student finds himself confronted 
 
6 THE SEMINARY METHOD. 
 
 with a mass of material and repeats the question, 
 How shall he find the point at which to begin? 
 The answer is derived from the nature of the case. 
 He wishes to know just what Luther brought with 
 him to the conference at Marburg, and hence he 
 infers that it will be well to begin with that treatise 
 prior to the Colloquy which contains Luther's sen- 
 timents in the fullest and most exact form. He 
 may well ask the director of the seminary how far 
 it will be necessary to understand the process of 
 development through which Luther passed, and the 
 answer will be that it is of considerable importance. 
 He will therefore decide on the following course of 
 proceeding. After having found the sum of Luther's 
 opinions from the best single treatise he can select, 
 he will begin at the beginning of the series of trea- 
 tises and follow down, carefully noting any varying 
 ideas he may find, and thus preparing to trace the 
 history of the development. The Bckcnntniss (vol. 
 30, p. 151) turns out to be the best, as it is the 
 latest source of Luther's doctrine. It is divided 
 into three parts as indicated in the short note of the 
 editor preceding the treatise itself. The first is a 
 refutation of opponents, the second (p. 301) the exe- 
 getical portion, the third (p. 363) is the Bekenntniss 
 proper. He therefore turns to the last and begins 
 the study precisely as he did with Zwingli's Com- 
 ment arius. 
 
 The student has now studied and formulated the 
 doctrinal views of both parties to the Colloquy. He 
 has obtained a view of the conditions under which 
 the Germans and Swiss assembled. The strong 
 
DETAILED EXAMPLES. fa 
 
 personal feeling of Luther against the Swiss view, 
 which must have come before him in innumerable 
 instances as he has been examining other points, 
 and the equally strong language of Zwingli in reply 
 to Luther's epithets, have betrayed to him the fact 
 that there is a large degree of prejudice existing 
 between the parties. What now was the actual 
 course of events at the Colloquy ? 
 
 This question resolves itself first into a new 
 hunt for sources. Kurtz again gives him a hint. 
 Schirrmacher has a book entitled : Briefe und Akten 
 zu der Geschichte des Religionsgesprdchs zu Mar- 
 burg, 1529, und des Reichstages zu Augsburg, 1530. 
 Gotha, 1876. Erichson another: Das Marburger 
 Gesprach nach ungedruckten Urkunden. Strassburg, 
 1880. If the university library is extensive enough, 
 or these books can be ordered for this work, they 
 should be had and consulted. But how shall the 
 student make his way without such collections, 
 among the more general sources which he will or- 
 dinarily find in the library ? Suppose he cannot 
 have these books, what next ? This will be the 
 most useful question for us to answer. 
 
 The valuable sources will be found in the works 
 of contemporaries, and these will be in the first 
 instance, Luther and Zwingli themselves. Vol. iv. 
 Lat. of Zwingli's works gives several Latin accounts 
 of the Colloquy. One account is by Collinus, a 
 follower of Zwingli. Another by Melancthon. 
 Others by Luther, Oecolampadius, Bucer, Scultetus, 
 and Brenz. Luther's own account is short, and 
 consists chiefly of a defence of his personal position 
 
62 THE SEMINARY METHOD. 
 
 towards the Zwinglians. It may be dismissed for 
 Luther's own larger account, if there be any such, 
 as we may expect. The other accounts must be 
 read and compared. Since the purpose is to find 
 the dogmatic ideas presented, the most convenient 
 method will be to abandon the attempt to present 
 the Colloquy as it actually proceeded, and to classify 
 the arguments under such heads as maybe found to 
 be appropriate. Each author may be read consecu- 
 tively, his distinct arguments set down as they 
 come, and then from the accounts thus gained, a 
 classified view may be made. They will be found 
 to gather about three points : The meaning of the 
 text, This is my body; The bearing of the texts in 
 the vi. of John ; and The necessary nature of the 
 human body. 
 
 Will anything be added by what is found in 
 Luther's own works ? Not by the letter to the 
 Landgrave (54, 153); nothing by the letter to his 
 wife (54, 107); in short, nothing except the articles 
 signed at the Colloquy. This lack of materials in 
 Luther himself may seem so astonishing to the stu- 
 dent that he may begin to suspect, even after he 
 has made repeated examinations of the indexes of 
 Luther's works, that he has failed to find some 
 source of Luther's own writing as to this impor- 
 tant Colloquy. How shall he remedy the defects 
 of his edition, and get at the facts in spite of its 
 failure ? In such cases it is well to go to some 
 writer who has treated the subject fully in some 
 aspect, even if not in that which is before the stu- 
 dent himself. D'Aubigne furnishes such a means 
 
DETAILED EXAMPLES. 
 
 63 
 
 of help in this case. An examination of his refer- 
 ences to his authorities shows that he finds some 
 interesting, though not essential particulars in 
 Luther's letters. If the student is restricted to the 
 Erlangen edition, he will be unable to follow these, 
 for they are to another edition. He may perhaps 
 have the other sources mentioned, in which case he 
 can pursue his researches farther. 
 
 Has not Melancthon something? The indexes, 
 which are quite inadequate, give no suggestions. 
 Can there be anything in his letters ? These have 
 no index of subjects, and so he is restricted to ex- 
 amining the letters of the year 1529 for something 
 on the conference. He is rewarded by a number of 
 accounts (Corp. Ref. 1. 1066, 1096, 1097, 1098, 1106, 
 1 108,) which, however, add little if anything to the 
 information already in hand. 
 
 The discussion having been thus followed down, 
 the next question is as to the result of the whole. 
 It is well known that Luther prepared certain arti- 
 cles upon which all agreed. They are found in 
 German in Luther's works (65, 88) and in German 
 and Latin in Zwingli's (Vol. iii., 3d. div. p. 52, and 
 Vol. iv., p. 181, respectively). The German, though 
 differing decidedly in dialect in the two versions is 
 evidently the original, since it agrees substantially, 
 and as no two translations of a Latin original could. 
 The exact points of agreement are now easily de- 
 cided upon by the student. 
 
 But another interesting document falls under his 
 notice. It is Zwingli's " Notes to the fifteen Arti- 
 cles," written in Latin, but referring to the German 
 
64 THE SEMINA RY ME THOD. 
 
 original. Its peculiarities will probably sharpen in 
 the mind of the student a question which has already 
 begun to impress him : How was it that Luther 
 came to his doctrine, and why did he hold so tena- 
 ciously to it ? The superficial answer would be that 
 Luther found his doctrine in the Scriptures and was 
 "held by the word," as he himself says. So he 
 was. But what made him understand the word 
 thus? The interpretation he defended is by no 
 means necessary. It must have been given by his 
 general conception of Christian doctrine, his views, 
 which formed from philosophy or the analogy of the 
 Scriptures, he brought to the passage, rather than 
 simply the passage itself. What were those views? 
 
 A phrase of Luther's repeated in many places 
 (Zwingli's works iv., p. 190 in Latin, Vos habetis 
 alium spiritum quam nos\ " Your spirit is other than 
 ours,'* suggests to him that here is the ground of 
 difference and of Luther's opinions. 
 
 To see the full significance of this phrase will 
 require more knowledge of the history than our 
 student has, perhaps more will be required even to 
 see that it is significant at all. But if he sees so 
 much, a question to the director will bring the 
 answer that the difference of spirit is in the funda- 
 mental tendencies of the two systems, Lutheran and 
 Reformed. 
 
 Now, obviously, to estimate the fundamental dif- 
 ference of two great systems of thought will require 
 a minute examination of both. But here is a defi- 
 nite point before the student ; viz., the Marburg 
 Colloquy, which was concerned about the Lord's 
 
DETAILED EXAMPLES. 
 
 65 
 
 supper. What is there in this Colloquy bearing on 
 the systems and their "spirit"? In other words, 
 what is there in the doctrine of the Lord's supper 
 which constitutes a decisive difference between the 
 Lutheran and the Reformed systems? Here again, 
 probably recourse must be had to the director. The 
 answer will point out to the student that the con- 
 ception of the " means of grace " in the two systems 
 is different, and the next question will be : What 
 are the " means of grace " ? and then, How are they 
 understood by the parties to operate ? 
 
 The materials for the answer to these questions 
 should be already in the notes of the student. If 
 not, he must read again significant portions of 
 Luther's mature treatise upon the Lord's supper 
 (especially 29, 334) with Zwingli's Commentariiis 
 and Notes on the Articles. 
 
 The conclusion of his work will probably be that 
 there was a fundamental difference of conception as 
 to what was to be accomplished by the sacrament 
 before the Colloquy, and hence no possibility of 
 agreement as to the nature of the sacrament at the 
 Colloquy itself. And it will be foreseen by the 
 prophetic eye of the historian that the difference of 
 the two systems being discovered at Marburg, that 
 difference must be either removed or intensified 
 after it. And hence the doctrinal significance of 
 the Marburg Colloquy will be the final separation of 
 the two systems upon the question of the spirituality 
 of religion. 
 
 A complete discussion will, however, not fail to in- 
 clude those other elements of the matter which the 
 5 
 
66 THE SEMINA R Y ME THOD. 
 
 student has already gathered, and show how the two 
 parties were inclined toward each other and what 
 of fellowship might be expected between them. 
 Hence in some sense also the political outcome of 
 the Colloquy can be seen in the Colloquy itself. 
 On the whole then, the result is a clear perception 
 of the difference between the two systems, and the 
 deliberate opinion on the part of the Lutherans that 
 all ecclesiastical communion and every form of alli- 
 ance which shall imply this, is against conscience. 
 
 II. Diplomatic Relations of the United States 
 with Great Britain, 1 861-1865. 
 
 We will now, somewhat more briefly, explain the 
 method of original study by means of an illustration 
 drawn from political history, of the greatest interest 
 to every American, The Diplomatic Relations of 
 the United States to Great Britain in the years of 
 our Civil War. It may be premised that the object 
 of this example is not to carry the student into such 
 a study of the subject as shall result in an exhaus- 
 tive history of these relations, inasmuch as this 
 would be beyond the time and powers of the stu- 
 dent, and therefore beyond the office of the seminary. 
 It will be our endeavor to open the subject, to suggest 
 the lines of inquiry, to raise some of the principal 
 questions, to set the student on the track of the 
 best sources, to consider a smaller portion of the 
 field with a greater degree of minuteness, and then 
 leave him to follow out the course suggested so far 
 as time and inclination may lead. 
 
 In a region so new as this is, it is evident that it 
 
DETAILED EXAMPLES. 
 
 6 7 
 
 cannot be expected there will be a guide-book such 
 as has been employed in the last article in opening 
 the Marburg Colloquy. The search for some equiv- 
 alent, therefore, begins the investigation. A general 
 knowledge of the progress of the war as contained 
 in various smaller histories must be presupposed. 
 If the student does not have it, he must begin by 
 obtaining it. This done, the most convenient guide- 
 book will probably be found to be " The Annual 
 Cyclopaedia," published by D. Appleton & Co., con- 
 taining digested summaries of the diplomatic history 
 of each year, as well as numerous other articles use- 
 ful to the student. 
 
 The first step is therefore to read the articles of 
 this Cyclopaedia which shall give a general view cf 
 the subject, noting the points which are presented. 
 The student will thus learn what is generally re- 
 garded as important, and obtain a sense of the per- 
 spective of his subject, equally important with a 
 knowledge of the mere facts. 
 
 Turning now to the volume for 1861, he finds the 
 article " Great Britain " (p. 347). He notes the proc- 
 lamation of neutrality by the Queen, May 13 ; the 
 demands made by the South for recognition of the 
 Confederacy; the influence of the manufacturing 
 interests of England in giving emphasis to this 
 demand ; the taking of Mason and Slidell from the 
 " Trent," Nov. 8 ; the repair of the " Nashville " in 
 Southampton harbor; the demand for the restitution 
 of Mason and Slidell ; troops in Canada ; yielding to 
 the English demand by the American government. 
 
 The article "Trent" in the same volume has been 
 
68 THE SEMINAR Y ME THOD. 
 
 referred to in the course of the article already read. 
 It must be a cardinal principle with the student 
 in conducting his researches through any field so 
 untraversed as this largely is, without the guides to 
 be obtained in other subjects, to be keenly alive to 
 every suggestion of further information, not letting 
 slip a single chance of gaining information, however 
 small it may appear. He therefore turns to the 
 article referred to, and here finds not only the outline 
 of the story of the events, but his first contact with 
 original sources in the extracts from the English 
 report, and from an officer of the " San Jacinto." 
 The process of taking notes should begin here ; the 
 principal events being noted briefly, with full refer- 
 ences to book and page, and these notes put away 
 in a suitable portfolio-like cover. The mastery of 
 the subject will depend as much upon this as upon 
 anything else, whether the student shall so make his 
 notes, and so arrange them under appropriate heads 
 and sub-heads, that the subject shall lie before him 
 in its logical relations when he begins to review it 
 preparatory to writing it up. 
 
 Pursuing the Cyclopaedia, the next volume 
 (1862) under the same heading ''Great Britain," 
 yields the following points (which as belonging to a 
 new year, should be noted on a separate piece of 
 paper) : death of the Prince Consort : resolutions 
 for the recognition of the Southern Confederacy 
 presented in Parliament ; efforts to break the 
 blockade ; construction of Confederate vessels in 
 English ports ; position of Earl Russell. 
 
 The year 1863 gives us: the escape of the "Ala-- 
 
DETAILED EXAMPLES. 69 
 
 bama" ; the foreign enlistment act violated ; other 
 vessels in construction ; notice of the intention to 
 reclaim all losses incurred through the " Alabama " ; 
 demands in England for the recognition of the Con- 
 federacy by those disturbed in efforts to run the 
 blockade ; Mr. Adams's letter to Messrs. Howell & 
 Zirman, and the excitement in Parliament over it ; 
 specially Mr. Cobden's remarks that the " Naviga- 
 tion " and " Foreign Enlistment " acts are in favor 
 of maintaining friendly relations with the United 
 States (marking this note by some sign which shall 
 mean "Look up specially"); Mr. Roebuck's at- 
 tempt for the recognition of the Confederacy ; evi- 
 dences of public feeling, such as H. W. Beecher in 
 England. Mr. Jeff. Davis's bitterness in denounc- 
 ing England for refusing recognition to the Confed- 
 eracy being mentioned, the student is put on the 
 track of the Southern diplomatic correspondence as 
 a source of information as to the nature of the at- 
 tempts made by the Southern government for recog- 
 nition. He makes a note thus : " ? Where can I 
 get hold of the Confederate correspondence, and 
 what value has it for my theme ? " and files the note 
 away among the others. 
 
 In 1864: discussion in Parliament as to the rela- 
 tions of the two countries ; Mr. Cobden's proposal 
 of an addition to the Foreign Enlistment act (this 
 suggests the importance of- the act, and calls for a 
 special note of query) ; sinking of the " Alabama " 
 pressure to recognize the Southern Confederacy 
 stir about immigration into the United States 
 Queen's speech proroguing Parliament ; bazaar at 
 
JO 
 
 THE SEMINARY METHOD. 
 
 Liverpool for aiding Confederate prisoners in the 
 North ; correspondence. 
 
 In 1865 : address to the Queen expressing indig- 
 nation at the assassination of President Lincoln ; 
 depredations of Confederate cruisers; the " Shenan- 
 doah. " 
 
 The inexperienced student will now be likely to 
 look out the originals of the diplomatic correspond- 
 ence and begin to take notes on them. But this is 
 not properly the next step. It is an elementary 
 principle that with a guide-book in hand, all the 
 help it can furnish should be exhausted before the 
 sources themselves are touched. Sources which are 
 to be examined more fully later should not be 
 quoted from the guide-book, but this will serve to 
 show what are the interesting and leading events, 
 and what the authorities for them, and thus the 
 progress of the student in mastering the details will 
 be greatly facilitated. The danger is constantly of 
 his being swamped in details before gaining a gen- 
 eral comprehension of the field. He may possibly 
 be rendered utterly unable to rise above the disad- 
 vantage thus laid upon him. He resolves therefore 
 to continue his reading in Appleton. 
 
 With the five distinct years of diplomatic history 
 before him, the student will find it the best method 
 to study each year somewhat by itself. Having got 
 the general field before him, he may now get a 
 more minute knowledge of each year, as much, at 
 least, as can be obtained from Appleton. Then he 
 may take each year again by itself, and treat it as 
 he has the whole period, studying it in sections r go- 
 
DETAILED EXAMPLES. y I 
 
 ing back and forth over it, and performing the study 
 more thoroughly each time he reviews. Thus going 
 through the whole period he will finally have the 
 best understanding of it which he can obtain. In 
 taking notes, and also in performing his study, let 
 him not suppose that everything he gets is to be 
 put into his final essay. The turning of a phrase 
 may demand the study of an important sub-topic 
 which he may not ultimately find place for. If so, 
 since the phrase must be right, the study must be 
 done. It may form a starting-point for further re- 
 searches at other times. It may remain without 
 distinct use. But it will be like the ribs of the ship, 
 out of sight to him who enjoys the comforts of the 
 cabin, but absolutely essential to those comforts. 
 It should be the student's principle that not a word 
 which does not have an honest meaning to himself, 
 and for which he does not himself know the reason, 
 shall enter into his essay. 
 
 Taking up thus the year 1861, the student pur- 
 sues his Appleton. He turns to the article, " Diplo- 
 matic Correspondence of the United States Govern- 
 ment." It is all to be carefully read so far as the 
 heading " Prussia," and then the heading "Great, 
 Britain " beginning at page 262 takes up the matter 
 more immediately before the student. Such ab- 
 stracts, notes, and suggestions should be made as to 
 the contents of the papers here presented, as shall 
 serve quickly to bring their contents to the student's 
 mind. The accessibility of the book removes the 
 necessity of copying what will have to be re-copied 
 again for the thesis. Note the suggestion at the 
 
n 2 THE SEMINAR Y ME THOD. 
 
 end of this portion of the article, Otherwise " no im- 
 portant principle was disputed." The " Trent " af- 
 fair is found at a later page (276). This answers the 
 query for the diplomatic correspondence, and notes 
 as to it. should be added to those already made on 
 the article, "Trent." It will be well also to read 
 the French diplomacy carefully, since France and 
 England are so connected that they may be ex- 
 pected to act in concert in their diplomatic negotia- 
 tions with America. In fact, traces of this connec- 
 tion begin immediately to appear. 
 
 The keen eye of the inquiring student will not 
 fail to see that the article on the diplomatic corre- 
 spondence of the United States is followed by one 
 on the correspondence of the Confederate States. 
 This will afford him an answer to the query already 
 filed, and he reads the article at once. References 
 must be made to such topics as : recognition of the 
 Confederate States by England ; justification of se- 
 cession ; subject of slavery ; complaints of discrim- 
 ination against the Southern States in the matter of 
 privateers ; the blockade. A partial answer to the 
 question where the Southern correspondence will be 
 found, is given by the source of several of these 
 letters. It will be in the diplomatic correspondence 
 of Great Britain. 
 
 The student is now prepared to begin his original 
 researches for himself, having exhausted his guide- 
 book. Where is the diplomatic correspondence of 
 the United States ? and that of Great Britain ? 
 The American correspondence is found in the " Sen- 
 ate Documents" for 1861-62 and subsequent years, 
 
DETAILED EXAMPLES. 73 
 
 in a long series of volumes. These will be in every 
 respectable American library. The English cor- 
 respondence will probably be found in few. The 
 " Annual Register,' an English publication corre- 
 sponding to our "Annual Cyclopaedia," will furnish 
 the most important documents, if this is in the li- 
 brary to which the student has access. 
 
 The study of the sub-topics now begins. The first 
 will be the commercial relations suggested in the 
 circular addressed to Mr. Charles Francis Adams etc., 
 by the Secretary of State, found in the " Annual," 
 page 258. Terms here occur like " privateering," 
 " contraband of war," "blockade," which the stu- 
 dent now needs to understand in the most exact 
 manner. Where shall he find their definition? 
 They are terms in international law, and ought to 
 be defined in the treatises on that subject. The 
 library catalogue gives him, among other treatises, 
 Woolsey's, in which all of these terms are fully de- 
 fined. General principles in reference to these sub- 
 jects are discussed in the circular, and the question 
 arises : What is the fate of the negotiations here 
 begun ? The student seeks the speediest answer 
 possible. He turns to Appleton again for help. 
 The subject appears discussed under the title, 
 " Privateering." Here is explained the reason why 
 the United States government was against the 
 clause forbidding privateering ; also the existence 
 of the law in reference to blockades. Various other 
 references should be made from this article, such as 
 the discussion in Parliament about the relation of 
 the Confederate privateering to piracy (p. 589) ; 
 
74 THE SEMINARY METHOD. 
 
 trial of crews of privateers (590) ; no letters of mar- 
 que from the United States (592). The article does 
 not give the close of the negotiations for which the 
 student is seeking. He must look elsewhere. He 
 therefore turns now to the original diplomatic cor- 
 respondence, making a query as to these negotia- 
 tions to be answered as the investigation proceeds. 
 
 The student has probably noticed in connection 
 with the diplomatic correspondence in Appleton, a 
 heading, " Public Documents," and made a refer- 
 ence to this. If he now looks it up, he will find the 
 proclamation of neutrality made by Queen Victo- 
 ria, May 13th. Here will be found the answer to 
 the question about the " Enlistment Act," the sub- 
 stance of which is here incorporated. 
 
 The examination of the diplomatic correspond- 
 ence may now begin. The volume for 1861-62 
 contains on pages 31-6, 71-182, as indicated by the 
 index, the material to be examined. As this 
 begins, Mr. Adams's name becomes more and more 
 prominent, and it will be seen to be important to 
 know his history, which is accordingly looked up 
 (American Cyclopaedia). In the examination of the 
 correspondence, two courses may be pursued, 
 either the student may search for particulars per- 
 taining to the separate topics severally, or he may 
 read the whole in course and note the particulars 
 as he comes to them, sorting his references subse- 
 quently and then examining the documents anew 
 under each head as may be necessary. The latter 
 course will prove the more economical of time. 
 The former would also effectually prevent him from 
 
DETAILED EXAMPLES. 
 
 75 
 
 discovering much that might be new and not sug- 
 gested in his guide-book. Accordingly he will read 
 on, making such notes as the following as he goes. 
 First of all come the instructions of the new Minis- 
 ter (p. 71). Note the American fear of recognition; 
 the statement of the case of the nation as it appears 
 to the Secretary, and is to be made to appear to 
 foreign powers ; the mention of the resources of the 
 nation ; specific statement that foreign powers are 
 not to suppose that they can recognize the Confed- 
 eracy and remain friends of the United States ; 
 and similar statements here and there. 
 
 The student who is on the lookout for hints, finds 
 quotations from the "Times" introduced into these 
 documents. This will suggest that the feeling of 
 the English public leading to the demand on their 
 part for the recognition of the Southern Confederacy 
 can be best learned from such a. paper. In the 
 same way, the great American newspapers, like the 
 " New York Tribune," may be examined. If files of 
 these are in the library, special notes should be 
 made of the dates under which each reference to 
 matter capable of illumination from such sources 
 occurs, and the papers about those dates looked 
 up.* 
 
 The student proceeds thus from page to page of 
 
 this correspondence. The Confederate States are 
 
 raised to the rights of belligerents (p. 86). To this 
 
 * I am informed that several books published by Southern writers 
 since the war contain material as to the attempts of the Southern 
 Confederacy to secure recognition, as, for example, Davis's "Rise and 
 Fall of the Confederate Government," and " The Southern His- 
 torical Papers." 
 
7 6 
 
 THE SEMINARY METHOD. 
 
 note others will be added subsequently, as, for ex- 
 ample, reference to page 92. Page 89 gives several 
 notes, blockade, privateering, etc., which may be re- 
 ferred to notes already made, or taken upon new 
 pieces of paper and afterwards sorted into their proper 
 places. The English government evidently being un- 
 willing to respect a paper blockade and thinking that 
 our proposed blockade could not become anything 
 more, it may be well to examine this subject now, 
 or better to make a note and look it up later. 
 (Prof. J. R. Soley's little book upon "The Blockade 
 and the Cruisers " will be a help in understanding 
 this subject.) On page 89 will be found also the 
 term exequatur used of a consul. The student must 
 understand the paragraphs as he goes over them, 
 as well as make notes, and so he must now look up 
 the subject of consuls, which he will find explained 
 in the treatises on international law. (See Wool- 
 sey's, p. 169.) Page 98, Mr. Adams's investigations 
 as to the reception of Confederate privateers in Brit- 
 ish ports. 
 
 The student thus proceeds, noting everything 
 which he deems important, but hastening on as fast 
 as possible to the " Trent " affair which he knows to 
 be coming in the distance. If he is a novice in in- 
 ternational affairs, his eye will be caught by the case 
 of the British consul at Charleston, Mr. Robert 
 Bunch. He will note pp. 131, 150, 155, 165, and the 
 apparent close of the subject upon pp. 6-12 of 
 Executive Documents for 1862-63. This is, how- 
 ever, a mere episode of the diplomacy. 
 
 He now comes to the " Trent " affair itself. The 
 
DETAILED EXAMPLES. 
 
 77 
 
 problem here is to get the facts, the principles of in- 
 ternational law, the negotiations, and the adjustment. 
 As the subject was very important, and it is at once 
 evident that, in a nation like the United States, 
 such questions must be discussed by the public, and 
 public discussion will more or less extensively influ- 
 ence cabinet action, it becomes peculiarly important 
 to trace the course of the history in the various pub- 
 lic prints. Suppose our student to take the " New 
 York Tribune " as an example of these. He will find 
 the first mention of the matter in the number for 
 Nov. 18, 1861. Not only do the news columns 
 mention the event, but there is a very discreet edi- 
 torial. Note should be made of the clear percep- 
 tion by Mr. Greeley of the possible bearing of the 
 question on the British contention in favor of the 
 "Right of Search." The files of the paper may 
 now be examined, and notes made of such editorials 
 as that of Dec. 17, where the whole theory of the 
 English upon neutral rights is discussed, and of 
 Dec. 27, where " Naval Precedents " are treated, 
 and of the editorials and official papers contained in 
 the issue for Dec. 30. We find here the full text of 
 the final communication of the Secretary of State, 
 arguing the case and surrendering the prisoners. 
 
 The question of the past history of this subject 
 in the United States and Great Britain is suggested 
 to the student. He may now assume a knowledge 
 of that history upon the representations of the offi- 
 cial documents with which he is dealing, or he may 
 investigate it more thoroughly. To facilitate speed 
 in disposing of his present theme, he will best con- 
 
73 
 
 THE SEMINARY METHOD. 
 
 suit the treatises on international law for the prin- 
 ciples, and some elementary history for the main 
 line of events. He may then turn to the careful 
 study of the dispatches. These will be found for 
 the most part in the volume " Executive Docu- 
 ments," 1862-3. They begin p. 62, and are found 
 in the subsequent context, as well as upon p. 276 f., 
 in connection with dispatches addressed to Lord 
 Lyons. 
 
 After these dispatches are considered, the impor- 
 tance of the case suggests more careful examination 
 of the literature of the subject. The student will 
 find the " * Trent ' affair" discussed by John Bright, 
 Charles Sumner, Woolsey, who refers also to Mar- 
 quardsen, Der Trait-Fall, Erlangen, 1862. Poole's 
 Index, under the term " Right of Search,'' will give 
 references to a number of articles in magazines. 
 
 We must now leave the student to prosecute his 
 studies in this fascinating theme for himself. The 
 remaining years must be studied after the same 
 manner. The study of the diplomatic documents 
 read in the light of all the contemporary coloring 
 which newspapers, articles, and other sources of 
 information may be able to give him, will soon show 
 him the truth and its meaning as to every special 
 event. The perspective of the events will become 
 more evident as he proceeds. Repeated reviews of 
 what he has already gathered, under the necessity 
 of re-examining certain points to make others clear, 
 will familiarize him with the whole. And at last, 
 from a full mind, with accurate references and suit- 
 able quotations of his authorities, he will be able to 
 
DETAILED EXAMPLES. jg 
 
 present the course of the history graphically, cor- 
 rectly, and in due proportion. He should seek to 
 give a sufficient account of the principal literature, 
 and to correct his own impressions by the opinions 
 given by the most experienced historians. Thus he 
 will add finish and perfection to his work. 
 
 For a theme lying on the border between Theol- 
 ogy and Philosophy, though properly to be classed 
 as philosophical, we select : — 
 
 III. Augustine s Conception of the Constitution 
 of the Human Mind. 
 
 The student should receive with this topic some 
 instruction from the director as to its meaning and 
 importance.* The topic in Augustine of greatest 
 importance for the knowledge of all subsequent sys- 
 tems, and particularly those of the Reformation, is 
 the Will. No theologian of experience in the study 
 of Christian doctrine can have failed to see how 
 both forms of expression and substantial elements 
 of doctrine were confused for lack of a clear psy- 
 chology in every church writer down to and includ- 
 ing the Westminster divines. To discover just 
 what confusion entered in at this point, and how 
 language has been influenced to the detriment of the 
 intended meaning by false analogies or false concep- 
 tions of the mind, will be to make progress not only 
 in understanding Augustine and his successors, but 
 in criticising their positions fairly, and in estimating 
 the value of the principles they maintained. 
 
 * See its place in a list of topics of study by the " Seminary " in 
 Oberlin Theological Seminary, Winter 1888, on page 118 below. 
 
g THE SEMINARY METHOD. 
 
 The topic is then to be understood of the faculties 
 of the mind, of its great divisions into intellect, sen- 
 sibility, and will, and of their mutual relations. 
 The student is warned by his director not to discuss 
 the doctrine of" the freedom of the will, since that 
 depends upon this subject for its full understanding, 
 and will be best handled by another member of the 
 seminary. Thus the topic is clearly defined. 
 
 How, now, shall the subject be opened ? The 
 student may find a few guide-books, as for example 
 Cunningham's " St. Austin " and Uberweg's " His- 
 tory of Philosophy." Let these suffice for examples. 
 The former has a chapter upon "Truth and the 
 possibility of attaining it ; " but our student soon 
 finds that metaphysical questions are here discussed, 
 and not the simple psychological question which 
 forms his topic. Uberweg (American translation, 
 i., 342) gives a few suggestions and references : 
 Augustine distinguishes as faculties of the soul 
 memory, intellect, and will ; all passions are mani- 
 festations of the will {De Civ. Dei. xiv., 6 ; De Trin. 
 x., 13, ix., 4, xv., 22, De Lib. Arb. ii., 19). But in 
 general there is no treatment of the subject here. 
 Evidently the topic is new, and must be searched 
 out by the student for himself. 
 
 He turns to the sources, Augustine's works, 
 having in the library the edition of Migne. He 
 soon finds the index volume (11), and sets about an 
 examination of its contents. 
 
 Has Augustine any special work treating of the 
 soul from which this subject could be studied? 
 The Operum omnium Index Alphabeticus (col. 34) 
 
DETAILED EXAMPLES. gl 
 
 shows him De Anima et ejus origine in x. 475 ; De 
 Spiritu et Anima, vi. 779; De Quantitate Animce, i. 
 1035 ; and nothing else, nothing also on Mens or 
 SpiritUs. 
 
 The student examines these works. He finds the 
 first purely theological in its character, and taken up 
 almost entirely with the origin of the souk There 
 is certainly nothing here except possibly stray sug- 
 gestions, and these evidently few. For the present, 
 at any rate, he lays the book aside. De Spiritu et 
 Anima is spurious. De Quan. Animce treats of those 
 problems as- to the nature of the soul gathering 
 about the idea of extension. In Chap, xxiii. the 
 student notes that sensation is defined, perhaps 
 thus: "Sensation defined, i., 1058, bottom." He 
 also sees that there is some discussion here as to 
 the definition, and follows down the pages till he 
 makes the following note : " Definition of sensation 
 sharpened, i. 1063, mid. — Guarded and settled 1068." 
 The treatise yields nothing more. 
 
 Augustine therefore nowhere treats the subject as 
 such. How are we to get at his opinions? The 
 index volume contains also an Index generalis, and 
 the student soon finds under the head Anima about 
 seven columns of closely printed references to every 
 part of Augustine's works (70-78). Similar collec- 
 tions of references are to be found under Mens, Sen- 
 sus, Voluntas, etc., etc., so that he soon sees that he 
 has the. most perfect pilot into the harbor, provided 
 by the patient industry of the editors of the series. 
 
 The work then is to make a classification of the 
 faculties of the mind, to search out those references 
 6 
 
82 THE SEMINARY METHOD. 
 
 which bear most directly upon the constitution of 
 the mind under each head, and then carefully to ex- 
 amine each in its context, and when its meaning is 
 plain and its bearing on the subject determined, to 
 reclassify and rearrange according to Augustine's 
 ideas, and then write out. 
 
 Looking under Anima, the student soon finds 
 this reference : " De natura spiritus et animcs nostra 
 multa ignorare, an vitio dari possit et dcbeat, x., 530." 
 That is not very encouraging ; but in speaking of 
 the ignorance of the nature of the soul, the writer 
 may say something about the constitution of the 
 soul, so far as known, and so the student makes the 
 reference. Now for a number of paragraphs of ref- 
 erences relating to the nature of the soul, its origin, 
 its relation to God, original sin, etc. These are 
 passed over rapidly, but by and by the student is 
 rewarded with the reference : "Anima non est cor- 
 pus, iii., 372, 425, 365. Anima non est corporea, 
 iii., 480, 363 f," etc. So he proceeds, gathering 
 every reference which looks likely to yield light 
 upon the subject, till under the divisions of the 
 mind, intellect, sensibility, and will, he has gathered 
 a long list of hints and references. For example, 
 under sensation he may get something which looks 
 
 thus : 
 
 Sensus, v. 255, 574, 624. 
 What it is, i. 1058, v. 361. 
 Internal and external, i. 1246. 
 Senses of the body, iii. 466, v. 428. 
 Senses from a point in the brain, ii. 519. 
 (Pineal gland? ) 
 Office, i. 786, x. 770. 
 Motion from fire, iii. 282. 
 
DETAILED EXAMPLES. 83 
 
 So he will go on till, having gone through the 
 subject, he can examine his extracts and classify 
 them. When he has them fully in mind and in 
 order, little more will be necessary for the writing 
 of the essay. 
 
 There is danger here of too hastily seizing on an 
 expression of Augustine's without clearly under- 
 standing what is meant by it. The student must 
 take pains to get the whole bearing of the context, 
 and so far as possible the general drift of the work 
 in which such a reference is found. At first this 
 will demand a great deal of labor, and will consume 
 much time ; but as it goes on it will become easier 
 and easier. For example, under the head of sensa- 
 tion, as marked in the first "note" suggested 
 above, it will not do to seize upon the definition 
 given in i., 1058, without further examination. In 
 such writings a wrong definition is often given for 
 the purpose of exercising the interlocutor. Not un- 
 til the whole thing has been traced through, and the 
 definition found finally "guarded and settled," can 
 it properly be used. Note in passing, that the ref- 
 erence (i. 1058) found in reading the work, appears 
 again in the references obtained from the index. 
 This shows how valuable the index is. 
 
 For a suggestion to the student who may follow 
 down this topic for the sake of practice, let me warn 
 him against the implication in Uberweg's history of 
 the expression that " all passions are manifestations 
 of the will." Augustine does not mean to say that 
 the passions and the will are inextricably mingled 
 as faculties of the mind, but that the moral charac- 
 
8 4 
 
 THE SEMINARY METHOD. 
 
 ter of every motion of the mind depends upon the 
 character of the volition, and he distinguishes quite 
 carefully between the wish, the volition, and the 
 resulting motion or passion. See the passage in 
 full, De Civ., xiv., 6, in connection with the preced- 
 ing chapter, 5. 
 
VI. 
 
 THE PLACE OF ORIGINAL HISTORICAL STUDY IN 
 A THEOLOGICAL SEMINARY. 
 
 We have now finished our explanation and illus- 
 tration of the historical seminary. The question 
 has doubtless arisen in the mind of many a teacher 
 and student of theology, whether after all, in the 
 three years allotted to theological study, amid the 
 numerous topics going to make up the theological 
 curriculum, there is any time or strength left for 
 this kind of work. Desirable as it may be in itself, 
 is it on the whole desirable in an American theo- 
 logical seminary of the present day? The answer 
 to this question could not be given until the " sem- 
 inary " itself had been explained. We may now 
 however, knowing what the seminary is, and what it 
 is adapted to do, ask and answer the question intel- 
 ligently. 
 
 The answer will depend entirely upon what ideal 
 a man may have formed of a theological education. 
 If he thinks it to be merely a preparation for the 
 work of converting men and bringing them into the 
 church, " seminary " work is not a necessity, and 
 may be styled injurious because superfluous. Even 
 theological seminaries are somewhat doubtful ex- 
 periments from that point of view. We shall not 
 discuss this or other theories, but will lay down the 
 
 85 
 
g 6 THE S EM IN A RY ME THOD. 
 
 general principle that the ideal theological educa- 
 tion adapts itself to the man to be educated, and is 
 perfect when it has given him the best preparation 
 which he can receive in the time allotted to study, 
 for the work of the ministry as it actually is. If 
 this proposition is not sound, all the following rea- 
 soning will be of little or no worth. Thus if a man 
 from age, lack of discipline, or linguistic deficiencies 
 cannot learn Hebrew so as to make a successful use 
 of it, the ideal education not only does not require 
 that he shall be dragged through a daily recitation 
 in that language for a year to sustain some artificial 
 "standard," but it demands that he shall not. His 
 time is to be prized as gold, and used with the 
 greatest economy. The student, as an individual 
 with his peculiar history, talents, powers, tastes, pur- 
 poses, and prospects, is one factor in the determina- 
 tion of what the proper education for him is. The 
 other factor is the actual ministry. It calls for 
 evangelists, for great preachers, for pastors, for or- 
 ganizers, for generals, for teachers, for investigators, 
 for theologians. So various is it ; but in all its vari- 
 ety it everywhere calls for men of independent 
 power. The seminary must therefore so educate 
 this student, that whatever particular studies he 
 pursues, he shall gain power. 
 
 Now power is only to be obtained by obtaining a 
 good degree of mastery over something. It makes 
 less difference what the subject is, but when in any 
 of the great departments of theological study, the 
 student feels at home, knows what to study and 
 how to do it, and is confident that he can attain re- 
 
PLACE IN THEOLOGICAL SEMINARIES. gy 
 
 suits which are sound and valuable, that man is a 
 scholar and possesses intellectual power. Put him 
 down in the slums of a great city, and he will not 
 be less successful, but more so for this developed 
 intellectual force. Transport him now suddenly to 
 some quiet and cultured parish, where he has to 
 mature the Christian character of men and women 
 whose ancestors fought in Cromwell's Ironsides, 
 and he can adjust himself to the new situation, and 
 soon begin out of original and profound studies, to 
 bring forth those things, new and old, of which his 
 charge stands in need. 
 
 We are ready to maintain that the demands on 
 the ministry are greatly increasing, and that the 
 call for men of original power is growing louder and 
 louder, and more and more urgent. That seminaiy 
 which can see the demand and so modify its meth- 
 ods as to produce in much larger numbers men of 
 independent power, will receive in the multitudes 
 who shall flock to its halls, the conclusive proof of 
 its wisdom and the abundant reward it will deserve. 
 
 For, undeniably, the graduates of our theological 
 seminaries are not, in the degree in which they 
 should be, and might well be, men of independent 
 power. How many letters has every theological 
 professor who possesses the confidence of aspiring 
 men, received, complaining that in their pastorates 
 they can find no time for study but such as empties 
 itself at once into the sermon, which is thus made 
 crude and dangerous when fresh, or remains sound 
 only at the price of dulness and vapidity ! A wise 
 and fruitful pastorate demands prolonged, profound, 
 
8 8 THE SEMINA RY ME THOD. 
 
 and systematic study. It can no more exist with- 
 out it than can the broad river of the valley with- 
 out the branching rivulets of the hills. The con- 
 stant changes and increasing restlessness of the min- 
 istry show that, in general, ministers cannot endure 
 the strain of long pastorates. The fault lies largely in 
 their education, and arises from a defect, however 
 unavoidable hitherto it may have been, in the theo- 
 logical seminaries. 
 
 With the better equipment of these institutions, 
 the remedy is now comparatively simple. Arrange 
 the studies of each department into two groups, ele- 
 mentary and advanced ; require the elementary ; 
 open the advanced to free election ; insist that 
 somewhere in the course the student shall go to the 
 bottom of a subject ; and you have, if there is any 
 mental foundation in the student, a man of devel- 
 oped scholarship and independent power. If minis- 
 ters knew how to study independently, they would 
 not fall into the hand-to-mouth habit. If they were 
 taught properly at the seminary they would know 
 this. 
 
 There is practically no difficulty with this plan. 
 The professor who will vary his work from year to 
 year can greatly increase the range of instruction 
 without increasing his hours beyond his strength. 
 If he prepares a course of lectures 300 hours in 
 length, he may divide it into 100 hours of required 
 work, repeated every year, and 200 hours of elective 
 work of which one-half may be given in each alter- 
 nate year. This is the German university method 
 
PLACE IN THEOLOGICAL SEMINARIES. 
 
 8 9 
 
 of rotation, and is one of the open secrets of the 
 power of the German system. 
 
 In this way room is made for the seminaries, — for 
 they ought to be held in nearly every department. 
 If a student comes to the professor of history and 
 says, " I wish to do my principal work with you," the 
 professor can introduce him to the seminary, and 
 there can train him to independent power by actu- 
 ally giving him independent investigation to carry 
 on. It is precisely the method to do the work now 
 most needed. It makes the student independent 
 by exercising him in independence ! 
 
 A plea for history in particular might be entered 
 here. The argument for the study of history sug- 
 gested in the introduction, applies with equal 
 strength to the ecclesiastical field. It is within the 
 bounds of moderation to say that the American 
 church has an opportunity such as has never before 
 been afforded to Christianity. For the first time on 
 any large scale has the church been set absolutely 
 free from the corrupting and entangling influences 
 of a formal establishment by the State, remanded 
 to her proper sphere, and furnished with both incen- 
 tive and scope for the display of all her powers. 
 The religious problem of our age is the develop- 
 ment among us of a free, catholic, orthodox, aggres- 
 sive, and successful church, in a sense in which these 
 qualities have never yet been displayed in any form 
 of ecclesiastical life. To seize this opportunity, 
 solve this problem, and render the involved service 
 to mankind, we need all the wisdom which the 
 divine Teacher has stored up for us in any quarter, 
 
GO THE SEMINARY METHOD. 
 
 and we need most emphatically to know the lessons 
 taught by the total experience of man in the history 
 of the church. 
 
 We need equally as much the peculiar results 
 which spring from the original study of history. 
 We are brought as a people into ecclesiastical and 
 social relations so complicated and new in the his- 
 tory of the world, that we need to learn to combine 
 facts and deduce results from them ourselves, before 
 we are qualified to apply the lessons of history to 
 our own case. And further, for American purposes 
 we must have an American church history, that is, 
 one wrought with American problems in mind, and 
 filled with lessons prepared for American use. No 
 European can write a church history which shall be 
 exactly adapted to our needs. The position of 
 Dean Burgon in his book upon " Disestablishment, 
 the Nation's Rejection of God, and Denial of the 
 Faith" may seem self-evident to him, but no Amer- 
 ican could look upon historical questions from this 
 standpoint, nor can we derive much help from men 
 who do. Again, the elements in church life which 
 interest us are different from those which are of the 
 most interest to Europeans. We wish to know, 
 both for apologetic and practical purposes, the real 
 seat of power in the church. Does it reside always 
 and by logical necessity, in whatever land, and 
 under whatever form of supposed government, 
 essentially in the consent of the governed ? We 
 are therefore interested in tracing out many rela- 
 tions and causes which are little appreciated by men 
 trained under other forms of government than ours. 
 
PLACE IN THEOLOGICAL SEMINARIES. 
 
 91 
 
 We have at last found out that the European sys- 
 tem is not adapted to the new conditions of Amer- 
 ican life. The two oldest and best established de- 
 nominations of Christians before the Revolution, the 
 Episcopalians and Congregationalists, have fallen 
 relatively far behind in the progress of denomina- 
 tions in America ; and it is now evident that this is 
 so because, among other reasons, they were too 
 European in form, and could not, or did not, per- 
 ceive the new conditions under which they were 
 placed by the achievement of independence, and so 
 failed to adapt themselves to their circumstances 
 and to deserve success. It was not until a late day 
 that they had fairly shaken off the evil results of 
 their involvement with European ideas and prac- 
 tices, worse than useless in America. Other denom- 
 inations, like the Baptists and Methodists, which 
 had no history and no complications, began every- 
 thing anew and pressed on to the attainment of a 
 great success. 
 
 For all these reasons it is necessary that the 
 American theological scholar should be an inde- 
 pendent student of history, and that he should be 
 trained in the best methods of independent study. 
 
 Practically the working of a seminary need not 
 be a difficult thing. Let the professor begin the 
 year with general instruction as to the purpose and 
 plan of the work, and assign topics in some easy 
 subject, preferably in external history, and in sources 
 in the English language. When some little facility 
 in the work has been acquired, and it is evident 
 who of the class will succeed and who not, let the 
 
g 2 THE SEMINA R Y ME THOD. 
 
 unsuccessful workers be dropped, and the more diffi- 
 cult themes be introduced. Let the work with the 
 best students be carried through the year, parallel 
 with lecture courses, and when the year is over, it 
 will be found that a degree of power has been gained 
 which can be acquired in no other way. 
 
 As to the range of original work which should be 
 undertaken in a theological seminary, it should be 
 as extensive as that performed in any university. 
 The suggestions already given contemplate work 
 which is largely practice work, that is, such as shall 
 train the student, rather than aim to advance knowl- 
 edge. But this is not enough to satisfy the full 
 ideal of a theological seminary. Practice work 
 may be successfully done in college, and it is a 
 necessary part of the university instruction when- 
 ever the preliminary work has not been done else- 
 where. The next higher grade of work is where 
 sources already gathered are exploited for new in- 
 formation. Such was the work done in the Johns 
 Hopkins Seminary up to the year 1880.* The 
 highest is where sources have to be discovered, and 
 the results are in the strictest sense new to the 
 learned world. Not until it reaches this work 
 should the theological seminary stop. It can and 
 it ought to contribute to the advance of knowledge. 
 The necessities of the student and of the times 
 demand it. 
 
 * See the interesting " Circular of Information No. 2," issued by 
 the Bureau of Education, entitled : "The Study of History in Amer- 
 ican Colleges and Universities," by H. B. Adams, Ph. D., Washing- 
 ton, 1887. 
 
PLACE IN THEOLOGICAL SEMINARIES. go 
 
 A short sketch of the work done at Johns Hopkins 
 in the way of exploiting unwrought mines of infor- 
 mation, and of advancing knowledge by co-opera- 
 tive labor in an historical seminary, will best illus- 
 trate the possibilities in this direction.* This style 
 of work began in the introduction of American in- 
 stitutional history as a distinct branch of histori- 
 cal study. The idea was derived from a seminary 
 in Heidelberg, and was first realized in a series of 
 lectures on the history of the Plymouth Plantations, 
 by Prof. H. B. Adams, the result of researches made 
 on the ground by him during the two preceding years. 
 Such studies were now regularly prosecuted by the 
 seminary, different members going in turn to dif- 
 ferent parts of the country and studying local insti- 
 tutions on the ground. The results of this work 
 can be seen in the studies issued by the University 
 since 1883, as for example in those for 1885, "Vir- 
 ginia Local Institutions — The Land System ; Hun- 
 dred ; Parish; County; Town;" in 1886, "The 
 Puritan Colony at Annapolis, Maryland ;" in 1887, 
 "City Government- of Chicago." We subjoin in 
 the Appendix lists of topics discussed in this semi- 
 nary, and will not delay upon them now. Enough 
 to say that in every possible way new sources of 
 history are being opened by the joint labor of these 
 professors and their pupils, and the most that can 
 be derived from them for a truly scientific study of 
 the genesis and character of our institutions is 
 elaborated and published. At the same time the 
 work of practice study among the younger mem- 
 
 * lb., p. 173. 
 
94 THE SEMINA R Y ME THOD. 
 
 bers of the seminary, and of the exploration of the 
 abundant original material, MS. and other, existing 
 in the university library has been carried on. 
 The most practical topics, such as ''Tramps," have 
 been chosen, and in every way the effort to seize 
 upon the yet unexhausted material for the increase 
 of our knowledge, has been vigorously pushed. 
 
 All this is possible in theological seminaries, and 
 is as important for the best instruction of theolog- 
 ical students as for that of any other university 
 men. It is as important here as elsewhere, we 
 would also urge, for the development and increase 
 of knowledge in the world, to assist in which is also 
 the duty of our theological seminaries. The min- 
 istry must always remain one of the great literary 
 classes, and do much of that volunteer work which 
 contributes to the increase of knowledge, but which 
 is rewarded by no pecuniary results. For this, 
 there ought to be competent training in our semi- 
 naries. 
 
 There is no lack of opportunity for such work, nor 
 valid objection to it. It is plain that the choice of 
 topics for an American seminary should be deter- 
 mined with reference to the fact that it is located 
 in America and not in Germany. American uni- 
 versities should not slavishly imitate any foreign 
 schools, not even the German, however much we 
 may be indebted to them. The writer will confess 
 himself second to none in his respect for German 
 scholarship ; but true honor for it does not involve 
 the sacrifice of our independence, nor, unless he is 
 mistaken, is such the result at which the German 
 
PLACE IN THEOLOGICAL SEMINARIES. 
 
 95 
 
 professors aim in the great expenditure of time and 
 labor which they constantly make on students from 
 America. Lotze once expressed the great hope he 
 cherished for the future of philosophy in America. 
 A German professor wrote the other day of the 
 special interest he and his colleagues have in our 
 young countrymen. The aim these professors have 
 is to fit the American youth for doing with inde- 
 pendent effort the same sort of work — not the same 
 work — as is done in those homes and nurseries of 
 science, the great German universities. And so it 
 should be in seminary work. The method is Ger- 
 man : the materials and the laborers are American ; 
 and the results should be American too. The more 
 exclusively laboratory, or practice side of the sem- 
 inary, may be properly devoted to doing what 
 others have done, or are doing, to exploring mediae- 
 val German history, or the history of the Papacy, or 
 the like. In some libraries the materials may be 
 found for truly original researches on German, Eng- 
 lish, or French ground. Doubtless if American 
 scholars turn up anything here which really ad- 
 vances science, their German elder brethren will ex- 
 tend to them the hand of congratulation. But in 
 general, the truly original work of historical semi- 
 naries must be upon American, sources, or be deter- 
 mined by distinctively American needs. In political 
 history the field has proved to be boundless and of 
 intense interest, and the materials reasonably acces- 
 sible. In church history there is no less truly an 
 original and to a large extent an unexplored, or at 
 
9 6 
 
 THE SEMINARY METHOD. 
 
 least uncultivated field. This is the proper subject 
 for an American seminary for church history. 
 
 It will not be understood by this that church 
 doctrine, inasmuch as it deals with materials col- 
 lected in Europe and for the most part embodied in 
 Greek and Latin volumes, is not to be studied in a 
 seminary for church history. On the contrary, we 
 may possess, and in many libraries do already pos- 
 sess abundant materials for this study, and hence 
 may successfully pursue it. There is in this very 
 line, new and unattempted work for the American 
 theologian. It is an unfortunate result, but a strik- 
 ing illustration of the almost exclusively German 
 character of all true genetic study of church doc- 
 trine, that whereas it has been studied minutely as 
 respects the ancient period, or the modern Lutheran 
 theology, the theology of the " Reformed " half of 
 Protestantism, to which most of the American 
 denominations belong, has never received adequate 
 treatment. What approaches to this have been 
 made, are of German making! A good, genetic, 
 thoroughly scientific history of Reformed theology 
 in English does not exist. Here is work for semi- 
 naries, and work which Americans, from their posi- 
 tion and relative independence of existing party 
 complications in Europe, can do better than any 
 other people. 
 
 But there are peculiarly American subjects, and 
 they are of the first importance. There may be 
 those who will deny that we have a history, or be 
 prepared even to throw ridicule upon it. But this 
 is Philistinism, and not science. That great oppor- 
 
PLACE IN THEOLOGICAL SEMINARIES. 
 
 97 
 
 tunity now before the American church, has been 
 ours for near one hundred years, and we have been 
 engaged in preparing for it one hundred and fifty 
 years more. If no history can be made in two 
 hundred and fifty years, then none can be made in 
 three hundred and fifty years, and there is no 
 church history anywhere since the Reformation ! 
 In fact, however, if any trained historian will read 
 our church history, even as it is preserved in imper- 
 fect sketches by the commendable efforts of Pun- 
 chard, Gillett, Backus, and others, he will see that 
 it has its distinct points of transition, and so its 
 epochs, that it is proceeding from one definite 
 point, and as evidently to another. It is full of in- 
 teresting problems. This is the age of church com- 
 prehension. The Presbyterians have united. The 
 Baptists also. The Methodists are agitating the 
 question of union. Prominent public prints are 
 pressing the union of bodies allied in general form 
 of government and belief, though of the most 
 diverse historical origin, such as Congregationalists 
 and Free Baptists, Episcopalians and United 
 Brethren. This seems like a new thing, and an evi- 
 dence of a great and growing spirit of Christian 
 brotherhood. It may be the latter, but it is not the 
 former, — it is as old as the century itself. In the 
 year 1801 the general assembly of the newly or- 
 ganized Presbyterian church and the General Asso- 
 ciation of Connecticut formed the so-called Plan of 
 Union, which was an honest endeavor to secure 
 organic co-operation of these two bodies in the 
 great work of evangelizing the new West, and 
 7 
 
9 8 
 
 THE SEMINARY METHOD. 
 
 establishing there Christian churches. It failed and 
 in 1837 it perished. What was the vicious element 
 in that union ? What were the points where defeat 
 was involved from the start? The high-churchman 
 on either side, Presbyterian or Congregationalist, 
 may be ready with his answer ; but what has the 
 trained, philosophic historian to say ? Up to this 
 day he has never spoken. 
 
 So the influence of slavery on the church affords 
 an enticing theme for investigation. Not even in 
 these United States, after the last organic connec- 
 tion of state and church had been broken up in 1833, 
 was the church free from corrupting political or 
 secular influences. In fact, no sooner was one form 
 of difficulty removed, than another began in the 
 rapidly intensifying conflict with slavery. Its out- 
 ward effects in the division of churches and in the 
 great war, are plain enough. How much had it to 
 do with the paralysis of doctrinal and missionary 
 activity in both North and South ? Such questions 
 are still unanswered, — almost unraised. 
 
 But peculiarly American topics for seminary study 
 are not exhausted here. We have new and fresh 
 material in the sphere of Christian doctrine, — the 
 Hamlet of the historical drama. New England has 
 been the great battle-field of American theological 
 discussion as Virginia was of the late war. It may 
 be the voice of denominational enthusiasm, but we 
 believe it to be the coming verdict of history, that 
 the New England school of orthodox divines em- 
 braces names of true greatness, and has performed 
 services which the Christian church will not readily 
 
PLACE IN THEOLOGICAL SEMINARIES. gg 
 
 let die. At any rate, in New England was the 
 shock of battle with Unitarianism, the controversy 
 with Universalism, there the Baptists arose, there 
 " New Divinity," and " New Theology " have at 
 least made the religious activity of the people evi- 
 dent, and given opportunity for a fresh and vigorous 
 examination of every leading doctrine of Christianity. 
 The " New England Theology " has the most inter- 
 esting points of contact with the theology of Calvin 
 as distinguished from the Calvinism of his successors. 
 It roots in the past. But under the influence of a 
 vastly more correct psychology than Calvin had, it 
 contributes, as the writer believes, substantially to 
 the solution of anthropological problems with which 
 Luther and Melancthon, and Zwingli and Calvin, 
 and the Arminians and Westminster wrestled in 
 vain. Thus it affords a most important field for 
 seminary work, and one, as the writer has found in 
 his own classes, of intense interest to the average 
 American theological student as he is. 
 
 Thus there is at least one special field, largely 
 unexplored but of great importance, which theologi- 
 cal students can cultivate, and which without them 
 will probably remain uncultivated. Every theologi- 
 cal seminary has some division of it where it can 
 work, and which will probably be entirely neglected, 
 unless it itself takes hold. For example, Oberlin 
 Seminary would naturally turn to the history of the 
 " Plan of Union," as exemplified in the Western 
 Reserve, to the effects of slavery on the American 
 church, for which she has special advantages in her 
 large anti-slavery collection, to the work of evangel- 
 
100 
 
 THE SEMINARY METHOD. 
 
 izing the great West. Andover would attend to 
 many topics in Massachusetts history of great im- 
 portance for the understanding of the history of the 
 country at large, as for example, the rise of the vol- 
 untary system. A good specimen of what can be 
 accomplished in this direction is given in the paper 
 of Mr. S. S. Green on " Voluntary Maintenance of 
 Ministers in Plymouth and Massachusetts Bay Col- 
 onies." 
 
 The practical result of such efforts, outside of the 
 immediate result of knowledge and discipline ac- 
 quired, would undoubtedly be the preparation of a 
 great number of papers on similar topics by stu- 
 dents, and ministers settled in various parts of the 
 country, which would be truly scientific pieces of 
 work, available to the historian, instead of the in- 
 ferior publications which we often find in our church 
 and town histories, in which creditable zeal has often 
 been defeated in its object by improper conceptions 
 of the problem and lack of skill in digesting the 
 materials. This is an object worth all the labor it 
 will cost. 
 
 Thus there might grow up gradually under the 
 sympathetic hand of the professional student a 
 scientific and reliable history of the church in 
 America. The plan could be extended beyond any 
 one denomination, and all principal seminaries 
 could be gathered into one grand co-operative 
 effort. Then there could be a national society for 
 church history, where investigators from different 
 seminaries might come together and compare the 
 results of their labors, correct the one-sided views 
 
PLACE IN THEOLOGICAL SEMINARIES. IO l 
 
 that any might have formed, and thus produce 
 ultimately that clear and well rounded view of the 
 actual state of things among us which would teach 
 our special historical lesson to the world. 
 
 The complete practicability of this calls upon the 
 seminaries to engage in the work with a voice to 
 which they will soon respond. 
 
VII. 
 
 THE USES AND LIMITS OF THE METHOD IN 
 COLLEGES. 
 
 The theme has carried us hitherto into the uni- 
 versity. It has, however, its application to the 
 American college, since this properly includes 
 within itself both the gymnasium of the German 
 system, and a portion of the university, for the col- 
 lege curriculum comprises both the " gymnastic " 
 exercises which are intended to make the strong 
 man, and those studies which are intended to in- 
 form his mind. The German student enters the 
 university ignorant of even the elements of philoso- 
 phy or chemistry : the American graduate leaves 
 college with a considerable degree of knowledge of 
 them both, and of kindred topics. This distinction 
 is now so fully recognized that in the Columbia 
 " School of Political Science," — a professional, and 
 so a university department, — students are admitted 
 who have successfully pursued a course of study 
 till the close of the junior year." It follows 
 at once that if the college includes within itself a 
 portion of the university, university methods are 
 appropriate there just as they would be in the simi- 
 lar portions of the university course pursued in what 
 was formally styled a university. 
 
 * "Circular of Information," p. 76. 
 102 
 
USES OF THE METHOD IN COLLEGES. 
 
 103 
 
 Such work must of course be introduced with a 
 due consideration of the circumstances of each case. 
 Before truly original work is done, there must be a 
 certain preparation for it. If the topic is the exter- 
 nal history of any nation, there need not be much 
 special preparation, since the general training of 
 students in their studies, and their observation of the 
 world in which they live, will furnish them the gen- 
 eral ideas with which they must operate. But if 
 the study be the history of philosophy, it is evident 
 that there must be some acquaintance with the 
 principles of philosophy, and with the history of 
 philosophy as it is already known, before anything 
 worth doing can be done. So in church history in 
 a theological seminary. External church history 
 may be studied at an early date, when the student 
 is entirely unequal to the study of the history of 
 doctrine. 
 
 This general principle being laid down, and always 
 kept clearly in mind, how shall the method of orig- 
 inal study be introduced? In history, for example, 
 shall time be taken up with a seminary, which has 
 heretofore been devoted to gaining the first ac- 
 quaintance with the outlines of the subject, and 
 shall a student's grasp of a great period be thus 
 sacrificed to original work over a very small topic? 
 
 Now, in the first place, it is not necessary to 
 sacrifice much of anything to gain this new training, 
 for the study of a text book may be combined with 
 the seminary method. Some ground may have to 
 be sacrificed, and yet for the most part the students 
 will work to so much greater advantage and learn 
 
t 04 THE SEMINAR Y ME THOD. 
 
 what they have to learn so much more easily from 
 the greater interest they will take in the subject, that 
 the class will go over nearly the same ground, and 
 do it much better. Or, if, on the other hand, the 
 text book be entirely put aside, the topics, when 
 well selected, will involve each so much collateral 
 reading, and will require so much closer attention 
 to details, that they will themselves prove a better 
 introduction to any limited period, at least, than a 
 text book can possibly be. 
 
 An experiment of this kind was tried by Prof. 
 Monroe of Oberlin College for the first time with a 
 class in political economy in the fall of 1887. The 
 work of the class-room in the text book went on as 
 usual ; but a portion of the class volunteered to do 
 some extra work after the seminary plan, and they 
 were assigned topics with references carefully made 
 out for each topic, and printed in a pamphlet.* 
 The class worked through these subjects as thor- 
 oughly as possible, having such suggestions as they 
 needed from time to time, till the closing review 
 came, when these were read as the daily class ex- 
 ercise, while the review was left to each student to 
 do for himself. 
 
 Ordinarily, however, this style of work will come 
 best by itself, and after the elementary work has 
 been done by another class pursuing the common 
 line of college study. We may listen at this point 
 with advantage to the experience of Prof. Adams of 
 Michigan University, now President of CornelLf 
 He says : " Ever since my observation of the methods 
 
 * See Appendix, p. 114 ff. \ At Circular," p. 104. 
 
USES OF THE METHOD IN COLLEGES. 
 
 I05 
 
 pursued in Europe, I have desired to introduce into 
 the historical courses of the University of Michigan 
 something akin to the historische Gesellschaft of 
 the German universities. At the beginning of the 
 past year [187-172] a favorable opportunity seemed 
 to present itself. After consultation with the presi- 
 dent of the university, and with the faculty of our 
 department, I met the members of the senior class 
 and explained the purpose of the experiment. It was 
 found that twenty-seven members of the class de- 
 sired to take an extended course of historical study, 
 even in addition to the regular work of the senior 
 year. After this expression the faculty decided to 
 place this course in history among the elective 
 studies. It was determined that the work of the 
 semester should be devoted to the study of the 
 growth of the British constitution. Twelve ques- 
 tions, embracing topics of most importance from 
 the period of the Saxons to the reform of 1832, 
 were given to the class, together with numerous 
 references to the best authorities in the university 
 library. The class was divided into sections of 
 from six to ten members each, in order that the 
 work of each member might, as far as possible, be 
 under the direction of the professor. Each section 
 came together once a week for a session of two 
 hours, when one of the members was required to 
 read a carefully prepared essay on the question 
 before him, and each of the other members was 
 called upon to give the results 'of his own study of 
 the same subject. In this manner, the class gained 
 a good knowledge of the leading events in the 
 
! 6 THE SEMINAR Y ME THOD. 
 
 growth of the English constitution and, what was 
 perhaps of scarcely less importance, acquired a more 
 or less intimate acquaintance with the best works 
 that have been written on the civil and political 
 history of the Anglo-Saxon race." 
 
 Now this is not original work of the highest type, 
 but it is very well worth doing, and it is the neces- 
 sary preparation for the best kind of truly original 
 work. Note what is gained by such a method. 
 The class learn to study a subject in distinction 
 from a book. They learn to collect information 
 from many sources, to digest it and arrange it. 
 They learn to criticise it and know the comparative 
 value of different statements. The resulting know- 
 ledge is theirs by right of creation from its materials, 
 and not something which has been given them by 
 another, simply. The only essential difference be- 
 tween it and original work among the first sources 
 of information, is that the material is given to the 
 student in a form largely prepared, and he is not re- 
 quired to extract the significance from mere hints, 
 or from sources not originally designed to give such 
 a product. It is therefore the best method for in- 
 itiatory training, and will prepare the student to 
 cope with the additional difficulties of higher work. 
 
 Here properly the work of the seminary in a col- 
 lege stops. All the time that can well be bestowed 
 on such work will have been consumed when so 
 much as this is done, and the further prosecution of 
 the method should be left to the university course 
 proper. 
 
 Harvard College presents the phenomenon of an 
 
USES OF THE METHOD IN COLLEGES. iq-j 
 
 institution which is in a course of development from 
 a college into a proper university. It comprises, 
 therefore, courses which no college standing upon 
 the plane of the old American college can contem- 
 plate or, in the writer's mind, ought to contemplate. 
 Yet with due allowance for disparity of aims and 
 purposes, its example will be instructive to other 
 colleges. The last catalogue (1887-88) shows a very 
 interesting development of the seminary system. 
 Under the name of Seminary, or of Special advanced 
 Study and Research, the plan is introduced in the 
 study of the Semitic languages,* Latin,f Eng- 
 lish, Psychology and Metaphysics, Political Econ- 
 omy, History, % Roman Law, Mathematics, § and of 
 
 *This is both a university and undergraduate seminary, though 
 properly all the work done is of a university grade. Last year the 
 following topics were discussed : Jewish Literature of the Nineteenth 
 Century, Jewish Music, Modern Literary Activity in Syria, Transla- 
 tions from the Rhymed Prose Satires of Hamadani, Materials for 
 the Construction of Assyrian History, with references to recent 
 books, Studies in Hebrew Literature, Isaiah and the Assyrian 
 Monuments, A Study of the Book of Job, Hebrew Poetry, and The 
 Druses of Mount Lebanon. See Catalogue for 1887-8, p. 122. 
 
 t This course is entitled, " Philosophy among the Romans.— Selec- 
 tions from Cicero and Lucretius." 
 
 % There are four different courses under this head, embracing 
 topics in Medieval and Church History, Constitutional Govern- 
 ment, American History, and Modern Diplomacy. 
 
 § In the Mathematical Seminary lectures were given on The Dis- 
 cussion of a Trigonometric Surface, The Geometry of Descartes, 
 The Theory of Substitutions, The Discussion of a Riemann's Sur- 
 face, The Curve of the Third Degree, The Theory of Capillarity, 
 The Deflective Force of the Earth's Rotation, The Discussion of a 
 Differential Equation, Some Equations in Theoretical Astronomy, 
 Infinites and Infinitesimals, Some Theorems in the Theory of Num- 
 ber, and The Curvature of Surfaces. 
 
1 08 THE SEMINAR Y ME THOD. 
 
 course, the Natural Sciences. Not one of these 
 seminaries existed fifteen years ago. It is at once 
 evident how varied the possible range of such work 
 is, and how it must and will spread in an institution 
 when it has once been introduced. It meets a want 
 which students have long felt, and which they de- 
 mand shall be gratified when once they appreciate 
 the fact that it is a reasonable and genuine require- 
 ment of the mind. The method succeeds, and its 
 success is the warrant for its existence. 
 
APPENDIX. 
 
APPENDIX. 
 
 The following suggestions and lists of topics are 
 designed to open the field of original study to those 
 who are just making acquaintance with it. One of 
 the clearest ways of gaining a knowledge of a new 
 method is to find in what way others are managing 
 it. No attempt at completeness is made, for the 
 object is only suggestion. 
 
 Johns Hopkins University. — List of papers pre- 
 sented to the Historical and Political Science Associa- 
 tion, 1877-79 (Circular above cited, p. 195 f.). 
 
 The Village Communities of Ancient Germany and 
 Mediaeval England. An Introduction to the Study of 
 New England Towns and the Institutions of Local Self- 
 government in America. 
 
 Tramps. 
 
 The Economy of Co-operation. 
 
 Review of Dr. Woolsey's Theories concerning the Edu- 
 cational Power of the State. 
 
 Greek Cities. Fragments from Greek writers, illus- 
 trating the historical village community, and the federal 
 constitution of the commonwealth of Greece. 
 
 The Tractatus Theologico-politicus of Spinoza. A 
 philosophical essay in which Spinoza was presented as 
 the champion of religious liberty. 
 
 The Punitive Power of the State. An inquiry into the 
 grounds of legal punishment and an examination of the 
 views advanced in Woolsey's Political Science. 
 
 Ill 
 
! 1 2 THE SEMINAR Y ME THOD. 
 
 Bribes in Greece. 
 
 Incidents of Historical Research in the Department of 
 State at Washington. 
 
 The Grand Jury System. 
 
 The Ordinance of 1787 for the Government of the 
 North-western Territory. 
 
 The Original Conception of the Town as an Institution. 
 
 The Influence of Alexander Hamilton in the formation 
 of the Constitution of the United States. 
 
 The Maryland State Papers. 
 
 The Public School System. An inquiry as to its 
 foundations. 
 
 The School System of Connecticut, with Particular Ref- 
 erence to that of New Haven. 
 
 The School System of Baltimore. 
 
 Are Boards of Arbitration desirable ? 
 
 The Stone Age. 
 
 The Swiss Lake Dwellings. 
 
 The Depopulation of Central Greece in the Post-Clas- 
 sical Period. 
 
 The National Archives. 
 
 A Study of German Social Democracy. 
 
 A Review of the Question, " Was Maryland a Roman 
 Catholic Colony?" 
 
 Recent Complications in the School System of New 
 Haven. 
 
 Notes on Niebuhr's Life and Works. 
 
 Lieber's Reminiscences of Niebuhr. 
 
 Primitive Aryan Mythology from the Standpoint of In- 
 dian Literature. 
 
 Animistic Religion an Excrescence not a Germ of 
 Vedic Religion. 
 
 The Boundary Controversy between Maryland and 
 Virginia. 
 
APPENDIX. l j 3 
 
 Letter from Dr. Win. Hand Browne upon Catholic Tol- 
 eration in Maryland. 
 
 The First Public Proposal of a Constitutional Conven- 
 tion for the United States. 
 
 Methods of Historical Inquiry as pursued at German 
 Universities. 
 
 Maryland's Ratification of the Federal Constitution. 
 
 The Position of Socialism in the Historical Develop- 
 ment of Political Economy. 
 
 Moral Insanity as a Cause of Crime. 
 
 The Problem for Political Economy in the United 
 States. 
 
 Attic Colonization. 
 
 Methods of Historical Instruction as pursued at Brown 
 University. 
 
 N. B. It will be evident upon a slight examination 
 that the thread running through all this course was the 
 study that was going on in the seminary on village com- 
 munities. Mark the range of illustration sought of the 
 principles of village organization ! 
 
 Student Lectures. — An interesting method of in- 
 struction in the undergraduate department of the uni- 
 versity is that by means of student lectures. Generally 
 these subjects are given out in connection with courses of 
 instruction by the professors, and when the student is 
 ready, he lectures to the class, in place of the professor. 
 The following are selected topics out of several groups 
 given in the " Circular," p. 201 ff. We give entire groups, 
 as they are more significant than scattered topics would 
 be. 
 
 Church History. — Influence of Jewish Ceremonial 
 upon the Christian Church ; Influence of Greek Philoso- 
 phy on Christian Thought ; Influence of Roman Institu- 
 tions upon the Church; the Apostolic Fathers ; the Greek 
 
H4 
 
 THE SEMINARY METHOD. 
 
 Apologists ; the Latin Apologists ; Saint Ambrose ; 
 Chrysostom ; Saint Jerome and the Vulgate ; Saint Augus- 
 tine and the City of God ; Nestorianism ; the Clergy and 
 the Laity ; the Office of Patriarch ; Metropolitan Centers 
 of Church Life ; Origin of the Papacy ; Artistic Repre- 
 sentations of the Growth of the Ecclesiastical Constitu- 
 tion ; Leo the Great; Extension of Church Authority 
 into England; Conversion of Germany; Relation of 
 Charles the Great to the Papacy ; Otto the Great ; In- 
 ternational Position of the Holy Roman Empire of the 
 German Nation ; Constitution of the Empire ; Territorial 
 Claims of the Empire ; Gregory VII. and the Countess 
 Mathilda of Tuscany ; the Normans in Sicily ; Frede- 
 rick Barbarossa and his Relations with Italy ; Arnold of 
 Brescia ; Points of Conflict between the Empire and the 
 Papacy ; Fall of the Hohenstauffen Emperors ; the Great 
 Councils of the Fifteenth Century. 
 
 Mediaeval History. — Caesar's Conquest of Gaul; 
 Life in Gaul in the fifth Century; Monastic Life in Mer- 
 ovingian Gaul ; the Northmen ; Cnut and Harold Haar- 
 drada ; Lanfranc and Anselm ; the Bayeux Tapestry ; 
 Domesday; Results of the Crusades; Origin of Feudal- 
 ism ; Mediaeval Cathedrals ; Scriptoria and Chronicles ; 
 Conquest of Wales ; the Coming of the Friars into Eng- 
 land; Law-Courts, circa 1200, in England; the Albi- 
 genses and the Crusade against them ; Military and Re- 
 ligious Orders; Montfort in Gascony ; London in the 
 Fourteenth Century ; Robert Bruce ; Life on the Roads 
 in England in the Fourteenth Century : the Popes at 
 Avignon ; Froissart ; Wyclif's Bible ; the Paston Let- 
 ters ; Parliamentary Antiquities in the Fourteenth and 
 Fifteenth Centuries ; Comparison of the Characters of 
 Louis XL, Henry VII., and Ferdinand of Aragon ; the 
 
APPENDIX. 
 
 "5 
 
 States General of 1468 and 1484; the Relations of France 
 and Scotland in the Fifteenth Century. 
 
 Politics. — England in Egypt ; the International As- 
 sociation for the Control of African Trade and the River 
 Congo ; France in the Tonquin ; the Opening of China ; 
 Character of Chinese Diplomacy; the Opening and re- 
 cent Progress of Japan ; Relations between Germany and 
 the Vatican ; Papal Policy in America ; Who should con- 
 trol the Panama Canal, if there were one ; International 
 Congresses ; the Question of an International Tribu- 
 nal ; the Diplomacy of the United States versus the 
 Indians ; the Relation of Political Ethics to International 
 Law ; the Theory of a World State ; Freedom of the Sea 
 and of great Rivers ; the American Fisheries ; the Mon- 
 roe Doctrine in its Relation to the South American Re- 
 publics ; Review of the Present International Relations 
 of the United States. 
 
 The University " Studies." — These studies are so 
 well known to the public through frequent advertisement, 
 as well as through the great circulation which they have 
 obtained, that a list of the contents of the nine or ten vol- 
 umes of the series in both forms, need not be given here. 
 But this may be said, <that they follow out the line of in- 
 vestigation which has been suggested in the list of Asso- 
 ciation topics already given. They are a long series of 
 studies in the institutional history of America. They 
 should be studied by every teacher who desires to know 
 what he can undertake in this line in his own vicinity. 
 Out of the multitudes of such studies which could be 
 made in American affairs, if a larger number of schools 
 would engage in it, there might come the most valuable 
 as well as interesting results for the whole country. 
 
1 16 THE SEMINARY METHOD. 
 
 Oberlin College. — The pamphlet printed by Prof. 
 Monroe for his class in political economy began as fol- 
 lows. We give but a portion of it. 
 
 Senior Class — Oberlin College. 
 
 Volunteer Club in Political Economy. 
 
 September, 1887. 
 
 Mr. 
 
 Labor-Saving Machinery. 
 Miss Martineau's " History of England," i. 334 and ii. 
 54 ; Thompson's " Political Economy," see word " Ma- 
 chinery " in Index ; Newcomb's " Political Economy," 
 Book ii. Chap. vi. Section 38 ; Westminster Review, vol. 
 14, pp. 191-210, also vol. 5, pp. 101-130; North Ameri- 
 can Review, vol. 34, pp. 220-246 ; U. S. Commissioner of 
 Labor, First " Annual Report," pp. 80-90 ; Young's 
 " Report on Labor," (44th Cong. First Session, House Ex. 
 Doc. 21.) pp. 176-195; Jevons' "State in Relation to 
 Labor," Chapters ii. and iii. 
 
 Mr. 
 
 The National Banking System. 
 Newcomb's " Political Economy," Book ii. Chap. xiii. 
 Sections 87-90 inclusive ; Bowen's " American Political 
 Economy," Chap. xvi. ; George Walker's Article in Bank- 
 er's Magazine, March, 1868, on "The Advantages of the 
 
APPENDIX. ny 
 
 National Banking System " ; Pamphlet containing the 
 various acts in regard to the National Banks and published 
 by the Comptroller of the Currency ; Lalor's Cyclopaedia, 
 vol. i. p. 215, Article, "National Banking." 
 
 Mr. 
 
 Bimetallism. 
 
 In favor of the Double Standard. 
 
 Jevons' " Money and the Mechanism of Exchange," 
 Chap. xii. ; Seyd's " Bullion and Foreign Exchanges," 
 Part iii. Chap. iv. ; Francis A. Walker's " Money," Part i. 
 Chapters xii. and xiii. ; Horton's " Silver and Gold," all 
 parts of the work, but especially Chap, iii.; Monroe's 
 speech in Congress, Feb. 21, 1878; M. Cernuschi's "Or 
 et Argent " ; M. Wolowski's " L' Or et L' Argent " ; Fran- 
 cis A. Walker's "Political Economy," Part vi. Chap. ix. 
 
 /ft favor of the Single Standard. 
 
 Mill's " Political Economy," Book iii. Chap. x. ; argu- 
 ments in the report of the " Silver Commission," and in 
 the reports of the " International Monetary Congress " of 
 1878; Prof. Sumner's writings on that subject; Lalor's 
 Cyclopaedia, Article, " Paris Monetary Conference." 
 
 Mr. 
 
 Specie Resumption in England. 
 Sumner's " History of American Currency," Chap. ii. 
 page 229 ; Horton's "Gold and Silver," Chap. vii. ; Miss 
 Martineau's " History of England," VoL i. Book i. Chap, 
 i., Book ii. Chap, iii., and Vol. ii. Book i. Chap. xv. 
 
j j g THE SEMINAR Y ME THOD. 
 
 Mr. 
 
 The Greenback. 
 Sumner's " History of American Currency," page 197 ; 
 Francis A. Walker's "Money," pp. 3 6 9~375 5 Upton's 
 "Money in Politics," Chapters 12, 13, 14, 16, 17, and 18; 
 Reports of Secretary of the Treasury and Comptroller of 
 the Currency for the years 1863-1868, and 1874-1879 ; 
 Lalor's Cyclopaedia, Article, " United States Notes," last 
 part of the Article. 
 
 Mr. 
 
 The Principles of Taxation. 
 Adam Smith's " Wealth of Nations," Book v. Chap. ii. ; 
 Ricardo's " Principles of Political Economy and Taxa- 
 tion," Chapters vii. to xvii. inclusive ; Mill's " Political 
 Economy," Book v. Chap, ii., and also Chapters iii., iv., 
 and v. ; Prof. Bowen's " Atnerican Political Economy," 
 Chap, xviii. ; Newcomb's " Political Economy," Book v. 
 Chap. iii. ; Francis A. Walker's " Political Economy," Part 
 vi. Chap. xii. ; Amasa W T alker's " Political Economy," 
 Book iv. Chapters ix. to xii. inclusive ; Perry's " Political 
 Economy," Chap. xvi. ; Thompson's " Political Economy," 
 Chap. ix. ; Greeley's " Political Economy," Chap. xix. ; 
 Henry George's " Progress and Poverty," pp. 367-386 
 and 387-424. 
 
 Mr. 
 
 Protection and Free Trade. 
 
 In favor of Protection. 
 
 Mill's "Political Economy," Book v. Chap. x. Sec. 1. ; 
 Roscher's " Political Economy," Book v. Appendix iii. ; 
 
APPENDIX. i i g 
 
 Henry C. Carey's " Social Science," in many places ; Eld- 
 er's " Questions of the Day," Chapters xiv., xv., and xvi. ; 
 Bowen's " Political Economy," Chap. xx. ; Thompson's 
 "Political Economy," Chapters xi. and xii., and see also 
 the word " Protection " in the Index ; Horace Greeley's 
 "Political Economy" in all parts; Senator Sherman's 
 Speeches, pp. i, 121, and 336 ; Judge Kelley's Speeches, 
 consult Table of Contents ; Adam Smith's " Wealth of 
 Nations," see certain concessions, Book iv. Chapters ii. 
 and iii. ; Smith's " Political Economy," Chap. vii. 
 
 In Favor of Free Trade. 
 
 Mill's " Political Economy," Book v. Chap. x. Sec. 1 ; 
 Adam Smith's " Wealth of Nations," Book iv. Chapters 
 ii. and iii. ; Cairnes' " Political Economy," Part iii. Chap, 
 iv. ; Sumner's " History of Protection in the United 
 States " ; Perry's " Political Economy," Chapters on " For- 
 eign Trade ' ; and " American Tariffs " : Grosvenor's " Does 
 Protection Protect," throughout the book ; Bastiat's 
 u Sophisms of Protection " ; Prof. Fawcett's " Free Trade 
 and Protection " ; Newcomb's " Political Economy," Book 
 v. Chap. ii. ; Francis A. Walker's " Political Economy," 
 Part. vi. Chap. xiii. ; Amasa Walker's " Political Econ- 
 omy," Book iii. Chapters iii., iv., and v. 
 
 Mr. 
 
 American Grain in Europe. 
 
 See Index to Consular Reports, College Library. 
 
 Topics for a Seminary for Church History. — 
 In connection with suggestions already made in the 
 body of this book, the writer will add a few complete 
 lists of seminary topics in church history. A theologi- 
 cal school of any denomination may easily find in its own 
 
! 20 THE SEMINAR Y ME THOD. 
 
 history similar collections of topics, the study of which 
 will prove not only exceedingly profitable, but also in- 
 tensely interesting. 
 
 New England Theology (as actually taught in Ober- 
 lin Seminary, in 1886). 
 
 1. Doctrine of Conversion. 
 
 2. The Nature of the Will. 
 
 3. Original Sin. 
 
 4. The Nature of the Atonement. 
 
 5. The Necessity of the Atonement. 
 
 6. The Trinity. 
 
 7. The Prevention of Sin. 
 
 8. Office of the Holy Spirit. 
 
 9. System of Hopkins. 
 
 10. System of Emmons. 
 
 11. System of Finney. 
 
 12. Election and Freedom. 
 
 13. The Theory of Virtue. 
 
 14. Eschatology. 
 
 Topics in Augustine (as actually taught in Oberlin, 
 Winter of 1888). 
 
 1. Augustine's View of the Constitution of the Human 
 Mind.* 
 
 2. Doctrine of the Will as originally created. 
 
 3. System of Pelagius. 
 
 4. Freedom of the Will subsequent to the Fall. 
 
 5. Bondage of the Will. 
 
 6. Prevenient Grace. 
 
 7. Original Sin, its Origin. 
 
 * There might be added, as a connecting link between ancient 
 and modern history of doctrine, a series of papers on the psychol- 
 ogy of other church teachers, Zwingli, Luther, Melancthon, Calvin, 
 and of others like Socinus, — a subject which has never been prop- 
 erly wrought out. 
 
APPENDIX. I2I 
 
 8. Original Sin, its Effects. 
 
 9. Guilt of Sin. 
 
 10. Predestination. 
 
 11. Perseverance. 
 
 12. Faith and Justification. 
 
 13. Baptism. 
 
 14. Relation of the Church to Grace. 
 
 15. Trinity. 
 
 16. Schism. 
 
 17. Relation of Augustine to Tertullian. 
 
 18. A group of topics : 
 
 a. Martin Luther's Form of Augustinianism. 
 
 B. Calvin's Form of Augustinianism. 
 
 c. The Augustinianism of Wiclif and Huss. 
 
 Practice Topics for introducing the student to this 
 form of study. 
 
 1. The Council of Nice. — The chapters of Stanley's 
 History of the Eastern Church relating to this Council 
 could be used as a guide-book, a class carried over the 
 discussion of the original documents, as preserved in 
 Eusebius, Theodoret, Socrates, etc., and then an essay 
 required from each student which should cover the 
 ground, and yet make no statement for which the student 
 had not himself seen the original authority. 
 
 2. Hippolytus and his Conflict with the Bishops 
 of Rome. — The material is accessible in English transla- 
 tions, which will expedite matters. The topic may serve 
 as an introduction to a later study of the growth of the 
 Papal power. 
 
 3. Original Topics.— These, when not too difficult, 
 may be preferred for introductory work. The following 
 series of inquiries as to the effects of slavery on the 
 American churches, would serve the purpose. It relates 
 to the effect of slavery on the Congregational churches, 
 
! 2 2 THE SEMINAR Y ME THOD. 
 
 but, mutatis mutandis, similar lists could be prepared for 
 every other denomination. 
 
 i. Samuel Hopkins's Efforts for the Slave at Newport. 
 
 2. Slavery in New England. 
 
 3. Negro Members of Congregational Churches. 
 
 4. Extension of Congregationalism in the Slave States. 
 
 5. The Attitude of Anti-slavery Reformers towards 
 the Church. 
 
 6. Effect of Oberlin's Anti-slavery Position on its Use- 
 fulness in the Western Reserve. 
 
 7. Influence of Slavery in effecting the Disruption of 
 the Presbyterian Church. 
 
 8. Refusal of Oberlin Students by the American Board, 
 and the General Position of this Organization on Slavery. 
 
 9. Oberlin's Independent Missionary Efforts, and their 
 Effects. 
 
 10. The A.H.M.S. and Slavery. 
 
 11. The early Congregational Churches in Kansas. 
 
 12. Relative Attitude towards Slavery of the Unitarian 
 and Orthodox Churches of New England. 
 
 13. The Religious Press and Slavery. 
 
 Harvard University. — In addition to what has above 
 been said as to Dr. Hart's course, we may add the list of 
 topics employed in his Seminary for 1887-88. We give 
 of these only the first eleven, giving the " larger " topic 
 first, and then the " smaller," which it will be noted is 
 generally a sub-topic under the larger. 
 
 1. 1860-65. T ne Civil Government of the United 
 States. Thesis on : The Outbreak of the War. 
 
 2. 1861-65. The civil government of the Confederate 
 States. 
 
 3. 1865-77. Reconstruction. — History of the XV. 
 Amendment. 
 
APPENDIX. j 23 
 
 4. 1865-85. Political Parties. 
 
 5. 1865-85. Foreign Relations. — Bibliography of Amer- 
 ican Diplomacy. 
 
 6. 1865-85. Social Questions. 
 
 7. 1865-85. Questions of State and Local Govern- 
 ment. — Government of the Town of West Medford. 
 
 8. 1865-85. Workings of the Legislative Department. 
 — River and Harbor Legislation. 
 
 9. 1865-85. Workings of the Executive Department. 
 — History of the Veto Power. 
 
 10. 1865-85. Workings of the Judiciary Department. — 
 History of the XIV. Amendment. 
 
 n. Special Bibliographical Work : Mr. -, 
 
 when called upon. 
 
 The Seminary in the Modern Languages. — The 
 following extract from a paper read before the meeting 
 of the Modern Language Association of America at its 
 meeting at Philadelphia, Dec. 29, 1887, by Prof. H. S. 
 White, of Cornell University, on The Teaching of a Foreign 
 Literature in connection with the Seminary Method, will 
 be found full of suggestion. 
 
 " The old German Messiads, the Heliand and Otfrid's 
 Krist, when compared together, show many interesting 
 points of contrast. One may note the differing treatment 
 of the Gospel narrative, and the difference in metrical 
 structure, representing on the one hand the strong and 
 simple alliterative beat of heathen versification, and on 
 the other the influence of the gathering force of the Latin 
 strophe of the Christian hymn, concealing within itself the 
 melodious possibilities of assonance and alliteration with 
 the more perfect melody of finished rime. Looking at 
 the circumstances of the composition of the two poems, 
 there is considered to be in one an eloquent proof of the 
 growth of Christianity among the unlettered peoples of the 
 
1 24 THE SEMI N A R Y ME THOD. 
 
 Saxon North ; in the other, an attempt to resist in the 
 South the influence of a frivolous and pagan literature. 
 
 " The poems of Walther von der Vogelweide, when 
 studied in connection with his age, throw interesting side 
 lights upon the social life of his time, and upon the con- 
 tentions between emperor and pope. Martin Luther's 
 writings are scarcely intelligible without an examination 
 of middle high German, and in turn assist to an accurate 
 analysis of modern German syntax. To describe the 
 origin of the French or German drama, one must review 
 ecclesiastical literature, and be familiar with the theater 
 of the ancients. The benefit is evident of such courses as 
 Prof. Crane's lectures at Cornell on French Society in the 
 Seventeenth Century, based upon voluminous memoirs, 
 correspondence, and other literary memorials of that 
 period; or the courses of Professor Elliott at Johns Hop- 
 kins, in which the work of the year may be concentrated 
 on a limited period in literary history, or upon the study 
 of a small group of related dialects, or of a few important 
 linguistic monuments. What useful material, for a knowl- 
 edge of the current impressions in Paris regarding Euro- 
 pean art and politics is afforded by Heine's miscellaneous 
 communications to the Augsburg Gazette ! What a field, 
 too little cultivated, is afforded by the bulky correspond- 
 ence of prominent literary characters ! Again, not the 
 least beneficial phase of the minute study of the second 
 part of Faust is afforded by the social and philosophical 
 problems suggested, and by the discussion of the relations 
 between the classic and romantic movements as depicted 
 in the " Helena." Not less attractive is the effort to 
 fathom the secret of the many erratic manifestations of 
 genius of which every literature yields attractive and baf- 
 fling illustrations. 
 
 " A legitimate feature of such seminary work may be 
 
APPENDIX. l2 c 
 
 the examination by students of new and relevant publica- 
 tions, whether edition or commentary or special treatise, 
 and the presentation of critical notices of their contents. 
 Others desire to discard all adventitious aids, and, leaving 
 unconsidered whatever incrustations have clustered upon 
 the shell, to penetrate to the heart, and to devote the 
 energies of their students to the patient study of the bare 
 untarnished text, the naked thought of the author selected. 
 Such diversities of operations may yet lead to equally 
 profitable results. 
 
 " As to the relation of the study of literature proper to 
 the study of kindred subjects, one may say that although 
 the teaching of literature be not the teaching of history or 
 of biography, both are essential as a background ; and 
 that inasmuch as the province of what is called Cultur- 
 geschichte, — a sort of literary biology, — trenches upon lit- 
 erary history, it is also to be considered a necessary con- 
 comitant of literary studies." 
 
INDEX. 
 
 Adams, Mr. C. F. 69, 73, 74. 
 
 Adams, Prest. C. K. 104. 
 
 Adams, Prof. H. B. 93. 
 
 "Alabama," 69. 
 
 Andover, 100. 
 
 Arianism, 12. 
 
 Arius, 45. 
 
 Arminians, 37, 42. 
 
 Articles, Marburg, 63. Zwingli's 
 
 notes on, 63. 
 Atonement, sub-topics under, 38. 
 Augustine, 12, 45, 79 ff. Topics 
 
 in, 120. 
 Authorities, how to test them, 40. 
 
 Banking, national system, litera- 
 ture, 116. 
 Bimetallism, literature, 117. 
 Blockade, 73. 
 
 Calvin, his psychology, 34.. Re- 
 lations to Zwingli, 37/ Theory 
 of Original Sin, 42. 
 
 Calvinism, 99. 
 
 Catalogue, library, use of, 34, 54. 
 
 Church, American, problem of, 
 89. 
 
 Church history, departments, 11. 
 Seminary, 12, 19. Books on, 
 
 14. Use of general treatises, 
 
 15. Study of American, 89. 
 How jnade, 100. National So- 
 
 ciety for, 100. Topics in, 
 113, 119. 
 
 Colleges, 102. 
 
 Columbia School of Political Sci- 
 ence, 102. 
 
 Comprehension, church, 97. 
 
 Confederacy, 67, ff. 
 
 Constitution, 5. 
 
 Context, study of, 8^. 
 
 Contraband of War, y^. 
 
 Council of Nice, 121. 
 
 Causes, historical, 8. Of a doc- 
 trine, 51, 64. 
 
 Cyclopaedia, Annual, 67. 
 
 Declaration of Independence, 5. 
 
 Decretals, Isidorian, 35, 
 
 Descartes, 12. 
 
 Details, how avoid being swamped 
 in, 56, 58, 60, 70. 
 
 Diplomatic relations of United 
 States and Great Britain, 66. 
 Of France and England, 72. 
 Correspondence, 71. Where 
 found, 72. Southern corres- 
 pondence, 69, 72. 
 
 Doctrine, history of, 35, 96, 98. 
 " Reformed " 96. 
 
 Dort, Synod of, 16. 
 
 Exequatur, 76. 
 
 Education, ministerial, ideal of, 
 85. Defects in, 87. 
 
 127 
 
128 
 
 THE SEMINARY METHOD. 
 
 Finish, 43. 
 
 Free Trade, literature, 119. 
 
 Greenback, literature, 118. 
 Guide-books, 32, 6y, 80. Use of, 
 53. Are to be exhausted, 70. 
 
 Hart, Dr. A. B., seminary meth- 
 ods, 20, 122. 
 
 Harvard University, seminaries 
 in, 106. Topics, 122. 
 
 Hebrew, study of, 86. 
 
 Hippolytus, 121. 
 
 Historical laws, 41. 
 
 Historical sciences defined, I. 
 
 History defined, 7. Prophetic 
 office of, 9. Importance of 
 study of, 4, 89. American 
 church, 90. Topics in mediae- 
 val, 114. 
 
 Indexes, use of, 54, 55, 58, 80, 81. 
 International Law, 73. 
 Irrelevant investigations, 42. 
 
 Johns Hopkins University, 19,93, 
 
 in. Lists of topics, in ff. 
 " Judicious skipping " 43, 55. 
 
 Labor-saving machinery, litera- 
 ture, 116. 
 
 Languages, study of, 24. Read- 
 ing, 25, 26. Seminary for mod- 
 ern, 123. 
 
 Leipsic, battle of, 10. 
 
 Leipsic University, seminary, 21. 
 
 Literature, study of, 49, 124. 
 
 Luther 36, 47, 51, 57. Psychol- 
 ogy of, 36. 
 
 Lutheranism, steps in the devel- 
 opment of, 51, 64. 
 
 Magazines, how used as sources, 
 
 78. 
 Marburg Colloquy, 52 ff. 
 Mason and Slidell, 67 ff. 
 Materials, how to master them, 
 
 56, 58, 60, 70. 
 Melancthon, 36, 47, 51, 63. 
 Means of grace, 65. 
 Ministry, ideal of, 86. 
 
 Negative results, 41. 
 
 New England Theology. 20, 99. 
 
 Topics in, 120. 
 Nicolas I. as a witness, 46. 
 Notes, how taken, 37, 67, 71, 82. 
 
 Forms of, 54, 81, 82. 
 
 Oberlin, topics in the seminary at, 
 99. Prof. Munroe's class, 104. 
 Pamphlet of topics, 116. 
 Orientation, 32. 
 
 Original study specially impor- 
 tant to Americans, 4. 
 
 Philosophy, history of, 12, 35. 
 " Plan of Union," 9, 97. 
 Political Economy, topics in, I 
 Politics, topics in, 115. 
 Practice topics, 121. 
 Prejudice, theological, 41. 
 Preparation of students, 22. 
 Privateering, y^' 
 Protection, literature, 118. 
 
 Queries, 37. 
 
 16. 
 
INDEX. 
 
 129 
 
 Reading languages, how to learn, 
 
 26. 
 Register, Annual, 73. 
 Resumption, Specie, literature, 
 
 117. 
 
 Seminary, origin of, 17. Defini- 
 tion, 18. Apartments, 18. Li- 
 brary, 19. Methods, 20. Sys- 
 tem of, 50. Place in a theologi- 
 cal seminary, 85. Adjustment 
 of to the theological curricu- 
 lum, 88, 91. Range, 92. Top- 
 ics, 94. American history in, 
 96. In colleges, 102. 
 
 Seminary method, the application 
 of inductive logic, 2. Scope, 2, 
 3. Use in languages, 2, 123. 
 In colleges, 103, 105. 
 
 Slavery, 98. Topics on, 121. 
 
 Socinianism, 32. 
 
 Sources defined, 16. Principal 
 and minor, 57, 59, 68. How 
 opened, 54, 57, 61, 62, 80. How 
 to be read, 62. How to be 
 quoted, 70. 
 
 9 
 
 Stanley on studying an event, 39. 
 Student lectures, 113. 
 
 Taxation, principles of, literature, 
 118. 
 
 Thesis, form of, 50. 
 
 " Trent " affair, 67, 76, 78. Litera- 
 ture, 78. 
 
 Tribune, New York, 75, 77. 
 Editorials bearing on public 
 decisions in, 77. 
 
 University of Michigan, 104. 
 Voluntary system, 100. 
 
 White, Prof. H. S. 123. 
 Witnesses, trustworthiness of, 44. 
 Cross-examination of, 46. 
 
 Zwingli, 47, 54. 
 
MENTAL AND MORAL SCIENCE. 
 
 AN OUTLINE STUDY OF MAN; or, the Body and Mind in One 
 System. With illustrative diagrams. Revised edition. By 
 MARK HOPKINS, D.D., LL.D., late President of Williams 
 College. 12mo, S1.75. 
 
 This is a model of the developing method as applied to intellectual 
 science. The work is on an entirely new plan. It presents man in 
 his unity, and his several faculties and their relations are so presented 
 to the eye in illustrative diagrams as to be readily apprehended. 
 The work has come into very general use in this country as a man- 
 ual for instruction, and the demand for it is increasing every year. 
 
 GENERAL S. C. ARMSTRONG, Principal of Hampton Institute.— "lam 
 glad of the opportunity to express my high appreciation of Dr. Hopkins' Outline 
 Study of Man. It has done more for me personally than any boot besides the 
 Bible. More than any other it teaches the greatest of lessons, Know thyself. For 
 over ten years, I have made it a text boot in the Senior Class of this school. 16 
 is, I think, the greatest and most useful of the books of the greatest of our Am- 
 erican educators, Kev. Dr. Hopkins, and is destined to do a great work In forming 
 not only the ideas but the character of youth in America and in other parts of the 
 world." 
 
 PROF. ADDISON BALLARD, of Lafayette College.— "I have for years used 
 Dr. Hopkins' Outline Study of Man, in connection with his Law of Love, as a text 
 book for our Senior Classes. I have done this with unfailing success and with 
 increasing satisfaction. It is of incalculable advantage to the student to come 
 under the influence, through his books, of this great master of thought and of style. 
 I cannot speak of Outline Study in terms of too hearty commendation." 
 
 THE LAW OF LOVE, AND LOVE AS A LAW; >> v Christian 
 Ethics. By MARK HOPKINS, D.D., LL.D., late President 
 of Williams College. 12mo, $1.75. 
 
 This work is designed to follow the author's Outline Study of Man, 
 As its title indicates it is entirely an exposition of the cardinal precept 
 of Christian philosophy in harmony with nature and on the basis of 
 reason. Like the treatise on mental philosophy it is adapted with 
 unusual skill to educational uses. 
 
 It appears in a new edition, which has been in part re-written in 
 order to bring it into closer relation to his Outline Study of Man, of 
 which work it is really a continuation. More prominence has been 
 given to the idea of Bights, but the fundamental doctrines of the 
 treatise have not been changed. 
 
CHARLES SCRIBNER'S SONS* 
 
 PSYCHOLOGY. By JAMES McCOSH, D.D., LL.D., President 
 of Princeton College. I.— The Cognitive Powers. II.— The 
 Motive Powers. 2 vols., 12mo. Sold separately. Each, 
 $1.50. 
 
 The first volume contains an analysis of the operations of the senses, 
 and of their relation to the intellectual processes, with a discussion 
 of sense perception, from the physiological side, accompanied by ap- 
 propriate cuts. A third of the book is devoted to the Reproductive 
 or Representative Powers, including such subjects as the association 
 of ideas, the power of composition, etc. , concluding with a discussion 
 of the Comparative Powers. The second volume treats of the Motive 
 Powers, as they are called, the Orective, the Appetent, the Impulsive 
 Powers ; including the Conscience, Emotions, and Will. 
 
 PROFESSOR WILLIAM DE W. HYDE, of Bowdoin College.— "The book is 
 written in a clear and simple style ; it breathes a sweet and winning spirit ; and 
 it is inspired by a noble purpose. In these respects it is a model of what a text 
 book should be." 
 
 S. L. CALDWELL, late President of Vassar College.— " I have read the book 
 with much interest. It is what was to have been expected from the ability and 
 long experience of the author. The style is clear and simple ; the matter is -well 
 distributed ; it well covers the ground usually taught in such text books, and I 
 am sure any teacher would find it a helpful guide in his classes." 
 
 ELEMENTS OF PHYSIOLOGICAL PSYCHOLOGY. By 
 GEORGE T. LADD, D.D., Professor of Mental and Moral 
 Philosophy in Yale University. With numerous illustrations^ 
 8vo, $4.50. 
 
 Professor Ladd's "Physiological Psychology" is the first treatise 
 that has attempted to present to English readers a discussion of the 
 whole subject brought down to the most recent times. It includes the 
 latest discoveries, and by numerous and excellent illustrations and 
 tables, brings before the reader in a compact and yet lucid form the 
 entire subject. 
 
 The work has three principal divisions, of which, the first consists 
 of a description of the structure and functions of the Nervous System 
 considered simply as a mechanism. The second part describes the 
 various classes of correlations which exist between the phenomena of 
 the nervous mechanism and mental phenomena, with the laws of these 
 various classes. The third part presents such conclusions as may be 
 legitimately gathered or inferred concerpi^gr the nature of the human 
 mind. 
 
 PROF. WILLIAM JAMES in T7ie Nation. — Jis erudition, and his broad- 
 irJndedness are on a par with each other ; and his volume will probably for many 
 years to come be the standard work of reference on the subject." 
 
 THE SCKOOL JOURNAL.— "It is impossible in a brief notice to give any 
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 admirable volume. In its class it stands alone among Americpn books. No 
 thorough student of psychology will rest satisfied until he owns a copy of this work." 
 
HISTORY OF PHILOSOPHY. 
 
 HISTORY OF PHILOSOPHY. By Prof. FRIEDRICH UEBER- 
 WEG. Translated by Prof. G. S. Morris, of Michigan Uni- 
 versity. Edited by Noah Porter, D.D., LL.D., late President 
 of Yale College, and Philip Schaff, D.D. Vol. I.— Ancient 
 and Mediaeval; Vol. il.-Modern. 2 vols., 8vo, S5.00. 
 
 In its universal scope, and its full and exhaustive literature of the 
 subject, Ueberweg's "History of Philosophy" has no equal. The 
 characteristic features of the work are the compendious presentation 
 of doctrines, the survey of the literature relating to each philosophical 
 system, biographical notices, the discussion of controverted historical 
 points, and compressed criticisms of doctrines from the standpoint of 
 modern science and sound logic. 
 
 THE BRITISH QUARTERLY REVIEW.— "The work is concise and clear, exact 
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 dependent inquirer." 
 
 THE N. Y. EVANGELIST.— " Taldngthewholetogether.it furnishes the most 
 complete and reliable apparatus for the study of philosophy which has ever been 
 placed in the hands of American students." 
 
 REALISTIC PHILOSOPHY. Defended in a Philosophic Series. 
 By JAMES McCOSH, D.D., LL.D., President of Princeton 
 College. VoL 1.— Expository; Vol. 2.— Historical and Critical. 
 2 vols., 12mo, S3.00. 
 
 In the first volume the principal philosophic questions of the day 
 are discussed, including the Tests of Truth, Causation, Development, 
 and the Character of our World. In the second volume the same ques- 
 tions are treated historically. The systems of the philosophers who 
 have discussed them are stated and examined, and the truth and error 
 in each of them carefully pointed out. 
 
 THE N. Y. OBSERVER.— "Its style i3 so clear and direct, its presentation of the 
 whole subject is so natural and forcible, that many persons who habitually ignore 
 discussions of abstract topics, would be charmed into a new intellectual interest 
 by giving Dr. McCosh's work a careful consideration." 
 
 HARPER'S MAGAZINE.—" These eminently cogent and instructive volumes 
 are designed for exposition and defence of fundamental truths. The distinct but 
 correlated subjects are treated with equal simplicity and power, and cover in 
 brief much of the ground occupied by larger putlications, together with much on 
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CHARLES SCRIBNEKS SONS 
 
 MODERN PHILOSOPHY. From Descartes to Schopenhauer and 
 Hartmann. By Prof. FRANCIS BOWEN, of Harvard Univer- 
 sity. 8vo, $3.00. 
 
 The purpose of this book has been to furnish, within moderate 
 compass, a comprehensive and intelligible account of the metaphysical 
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 treatises, such as Kant's ' ' Critique " and Hartmann's ' ' Philosophy 
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 DESCARTES AND HIS SCHOOL. By KUNO FISCHER. Trans- 
 lated from the Third and Revised German Edition, by J. P, 
 Gordy, Ph.D., Professor of Pedagogics in Ohio University. 
 Edited by Noah Porter, D.D., LL.D. 8vo, $3.50. 
 Kuno Fischer has the rare art of combining French lucidity of 
 exposition with German thoroughness and profundity. 
 
 His volume on Descartes is divided into four parts : a general in- 
 troduction ; the biography of Descartes ; an exposition and criticism of 
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 the occasionalists. 
 
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 GERMAN PSYCHOLOGY OF TO-DAY. The Empirical School, 
 byTh. RIBOT, Director of the Revue Philosophique. Trans- 
 lated from the Second French Edition, by Jas. IYI. Baldwini 
 B.A., Fellow Princeton College. With a Preface by James 
 McC»sh, DD„ LL.D. Crown 8vo, 02.00. 
 The object of this book is to give an account of the valuable re- 
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 Fechner, and minor scientists. 
 
 THE N. Y. SUN.— "A work likely to be made a text book in American Uni- 
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STANDARD TEXT BOOKS. 
 
 FINAL CAUSES. By PAUL JANET, Member of the French 
 Academy. With a Preface by Robert Flint, D.D., LL.D. 
 From second French edition. Svo, 82.50. 
 
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 NOAH PORTER, D.D., LL.D., late President of Tale College.- •" I am delighted 
 that you have published Janet's 'Final Causes 'in an improved form and at a 
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 ible in our language." 
 
 THE HUMAN INTELLECT. By NOAH PORTER, D.D.. LL.D., 
 
 late President of Yale College. With an Introduction upon 
 Psychology and the Human Soul. 8vo, $5.00. 
 
 The author has not only designed ta furnish a text book which shall 
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 reappeared in the history of philosophy. 
 
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 ELEMENTS OF INTELLECTUAL SCIENCE. A Manual for 
 Schools and Colleges. By NOAH PORTER, D.D., LL.D., 
 late President of Yale College. 8vo, $3.00. 
 
 This is an abridgment of the author's " Human Intellect," contain- 
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 THE NEW YORK TRIBUNE.— " Presents the leading facts of intellectual 
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CHARLES SCBIBNERS SONS* 
 
 ELEMENTS OF MORAL SCIENCE, Theoretical and Practical. 
 By NOAH PORTER, D.D., LL.D., late President of Yale 
 College. 8vo, S3.00. 
 
 This treatise is intended primarily for the use of college and uni- 
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 Duty" and unfolds comprehensively the psychology of the moral 
 powers and the nature of the moral relations. The second division, 
 "The Practice of Duty or Ethics" takes up the different classes of 
 duties with a view to the practical application of the principles of 
 moral science to the questions arising in every department of human 
 activity. In every respect President Porter's work is abreast of the 
 time, and leaves no controverted point undefended. 
 
 GEORGE S. MORRIS, Professor of Ethics, University of Michigan.—" I nave 
 read the work with great interest, and parts of it with enthusiasm. It is a vast 
 improvement on any of the current text hooks of ethics. It is tolerant and 
 catholic in tone ; not superficially, but soundly, inductive in method and ten- 
 dency, and rich in practical suggestion." 
 
 E. G. ROBINSON, rresident Brown University.— "It has all the distinguish- 
 ing marks of the author's work on ' The Human Intellect,' is full and comprehen- 
 sive in its treatment, dealing largely with current discussions, and very naturally 
 follows it as a text book for the class-room." 
 
 JULIUS H. SEELYE, President Amherst College.— "It is copious and clear, 
 with ample scholarship and remarkable insight, and I am sure that all teachers 
 of Moral Science will find it a valuable aid in their instructions." 
 
 OUTLINES OF MORAL SCIENCE. By ARCHIBALD ALEX- 
 ANDER, D.D., LL.D. 12mo, S1.50. 
 
 This book is elementary in its character, and is marked by great 
 clearness and simplicity of style. It is intended to lay the foundations 
 and elucidate the principles of the Philosophy of Morals. It is widely 
 used in colleges and other institutions of learning, and is specially 
 adapted for students whose age, or the time at whose disposal, doea 
 not permit the use of the more extended and abstruse works on ethics. 
 
 THE THEORY OF MORALS. By PAUL JANET, Member of the 
 French Academy. Translated under the supervision of 
 President Noah Porter. 8vo, $2.50. 
 
 Prof. Janet in this book gives us not only a clear and concise exam- 
 ination of the whole study of moral science, but he has introduced into 
 the discussion many elements which have hitherto been too much 
 neglected. The first principles of moral science and the fundamental 
 idea of morals the author describes with much precision, and presents 
 an interesting and systematic exposition of them. 
 
 SCIENCE.—" The book has lucidity and is full of learning. It is hardly extrav- 
 agant to say that so clear and picturesque a treatise, in the hands of an alert 
 teacher, might save the study of ethiC3 from its almost inevitable fate of be^ng 
 very dull." 
 
STANDARD TEXT BOOKS. 
 
 THE THEORY OF PREACHING; or, Lectures on Homiletics. 
 By Professor AUSTIN PHELPS. 8vo, $2.50. 
 
 This work is the growth of more than thirty years' practical ex- 
 perience in teaching. The writings of a master of style, of broad and 
 catholic mind are always fascinating ; in the present case the wealth 
 of appropriate and pointed illustration renders this doubly the case. 
 
 THE NEW YORK CHRISTIAN ADVOCATE.— "Ministers of all denominations 
 and of all degrees of experience will rejoice in it as a veritable mine of wisdom." 
 
 THE INDEPENDENT.—" The volume is to be commended to young men as a 
 superb example of the art in which it aims to instruct them." 
 
 THE WATCHMAN.— "The reading of it is a mental tonic. The preacher 
 cannot but feel often his heart burning within him under its influence. We could 
 wish it might be in the hands of every theological student and of every pastor." 
 
 MEN AND BOOKS; OR, STUDIES IN HOMILETICS. Lectures 
 Introductory to the "Theory of Preaching." By Professor 
 AUSTIN PHELPS, D.D. Crown 8vo, S2.00. 
 
 Professor Phelps' second volume of lectures is devoted to a dis- 
 cussion of the sources of culture and power in the profession of the 
 pulpit, its power to absorb and appropriate to its own uses the world 
 of real life in the present, and the world of the past, as it lives in 
 books. 
 
 PROFESSOR GEORGE P. FISHER.— "It is a live book, animated as well as 
 sound and instructive, in which conventionalities are brushed aside, and the 
 author goes straight to the marrow of the subject. No minister can read it 
 without being waked up to a higher conception of the possibilities of his calling." 
 
 BOSTON WATCHMAN.—" We are sure that no minister or candidate for the 
 ministry can read it without profit. It is a tonic for one's mind to read a book so 
 laden with thought and suggestion, and written in a style so fresh, strong, and 
 bracing." 
 
 A TREATISE ON HOMILETICS AND PASTORAL THEOLOGY. 
 By W. Q. T. SHEDD, D.D. Crown 8vo, $2.50. 
 
 In this work, treating of the main points of Homiletics and Pastoral 
 Theology, the author handles his subject in a masterly manner, and 
 displays much original and highly suggestive thought. The Homileti- 
 cal part is especially valuable to ministers aud those in training for the 
 ministry. Dr. Shedd's style is a model of purity, simplicity and 
 strength. 
 
 THE NEW YORK EVANGELIST.—" We cannot but regard it as, on the whole, 
 the very best production of the kind with which we are acquainted. The topics 
 discussed are of the first importance to every minister of Christ engaged in active 
 service, and their discussion is conducted by earnestness as well as ability, and in 
 a style which for clear, vigorous, and unexceptionable English, is itself a model." 
 
 THE CHRISTIAN intelligencer.— "The ablest book on the subject whica 
 the generation has produced.'' 
 
BIBLICAL STUDY 
 
 BIBLICAL STUDY. Its Principles, Methods, and History. By 
 CHARLES A. BRICCS, D.D., Professor of Hebrew and 
 Cognate Languages in Union Theological Seminary. Crown 
 8vo, $2.50. 
 
 The author has aimed to present a guide to Biblical Study for the 
 intelligent layman as well as the theological student and minister of 
 the Gospel. At the same time a sketch of the entire history of each 
 department of Biblical Study has been given, the stages of its develop- 
 ment are traced, the normal is discriminated from the abnormal, and 
 the whole is rooted in the methods of Christ and His Apostles. 
 
 THE BOSTON ADVERTISER.— "The principles, methods, and history of 
 Biblical study are very fully considered, and it is one of the best works of its kind 
 in the language, if not the only book wherein the modern methods of the study 
 of the Bible are entered into, apart from direct theological teaching." 
 
 THE LONDON SPECTATOR.— "Dr. Brigg3' bookisoneof much value, not the 
 less to be esteemed because of the moderate compass into which its mass of in- 
 formation has been compressed." 
 
 MESSIANIC PROPHECY. The Prediction of the Fulfilment of 
 Redemption through the Messiah. A Critical Study of the 
 Messianic Passages of the Old Testament in the Order of 
 their Development. By CHARLES A. BRICGS, D.D., Pro- 
 fessor of Hebrew and the Cognate Languages in the Union 
 '.heological Seminary. Crown 8vo, S2.50. 
 Li this work the author develops and traces "the prediction of 
 the fulfilment of redemption through the Messiah" through the whole 
 series of Messianic passages and prophecies in the Old Testament. 
 Beginning with the first vague intimations of the great central thought 
 of redemption he arrays one prophecy after another ; indicating clearly 
 the general condition, mental and spiritual, out of which each prophecy 
 arises ; noting the gradual widening, deepening, and clarification of 
 the prophecy as it is developed from one prophet to another to the 
 end of the Old Testament canon. 
 
 THE LONDON ACADEMY.— "His new book on Messianic Prophecy is a 
 wcrtny companion to his indispensable text-book on Biblical study. He has pro- 
 duced the first English test-book on tne subject of Messianic Prophecy which a 
 modern teacher can use." 
 
 THE EVANGELIST.— ''Messianic Prophecy is a subject of no common inter- 
 est, and this book is no ordinary book. It is, on the contrary, a work of the very 
 first order ; the ripe product of years of study upon the highest themes. It is 
 exegesis in a master-hand." 
 
CHRISTIAN EVIDENCES AND 
 HOMILETICS. 
 
 THE GROUNDS OF THEISTIC AND CHRISTIAN BELIEF. By 
 Prof. GEORGE P. FISHER, D.D., LL.D., Professor of 
 Ecclesiastical History in Yale College. Crown 8vo, $2.50. 
 
 FROM THE PREFACE.—" This volume embraces a discussion of the evidence*- 
 of both natural and revealed religion. Prominence is given to topics having 
 special interest at present from their connection with modern theories and diffi- 
 culties. The argument of design, and the bearing of evolutionary doctrines 
 on its validity, are fully considered. I have sought to direct the reader into lines 
 of reflection which may serve to impress him with the truth contained in the 
 remark that the strongest proof of Christianity is afforded by Christianity itself, 
 and by Christendom as an existing fact. I venture to indulge the hope that they 
 may derive from it some aid in clearing up perplexities, and some new light upon 
 the nature of the Christian faith and its relation to the Scriptures." 
 
 JULIUS H. SEELYE, President of Amherst College.— "I find, it as I should ex- 
 pect it to be, wise and candid, and convincing to an honest mind. I congratulate 
 you upon its publication, in which you seem to me to have rendered a high 
 public service." 
 
 PROF. JAMES O. MURRAY, of Princeton College.—" The volume meets here 
 a great want, and meets it well. It is eminently fitted to meet the honest doubts 
 of some of our best young men. Its fairness and candor, its learning and ability 
 in argument, its thorough handling of modern objections— all these qualities fit it 
 for such a service, and a great service it is." 
 
 ESSAYS ON THE SUPERNATURAL ORIGIN OF CHRISTIAN- 
 ITY. By Prof. GEORGE P. FISHER, D.D., LL.D., Professor 
 of Ecclesiastical History in Yale College. 8vo, new and 
 enlarged edition, S2.50. 
 
 THE NORTH AMERICAN REVIEW.— "Able and scholarly essays on the Super- 
 natural Origin of Christianity, in which Prof. Fisher discusses such subjects as 
 the genuineness of the Gospel of John, Baur's view of early Christian History and 
 Literature, and the mythical theory of Strauss." 
 
 THE NEW YORK TRIBUNE.— "His volume evinces rare versatility of intellect, 
 with a scholarship no less sound and judicious in its tone and extensive in its 
 attainments than it is modest in its pretensions." 
 
 THE BRITISH quarterly REVIEW.— "We Know not where the student will 
 find a more satisfactory guide in relation to the great questions which have grown 
 up between the friends of the Christian revelation and the most able of its assail- 
 ants, within the memory of the present generation." 
 
CHABLES SCBIBNEB'S SONS' 
 
 THE PHILOSOPHIC BASIS OF THEISM. An Examination of the 
 Personality of Man, to Ascertain his Capacity to Know and 
 Serve God, and the Validity of the Principle Underlying tho 
 Defense of Theism. By SAMUEL HARRIS, D.D., LL.D., Pro- 
 fessor of Systematic Theology in Yale College. 8vo, 83.50. 
 
 Dr. Harris embodies in his work the results of his long meditation 
 on the highest themes, and his long discussion and presentation of 
 these truths in the class-room. His fundamental positions are thor- 
 oughly in harmony with soundest modern thought and most trust- 
 worthy modem knowledge. 
 
 THE INDEPENDENT.— "It is rare that a -work, which is of necessity, so 
 severely metaphysical in both topics and treatment, is so enlivened by the 
 varied contributions cf a widely cultivated mind from a liberal course of 
 reading. His passionate and candid argument cannot fail to command the 
 respect of any antagonist of the Atheistic or Agnostic schools, who will take 
 the pains to read his criticisms or to review his argument. In respect to coolness 
 and dignity and self-possession, his work is an excellent model for scientists, 
 metaphysicians, and theologians of every complexion." 
 
 THE HARTFORD COUR A NT.— "Professor Harris' horizon-lines are uncon- 
 tracted. His survey of the entire realm he traverses is accurate, patient, and 
 considerate. No objections are evaded. No conclusions are reached by saltatory 
 movements. The utmost fairness and candor characterize his discussions. N o 
 more thoroughly scientific work in plan or method or spirit has been done in our 
 time. On almost every page one meets with evidences of a wide and reflec- 
 tive reading, not only of philosophy, but cf poetry and fiction as well, which 
 enriches and illumines the whole course of thought." 
 
 THE SELF-REVELATION OF GOD. By SAMUEL HARRIS, 
 D.D., LL.D., Professor of Systematic Theology in Yale Col- 
 lege. 8vo, $3.50. 
 
 In this volume Dr. Harris presents a statement of the evidence of 
 *Jie existence of God, and of the reality of His revelation of Himself 
 in the experience or consciousness of men, and the verification of the 
 same by His further revelation of Himself in the constitution and 
 ongoing of the universe, and in Christ. 
 
 PROF. WM. G. T. SHEDD, D.D., in The Presoyterian Review.— " Such a 
 work is not brought out in a day, but is the growth of years of professional study 
 and reflection. Few books on apologetics have been recently produced that will 
 be more influential and formative upon the mind of the theological or philosophi- 
 cal student, or more useful. It is calculated to influence opinions, and to influence 
 them truthfully, seriously, and strongly." 
 
 BISHOP HURST, in The Northwestern Christian Advocate.— "We do net know 
 a better work among recent publications tban this one for building up old hopes 
 and giving a new strength to one's faith. The book is thoroughly evangelic, 
 fresh, and well wrought out. It is a valuable contribution to our American 
 theology." 
 
STANDARD TEXT BOOKS. 
 
 POLITICAL ECONOMY. By ARTHUR LATHAM PERRY, Pro- 
 fessor of History and Political Economy in Williams College. 
 Crown 8vo, $2.50. 
 
 Professor Perry's book has passed through many editions and has 
 recently been subjected to a thorough revision and recasting. His 
 work is a complete exposition of the Science of Political Economy both 
 historically and topically, his style is admirably clear and racy ; his 
 illustrations are forcible and well chosen, and he has made a subject 
 interesting and open to the comprehension of any diligent student, 
 which has often been left by writers vague and befogged and bewilder- 
 ing. This work has stood excellently the test of the class room, and 
 has been adopted by many of the chief educational institutions in this 
 country. Among them are Yale College, Bowdoin College, Dartmouth, 
 Trinity, Wesleyan, University of Wooster, Denison University, 
 Rutgers College, New York University, Union College, and many other 
 colleges and normal and high schools. 
 
 T. D. WCOLSEY, President of Tale College.— "Your book interests students 
 more than any I nave ever instructed from." 
 
 THE NEW YORK TIMES.— "As a manual for general reading and popular 
 instruction, Prof. Perry's book i3 far superior to any work en the subject before 
 issued in tbe United States." 
 
 THE NATION.— "We cordially recommend thi3 book to all, of -whatever school 
 of political economy, who enjoy candid statement and full and logical discussion." 
 
 THE INDEPENDENT.—" There is more common sense in tbisbook than in any 
 of the more elaborate works on the same subject that have preceded it. It is the 
 most interesting and valuable one that has been given to the American public on 
 this important subject." 
 
 INTRODUCTiON TO POLITICAL ECONOMY. By ARTHUR 
 LATHAM PERRY, Professor of History and Political Econ* 
 omy in Williams College. Revised edition. 12mo } $1.50. 
 
 FROM THE PREFACE.— "I have endeavored in this book so to lay the founda- 
 tions of Political Economy in their whole circuit, that they will never need to be 
 disturbed afterwards by persons resorting to it for their early instruction, how- 
 ever long and however far these persons may pursue their studies in this science." 
 
 THE N. Y. EVENING POST.— "This work is not meant in any way to take 
 the place of its author's larger treatise, but rather to occupy a field which, in the 
 nature of the case, that work cannot occupy. It is net an abridgment of that 
 work but a separate treatise, intended primarily for the use of students and 
 readers whose time for study is small, but who wish to learn the broad principles 
 of the science thoroughly and well, especially with reference to the scientific 
 principles which are involved in the practical discussions of our time. * * * We 
 need scarcely add, with respect to a writer so well known as he, that his thinking 
 is sound as well as acute, or that his doctrines are those which the greatest 
 masters of political science have approved.'' 
 
CHARLES SCRIBNER'S SONS' 
 
 AMERICAN POLITICAL ECONOMY. By FRANCIS BOWEN, 
 Professor of Natural Religion and Moral Philosophy in 
 Harvard College. 8vo, $2.50. 
 
 This treatise presents views compatible with the idea that • ' every 
 country has a political economy of its own, suitable to its own physical 
 circumstances of position on the globe, and to the character, habits, 
 and institutions of the people." 
 
 THE PHILADELPHIA AGE.— "If our members of Congress would vote them- 
 selves a copy of this book, and read it, fewer wild schemes would be coneocted 
 by them, and a great saving of time and the people's money would be secured." 
 
 THE SPRINGFIELD REPUBLICAN.— "His arguments are worth considering, 
 and his whole book is of high value to any American to study economical ques- 
 tions." 
 
 CONTEMPORARY SOCIALISM. By JOHN RAE, M.A. Crown 
 8vo, S2.00. 
 
 Such a book as this which Mr. Rae has written — a thorough history 
 and analysis by a man of singularly candid and liberal mind, equally 
 without prejudice and fanaticism — has long been needed and earnestly 
 wished for by every student of socialism, and in all countries. 
 
 THE LONDON SATURDAY REVIEW.-"A useful and ably written book." 
 
 THE CONGREGATION ALIST.— "No subject more needs thorough and im- 
 partial discussion at present than this, and the work before us by John Rae is em- 
 inently able and helpful. It i3 distinguished in a remarkable degree by breadth of 
 view and the grasp of underlying and widely reaching principles, and also by his 
 minuteness of detail and the careful relation of facts and figures in support of its 
 position." 
 
 COMMUNISM AND SOCIALISM. In their History and Theory. 
 A Sketch. By THEODORE D. WOOLSEY, D.D., LL.D., 
 late President of Yale College. 12rno, $1.50. 
 
 This book is the only comprehensive review of its subject, within 
 small compass, yet exactly meeting the needs of the reader, that is ac- 
 cessible in English. The candor of the discussion is remarkable ; the 
 book is the argument of a perfectly fair reasoner, painting nothing in 
 too dark colors, but taking his opponents at their best. 
 
 THE N. Y. COMMERCIAL ADVERTISER.— "The work is an epitome of the 
 history of the socialistic and communistic movement, and will prove a most valu- 
 able text book to all who have not made themselves familiar with this great 
 subject." 
 
STANDARD TEXT BOOKS. 
 
 THE BEGINNINGS OF HISTORY. According to the Bible and 
 the Traditions of the Oriental Peoples. From the Creation 
 of Man to the Deluge, By FRANCOIS LENORMANT, Pro* 
 fessor of Archaeology at the National Library of France, etc, 
 (Translated from the Second French Edition). With an in- 
 troduction by Francis Brown, Associate Professor in Biblical 
 Philology, Union Theological Seminary. 12mo, $2.50. 
 
 THE NEW ENGLANDER.— "Mr. Lenormant is not only a believer in reve- 
 lation, but a devout confessor of what came by Moses ; as well as of what came 
 by Cbrist. In this explanation of Chaldean, Babylonian, Assyrian and Pbenician 
 tradition, be discloses a prodigality of thought and skill allied to great variety of 
 pursuit, and diligent manipulation of what he has secured." 
 
 THE NEW YORK TRIBUNE.— "The work is one that deserves to be studied 
 by all students of ancient history, and in particular by ministers of the Gospel, 
 whose office requires them to interpret the Scriptures, and who ought not to be 
 ignorant of the latest and most interesting contribution of science to the elucida- 
 tion of the sacred volume." 
 
 QUOTATIONS IN THE NEW TESTAMENT. By C. H. TOY, 
 D.D., Professor of Hebrew in Harvard University. 8vo, $3.50. 
 
 THE CONGREGATION ALIST.— "Textual points are considered carefully, and 
 ample and accurate indexes complete the work. The minute and patient 
 thoroughness of his examination of passages and the clear and compact arrange* 
 ment of his views render his book remarkable. The difficulties of his task were 
 great and he has shown rare skill and has attained noteworthy success in meeting 
 them." 
 
 THE CHRISTIAN EVANGELIST.— "Prof. Toy's collection and comparison of 
 the passages quoted in the New and Old Testament is a fine, scholarly piece of 
 work. It surpasses anything that has been done by European scholarship in this 
 field." 
 
 THE CHALDEAN ACCOUNT OF GENESIS. By GEORGE 
 SMITH, of the Department of Oriental Antiquities, British 
 Museum. A New Edition, revised and corrected (with addi- 
 tions), by A. H. Sayce. 8vo, $3.00. 
 
 THE N. Y. GUARDIAN.— "It is impossible inlew words to give any adequate 
 impression of the exceeding value of this work. This volume is sure to find its 
 way into the public libraries of the country, and the important facts which it 
 contains should be scattered everywhere among the people." 
 
 THE CHRISTIAN INTELLIGENCER.— "The accomplished Assyriologist Prof. 
 Sayce has gone over the whole with the advantage of a large number of additional 
 texts, and has carefully brought the book up to the level of the present knowl- 
 edge of the subject. The book as it stands is a very important verification of 
 the early Hebrew records." 
 
POLITICAL SCIENCE AND 
 ECONOMY. 
 
 POLITICAL SCIENCE; Or, The State Theoretically and Practi- 
 cally Considered. By THEODORE D. WOOLSEY, D.D., 
 LL.D.i late President of Yale College. 2 vols., 8vo, $5.00. 
 
 THE BOSTON TRANSCRIPT.— "No work <~;e Political Science has ever been 
 published in America which covers so wide &■ ground and which treats the sub- 
 ject so fairly and impartially, and with so thorough knowledge and judgment." 
 
 THE CINCINNATI GAZETTE.— " This work is indeed one of the most im- 
 portant contributions of the century to the science of natural and national law and 
 ethics." 
 
 THE N. Y. TRIBUNE.—" In the discussion of the macifold questions suggested 
 by the general theme of the work Dr. Woolsey exhibits the same cautiousness of 
 judgment, moderation of tone, and vigor of expression which characterize his 
 previous writings. His volumes abound with the signs of profound study and 
 copious erudition as well as of original thought." 
 
 8NTRODUCTION TO THE STUDY OF INTERMATIONAL LAW. 
 
 Designed as an Aid in Teaching and in Historical Studies. 
 By THEODORE D. WOOLSEY, D.D., LL.D-, late President 
 of Yale College. Fifth edition, revised and enlarged. Crown 
 8vo, $2.50. 
 
 A complete outline of that grand system of ethical jurisprudence 
 which holds, as it were, in one community the nations of Christendom. 
 Its appendix contains a most useful list of the principal treaties since 
 the Reformation. The work has no rival as a text book. 
 
 Special attention is directed to the fact that this FIFTH KDITT.ON of Dr. 
 Woolsey's International Law is entirely re-written and enlarged, and is printed 
 from new plates. 
 
 THE ST. LOUIS REPUBLICAN.— "A compendium treatise, intended not for 
 lawyers nor for those having the profession of law in view, but for young men who 
 are cultivating themselves by the study of historical and political Science. While 
 the work gives the state of the law of nations as it is, it compares the actual la*v 
 with the standard of justice, and, by exhibiting the progress of science *n a 
 historical way, brings it into connection with the advances of humanity ftad 
 civilization." 
 
CHARLES SGRIBNEWS SONS' 
 
 LECTURES ON THE HISTORY OF THE JEWISH CHURCH. By 
 ARTHUR PENRHYN STANLEY, D.D. With Maps and Plans. 
 New Edition from New Plates, with the author's latest revis- 
 ion. Part I.— From Abraham to Samuel. Part II— From 
 Samuel to the Captivity. Part III.— From the Captivity to 
 the Christian Era. Three vols., 12mo (sold separately), each 
 $2.00. 
 
 The same— Westminster Edition. Three vols., 8vo (sold in sets 
 only), per set, $9.00. 
 
 LECTURES ON THE HISTORY OF THE EASTERN CHURCH. 
 
 With an introduction on the Study of Ecclesiastical History. 
 By ARTHUR PENRHYN STANLEY, D.D. New Edition from 
 New Plates. 12mo, $2.00. 
 
 LECTURES ON THE HISTORY OF THE CHURCH OF SCOT- 
 LAND. By ARTHUR PENRHYN STANLEY, D.D. 8vo, $1.50. 
 
 In all that concerns the external characteristics of the scenes and 
 persons described, Dr. Stanley is entirely at home. His books are not 
 dry records of historic events, but animated pictures of historic scenes 
 and of the actors in them, while the human motives and aspects of 
 events are brought out in bold and full relief. 
 
 THE LONDON CRITIC— "Earnest, eloquent, learned, with a style that Is 
 never monotonous, but luring through its eloquence, the lectures will maintain 
 his fame as author, scholar, and divine. We could point out many passages that 
 glow with a true poetic fire, but there are hundreds pictorially rich and poetically 
 true. The reader experiences no weariness, for in every page and paragraph 
 there is something to engage the mind and refresh the soul." 
 
 THE NEW ENGLANDER.—" We have first to express our admiration of the 
 grace and graphic beauty of his style. The felicitous discrimination in the use 
 of language which appears on every page is especially required on these topics, 
 where the author's position might so easily be mistaken through an unguarded 
 statement. Dr. Stanley is possessed of the prime quality of an historical student 
 and writer— namely, the historical feeling, or sense, by which conditions of life 
 and types of character, remote from our present experience, are vividly con- 
 ceived of and truly appreciated." 
 
 THE N. Y. TIMES.— "The Old Testament History is here presented as it 
 never was presented before ; with so much clearness, elegance of style, and his- 
 toric and literary illustration, not to speak of learning and calmness of judgment, 
 that not theologians alone, but also cultivated readers generally, are drawn to ita 
 pages. In point of style it takes rank with Macaulay's History and the best 
 chapters of Froude." 
 
HISTORY AND BIOGRAPHY. 
 
 THE DAWN OF HISTORY. An Introduction to Pre-Historic 
 Study. Edited by C. F. KEARY. 12mo, $1.25. 
 
 This work treats successively of the earliest traces of man in the 
 remains discovered in caves or elsewhere in different parts of Europe ; 
 of language, its growth, and the story it tells of the pre-historic users 
 of it ; of the races of mankind, early social life, the religions, mythol- 
 ogies, and folk-tales of mankind, and of the history of writing. 
 
 NATION.— "The book may be heartily recommended as probably the most 
 satisfactory summary of the subject that there is." 
 
 BOSTON SAT. EVE. GAZETTE.— "A fascinating manual, without a vestige 
 of the dullness usually charged against soientific works. In its way, the work is 
 a model of what a popular scientific work should be." 
 
 THE ORIGIN OF NATIONS. By Professor GEORGE RAWLIN- 
 SON, M.A. 12mo, with maps, $1.00. 
 
 The first part of this book, Early Civilizations, discusses the an- 
 tiquity of civilization in Egypt and the other early nations of the East. 
 The second part, Ethnic Affinities in the Ancient World, is an examin- 
 ation of the ethnology of Genesis, showing its accordance with the 
 latest results of modern ethnographical science. 
 
 CONGREGATIONALIST.— "A work of genuine scholarly excellence, and a 
 useful offset to a great deal of the superficial current literature on such subjects." 
 
 MANUAL OF MYTHOLOGY. For the Use of Schools, Art Stu- 
 dents, and General Readers. Founded on the Works of 
 Petiscus, Preller, and Welcker. By ALEXANDER S. MUR- 
 RAY, Department of Greek and Roman Antiquities, British 
 Museum. With 45 Plates on tinted paper, representing 
 more than 90 Mythological Subjects. Reprinted from the 
 Second Revised London Edition. Crown 8vo, $1.75. 
 
 THE CLEVELAND HERALD.— "It has been acknowledged the best work on 
 the subject to be found in a concise form, and as it embodies the results of the 
 latest researches and discoveries in ancient mythologies, it is superior for school 
 and general purposes as a hand book to any of the so-called standard works." 
 
 THE BOSTON JOURNAL.— "Whether as a manual for reference, a text book 
 for school use, or for the general reader, the book will be found very valuable and 
 interesting." 
 
CHURCH HISTORY. 
 
 THE BEGINNINGS OF CHRISTIANITY. With a View of the 
 State of the Roman World at the Birth of Christ. By 
 GEORGE P. FISHER, D.D., L.L.D., Professor of Church 
 History in Yale College. 8vo, $2.50, 
 
 THE BOSTON ADVERTISER.— "Prof. Fisher has displayed in this, as inhia 
 previous published writings, that catholicity and that calm judicial quality of 
 mind which are so indispensable to a true historical critic." 
 
 THE EXAMINER.— "The volume is not a dry repetition of well-known facts. 
 It bears the marks of original research. Every page glows with freshness of 
 material and choiceness of diction." 
 
 THE EVANGELIST.— "The volume contains an amount of information that 
 makes it one of the most useful of treatises for a student in philosophy and 
 theology, and must secure for it a place in his library as a standard authority," 
 
 HISTORY OF THE CHRSSTIAN CHURCH. By GEORGE P, 
 FISHER, D.D., LL.D., Professor of Ecclesiastical History in 
 Yale University. 8vo, with numerous maps, S3. 50, 
 
 This work is in several respects notable. It gives an able presenta- 
 tion of the subject in a single volume, thus supplying the need of a 
 complete and at the same time condensed survey of Church History. 
 It will also be found much broader and more comprehensive than other 
 books of the kind. The following will indicate its aim and scope. 
 
 FROM THE PREFACE.— "There are tvro particulars in which I have sought 
 to make the narrative specially serviceable. In the first place the attempt has 
 been made to exhibit fully the relations of the history of Christianity and of the 
 Church to contemporaneous secular history. * * * I have tried to bring out 
 more distinctly than i3 usually done the interaction of events and changes in the 
 political sphere, with the phenomena which belong more strictly to the ecclesiasti- 
 cal and religious province. In the second place it ha3 seemed to me possible to 
 present a tolerably complete survey of the history of theological doctrine. * * » 
 
 " It has appeared to me better to express frankly the conclusions to which my 
 investigations have led me, on a variety of topics where differences of opinion 
 exist, than to take refuge in ambiguity or silence. Something of the dispassionate 
 temper of an onlooker may be expected to result from historical studies if long 
 pursued ; nor is this an evil, if there is kept alive a warm sympathy with' the spirit 
 of holiness and love, "wherever it is manifest. 
 
 "As this book is designed not for technical students exclusively, but for intel- 
 ligent readers generally, the temptation to enter into extended and minute diacua- 
 Bions on perplexed or controverted topics has been resisted." 
 
STANDARD TEXT BOOKS. 
 
 HISTORY OF THE CHRISTIAN CHURCH. By PHILIP SCHAFF, 
 D.D. New Edition, re-written and enlarged. Vol. I.— Apos- 
 tolic Christianity, A.D, 1—100. Vol. II.— Ante-Nicene Chris- 
 tianity, A.D. 100-325. Vol. III.— Nicene and Post-Nicene 
 Christianity, A.D. 311-600. Vol. IV.— Mediaeval Christianity, 
 A.D. 590-1073. 8vo, price per vol., $4.00. 
 
 This work is extremely comprehensive. All subjects that properly 
 belong to a complete sketch are treated, including the history of Chris- 
 tian art, hymnology, accounts of the lives and chief works of the 
 Fathers of the Church, etc. The great theological, christological, and 
 anthropological controversies of the period are duly sketched ; and in 
 all the details of history the organizing hand of a master is distinctly 
 Been, shaping the mass of materials into order and system. 
 
 FROF. GEO. P. FISHER, of Yale College.—" Dr. Schaff has thoroughly and 
 successfully accomplished his task. The volumes are replete with evidences of a 
 careful study of the original sources and of an extraordinary and, we might say, 
 unsurpassed acquaintance with the modern literature— German, French, and 
 English— in the department of ecclesiastical history. They are equally marked by 
 a fair-minded, conscientious spirit, as well as by a lucid, animated mode of 
 presentation." 
 
 PROF. ROSWELL D. HITCHCOCK, D.D.— "In no other single work of 
 its kind with which I am acquainted will students and general readers find so 
 much to instruct and interest them." 
 
 DR. JUL. MULLER, of Halle.— "It i3 the only history of the first six cen- 
 turies which truly satisfies the wants of the present age. It is rich in results of 
 original investigation." 
 
 HISTORY OF THE CHURCH OF CHRIST, IN CHRONOLOGI- 
 CAL TABLES. A Synchronistic View of the EventSj Charac- 
 teristics, and Culture of each period, including the History of 
 Polity, Worship, Literature, and Doctrines, together with two 
 Supplementary Tables upon the Church in America; and an 
 Appendix, containing the series of Councils, Popes, Patri- 
 archs, and other Bishops, and a full Index. By the lata 
 HENRY B. SMITH, D.D., Professor in the Union Theologi- 
 cal Seminary of the City of New York. Revised Edition,, 
 Folio, $5.00. 
 
 REV. DR. W. G. T. SHEDD.— " Prof. Smith's Historical Tables are ^ best 
 that I know of in any language. In preparing such a work, with so much care and 
 research, Prof. Smith has furnished to the student an apparatus that will be of 
 life-long service to him" 
 
 REV. DR. WILLIAM ADAMS.— "The labor expended upon such a work Is 
 immense, and its accuracy and completeness do honor to the research and 
 scholarship of its author, and are an invaluable acquisition to our literature."