LC 6201 teaching. Southern Branch of the University of California Los Angeles Form L I LC 6201 / ^1 1 1 This book is DUE on the last date stamped belov Form L-9-1.5//(-10,'2£ 3^3 Syllabi of the American Society for Extension of University Teaching for the Academic Year 1905-1906 Series 252-27Q The American Society for Extension of University Teaching 111 South Fifteenth Street, Philadelphia. >^- 1907 Contents 1905-1906 252. Social Conditions of Modern England. L. U. Wilkinson, B. A. 254. English Novelists of the Present Day. L. U. Wilkinson, B. A. 255. Plain Talks on American History. Bartlett B.James, M. A., Ph. D. 256. Six European Capitals. William E. Lingelbach, Ph. D. 257. Representative American Writers. J. Duncan Spaeth, Ph. D. 258. The Ethics of Social Life. Leslie Willis Sprague, B. D. 259. Landmarks of Modern History. /. Travis Mills, M. A. 260. Typesof Mediaeval Life. Ramsay Atuir, M. A. 261. Evolution. Samuel Christian Schmucker, Ph. D. 262. Great Englishmen of the Nineteenth Century. /. Travis Mills. M. A. • u c CONTENTS 263. The Poetry and Philosoph}' of Browning. Edvi'ard Howard Griggs, M. A. 264. Birds. Samuel Christian Schmjicker, Ph. D. 265. British India. Ramsay Muir, M. A. 266. Colonial Rivalries of the Great Powers. Ramsay Muir, M. A. 267. The Romantic Revival in English Literature. ^ Rarnsay Muir, M. A. § 268. The Rise of the British Empire. 'V Ramsay Muir, M. A. cp 269. English Novelists of the Nineteenth Century. Ramsay Muir, M. A. 270. Popular Romances of the Middle Ages. /. Duncan Spaeth, Ph. D. University Extension Lectures Syllabus of a Course of Six Lectures on Social Conditions of Modern England 1. The Aristocracy. 4. The Lower Classes in Country Districts. 2. The Middle Classes. t^ ,- • -r, , . , •c„„i: 5. Religious Thought and Feeling 3. The Lower Classes in Towns in England. and Cities. 6. The Chief Social Problems. /S37S By Louis U. Wilkinson, B. A. St. John's College, Cambridge University, England. No. 252 Price, 10 cents Copyright, 1906, by The American Society for Extension of University Teaching-. Ill South Fifteenth Street, Philadelphia. ^-iY 1907 Books Recommended. Booth, Charles: Booth, General : Hill, Octavia: Hobhouse, L. T. : Huxley, Thomas H. : James, Prof. W. : Rac, John : Rowntree, B. S. : Russell, The Hon. Ber- trand : Spencer, Herbert: Unwin, Fisher : Webb, Sidney & Beatrice : Life and Labor of the People in London. In 17 volumes. (This is the most com- plete work on the subject, but is obvi- ously too bulky to be used by the aver- age student except for reference. The most instructive passages will be men- tioned in the course.) In Darkest London. Homes of the London Poor. Democracy and Reaction. Social Diseases and Worse Remedies. Varieties of Religious Experience. Contemporary Socialism. Poverty: A Study of Town Life. German Social Democracy. Study of Sociology- The Heart of the Empire: a collection of Essays by various authorities. Problems of Modem Industry. Note. — The subject-matter of this Course of Lectures differs essentially from that of the majority of other Courses. We are deaHng with present aspects of a nation's Hfe, with currents that shift and change : allowance must be made for a perpetual bringing to bear of modifying influences. What was true yesterday may be only partially true in reference to what exists today. These con- siderations necessarily affect any plan of Study. It is most important to remember that we are concerned with what is contemporary, not, primarily, with an historical past. Thus British social history is only interesting for our purpose by reason of its bearing upon the present. The most necessary text-book (if the word can be used) for use in connection with such a Course as this is to be found in The British Daily Press. If possible, arrangements should be made by the Centre for some first-rate English journal, such as "The Times" (Conservative, threepence), or "The Morning Post" (Conservative, one penny), or "The Daily Chronicle" (Liberal, one half-penny), or "The Ttribune" (Liberal, one penny). The "leading articles" especially should be carefully read. There is a weekly edition of "The Times" published, containing a resume of the week's nev/s, and this will also be found useful. Good weekly papers are "The Spectator," which is distinguished by its moderation, dignity, and judiciousness of outlook, and may fairly be said to represent all that is best in British journalism, and "The Saturday Review," a clever and occasionally brilliant paper, but often acrimonious and IX biased. "The Nineteenth Century and After" is a monthly journal 1 of the highest value, numbering amongst its contributors men of 'S weight and distinction in sociology, politics, and literature. "The ■ Monthly Review" also deserves mention. CJ A day-to-day study of The British Press is the only sure means of obtaining a thoroughly accurate, practical, and up-to-date knowl- edge of modern English Social conditions. Good fiction is also of considerable value to the student, and the following novels are recommended as containing faithful presentments of various aspects of modern English life. George Meredith, "Diana of the Crossways." "The Egoist." "The Ordeal of Richard Feverel." "Rhoda Fleming." Thomas Hardy, "Tess of the d'Urbervilles." "The Return of the Native." "Under the Greenwood Tree." Mrs. Humphry Ward, "Sir George Tressady." "Lady Rose's Daughter." "Robert Els- mere." T. Hughes, "Tom Brown's Schooldays." E. F. Benson, "The Babe, B. A." (English University Life.) Lionel Portman, "Hugh Rendal." (English School Life.) Ellen Thorneycroft Fowler, "The Farringdons." Somerset Maugham, "Liza of Lambeth." LECTURE I. The Aristocracy. Difficult}- of drawing a line between the aristocracy and upper middle class in England. Their ways of life in many points very similar: the children of the two classes mix at school and at the University, intermarriages continually take place, the grandchildren of the aristocrat may belong to the class below him. just as the grandchildren of the member of the upper middle class may move in circles from which he is now excluded. But although there is no noble caste in Eneland. the English aristocracv has none the less clearly- marked characteristics, and ven,- definite influence. '"Every Englishman loves a lord." Good and bad sides of English "snobber>-" : signs that it has done its work and is becoming less and less acute. Comparison of Thackeray's pictures of English life with English life at the present day. Results of "agricultural depression." Social Iniiuence of the Aristocracy. — By no means wholly good. Extravagance of the relatively rich imitated with pernicious effect by the relatively poor. Increase of dining at luxurious restaurants, and neglect of the home life. The "week-end habit." expensive dressing, and general un- thrifty self-indulgence. Mr. Harold Begbie's views. Aris- tocrats not wholly to be blamed for the present failings of their class, as extravagance and ostentatious luxuriousness were first introduced by rich pan-enus who attempted to "pay their way" into the upper circles of society. The Political IiiUuence of the Aristocracy. — Still very strong, though in daily process of modification. "Labor members'" in Parliament. The House of Lords is still of real, though diminished, influence ; a large proportion of the members of the House of Commons is of aristocratic fam- ily, and a "good name" is still a valuable asset at elections. Diplomatic genius of the aristocracy. Advantages and dis- advantages of their practical monopoly of diplomacy. The wholesome effect of aristocratic influence in politics, and the ecually wholesome effect of the efforts made to counteract it. The Aristocracy and the Poverty Problem. — The greater sympathy between the aristocracy and the lower classes than between the lower classes and the bourgeois or the aristocracy and the bourgeois. Causes of this. Work done by ladies of noble rank for the poor: the Countess of Warwick; the Duchess of Sutherland. Their dift'erence from the "Ladies Bountiful" of former times. Work done by University Settlements among the poor. College missions. Their value : in what it consists. The life and training of a member of the English aris- tocracy or upper middle class. The public schools. Their grave defects as engines for the moulding of a boy's moral and intellectual character. The danger of turning out men of the same pattern, and thus of crushing originality. Ad- vantages of day schools over boarding schools. Prejudice among the upper classes against the former, and great diffi- culty in overcoming it. The present excessive cultivation of athletics and its tendency. The Universities. — Lives of the students. Sketch of the curriculum at Oxford and Cambridge. Comparison of the two universities, and comparison of them both with other English universities. Bad and good aspects of university life. Grounds for pessimistic and optimistic views of the results of unversity training. Results of general survey : the grasp of the aristocracy on the present state of affairs, and its readiness to co-operate with the forces at work. Cause — largely the instinct of self- preservation, but the existence of nobler motives may be traced. Other conclusions. Themes for Class and Essay Work. (i) The character and development of the English aristocracy. (2) A comparison of the position of an aristocracy tempered by plutocracy with that of a plutocracy tempered by aristocracy, with special reference to England and America. (3) The political influence of the English aristocracy. (4) English Universities and Public Schools. (5) The effect of recent educational developments upon the English class-system. (6) England's debt to her aristocracy. LECTURE II. The Middle Classes. The middle classes defined. Their influence as a steady- ing force. Their solidity, level-headedness, earnestness, and morality, but lack of elasticity of mind, imagination, and susceptibility to new ideas. Their preponderance real, though not at first sight obvious. The two extremes of society are more before the public eye than the middle classes, but both have to act very largely with reference to the latter. Middle-class preoccupation with business and money-getting, as tending to coarsen the mental calibre and render the bourgeoise incapable of the finer emotions. Denunciations of Ruskin and Matthew Arnold. "Philistin- ism." The tendency of the middle classes towards hypocriti- cal respectability, and their horror of detected misdoing or offense against convention. Their clearly-marked limita- tions, and lack of wide-heartedness and charity in the best sense. Yet their influence one that could not be lost without serious danger. "The backbone of England." A sober Teutonic element without which England would forget many of her virtues, but an element inspiring a tempered respect rather than any feeling of affection. The Middle Classes in Fiction. Influences at Work to Alter the Character of the Bour- geoisie. — The spread of higher education. Middle-class ed- ucation at present differs but slightly from that of the upper classes. Change in the character of the education of both. The significance of Birmingham University. Gradual ad- mission of the middle classes to Oxford and Cambridge, consequent on the removal of religious tests which formerly excluded Nonconformists, and the increase of government scholarships. Effect of this not yet fully felt. Increasing representation of middle class interests in Parliament, and decrease of social prejudice against the entrance of the middle classes into the more liberal professions. The ef- fects of the transfer of wealth from the landed to the com- mercial interest. Broadening results of all these changes. Signs of further breaking down of the lines of cleavage be- tween the middle and upper classes. Likelihood of a gain to the lower classes through such a breaking down. The Attitude of the Middle Classes towards the Poor. — Lack of spontaneousness in their manner of helping those beneath them. Natural inclination of the bourgeois, strug- gling to mount the social ladder and to acquire greater material prosperity, to turn a deaf ear to the needs of the people. His attitude towards the lower classes often one of insulting and offensive patronage : his lack of the fine tact of his own social superiors. The fact that many members of the middle classes are employers of labor places them in a difficult position, the difficulty of which is accentuated by competition among employers. Conflict of the interests of the master with those of the man. Attempts to make these irxterests identical. Profit-sharing schemes. Causes of their failure in England. Work done by Mr. Cadbury and the proprietors of Sunlight Soap. The Middle Classes as a Force for Freedom.— Their keen interest in politics, and marked inclination towards lib- eralism of a moderate type. Their high value as maintaining a balance of power between the aristocratic and anarchic elements in the State. "England is suflfering from the ty- ranny of the middle classes." This statement considered. The English jury. An eminently middle-class system: its practical working. INIiddle-class genius for the manage- ment of local affairs. Municipal government and municipal "socialism." Mayors and corporations. Some remaining considerations and general conclusions. Themes for Class and Essay Work. (i) A comparison of the modern English middle-class with that of half-a-centur>' ago. (2) How far does this class deserve the description of "The backbone of the nation"? (3) jSIerits and defects peculiar to the British bourgeoisie. (4) A forecast of the future development of this class. (5) The middle classes and the poor. (6) A study of types in fiction. LECTURE III. The Lower Classes in the Towns and Cities. The Problem of the Unemployed. — Caused primarily by the modern conditions of industry. Attempted remedies considered. The problem considered with reference to the question of alien immigration. General effects of foreign competition. The sweating system. Protective tariffs as a remedy. Their promised benefits, and possible dangers. The Exodus from the Country into the Tozi'us. — Its causes, advantages, and disadvantages. Sanitary conditions in towns. Attempts towards their improvement. Mental versus physical advantages. Agitators and Public Meetings. — Hyde Park on a Sun- dav. ■ The processions of the unemployed. The Salvation Armv and its work. The practical results of the poor man finding articulation. The democratic press, and the demo- cratic political societies. The Labor members of the House of Commons. Significance of the 1906 General Election. Conditions in the Slums of London. — Mr. Charles Booth's books, and the lessons they teach. Passages rec- ommended for reference. Drunkenness, immorality, crime, hopeless musen-. and fatal inertia among the ver>- poor in London and other towns. The large families of the poor. Waifs and strays: Dr. Bamardo's homes. The problem of overcrowding : schemes for the housing of the poor. Disease in the East End. Sickness and old age the two chief difficulties of the poor man. Workingmen's clubs as the means of coping with them most compatible with inde- pendence and self-respect. Old age pensions. Arguments for and against. Difficulty of agreement upon any one scheme. Herbert Spencer and the old theories of laisser-faire. Reasons for the abandonment of such theories at the present dav. The condition of women in the slums. The poor in fiction. Kipling's "Badalia Herodsfoot." Influence of the London County Council. Strikes. Education of the poor. The Brighter Side of London Life Among the Poor. — Liability of obser\'ers to be misled by the startling and re- pulsive phenomena of the lowest strata of all. Xecessitv of remembering that such strata are only a proportion of the whole. Cheerfulness, wit and humor, common sense, and enterprising spirit of the London "cockney." His robust in- 10 dependence, as compensating him for the lack of many of the advantages of his country cousins. The co-operative sentiment among the poor. Provincial Tozvns. — In the main London conditions ap- pear in a less acute phase. The manufacturing towns. In- fluence of work in factories upon the moral, mental, and physical calibre of the workers. The mining districts. The large seaboard towns. Conclusions as to the Present State of the Poor in the Large Tozvns of England. — The necessarily tentative char- acter of such conclusions. Optimism and pessimism. The necessity of recognizing existing evil as neither more nor less than it really is ; the first step towards improvement. Themes for Class and Essay Work. (i) Modern democracy under its British aspect. (2) Modern economic evils and suggested remedies. (3) The relation between economic evils and others from which the poor suffer. (4) A comparison of the House of Commons of 1906 with that of Gladstone's day. (5) The education of the poor. (6) The outlook. LECTURE IV. The Lower Classes in the Country Districts. Various quarters of England contrasted. The northern districts. Superior business capacity of the natives: their "hard heads and hard hearts.'' Their lack of generosity and geniality, but general soundness, trustworthiness, and power of work. The East and the West of England. Differences of climate as accounting for differences in character. The relaxing air of the west of England as opposed to the brae- 11 ing air of the east. Old-fashioned habits of thought and action in Dorsetshire and Somersetshire : contrast afforded by Norfolk, Suffolk, and Essex in this respect. The ro- mance and poetry of the west of England. Mr. Thomas Hardy's novels. The effect of proximity to London and fa- cilities for cheap and rapid travel in the country districts. General Characteristics of the Countryman as Opposed to the Townsman. — Conservatism of thought of the agricul- tural classes, and their lack of rapid responsiveness to mod- ern influences. Immense improvement in their condition in recent times. Greater animal happiness of the poor in the country, but their want of many advantages enjoyed by the poor in towns. Their superior physical condition, but in- feriority in virile energy of mind, alertness, and independ- ence of spirit. The effect of "agricultural depression," and the possible eft'ects of protective tariff's. Survivals of feud- alism in English country districts. The Sea-faring Classes. — Their superiority in many points over the natives of the inland parts. Their more high- ly developed sense of freedom, acuter intelligence, and finer physique. The old Danish type in modern England. Education. — The National Schools. Danger of intel- lectual training outstripping moral training. The old- fashioned mistrust of free education considered. Impossi- bility of forming an adequate judgment at the present early date. The effect of education as an enlightener of the moral sense. Extreme lowness of that sense in many parts of the English country districts. The Work-house System. — Detestation of the work- houses among the poor. Should work-houses be improved ? "Outdoor Relief." The grave danger of anything approach- ing pauperization. Lessons of the past. Poor-laws and the mistakes of former legislators. Effects of bounty upon the rural poor. 12 Recent Increase of the Urban Spirit. — The tendency for there to be less and less country and more and more town. Results of this swamping of the rustic by the urban. In- compatibility of the old rural habits of life and thought with modern conditions. Themes for Class and Essay Work. (i) A contrast between a peasant class rooted in the soil, and an agricultural class recently settled in a new country. (2) "Squirearchy." (3) A study of the causes of the recent modification of feudal- ism in England. (4) Advantages and disadvantages of rural life for the lower classes. (5) Contrasts between the lower classes in the various districts of rural England. (6) The "rural exodus." LECTURE V. Religious Thoaight and Feeling in England. The Present Religious Outlook. — The present essen- tially a transition period. Modern criticism of the bases of religious faith. Its tendency as being to show on what re- ligion should not depend rather than to extinguish the religious sense. Gradual recognition of this. The recent manifesto of the 101 clergymen of the Church of England (April, 1905). Liberalism of thought among certain Non- conformist bodies. Religions Indifference. — Largely due to the rush and hurry of modern life. Many of the complaints as to religious indifference unfounded, and due to a narrow conception of what religion really is. New ways in which the religious sense is beginning to manifest itself. Philanthropy and the 13 service of man. Danger of neglecting religious forms which serve to encourage the co-operative spirit. The opposite danger of attaching vakie to such forms as ends in them- selves. Sunday observance. Modern conditions, not irre- ligion, largely responsible for changed views and conduct in this respect. Religion and the Masses. — "The masses have no time for religion." Superficial plausibleness, but underlying falsehood, of this statement. The lessons taught by the work of the Salvation Army. The Welsh religious revival. Its significance, and the significance of its comparative failure in London. Impossibility of appealing to the Englishman from the purely emotional side. The Teutonic religious sense as opposed to the Celtic. Irresponsiveness of the masses in England to the Established Church, as inseparably associated with the interests of the classes above them. Christian Socialism, as advocated by the Bishop of London, as an attempt to counteract this irresponsiveness. The Church Lads' Brigade and its work. The Church Army and Mr. Carlile's methods. The Disestablishment of the Church of England. — Desired by many within the church. Anomalies in the church. Their accentuation of late years. Difficulties and dangers of disestablishment. Its possible advantages, es- pecially as giving the church self-government and greater freedom of action, helping her to a nearer sympathy w'ith the people, and therefore to a greater spiritual and material use- fulness. The Multiplication of Sects. — An inevitable result of free and independent personal inquiry into religious prob- lems. Signs that the modern religious spirit may help to break down barriers between the sects. Inherent weakness of sects as they now exist, and the waste of energy involved 14 in internal dissensions and quarrels with other forms of be- lief. Some of the sects considered. Conclusions. — Probability of the religious outlook be- ing much brighter than generally supposed. Tendency of wider conceptions to lead to increase of toleration, and of increased toleration to lead to new forms of unity, compre- hensive beyond the scope of older ideals, but none the less effective. The orthodoxy of one day the heterodoxy of the next. Illustrations of this. The idea of religion as organic in character, admitting of change, development, and adapta- tion to the needs of man. The human as opposed to the supernatural element in religion. Prof. James' views. The religion of the future. Themes for Class and Essay Work. (i) The history and present character of the Church of England. (2) Contrast between the ideals and methods of the Noncon- formist Churches and those of the National Church. (3) An examination of the causes and efltects of recent re- ligious change and unrest. (4) The modern religious spirit as opposed to that of the past. (5) Religion and the Masses. (6) Religious toleration and religious indifference. LECTURE VI. The Chief Social Problems not Hitherto Considered, The Position of Women in the State. — The higher ed- ucation of women. Modern high schools for girls. Girton and Newham and other ladies' colleges. Women and ath- letics. Female suffrage. Change in the conception of "womanliness" of late years. Forcible contrast provided by the Englishwoman of the present day with the English- 15 woman of the early Victorian era. Illustration of this by characters in fiction. The danger of woman's neglect of the domestic qualities. The Empire. — England's "Imperial Mission." The problem of Canada. Extent to which England benefits by her colonies. Danger of imperial exigencies standing in the way of domestic reform. "The Heart of the Empire." "Little Englandism." Contrast between the positions of England and America. The Convict of the Old more or less Purely Classical and Mathematical Education zvith the Nezv Ideas. — Grow- ing importance of the teaching of history, economics, and science. Specialism : its necessity, yet obvious disadvan- tages. Recent conflicts over the retention of Greek as a com- pulsory subject in examinations at Oxford and Cambridge. The Overcrozvding of the Old Country. — Colonial emi- gration as a remedy. The fierce competition of the present day, and restless modern spirit. The Eastern view of this aspect of England and America. Danger of the Western world becoming too objective, and neglecting the value of meditation and seclusion. Possibilitv of a reaction that mav be wholesome without being unduly retrogressive. The Problem of Labor and Capital. — Forces in England making against revolution. Modern Socialism. Herbert Spencer's championship of individualism. Alteration in the character of both Socialism and Individualism at the- present day. The trades unions. Their uses and abuses. Strong sense of property in England, both among the upper and middle classes. The Daily Press. — Its high value as an informing agency. Its usefulness as affording a vent for grievances which might otherwise fester beneath the surface. The press as a force making for alertness of mind among all classes, and keeping them in touch with the problems of the 16 day. Its influence in the direction of mutual toleration. "Yellow journalism" in England. Protective Tariits. — Mews of the leading economists. Views of Air. Chamberlain. Impossibility of taking a mid- dle course in practice, owing to the inevitable tendency of protective tariffs to increase. Difficulties in the way of colonial preference. Industrial and agricultural discontent in England : its nature and causes. The peculiar position of England in regard to this question. Danger of the protec- tion struggle diverting men's minds from more important problems. The Outlook. — The future as foreshadowed by the present and the traditions of the past. British aversion to sudden change of any kind. Yet Englishmen have moved forward far more quickly during the past century than during any other period, and this fact must modify conclu- sions. The enormous influence of the railway, telegraph, and telephone, and the unsettling effect of such influence. Essential differences between the Englishman of the present day and the Englishman of the eighteenth and nineteenth centuries. No valid reasons for fearing that the undoubted increase of real freedom is dangerously in advance of the development of the faculty of self-restraint and power to use advantages in a sober and thoughtful spirit. The neces- sity for cautious judgment, and the best Anglo-Saxon qual- ities in face of present dangers. Themes for Class and Essay Work. (i) Women's Rights. (2) The part played by the Daily Press in the modem social organism. (3) Free Trade rcrsus Protection in England. (4) British Imperialism. (5) Modem "State Socialism," with special reference to the Problem of Labor and Capital. (6) How far have modem conditions changed the character of the British people? University Extension Lectures Syllabus of a Course of Six Lectures on English Novelists of the Present Day 1. The Modern Xovel and Its Evo- 4. Comparison of Meredith and lution. Hardy and What They Rep- resent. 2. George Meredith. . P^^^. q^j^^^ ^^^^^.^ XoveHsts. 3. Thomas Hardy. 6. The Popular English Novelists. By Louis U. Wilkinson, B. A. St. John's College, Cambridge University, England No. 254 Price, 10 cents Copyright, 1905, by The .American Society for the Extension of University Teaching 111 South Fifteenth Street, Philadelphia. Pa. BOOKS RECOMMENDED. George Saintsbury.— Nineteenth Century Literature. Richard LeGallienne. — George Meredith. Lionel Johnson. — The Art of Thomas Hardy. Hannah Lynch. — George Meredith: A Study. The Pilgrim's Scrip: or Wit and Wisdom of George Meredith. George Meredith. — Diana of the Crossways. George Meredith. ^Harry Richmond. George Meredith. — The Egoist. George Meredith. — Lord Onnont and his Aminta. Thomas Hardy. — ^Tess of the D'LTrbervilles. Thomas Hardy. — Jude the Obscure. Thomas Hardy. — The Return of the Native. Rudyard Kipling. — The Light that Failed. Mrs. Humphry Ward. — Robert Elsmere. George Moore. — Evelyn Innes. Lucas Malet. — The History of Sir Richard Calmady. LECTURE I. The Modern Novel and Its Evolution. Fiction, before the eighteenth century, a great force in England, but never cast otherwise than in dramatic and poetic form. Puritan cUshke of the theatre as an influence tending to the creation of the idea of the novel. Defoe : how far he may be considered a novelist. Samuel Richardson, and the series of "familiar letters on the useful concerns in common life." "Clarissa Harlowe" as the first of the novels. Its remarkable delineation and analysis of female character. Richard- son's method considered. The work of Fielding, Smollett and Sterne considered as stages in the development of the English novel. Main features of contrast between their methods and those of modern novelists. Scott and the narrative novel. Jane Austen: her eighteenth century style and characterization. Contrast between her novels and those of Char- lotte Bronte. The latter as a precursor of the later Victorian novelists. Her significance. The relations borne by Dickens and Thackeray to the modern novel. Tendency of both to present types, rather than individual characters. Absence of that minute psychological analysis which is the distinctive mark of the great authors of the present day. Social influences and the nineteenth century no-\el. George Eliot and the scientific influence. Her essentially modern faculty of observa- tion. Her sense of tragedy. Maggie Tulliver. Her limitations, and the present obscuration of her fame considered. The modern novel, as reflecting the modern outlook on life. Instinc- tive preference of the novelists of to-day for characters in ordinary and familiar circumstances. Robert Louis Stevenson as an exception, but an exception with little practical influence at the present time. Realism and pessimism. Religious and political unrest. The novel essentially a method of expression of life as it is: high idealism as finding its articulation rather in poetry and essays. The scope of the novel now clearly defined. Modern intolerance of digressions and moralizing on the novelist's part. His lesson has now to be conveyed indirectly, through his situations and his characters. Diminution in bulk of the modern novel partly due to this absence of author's comment, and partly to the existence of a reading public whose spare time is definitely limited. Effect of the large number of novel-readers (3) at the present day: necessarily inferior intellectual and emotional taste of a proportion of these, and its result as creating a quite unpre- cedented demand for inferior novels. Effect of modern journalism on the novel. The modern novel considered in its relations to modern liberalism and the democratic spirit. The Future of the Novel. Significance of the present superiority of prose-writers over verse-writers. Will the highest genius of the twen- tieth century express itself through the medium of the novel, rather than of the poetry- and the drama? LECTURE II. George Meredith. The uniqueness of Meredith: originality of his method, and forceful- ness of his grasp on life. The ^\-ide extension of his dramatic scope. His power of delineating persons of all ranks and all characters, his avoidance of types, and faculty for the creation of striking and unusual personalities. Instances. His style: its illuminating brilliancy, and masterly incisive force; its occasional obscurity due perhaps partly to the wilfulness of mannerism, but mainly to the necessity for express- ing thoughts which elude the medium of language. His philosophy of robust, but far from shallow, optimism. His belief in the Anglo- Saxon race. The inherent liberalism of his mind, and his remarkable freedom from prejudice. The masculinity of his intellectual and emotional calibre: his himior and pathos, and his comprehension of the value of comedy. Illustrations. Meredith and Browning. "Meredith is a prose Browning." This dictum considered. Meredith the more English of the two, but a participator in Browning's cosmopolitanism. (Vittoria.) The main point of resemblance between the two would seem to be their compre- hensiveness of obsen-ation and presentment, their graphic mode and language, and their love of the tangled hurh'-burly of man's existence. Their complexity, subtlety, and obscurity compared. Their optim- ism. Comparison of the two as influencing forces in literature and in life. The women of Meredith. Diana in Diana of the Crossuays. Aminta and Lady Charlotte Eglett in Lord Onnont and his Aminta. Clare Middleton in The Egoist. Rhoda and Dahlia Fleming. Meredith's scope in the delineation of female character, and faculty for the analysis of feminine motive. Illustrative quotations. The male characters. Their variety and reality. Meredith's school- boys. Harry Richmond in bo3'hood and manhood. The young men : Richard Feverel, Edv,-ard and Algernon Blancove, the "wire youth" Adrian. Meredith's insistence on the humorous aspect of his charac- ters. The men of the novels. Sir Willoughby Patterns in The Egoist. Thomas Redworth in Diana of the Crossways. Lord Ormont in Lord Ormont and His Atninta. Illustrations of the plebeian character, the bourgeois character, and the aristocratic character, in Meredith. The intellectual search-light of Meredith, and its effect in preventing him from depicting any character as perfectly heroic or perfectly vile. His power of extracting interest from the apparently uninteresting. His aversion to sentimentality or the melodramatic. His attitude towards morality and religion. Meredith as the novelist of a free people. LECTURE III. Thomas Hardy. Hardy as realist and pessimist. Intensity and pathos of his human feehng. His sombre sense of Nature, and his view of Nature and man as akin, blended together, and sometimes almost indistinguishable. His acute sense of Form and imperfect sense of Color. His limitations: lack of intellectual brilliancy and variety, impetus and forcible virility. The monotony of his melancholy. His characters exist only to sufifer, and that suffering is foreshadowed from the very beginning. Nature, as seen by Hardy, is essentially cruel, and Fortune purposely malign. His sympathy with the poor peasantry, and power of endowing such characters with genuine human vitaUty. Far from the Madding Crowd. Wessex Tales. Hardy primarily the depicter of rural life and rural scenery in the west of England. His outlook on life more Celtic than Anglo-Saxon. His sense of humor acute within certain bound- aries {Life's Little Ironies), but not sufficiently comprehensive to affect his pessimism to any material extent. Hardy's view of the suffering of humanity. His failure to realize the true value of suffering, and proneness to regard it as meaningless. This view as accounting for his sardonic scepticism. Illustrations of his subdued yet striking bitterness and tragic sense of the emptiness of things. His failure to satisfy many of the moods of men: his tendency to insist unduly on one aspect of life, and so to make the presentment of that aspect lose its effectiveness after a time. His love of fantastic efifect, and power of depicting vivid and unusual scenes. Hardy's men and women. Jude the Obscure as a representative of the first: Tess of the d'Urber\illes as a representative of the second. Jude's battle mth Fate; the tragedy of a strong man broken by the relentlessness of circumstances. The character of Jude. The tragedy of Tess, as consisting in her helplessness before the bitter and unde- served "slings and arrows" of her fortune. Her character and the character of Angel Clare. The Return of the Native. Eustacia. Her character contrasted \\ith that of Tess. Her roaming nature, fuU- bloodedness and impetuosity. Tho realistic pathos of Mrs. Yeobright. Relations between her and her son. Character and philosophy of the latter. Venn and Wildeve. Egdon Heath: its peculiar effectiveness as a background for the whole tragedy. The Well-Beloved. The fantastic element in the storj'. Introspec- tive temperament of the hero. This novel as illustrating Hardy's view of women. Features of some other novels considered. The Mayor of Caster- bridge. Life's Little Ironies. Desperate Remedies. Hardy's fatal defect his inability to see the whole of life. His peculiar and undoubted power of touching the deepest wells of human feeling of a certain kind, counterbalanced by absence of that flexibility and variety which makes a work of fiction interesting from the broadest human point of view. LECTURE IV. Comparison of Meredith and Hardy and What They Represent. Superiority of these two authors in style, thought, and emotion, to other living English novelists. Many and wide differences between the two; scarcity of the points of contact. Meredith's optimism and Hardy's pessimism: sources from which they respectively spring. Intellectual refinement and subtlety of Meredith contrasted with the simplicity and directness of Hardy: this as seen both in style and matter. The former's wider vocabulary, and greater power over words. Meredith's genius for stimulating the mind, contrasted with Hardy's genius for arousing the emotions. Illustrations from both authors, selected also for the purpose of showing that Meredith apprehends emotional feelings primarily through the brain, whereas Hardy appre- hends them primarily through the heart. Hardy as the arouser more particularly of pity and the romantic sentiments; Meredith as the arouser of thought and emotion of every kind, impartially. Hardy as the representative of the Celtic, and Meredith of the Teutonic race. The peasant-characters of Meredith and Hardy compared. Hardy's superior faculty for convincing presentment of such characters, counter- balanced by Meredith's superior sense of the relation of the lower classes to the other strata of society — their place in the great frame- work of the whole. Other characterization of the two novelists con- sidered. Respective influences of Hardy and Meredith in England. The philosophy of Meredith as being more in tune with the sentiments of the English people than that of Hardy. The positive force of the former as opposed to the negative and unsatisfying element persuading the latter's works. Brilliant buoyancy of Meredith as contrasted with the sombre depression of the mind and spirit of Hardy. Lessons taught by a contemplation of these two authors. The positive belief in the destiny of man and the purpose of the universe gives a completer power of expression and a larger discernment than the negative belief in the hollowness of existence and the futility of effort. Fatalism as a creed that blinds the perceptions and paralyzes intellectual energy. Meredith shows us the genius of Comedy as ex- planatory of, and not antagonistic to, the genius of Tragedy: Hardy presents the tragedy of suffering and disappointed hope and leaves its mystery uninterpreted. Past, present and future as acquiring a fuller and brighter significance through the genius of Meredith. LECTURE V. Four Other English Novelists. Kipling. His inherent modernity of thought and speech as largely accounting for his popularity. His genius for the short story. His love of technical knowledge. His power of vivid presentment, incisive- ness and clearness of utterance. Tendency to coarseness, brutality and vulgarity: lack of artistic restraint and sense of beauty of color 8 and form. The barbarian and the animal in Kipling. Yet he can never be called degraded, nor is his teaching degraded. His strong sense of the elemental: sympathy with forests, seas and fierce wild beasts. The Jungle Book. Kipling's pictures of Anglo-Indian life. His succinctness and colloquialism. The sphere in which he moves rather that of action than thought. He is more trenchant than pro- found, more clever than vrise, and perhaps may proA-e more a temporary than a permanent force. His manliness robust and resistful in quality, but hardly the comprehensive and humane manliness of the complete masculine genius. His sense of the pathetic. The Light That Failed. Kipling's -value for the present day. Mrs. Humphry Ward. Her main interest as consisting in her proximity to the problems of the nineteenth century, social, political, and religious. Robert Elsmere. Sir George Tressady. 'N'ividness of the presentment of the restlessness of modern thought. Her hold on the intellectual men and women of the present day, and its causes. Her deep earnestness, and consciousness that she has a mission to fulfil. Effect of this on the purely artistic value of her work. Her want of repose and want of variety as due to her sense of the half-solution of many grave problems, and her subordination of the novel as an instru- ment of art to the novel as an instrument of education. Thus .she pre- sents woman primarily in her modem aspect, and neglects many of the essential characteristics of the feminine temperament. Danger of Mrs. Ward's devotion to modern life and thought; probabilitj^ that her genius vdW lose its force of appeal and grow obsolete with the prog- ress of time. George Moore. His chief value as con.sisting in his appreciation of many of the delicate relations of life, his ability for the analysis of character, and his insight into some aspects of the natures of women. Evelyn Innes. Esther Waters. Imperfections of his style, often going so far as grammatical inaccuracy. His inclination towards mere pruriency, and inability to reach a real masculine wholesomeness and vigor of tone. His appreciation of music. His convincing present- ments of men of the world and effective contrasts of such characters with unsophisticated country girls. His feeling towards the Roman Catholic Church, especially with regard to its influence in Ireland. His limitations, and superior order of talent — scarcely genius — within those limitations. Lucas Malet. Her inclination towards the repulsive and the unusual. The History of Sir Richard Calmady. Masculine character and force of her work. Her faculty for creating striking situations and getting a grip of the interest and imagination of her readers. Undoubted blemishes and unnecessary unpleasantnesses which mar her writing. 9 Her characterization. Development of her powers in recent years, and promise of a still farther development. Absence of any keen inter- est in social po.sitions. Her realism not the realism of the best type; many of Zola's faults, without that conviction and sincerity of purpose which give Zola's work its value. Qualities raising Lucas Malet above the ordinary level, and giving her the relatively high position which she occupies among modern novelists. LECTURE VI. The Popular English Novelists. Explanation of the purpose of the lecture. The detective story, and its vogue. Conan Doyle's creation of Sherlock Holmes. Guy Boothby, Ranger Gull, and the sensational writers. The danger of purely popular authors that of subordinating their individuality to the necessity of meeting a want felt by the public. Consequent lack of spontaneousness in their work. The public as the real author of much popular fiction. Modern demand for melodramatic excitement and novelty of sensation in books — however attained — at expense of character-delineation, profundity of thought, and beauty of style. Influence of the magazines and daily press. The society novel. "Rita ", E. F. Benson. Robert Hichens. Slovenliness of much of their work- manship, and lack of depth in their presentment of character; their inclination to sentimentality and shallow triteness of thought. Some redeeming features. Hall Caine. His faculty for dealing with problems of the day in a manner that makes them interesting to people who are incapable of properly comprehending them. This not altogether to be deplored. The Christian. Hall Caine as a parody of Mrs. Humphry Ward. Reasons for the former's greater popularity among the middle and lower classes. Marie Corelli. The practically universal condemnation of her work by reviewers, coupled v.'ith her unrivalled popularity with the great mass of English novel-readers. Why the cause of her vogue is worth finding out. That vogue largely to be accounted for by the fact that she expresses, with undoubted force and fluency, the opinions and prejudices of the average half-educated person, who, in modern life, has to be very definitely taken into account. Other grounds on which 10 it may be explained. Her hysterical declamation, incapacity to see anything from an unbiased standpoint, melodramatic sensationalism, want of sense of artistic propriety, and slovenliness in grammar and construction of sentences. Her fatal "readableness." Her pose as a social reformer considered, Significance of her vogue, as indicating the mental and emotional condition of a great proportion of the British public. In spite of this, no real cause for pessimistic reflection in con- nection with Marie Corelli's popularity, especially in view of the present indications of its ephemeral character. Definite confinement of her influence to certain sections of the public. A few illustrative quota- tions from her works. The mass of indifferent literature in continual circulation in Eng- land: its causes and meaning. Why it can be regarded without serious apprehension, as affecting the outlook. The Class. — At the close of each lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' A.ssociation (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, 111 South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Asso- ciations. ' The Examination. — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof. University Extension Lectures Syllabus of a Course of Six Lectures on Plain Talks on American History 1. The Basis of Religious Tolera- 4. Beginnings of the American tion in America. Foreign Polic5% « -rrr ^ , „ , „ , ,. 5. The United States on a War 2. Westward Flow of Population. „ i.- iootmg. 3. Federation or Confederation. 6. The United States To-morrow, By Bartlctt B. James, M. A., Ph.D. ;sjo. 255 Price. 10 cents Copyright, 1905, by The American Society for the Extension of University Teaching. Ill South Fifteenth Street. Philadelphia, Pa. BOOKS. The following books will be found useful as works of reference on all topics of the course, and to avoid repetition they will not be given in the list of works of reference at the end of each lecture. Andrews.— The Political Development of Modern Europe. SeignoboP.— Political History of Europe since 1814. Ripley. — Races of Europe. Mill. — International Geography . Shaw. — Municipal Government in Continental Europe. Lowell. — Governments and Parties in Continental Europe. The course will be prefaced by a few introductory remarks on the modern city and national development, and the lecturer reserves the right, owing to the length of some of the subjects, to omit such phases or topics as may seem advisal^le at the time of each lecture. At the close of each lecture a class, which all are invited to attend, will be held for questions and discussion, and for comments upon points of interest arising in the essays and papers submitted to the lecturer. Tiie topics for class study are offered as suggestions merely. One, or at the most two, will be found sufficient for special study, ;ind the members of the class are urged to submit their answers to these in writing on one side of the paper only, and leaving a broad margin for the lecturer's connnent and criticism. LECTURE I. The Basis of Religious Toleration in America. I. Church and State in Europe. — The theocratic idea. Tolera- tion under the Roman emperors. Christianity a legal religion. Sub- jection of the church to the empire. Subjection of the state to the church. Ideas contributed by the Reformatio;!. Puritanism and Separatism. II. The American Theocracy. — The toleration of John Robinson and the Separatists. The "social compact" of the Pilgruns in church and state. Principle of fellowship. The Massachusetts colony and charter. Religious prerogative not religious liberty. Difficulties with sectaries. Lapse of the Puritan church-state. The ecclesiasticism of Connecticut. The New Haven theocracy. The derived religious ideas of New Hampshire. III. Church and State in America. — Church of England estal)lish- ment in Virginia. State of religion and morals. Puritans in Virginia. Laws against dissent. The Toleration Act. Fall of the establishment. Anglican Church in the Carolinas. State of dissenting churches. Religious destitution. Act of 1704. Establishment only nominal in North Carolina, three-fourths of the population opposed to it in South Carolina. IV. Changing Establishment.s. — Care of religion in New York under the Dutch. Authority of the company o\'er churches and ministers. Act against conventicals. Effect of English conquest in 1664. Return of Dutch to power. Fall of reformed establishment. Religious liberty proclaimed by James II. Nondescript English establishment. Church of England never established in New Jersey. Georgia under Oglethorpe — religious freedom for all "except Papists." V. Religious Freedom. — Attitude of Lord Baltimore. Disabili- ties and penalties of Non-Trinitarians in Maryland. Maryland free of religious persecutions when principles of its founder were in force. Penn's "holy experiment." Brief enfranchisement of Romanists. Pennsylvania narrower than other colonies. Roger Williams expelled from Massachusetts, settles at Narragansett. Heterogeneous elements in Rhode Island. Full religious hberty. Liberty and license. VI. The American Principle of Religious Liberty. — Effect of Revolutionary movements upon ideas of toleration. Principle of religious liberty coordinate in development with that of civil freedom. (3) state Constitutions and the Constitution of the United States. Defi- nition of the American principle. Not simply freedom of conscience. Liberty not toleration. Relation to civil law. Mutual limitation of church and state in America. BOOKS RECOMMENDED. The Rise of Religious Liberty in America. Cobb. *Bacon's American Christianity. Felt's Ecclesiastical History of New England. *Walker's History of The Congregationalists. *Schaff's Religious Liberty. (Pub. Am. His. Ass. 1886-7.) Anderson's History of the Colonial Church. Weeden's Social and Economic History of New England. *Baird's Religion in America. Johnston's History of Connecticut. Barstow's History of New Hampshire. *Cobb's Story of'the Palatinates. Corwin's History of the Reformed Church. McMaster's History of Maryland. *McSherry and James's History of Marj-land. (1904.) *Stevens' History of Georgia. TOPICS FOR STUDY AND DISCUSSION. (a) Compare and contrast religious toleration in Massachusetts, freedom of conscience in Rhode Island and religious freedom in Mary- land; endeavor to trace to their source the characteristic points of difference. (6) Make clear the distinction between Separatists and Puritans; show how they merged and with what result, (r) Make a study of the Riritans in Maryland with respect to the practice of tolera- tion, {d) Particularize the religious system of Georgia under Ogle- thorpe, (e) How does the Constitution of the United States provide for the separation of Church and State and does this bear upon the question of reading the Scriptures and using the Lord's Prayer in the public schools, and if so, how? LECTURE II, Westward Flow of Population. I. The Appalachian Barrier. — A mountain system is alwaj-s a barrier. Inland waterways, the arteries of continents. The Appala- chian range and valley. Indian and buffalo paths. Passes and trade routes. Early passage of the Appalachians. The northern routes and the southern routes. Western highways and distribution of popu- lation. II. Causes of the Westward Flow. — In good times westward flow slow, in bad times rapid. "The long period of distress which followed the Revolution and continued till after the adoption of the Constitu- tion sent the people westward in such numbers as threatened to depopu- late the Atlantic States." Prosperity through the outbreak of the French Revolution. The opening of the French and Dutch West Indian ports to neutral commerce, strengthens the seaboaid's hold upon population by causing flush times. After 1791 movement of popula- tion towards the northwest of the Ohio ceases, but flow steadily increases towards Kentucky and Tennessee. Opening of Mississippi River to trade greatly accelerates vrestward movement. Pennsylvania, Mary- land, Virginia and North Carolina the only participants in the early westward flow. Provincial, state and national land warrants. III. Environment of the Early Tr.vns- Allegheny Settlements. — The procession of pioneers. Plaints of North Carolina and Virginia. Effect of migration on seaboard to-mis. The drain tapping Europe. The making of the American. Alabama resorted to by southern emigrants. The country faced about. Era of internal improvement. The steamboat on the Mississippi. Turnpike and stage coach. New routes of transportation. Contest for western trade. Inducements to manufactures. IV. National Problems Arising from the ^YESTERN Settle- ments. — The Ohio River and its tributaries afford easy access to the natural market of New Orleans. The wide sweep of commerce. The valley of the Mississippi and Spanish claims. The Jay treaty. Disaf- fection along the western frontier and its causes. Wilkinson and Clark. Pinckney's treaty of 1795. V. International Relations Centering in the Western Settle- ments. — For twenty years after the treaty of 1783 the Mississippi was accepted as the western boundry of the United States. Latin and Saxon constituents of population along the Mississippi. Attraction of the trans-Mississippi country. Western expansion and unity of the river valley make for the purchase of Louisiana by the Ignited States. Inherent and secondary reasons for purchase of Louisiana territory. Designs upon New Orleans. Views of Jefferson with regard to pro- posed French pvirchase. Napoleon's dream of a colonial empire. Retrocession of Louisiana to France. Purchase of east Florida. Federal control of Louisiana stimulates westward movement. Oppo- sition to the acquisition in the middle states and New England. State of the West in 1830. BOOKS RECOMMENDED. Justin Winsor's The Westward Movement *Schaler's L^nited States of America. *F J Turner's Western State-Making in the Revolutionary Era. *F J. Turner's The Significance of the Frontier m American History. Monette's History of the Valley of the Mississippi. _ E. Coues' History of the Lewis and Clark Expedition. *Roosevelt's Winning of the West. *Shaler's Nature and Man in America. Parkman's The Oregon Trail. Bancroft's History of California. *Irving's Bonneville. *E. E. Spark's Expansion of the American People. TOPICS FOR STUDY AND DISCUSSION. (o) Discuss the St. Lawrence River and the Allegheny Mountains as factors influencing or retarding western settlement, (b) Make a study of trade relations between the eastern centers and western settlements, (c) What was the Jav Treatv, also Pinckney's Treaty of 1795? {d) Sketch in brief the history of the Louisiana territory. (e) In agreeing to the sale oi Louisiana territory was Napoleon prompted by magnanimity to the Ignited States, enmity to England, or was it simply a good deal in real estate for him? After all, was it the great stroke of American diplomacy which it is commonly accounted to be? LECTURE III. Federation or Confederation. I. Colonial Attempts at Union. — The New England Confederation. Franklin's plan of Union. Character of first Continental Congress. Franklin's proposed "United Colonies of North America." The Declaration of Independence. II. Difficulties Under Articles of Confederation. — Adoption of the articles and their general nature. Difficulties in the way of union. Weakness of the central government. Territorial di.sputes between colonies. Lesson from Shay's Rebellion. Foreign com- mercial regulations. Interstate commerce. Decline of prestige o Congress. Hamilton on the insufficiency of the Articles of Confedera- tion. III. The Constitutional Convention of 1787. — Personnel of the Constitutional Convention. Contest between the small and large states. States Rights and national government. The Virginia plan. The Paterson or New Jersey plan. Hamilton's plan. Threatened withdrawal of small states. The slavery compromises. Restrictions of states. Powers of the President. Powers of the Supreme Court. Proportional representation in the House, equality of vote in Senate. The Constitution signed. IV. Ratification of the Constitution. — Feeling throughout the states. Federalists and anti-Federalists. Feeling in Congress. Literary criticisms. The "Fabius" papers. Local reasons for oppo- sition. A Southern Confederacy proposed in Virginia. The accom- plished Union. V. Early Causes of Strife Between the States and the United States. — Contention between single states or groups of states and the general government : — (1) The WTiiskey RebeUion of 1794. Difference of \iews between Federalists and Republicans as affecting foreign sympathies: — (1) Federalists lean to England, Republicans to France. (2) The occasion of the alien and sedition laws. (3) The Virginia resolution of 1798 and the Kentucky resolution of 1799. (4) The association of the states a contractual relation? Verging on war with France, in 1798. War with England to protect rights as neutrals. The Essex Junta in Massachusetts arises in antici- pation of a dissolution of the Union. The government exhausted. Position of Massachusetts with regard to state militia. The Hartford Convention. The principle of States Rights not yet sectionalized. The principle of state sovereignty in the matter of debt. The Repub- lican party develops the central authority. The rise of the Whig party stood for a more forceful expression of the national impulse: — (1) A national bank. (2) Protection of home industries. (3) Internal improvements. Era of conflict Ijetween central authority and States Rights fully launched along broad lines. BOOKS RECOMMENDED. Epochs of American History. The Formation of the Union, 1750- 1829. Hart. Toqueville's Democracy in America. *Bryce's The American Commonwealth *Woodrow Wilson's The State. Scudder (editor) the American Commonwealths. Giddings' Democracy and Empire. *Curtis's Constitutional History of the United States. TOPICS FOR STUDY AND DISCUSSION. (a) Give a full account of the New England Confederacy and state in what particulars Massachu.setts was paramount, (b) Give the limi- 8 tations of the old Confederacy, (c) What were the Fabius papers and state their relation to the controversy of the day? (d) "What was the Whiskey Rebellion and what did it signify? (e) What is meant when we say that the union of the states is a contractual relation? (/) Where would you say sectionalism was first shown? (g) Give an account of the rise of the Whig Party and state the salient facts of its earliest platform. LECTURE IV. Beginnings of the American Foreign Policy. I. The Birth of the Republic. — Introductory — the spirit of American diplomacy. The diplomatic service of the colonies. Silas Deane, the first foreign representative. The character and service of Benjamin Franklin, commissioner. Negotiations with the French court. Reception of French minister by Congress. Franklin, sole minister to France. State of Northern Europe. Adams' treaty with Holland. Effort of American representatives abroad to secure recogni- tion of independence. Peace negotiated with Great Britain. II. Diplomacy Under the CoNrEDER.\.TiON. — The peace commis- sioners go beyond instruction of Congress. Preliminary treaty of 1782 made the permanent treaty of 1783. The Hamburg letter. Religious questions in the diplomatic field. Treaty relations established with foreign powers. The first Secretary of Foreign Affairs. Defects of the Confederation cause foreign embarrassment. The Constitutional Convention and its work in relation to the Department of State. III. Initial Period of the Nation's Diplo.macy. — Jefferson and Hamilton on the Constitution. The Frenau incident. Consular treaty with France. Washington and Genet. Relations with France. The Jay Treaty of 1794 with Great Britain. The X Y Z correspond- ence during Adams' administration. IV. American Diplomacy Established and Respected. — The democracy of Jefferson. James Madison, Secretary of State. Negotia- tions for purchase of Louisiana. Effect of events in Europe upon nego- tiations. The Louisiana Purchase adds greatly to the prestige of this country. Constitutional questions involved in the acquisition. Jeffer- son's difficulties with foreign ministers. Participation of foreign minis- ters in Burr's conspiracy. Questions confronting Madison as President. Matters at issue in the War of 1812. Diplomatic questions under 9 Monroe. The disarmament of the Great Lakes. The Northeast fisheries. Acquisition of Florida. The recognition of the Spanish American republics and the Monroe Doctrine. Department of State occupying a dignified position and no longer a stepping stone to the Presidency. BOOKS RECOMMENDED. A Century of American Diplomacy. Foster. *Encyclopedia Brittanica article, "Diplomatics". *Trescot's Diplomacy of the Revolution. * Wharton's Diplomatic Correspondence of the Revolution Gibb's Administrations of Washington and Adams. Lodge's Federalist. *Bancroft's History of the Constitution. Hermann's The Louisiana Purchase. *Schuyler's American Diplomacy. ^Richardson's Messages. TOPICS FOR STUDY AND DISCUSSION. (a) What was the nature of Silas Deane's mission to France and what were some of the things he accomplished? (b) WTiat gave Franklin his prestige at the French court, how was he regarded by the French people, and how did he feel towards the proposition for a war of the American colonies with the home government? (c) What were his services to his country as commissioner? (d) The reputed traditional friendship of Russia for the United States having been called into question by Mr. Straus, a member of The Hague Tribunal, what would you say was the real attitude of Catherine of Russia towards the rebellious colonies in their war for liberty? (e) What was the nature of the X Y Z correspondence? (/) State in brief the facts of Burr's conspiracy, (g) What were the circumstances of the promulgation of the Monroe Doctrine? Has that tenet validity in international law? (/() What would you say was the present value and future destinv of the Monroe Doctrine? LECTURE Y The United States on a War Footing. I. The Military Basis During the Colonial and Formative Periods. — The military organizations of the colonies. The Massa- chusetts idea of the militia. Militia used to repel Indian attacks. Military co-operation not so much needed in the middle and southern colonies as in New England. The "Blessing of the Bay" and its suc» 10 cessors in Xew England waters. The American Vikings. The irregu- lar naval arm of the colonies in the Revolutionar}- War. The American regular fleet. The importance of the sea fights in the War of 1812. The creation of a war department. The creation of a na^-^• department. The two wings of the servnce. II. The Military Basis During the Civil War. — State of pre- oaredness North and South. Mobilization and organization. Branches of the service. Armies on the field. Xa^^es North and South. The evolution of the ironclad ship. Contributions of the Civil War to military science. The outcome of the war in relation to the mihtar>- armament of the nation. III. The :Military Basis Dcrixg the Spaxish-Americax War.— The armv on a peace footing. A navy of antiquated ships. The Monroe Doctrine and its influence in the creation of the new navy. The mobilization of the citizen soldien,- for the war with Spain. The naval reserves. The new nav-}' in action. A naval war. Battles of Manila and Santiago. America a world power. State of mihtarj' and naval establishments. BOOKS RECOMMENDED. The Standard general histories. *Ingersoll's The History of the War Department. *Nelson's The -\nny of the United States. *Kelly's The American Navy. Spears' History of our American Navy. *Morris' The American Navy. Marvin's .\inerican Merchant ^L1riIle. *Long's The New Anipri- an Navy. TOPICS FOR STUDY AND DISCUSSION. (a) Give an account of the New England minute men. (h) Give an aceoimt of Clailx)nie"s RebeUion in Marviand. (r) What do we mean by the phrase "The American Vikings?" (y a few introductory remarks on the modern city and national development, and the lecturer reserv'es the right, owing to the length of some of the subjects, to omit such phases or topics as may seem advisalile at the time of each lecture. At the close of each lecture a class, which all are invited to attend, will be held for questions and discussiou, and for comments upon jioints of interest arishig in the essays and papers submitted to the lecturer. The topics for class study are ofiferod as suggestions merely. One, or at the most two, will l>o found .sufficient for special study, ;ind the members of the class arc urged to .submit their answers to tlu'sc in writuig on one side of the paper only, and leaving a broad margin for the lecturer's comment and criticism. LECTURE I. St. Petersburg: Autocracy and Reform. "A capital where men arranged things and consequently bungled them. The great Tsar Peter slapped his Imperial court on the marshy shore of the Neva, where he could look westward into civilization and watch with the jealous eyes of an intelligent barbarian the doings of his betters." — John Hay. Moscow AND Old Russia. Ruric, Northmen and Slavs. The Eastern Empire and the adoption of Christianity. Two centuries and a half of Tartar domination. Rise of Moscow. "The new Rome which is Moscow." — Travels of Macarius. The Kremlin. The Life of Moscow. Peter the Great; the Making of St. Petersburg, "A window looking out upon Europe." Most northerly capital in Europe; some remarkable consequences; unprepossessing site of St. Petersburg. Ambitions of Catherine II to obtain a third capital for the Russian Empire in Constantinople. The Neva— "The Thames " of Russia. The Nevski Prospect — "The sumptuous distances." St. Isaac's Cathedral, St. Peter and St. Paul, the Imperial Palace, the column to Alexander II., and the Hermitage. The new Capital in the National development. "Before the new capital Mo.scow bent her head, as an imperial widow bows before a young Tsaritsa." The People and Territory op Russia. General characteristics; illiteracy and superstition of the masses. Types and different nationalities. Expansion — geographically and industrially. Russification; "Russia not a Nation, Russia is a World," Poland and Finland, Siberia and Exile. The Political System. An autocracy; the will of the Tsar the supreme law. The Russian Church. Icons. The bureaucracy ; its power. Nicholas II. and reform. (3) SUBJECTS FOR CLASS WORK. Peter the Great and his work. The capitals of Russia. Russification in Europe. Russian Expansion in Europe and Asia. Position of Russia in the Far East before the Russo-Japanese War. WORKS OF REFERENCE. Rambaud: History of Russia. Leroy-BeauHeu : The Empire of the Tsars and the Russians. Wallace: Russia. (The second edition is especially good.) Norman: All the Russias. Brandes: Poland. Kennan: Siberia and the Exile System. Noble: Russia and the Russians. Kovalevsky: Russian Political Institutions. Asakawa: The Russo-Japanese Conflict; its Causes and Issues. LECTURE 11. Berlin: Imperialism and Socialism. Historical. Hohenzollerns and Brandenburg. The Growth of Prussia. Steps in the founding of the German Empire. Germany's favored position in central Europe. Modern German Cities. Their rapid growth. Structure of municipal govenunent. "Municipal life in Germany has been reduced to a science," Men of eminence in science, history, economics and sociology sought for the municipal councils. High character of these bodies. >> Berlin; the "Best Governed City in Europe.' The well-being of the community the chief end — business versus politics. Extensive functions of the municipality. Municipal socialism — attitude toward natural monopolies of supply. 5 Berlin water supply, drainage, garbage, street cleaning, sewage farms, etc., gas and electric plants, street railways and rapid transit system, housing problem, municipal savings bank, pawn- shops and insurance. Public Parks, thoroughfares and places of attraction. The beauty of Berlin. The Thiergarteu and the Sieges Allee. Unter den Linden — the royal palace, the museums, the University, etc. Potsdam and Sans Souci. The German City as the Expression of the Transformation of Germany Since 1870. Bismarck and agricultural Germany. " Blood and Iron" begets militarism. William II. and industrial Germany. Imperialism versus Social Democracy. SUBJECTS FOR CLASS WORK. The Great Elector and his work. Frederick the Great and the fight for existence. Queen Louise and Napoleon I — Tilsit and the humiliation of Prussia Bismarck and Napoleon III. Social Democracy in Germany. Germany's commercial expansion. WORKS OF REFERENCE. Von Sybel: The Founding of the German Empire. Henderson: Short History of Germany. Whitman: Imperial Germany Baring Gould: Germany. Bismarck: The Man and the Statesman. (Autobiography.) Schierbrand: The Welding of a World Power. "The Best Governed City in Europe." Harpers', April, 1901. Goodnow: Political Science Quarterly. Dec. -March, 1900-1901. Norton: In and Around Berlin. Ely: Socialism in France and Germaov. LECTURE III. Vienna: Dualism and Federalism. The People and Lands of Austria-Hungary. "No other country has so man}^ diverse races and languages.' The great Danube basin. 6 Landmarks in the history of the Hapsburg lands. Original home of the Hapsburgs. The Hapsburgs and the Swiss. The Hapsburgs and Bohemia and Hungaiy. The union of Austria and Hungary. Dualism triumphs over Fed- eralism in 1867. Francis Joseph and his Patriarchal relation to the people. Survival of the past seen in many ways. Vienna. Municipal self-government and its incidents in Vienna. Old Vienna. Its transformation. The most remarkable example "of a splendidly appointed metropo- lis rapidly evolved through the adoption of modern ideas and principles." — Albert Shaw, The demolition of the fortifications and use made of the space. The wonderful Ringstrasse; general character and plan of the new city; magiuficent buildings, the Votive church, the University, the Rathaus, parliament buildings, theatres, museums, and cafes. The inner city's transformation. The parks and suburbs. Vienna and the Danube. Budapest: the Heart of Modern Hungary. The new metropolis, its beauty and rapid progress. The Andrassy Strasse and the Danube river front. The Other Capitals of Austria Hungary. Prague, Cracow, Trieste. Disintegrating tendencies. TOPICS FOR SPECIAL STUDY. Italy and Austria since 1815. Outline study of the Magyars, along the following lines: their origin, race traits, relations with the Turks, and the national awakening in the nineteenth century. Kossuth, his life and work. The last siege of Vienna by the Turks in 1683. The transformation of Vienna — a study in municipal methods. BOOKS FOR REFERENCE. Leger: Austria-Hungary. (Translation by Hill. Excellent, but too partial to the Slavs.) Coxe: History of the House of Au.stria. ^^^litman: The Realm of the Hapsburgs. Baron de Worms: The Austro-Huugarian Empire. Kossuth : His Life and Times. Freeman: The Ottoman Power in Europe. LECTURE IV. Rome: Church and Nation. Steps in the Unification of Italy. Italy in 1815. The Kingdom of Italy in 1860. Venice and Rome. " Our country is no more the Italy of the Romans, nor the Italy of the Middle Ages; no longer the field for every foreign ambition, it becomes henceforth the Italy of the Italians." — Victor Em MANUEL. Terrible Heritage of the Past. Overcrowded medieval cities. Ignorance and poverty. Conflicting interests between North and South Italy The New Municipal Code. Local self-govermiient replaces paternal despotism. Rome the Capital op the New Italy. The Old Rome. Monuments of antiquity. Absence of all sanitary conditions — no sewers or drainage, no ade- quate water suppl}% wells in the saturated soil of the populous citj', no pavements, street lighting, etc. The modernization and improvements. Difficulties. New water supply and drainage— closing the wells — the public foun- tains, sanitary regulations, remarkable decrease in the death rate, modern thoroughfares. Parks and boulevards. Transit serv'ice. 8 The Church and Modern Italy. The position of the papacy in 1870. Gain from the surrender of temporal power. The Church and Italian socialism. Socialism and militarism. Italy's Claims upon the Future. Her resources — magnificent water power — advantageous geographic position both in regard to products and markets. The Greater Italy. TOPICS FOR SPECIAL STUDY. Cavour and Italian Unification. Rise of the House of Savoy. Italy's economic progress. Can you justify the seizure of Rome by the Italian government? WORKS OF REFERENCE. Bolton-King: History of Italian Unity. Cesaresco: Life of Cavour. Stillman: The Union of Italy. Nitti: Catholic Socialism. King and Okey: Italy of To-day. Hare: Walks in Rome. Hall Caine: The Eternal City. Crawford: Ave Roma Immortalis. LECTURE V. Berne ; The Triumph of Democracy. Switzerland Historically. The Forest Cantons. The union with Zurich and Berne. The heroic struggle for liberty against the Hapsburgs. Independence and neutrality. People'^and Territory. "S^vitzerland is the ethnological center of Europe, the place where the rivers take their rise, and the races meet together" — Lowell. Races and language. Religion— "The Swiss have two religions in their country; it is this which divides them occasionally; but they have only one liberty, which they love supremely; it is this which reconciles them always, and which will reconcile them eternally."— State Papers of .sw'itzerland. The Swiss Confederation in the Nineteenth Century. Erected into a loose confederation without adequate central power by the Congress of Vienna. The Federal Constitution of 1848. The organization of the govermnent. The National Legislature; the National Council and the Council of States. The Federal Council and the President. Extensive functions of the government. A sort of tutor and supervisor of the cantons. Direct legislation by the people. The Referendum and the Initiative. Parties and the absence of party machinery. Berne, the Capital of Switzerland. Picturesque Alpine setting, yet a city of the lowland cantons. Interesting remains of medievalism. The "bear pits," clock towers, fountains and arcades. The Modern City. The Federal Palace. The fine Suspension Bridge. The Historical Museum. Transit service, water supply, etc. The city government; its extensive social activities. SPECIAL TOPICS FOR STUDY. Reasons for the neutrality of Switzerland. The Referendum. Why has Swtzerland produced no great school of art ? WORKS OF REFERENCE. MacCracken: The Rise of the Swiss Republic. Dandlicher: A Short History of Switzerland. Vincent: State and Federal Govermnents in Switzerland Adams and Cunningham: The Swiss Confederation Deploige: The Referendum in Switzerland. Dawson: Social Switzerland. 10 LECTURE VI. Paris: The Evolution of Freedom. " This oscillating: and continual advance is what makes the charm of French history, because in it is recognized the advance of humanity itself."— DuKuY^. Medieval Paris. The Seine the He de la Cite. Narrow, crooked streets. Absence of pavements and sewers. The Faubourgs. The pre-revolutionaiy municipal regime, Pabis and the Fkench Revolution. Places made famous in the Revolution. The revolutionary faubourgs. The municipality of Paris and home rule an example to other cities. Napoleon and central control — all municipal officers the agents of the prefect who was appointed by the emperor. Napoleon and Paris. Modern Paris. " A city of contrasts." A hundred years of transformation. Modernization begun under the Second Empire. Napoleon III. revives the methods of the First Empire Era of Reconstruction, from 1852-1871. Baron Haussmann's work. The new street system, etc.; enormous expenditure for this work. M. Aphland, director of public works of Paris, and the more recent street improAemcnts. The present goveriunent of Paris — the French municipal code. Efficiency of the government. Activities and functions of the municipal bodies. Encouragement and support to education, to fine arts. The water supply. Sewers and garbage removal; abandomncut of the old methods — sewage fanns. Thoroughfares, street buildings, paving, cleaning and repair. Parks and playgrounds, the Bois de Boulogne and the Bois de Vincennes. Transit and housing. Some striking contrasts in the life of the French metropolis. 11 Paris the Pioneer Modern City of Europe, an Example to Other Capitals. Paris and the Third Republic. TOPICS FOR CLASS STUDY. Paris in 1789. What truth in the statement that "Paris is France"? The city's patronage of art. Building regulations of Paris. "Paris the most beautiful city in the world." WORKS FOR SPECIAL REFERENCE. Babeau: Paris in 1789. Du Camp: Paris. Grant Allen: Paris. Bodley: France. Duruy: History of France. Seignobos: A Political History of Contemporary Europe. (Chapters 5, 6, 7, and 27 deal with France and are exceptionally good.) Mctor Hugo: Ninety-Three. Felix Gras: The Reds of the Midi. Zola: Paris. The works of Taine, De Tocqueville, Von Sybel, Stephens, Sorel and Aulard. University Extension Lectures Syllabus of a Course of Six Lectures on Representative American Writers 1. Franklin, the Practical Phi- 4. Longfellow, the Poet. ^ -r^ [, „ 5. Lowell, the Critic. 2. Emerson, the beer. 3. Hawthorne, the Romancer. 6. Whitman, the Prophet. By J. Duncan Spaeth, Ph. D, No. 257 Price, 15 cents Copyright, 1905, by The American Society fc r the Extension of Univertity Teaching 111 South Fifteenth Street, Philadelphia, Pa. GENERAL REFERENCES. W. P. Trent, "A History of American Literature" in Literatures of the World series, edited by Edmund Gosse. (Full Bibliographies.) By the same, A Brief History of American Literature, based on the former and edited as a school text-book. (Very useful.) Barrett Wendell, A Literai-y History of America. Wendell and Greenough, History of Literature in America. School text-book based on above. Henry S. Pancoast, Introduction to American Literature. (Good Study Lists.) George E. Woodberrj-, Literature in America. John Nichol, American Literature. Edinburgh, 1882. For additional references see Prof. Trent's bibliographies, and the syllabus of Prof. Nicholson in the University Extension series. For biographical data consvilt Appleton's Cyclopedia of American Biography, or The National Cyclopedia of American Biography. NOTE TO STUDENTS. The Topics for Discussion, Study and Essays, which follow each lecture, are intended to encourage first-hand study of the authors under review, along the lines developed in the lecture, rather than study of books about the authors. The references to critical literature are therefore few. In every case where a topic for class discussion is indicated it is important that all the members should first have done the indicated reading. "VMiile the discussions may not prove "profitable" in the sense of yielding definite conclu-sions or adding to the portable stock of literary information, they will ser\'e a much more important end if they sharpen literary discernment and add zest and motive to the pleasures of reading. LECTURE I. Franklin, the Practical Philosopher. I. Benjamin Franklin Primarily not a Man of Letters but a Man of Affairs. — His ambition to be a doer rather than a writer: Yet one of America's representative writers. His Autobiography an English classic ranking with Robinson Crusoe and Pilgrim's Progress in popularity and wide appeal. "The Many-sided Franklin." Printer, Publisher, Journalist, Merchant, Philanthropist, Promoter, Statesman, Diplomatist, Inventor, Scientist, Author, Jack and Master of all trades, he is the prototype of the successful, self-made American. Tho many- sided not "myriad-minded." Dominant mental trait common sense, which is nothing but the ability to see the connection between cause and effect in the affairs of every-day life and to act accordingly. His eye always on facts, but his mind always inquiring for causes. "For want of a nail the shoe was lost ; for want of a shoe the horse was lost ; for want of a horse the rider was lost." This his mental habit whether writing "Poor Richard" maxims, or investigating electrical phenomena. Franklin, the Practical Philosopher in American Literature. His practical wisdom, knowledge of life, of himself and his fellow-men give permanence to the Autobiography, Poor Richard, and some of his essays. What he wrote as pamphleteer and journalist, ephemeral; eclipsed by his own activity. II. Practical Philosopher vs. Speculath-e Theologi.*.n. — Tho bom in New England, Franklin not a New Englander in temper. The religious bent of the New England mind during the Colonial period. Literature almost entirely theological. Cotton Mather. Jonathan Edwards. Edwards, Franklin's contemporan,-, a fine type of the specu- lative theologian. The orJy Colonial writer besides Franklin with a European reputation. Franklin's attitude towards the polemic theol- ogy of his day. (See Autobiography and Letter to Samuel Mather, Riv. Ed.,p. 83.) His test of religion not its truth but its usefulness. "Deism may be true, but not useful." Influence of eighteenth century Deists. Deism vs. Puritanism. Franklin's bent toward the practical, found a more congenial atmosphere in Philadelphia. Story of his arrival and falling asleep in Quaker Meeting-house. Importance of Philadelphia in the eighteenth century. Religious tolerance of (3) Penn's colony. The practical bent of Philadelphia's intellectual life. The Philosophical Society not a metaphysical society. The University of Pennsylvania traditionally less aUied with theological dogma than Harvard, Yale, or Princeton. Franklin freed American Literature fromi its subserviency to theology. III. Franklin's Literary Training. — His imitation of the Spec- tator. Contrast between the ponderous prose of the seventeenth century, and the light, graceful, witty style of Addison. The Do-Good and Busy-Body papers. His fondness for literary impersonation and mystification. His career as journalist and its influence on his style. His humor. Its American quality. Incapacity for serious state papers. IV. The Autobiography and Poor Richard's Almanac. — Frank- lin's literary reputation based on these two books. Origin of the Almanac. Pv-easons for its popularity. Who "Poor Pilchard" was. The Autobiography. How it came to be written. The strange history of the Ms. The literary quality of the Autobiography. FrankUn's indifference to literary fame. V. Franklin's Practical Philosophy. — God helps them that help themselves. Contrast between this and the profound sense of dependence on God, characteristic of the New England mind. The basis of success, Industry, Frugality, Honesty. Honesty the best Policy. On the physical side, good health. Franklin's hygiene far ahead of his time. Fresh air, fresh water, temperate diet. (See his letter on The Art of Procuring Pleasant Dreams, Riv. Ed., p 51.) VI. Franklin's Place in American Literature. — His limita- tions. Not among the great writers. His aim not to enrich life, but to make us rich in this life. Never urged to write by creative instinct, plastic impulse, need of self-expression. Found writing useful and made himself master of the useful and interesting style. Franklin nevertheless a truly representative American WTiter. His sense, his humor, his good temper, his shrewdness, his fund of anecdote, his appetite for facts, his self-reliance and resourcefulness, all character- istically American, and characteristic of a side of the American mind not ordinarily turned toward literature. But no hint of the finer, subtler quality of the American mind in Franklin. No faintest sug- gestion or foretaste of Emerson's spiritual insight, Hawthorne's artist touch, Lowell's love of letters, Longfellow's tender grace and romantic sentiment. Whitman's democratic fervor and inspired vision. RECOMMENDED READING. Life: J. B. McMaster, in American Men of Letters series. ' Vs Paul Leicester Ford, The Many-Sided Franklin. - . > Works: John Bigelow's is the best edition of the Autobiography. The Century Co. has a handy edition with good introduction by Woodrow Wilson. P. L. Ford's edition of Poor Richard's Almanac has an interesting introduction. Prof. A. H. Smyth is preparing a new edition of Franklin's works for the bicentennial of Franklin's birth, 1906. TOPICS FOR DISCUSSION, STUDY AND ESSAYS. Discuss the advantages and disadvantages of Franklin's method of acquiring a style. (See Autobiography.) Compare Stevenson's method. (See Essay in Memories and Portraits.) Find passage in Auto- biographv where F.-anklin speaks of the usefidnessoi poetry to the stu- dent, of "style. Where is his fallacy? How does this passage prove his incapacity to appreciate poetry?" Show how Franklin solved scien- tific problems by common sense, and sought for a scientific explanation of common facts of experience. How did he discover that storms travel in an opposite direction from that of the wind? The effect of oil upon waves? The currents of the Gulf-stream? (The material will be found in most condensed form in Ford's " Franklin.") How did he explain the advantages derived from fresh air and walking. (See Letter on "Art of Procuring Pleasant Dreams," and "Franklin and the Gout." Riv. Lit. Ser.) Write a paper to show that Franklin's moral philosophy was based on the two ideas of Usefuh>ess and Self-development as contrasted with the ideas of Conscience and Dependence on God dominating Puritan life. (Quote from Autobiography and Poor Richard.) Why may Franklin justly be called the completest exponent of the 18th Century? (See Trent's fuller American Literature, p. 123, and Pancoast, pp. 83-85, for suggestions on this point.) A Comparison of Franklin's Autobiography with any one of the fol- lowing: Augustine's Confessions, Rou.sseau's Confessions, Goethe's Wahrlieit und Dichtung, Ruskin's Preterita. Read Franklin's remarks on his famous stove (quoted Ford 355-58, and by way of contrast Hawthorne's plea for the open fire-place in Fire- Worship (Mosses from an old Manse) and note how each illlustrates the characteristic point of view of its author toward Ufe: Franklin, the practical philosopher; Hawthorne, the romancer. Select ten maxims from Poor Richard and as many from Emerson to show how Franklin was the friend and aider of those w^ho would prosper in the world and Emerson of those who w'ould live in the Spirit. Make choice so as to show epigrammatic genius common to both, with disparity of intellectual interest. E. g. Franklin: "Early to bed and early to rise, makes a man healthy, wealthy and wise." Emer- son: "Fear God, and wherever you go, men shall think they walk in hallowed cathedrals." LECTURE II. Emerson, the Seer. I. Emerson, the Seer in American Literature. — His gift insight. "God has given me the seeing eye." His genius to see the universal in the particular, the constant in the variable, the esssential in the incidental, the law behind the fact. Like Spinoza, viewed the world "sub specie aeternitatis. " But Emerson no systematic philosopher. His method poetic, not scientific. The scientist proceeds by induction, reasons to his conclusions, proves his assmnptions. The poet by intuition; does not adduce proof, but reports what he has seen. "I do not know what arguments are, in reference to any expression of thought."' "I delight in telling what I think, but if you ask me why it is so I am the most helpless of mortals." Emerson the Eye-witness of Spiritual Truth. This first-hand immediate quality of his message, the secret of his power as a spiritual force. The two most typically American ^Titers in our group, Franklin and Emerson, the most practical and the most transcendental of philosophers, the friend and aider of those who would live in the world, and "the friend and aider of those who would live in the spirit." II. Emerson and the Transcendental Movement. — In spite of his spontaneity, Emerson very much the product of his heredity and environment. The six generations of New England divines. The New England Renaissance. Unitarianism. Its two aspects: ration- alism and ethical optimism. Channing as representative of the latter in his protest against the doctrine of total depravity. Influence of Germany. Coleridge and Carlyle as expounders of German Idealism. Wordsworth. Kant and his "Categorical Imperative" vs. Utilita- rianism. Schleiermacher and his religion of subjective feeling vs. Rationalism. Goethe's gospel of culture vs. Intolerance and Asceticism. The New England Transcendentalists. Practical and literary fruits: The Dial, and Brook Farm. Emerson's relations to the movement: his Yankee shrewdness prevented him from going to extremes. III. Emerson's Message. — (1) Self-Reliance. Its intellectual as- pect. "Whatever another announces I must find true in myself or I must reject it." Repudiation of external authority and past reve- lations. Value of the Present. Importance of the individual. (2) The Source of Power. Emerson's doctrine of the Over-Soul and Spiritual Laws a necessary complement to his doctrine of Self-Reliance. "There is one mind common to all individual men. Every man is an inlet to the same and to all of the same." "The American Scholar" and "Nature" contain Emerson's leading ideas: Nature a symbol of Mind, the identity of the natural and the moral law, the immanence of God in Nature and man, the accessibility of truth by intuition, faith in the individual, and contempt for majorities, absolute trust in the harmony between the individual human will and the moral law, con- fidence that all things make together for good and that Goodness, Truth and Beauty will prevail without our assistance or interference. "The American Scholar" a landmark in the history of American culture. Our "intellectual Declaration of Independence." IV. Emerson's Limitations as Teacher and Guide. — Difficulty of criticism. Emerson always sees the other side, anticipates your objection, and states it more cogently than you could yourself. (Cf. e. g. "The Conservative"). But though he sees it, he does not let it count. Where his teaching is one-sided (his seeing never is) it is apt to result from one of the following factors: (1) Lack of human sympathy. Impairs the carrying power of his optimism, because it ignores sin and suffering as facts of human exist- ence. Evil with Emerson a metaphysical, never a physical fact. (2) Intellectualism. His emotions all intellectualized. (Cf. his essay on Love.) Hence his aversion to partisanship. Refusal to be harnessed. Will not yield himself to any Person or Cause. (His part in the abolition movement the one exception.) Intellectual independence sometimes verging upon intellectual irresponsibility. (3) The Goethean Ideal of Culture. (Read R. H. Button's fine essay on Goethe). Its keynote, self-enlargement instead of service. "Into paint will I grind thee, my bride." (4) Extreme individualism. (5) Lack of historic sense. With all his reverence for the individual, no grasp of personality. (6) Want of artistic sensibility. No eye for color. No ear for music. Hence underv-alued travel. "The stuff of all countries is just the same." IV. Emerson and Carlyle. — Their first meeting, friendship and correspondence. Carlyle's influence in America. Emerson's in Europe. Common ground: both idealists, i. e. believed in superiority of mind over matter, but arrived at their idealism from different directions. Carlyle's point of departure, the conflict of the individual will with the external world. Mind must rule matter, therefore character tramples Nature under foot. (Heroic Idealism, Kant, Fichte.) Emer- son starts from his consciousness of the world-soul in Nature, and the affinity of the individual will with the moral law, therefore character is union vdih. Nature. (Contemplative Ideahsm.) Both regard visible Nature as a symbol of Mind. (See "Sartor" and "Nature.") Both moralists, searching for the Divine in Nature and society. Dissimi- 8 larity of temperament and character. Carlyle vehement, violent, passionate, intense, coarse and tender, full of laughter and tears. Emer- son, serene, self-contained, dainty, refined, every drop of hot, rebeUious blood filtered through six generations of blameless New England divines. Subsequent divergence. Carlyle's divorce of knowledge and action, and repudiation of the attempt to know. Emerson's unity of knowing and doing. Emerson's belief in Democracy. Car- lyle's in Aristocracy. Emerson's in Representative Men. Carlyle's in Heroes. Emerson anti-slavery. Carlyle pro-slavery. Emerson more and more Optimist, enveloped in sweetness and light. Carlyle more and more Pessimist, enveloped in bitterness and gloom. What Carlyle preached as Duty, was to Emerson Privilege. To Carlyle the Moral Law revealed in Sinaitic Lightnings. To Emerson it is diffusive as the sunlight. What Carlyle attained by agonized wrestling with the "Everlasting No" was Emerson's birthright. Tho their de- velopment thus divergent, they will be remembered together as the greatest spiritual influence in English Literature during the nineteenth century. Emerson is a tonic for the blood. Carlyle is exercise for the muscles. They both whetted the appetite of their time for the things of the spirit, yet neither could satisfy it with food. VI. Emerson as Writer and Lecturer. — (1) Writer and scholar. Habits of reading and study. Not a scholar in modern sense. Pref- erence for translations. Two classes of books: books of power, and books of knowledge. He read the former, Plato, Shakspere, Goethe, for inspiration rather than for thoro mastery of their subject-matter. Books of knowledge: read widely in History, Biography, Memoirs, for anecdote, incident, and illustration. Hence wealth of illustratioji in his lectures and essays. His style. Want of continuity. Due to habits of composition. (2) Lecturer : Emerson's marvellous pop- ularity as a lecturer. Due partly to his voice and personal mag- netism. Brief epigrammatic sentences, striking paradox, concrete illustrations of the most abtsract truths, fund of anecdote. Emerson not only a transcendental philosopher, but a keen observer of life. LTnited with his spiritual insight the practical wisdom and epigram- matic talent of Poor Richard, especially in his later books like English Traits and The Conduct of Life, which are therefore more palatable to the average reader than the transcendental essays, and ought to be more read than they are. RECOMMENDED READING. Life: Oliver Wendell Holmes, in American Men of Letters series. Richard Garnett, in Great Writers series. Charles Eliot Norton has edited the "Carlyle-Emerson" corre spondeuce. 9 Works: Among Emerson's works the following are especially recom- mended : "The American Scholar," "Self-Reliance," "Heroism," "Charac- ter," "Compensation," "Spiritual Laws," from the Essays. "Eng- lish Traits,^' " Power," "Wealth," "Culture and Behavior," from The Conduct of Life. Critical: John Jay Chapman, Emerson and other Essays. TOPICS FOR DISCUSSION, STUDY AND ESSAYS. Emerson's Transcendental Friends. Write a sketch of each of the following: Margaret Fuller (Biography by Emerson, J. F. Clarke, W. H. Channing, and the Am. M. of L. vol. by T. W. Kigginson.) Alcott. (Memoir by Frank B. Sanborn, and W. T. Harris.) See also Louisa Alcott's "Little Women" for memories of a transcendental home. James Freeman Clarke. (Autobiography edited by E. E. Hale.) George Ripley. (O. B. Frothingham in Am. Men of L. series.) Theodore Parker (Biography by J. W. Chad- wick). Thoreau (Biography by F. B. Sanborn in Am. M. of L. "Wal- den " and " Letters" in Riv. Ed. of his works.) Emerson as a Nature Poet. The Concord landscape, birds, and flowers in Emerson's poems. Read especially "May-day," "Wood- notes," Musketaquit," "Two Rivers," "Rhodora," "My Garden," "The Titmouse," "Blight," "Waldeinsamkeit," "The Snow-storm." Prove truth of statement that Emerson "had eyes only for the Concord Landscape." Emerson's Optimism contrasted with Browning's. Emerson a con- templative optimist. Browning a militant optimist. Browning's recognition of Sin and Evil. Emerson as a Prose Writer. Read M. Arnold's Essay on Emer- son and discuss its estimate of Emerson's genius. Emerson and Patriotism. Read Chapman's Essay on Emerson, and Emerson's Fortunes of the Republic. Emerson and Hawthorne. Their personal relations in Concord. Hawthorne's estimate of Emerson (in The Old Manse.) Why could Emerson not read Haw- thorne's books? Consider Emer.son's attitude toward the problem that afforded Hawthorne his dominant literary "motif." Discuss Emerson's distinction between "Man Thinking" and "The Thinker" in The The American Scholar; does the modem drift toward specialization make for men in Emerson's sense or for tools. What is the function of the American University? To produce Knowledge or Man Knowing? Emerson and WTiitman. What aspect of Emerson's teaching is most emphasized by Whitman? Contrast Emerson's isolation with Whitman's promiscuous fellowship (' ' adhesiveness ") . Read Whitman's " Brooklyn Ferry " and Emerson's "Love" and "Friendship." Emerson and Carlyle. Write a character-sketch of each based on the correspondence. (Edited, C. E. Norton.) 10 Contrast the point of view of Emerson's "Representative Men" with that of Carlyle's "Heroes and Hero-Worship, " showing Emerson's interest in ideas, Carlyle's in personalities. Goethe's Influence on Emerson. (See Holmes in American Men of Letters and Emerson's Representative Men, "Goethe.") Read Carlyle's translation of "Wilhelm Meister." Show how both Carlyle and Emerson were prevented by temperament and training from understanding Goethe as artist. Read Emerson's "English Traits" and Hawthorne's "Our Old Home," and contrast the attitude of Emerson and Hawthorne toward England. LECTURE III. Hawthorne, the Romancer. I. Hawthorne, the Artist in American Literature. — Poe his only rival as pure literary artist. His love of the beautiful. (See the "Artist of the Beautiful.") But Hawthorne's art modified by his Puritan inheritance. Conflict between Puritanism and Art. (See the "Maypole of Merry Mount.") Hawthorne's attitude towards New England Puritanism: revolted against it but fascinated by it. It haunted his soul and excercised a spell over his imagination. His feeling for Salem symbolical of his attitude toward Puritanism. (See interesting passage on Salem in the introductory chapter of the Scarlet Letter.) The sentiment partly physical, due "to the deep and aged roots which my family has struck into the soil, the mere sensuous sym- pathy of dust for dust." Partly moral: figure of first ancestor "still haunts me and induces a sort of home-feeling with the past . . . creates a kindred between the human being and the locality, quite inde- pendent of any charm in the scenery or moral circumstances . . . it is not love but instinct ... no matter that the place is joyless for him, the spell survives. I felt it almost a destiny to make Salem my home." So we may say it was his destiny to make Puritanism the home of his imagination. He says: "I might as well, or better, have gone somewhere else, (Cf. the attempt to do so in "The Marble Faun,") but "my doom was on me." Meeting-point of his Puritan- ism and his Art-impulse in the intense realization of the moral values in life, "the sense of the supremacy of the soul's inter- ests." The part played by conscience in the religious life of the Puritans. Their introspective bent. Hawthorne's interest in the I 11 secrecy of men's bosoms. So in spite of the inherent conflict be- tween Puritanism and Art, he found in the soul of Puritanism his leading Art motive. Contrast with Walter Scott's treatment of Puritanism in Woodstock. This emphasis upon the soul gi^'es the universal, human quality to his art, in spite of its local, provincial character. II. The Literary History of Hawthorne. — (1) Period of the Twice-told Taeh, 1825-45.— Birth in Salem July 4, 1804. Puritan ancestors. Salem back-grounds. Year in the Maine woods, "Cursed habit of solitude." Bowdoin College. Friendship v/ith Pierce and Horatio Bridge. Hawthorne's distaste for literary society, but capac- ity for intimate friendship. Longfellow his class-mate. Lonely life in Salem for twelve years after graduation, 1825-1837, from his twenty-first to thirty-third year. The "Chamber under the Eaves." Brooding contemplation alternating with minute observation. Fan- shaxve, 182S. Its failure. Influence of Scott in turning Hawthorne's at- tention to the romantic past of New England. First short tales. His craving for recognition and his discouragement. Contrast with Long- fellow's easy success. Tales in the "Token" and other periodicals. How the first volume of Tivice-told Tales came to be published. (1837.) Bridge's confidence in the powers of his friend. Longfellow's sympa- thetic review. Hawthorne to Longfellow: "I have been carried away from the main current of life, and find it impossible to get back again." The tales "an attempt to open up intercourse with the world." Meet- ing with Sophia Peabody. His happiness in their engagement. She redeemed him from the shadow of himself. "Without you my best knowledge of myself would haA'e been merely to know my own shadow." Miss Peabody's artistic sensibility. The Peabodys a link between Hawthorne and the Transcendentalists. Hawthorne at last gets into "the main current of life" by the help of his friends. Enjoys the plunge in, but not the staying in. Customs officer on the Boston wharves. His occupation a damper upon his imagination but a stimulus to his faculty of observation. His note-books. The recording instinct. Realism. Literary work. Grandfather^ s chair. The year at Brook Farm. Aloofness from its spirit. The Old Manse. Hawthorne's personal relations to the Concord group, Emerson, Alcott, Thoreau, EUery Channing. Domestic happiness. Failure to make a living by his pen and appointment to the Salem Custom House. Literary fruit of the Concord years. Some additional tales, which with earlier ones and the introductory sketch on The Old Manse appeared as Mosses from an Old Manse. (1846). With his departure from Concord his activity as a writer of short tales practically ended. Only a few written later. The series: Twice-told Tales, Mosses from an Old 12 Manse, Snow Image. Their variety. Sketches from real Hfe showng Hawthorne's power of close observation: The "Toll-gatherer's Day," "The Old Apple Dealer," "Sights from a Church Steeple." Historic Tales, showing his perception of the romantic element in the past of New England: "Legends of the Province House." Problem Tales, showing his power to make a story out of an imagined situation : "David Swan," "Wakefield." "Wives of the Dead." Tales of Moral Symbolism : "The Minister's Black Veil," "The Bosom Serpent," "The Artist of the Beautiful." Formal Allegories: "The Great Stone Face." Studies in the Weird: "Rappacini's Daughter." Contrast with Poe. (2) Period of the New England Romances. (1845-1854.) The Scarlet Letter. Circumstances of its origin. Life in the Salem Custom House. The introductory sketch in the Scarlet Letter. Germ of the romance a short tale. Visit of J. T. Fields. (See Yesterdays with American Authors by the same), and Hawthorne's elaboration of the tale into a romance at the latter's suggestion. Analysis of the Scarlet Letter. Its unique character. Hawthorne's interest not in the deed but in its consequences; again, not in the outward consequences, but in the state of a soul. His psychologic analysis contrasted with Brown- ing's in The Ring and the Book. Its success a stimulus to Hawthorne. Had no worldly initiative or enterprise, but a keen literary ambition and great tenacity of literary purpose. With all his shyness and retiring disposition, desired to be known; piqued at being "for twelve years the obscurest man of letters in America," while Longfellow and other contemporaries were winning fame. — Life in the Berkshire Hills. The Howie of the Seve7i Gables, within a year of the Scarlet letter. Less imaginative intensity than in the former. Its realism of New England life. The curse motive. — Hawthorne's happine.ss at home with his wife and children. Sunny side of his nature. Purity and innocence of his nature. The great romancer of guilt the writer of beautiful children's books. The Wonder-book, and Tanglewood Tales, "No Children's Books so dipped in morning dews." (Woodberry). The purity and the cold curiosity of child-nature the very essence of his portrayal of guilt. — Removal to West Newton, near Roxboro, revived the memory of his Brook Farm experience. The Blithedale Roiyiance. Least substantial of his books, but most interesting to the student of his literary method. Analysis of the character of the reformer. (3) The Period of European Influence. (1854-1860.) The Marble Faun. The efiect of Italy upon Hawthrone. The Puritan artist in the land of Art. His joy in Italy. Naturalism vs. Puritanism. The Marble Faun Hawthorne's most ambitious work, but not his greatest. The moral problem stated. Sin and Naturalism. III. Summary of Characterlstic Traits. — Classicism of style, 13 Romanticism in choice and treatment of subject ;matter. Purity and melody of his prose. Its coolness and "brown twilight. " Hawthorne's magic. The "moon-light of romance" (see close of introductory chapter to Scarlet Letter). Hawthorne's aloofness from the passions he portrays. Like a child or an elf. A moral inquisitor, prying (his own word) into the secrets of men's bosoms. Almost a vivisector of souls. His place as a writer of fiction. A self-made man of letters. His forerunners in American fiction, Charles Brockden Brown and William Austin. Only contemporary rival, Poe, and he only in a limited sense. Hawthorne himself the forerunner of realism and the problem novel in American fiction. An early master in the field of the short story. RECOMMENDED READING. Life: George E. Woodberry, in American Men of Letters series Julian Hawthorne, Hawthorne and his Circle. Works. Mosses from an Old Manse. The Scarlet Letter. Critical: R. H. Hutton's essay, "Hawthorne." TOPICS FOR DISCUSSION, STUDY AND ESSAYS. Read Hawthorne's Preface to his Twice-told Tales and note to what extent his self-criticism seems just. Study the "May-Pole of Merry Mount" and the "Artist of the Beau- tiful" as illustrating Hawthorne's attitude toward Puritanism and his temper as an artist. Read the Preface to the Bhthedale Romance and the conclusion of the introductory sketch of the Scarlet Letter, and discuss Hawthorne's conception of "Romance." What constitutes the Romantic element in the Blithedale Romance? Separate the passages of pure realism and minute observation. (Compare with passages from his Journal and Note-books during Brook Farm Period., in Riv. Ed. of his "Works.") Try working out Hawthorne's suggestion about the boy who killed the wounded British soldier (See The Old Manse) into a tale after the pattern of Roger Malvin's Burial. Are any of the Twice-told Tales exceptions to the criticism made by Prof. Woodberry? (Hawthorne in American Men of Letters, p. 156.) Study Hawthorne's use of a physical image as a moral and spiritual symbol in the six tales mentioned by Prof. Woodberry, pp. 143-149. Hawthorne and Poe. See Poe's criticisms of Hawthorne's allegori- zing tendency. Compare their handling of the short story. The Scarlet Letter. Does it show evidences of its origin as a shorter tale in structure or plot? In what respect is it an advance upon the Tales. — Show that Hawthorne's interest is Sin rather than Crime. Trace different way in which the Sin affects Dimmesdale, Hester Prynne, Pearl. What important element in the religious conscious- ness of the Puritan does Hawthorne ignore in his romance? (See Woodberry 's Hawthorne.) Contrast the Moral Problem of The Marble Faun with that of The Scarlet Letter. "The genesis of sin in a natural man. " Does Haw- thorne attempt a solution of the problem of sin? 14 Italian Art and the Puritan Romancer. Study the effect of Italian Art on Hawthorne as seen in The Marble Faun. Compare also "Con- versations in Rome between an Artist, a Catholic and a Critic," by W. E. Channing, the Younger. The Autobiographic Elements in The House of the Seven Gables. Judge Pyncheon. Hav/thorne's vindictiveness in the portrayal of him. Contrast between Hawthorne and Longfellow in their treatment of Puritan New England. (Longfellow's Miles Standish, New England Tragedies. H's Historic Tales.) Read the Introductory note to Evangeline in the Cambridge Edition. Query: What would Haw- thorne's treatment of the story have been and how would it have dif- fered from Longfellow's ? LECTURE IV. Longfellow, the Poet. I. Longfellow the Representative Poet of American Litera- TTJRE. — Reasons for considering him such. (1) Volume and variety of his poetic work. (2) His practically exclusive devotion to Poetry. (3) The wide appeal of his verse. In spite of the critical reaction against his poetry, he remains America's representative Poet. A question of fact, not of theory. Emerson's a rarer genius, but his approach to beauty only on the side of spiritual truth, and his main literarj' energy spent as essayist and lecturer. Lowell in a few poems such as Commemoration Ode reaches high-water mark of Poetry- in America, but his genius not constant nor concentrated upon Poetry. Poe master of a more haunting music and a finer lyric rapture, but at best only a poetic torso. Whitman's genius more native and elemental, — a greater potential poet, but often failed to utter as poetrj' what he felt as such. His "barbaric yawps" great intentions imperfectly realized. Whether or not we call Longfellow a great poet, he is the na- tion's representative poet. . II. Influences that Shaped Longfellow's Poetic Personality. — Early dehght in Washington Irving. Bryant and feeling for Nature. Longfellow not deeply read in the well-springs of English Poesy. Con- trast with Lowell's intimacy with the Elizabethans, and Emerson's "great draughts of seventeenth century English." Early decision for a Hterary career. At nineteen appointed to the chair of Modem Languages at Bowdoin College. Three years of preparation in Europe. 15 Acquisition of French, Spanish, Portuguese, Italian, and German. Translations from Spanish. Influence of Bryant and Ticknor. Spain in American Literature. Washington Irving, Ticknor, Longfellow, Prescott, Lea. Second Visit to Europe to prepare himself for the Harvard Professorship of Modem Languages (1835, age twenty-eight). Visit to Sweden and study of the Scandinavian Languages. Long- fellow's combination of Germanic and Romance scholarship. Its possibility in his day owing to the different requireiBents of scholar- ship. The three stages of the study of modern languages and litera- tures in America: (1) Enthusiastic introduction, represented by Longfellow. (2) Sympathetic Appreciation, represented by Lowell. (3) Critical Dissection , represented by the Ph. Ds. But tho Long- felloviT knew (sympathetically not critically) the classics of Germanic and Romanic Literature, his genius Germanic rather than Romanic. His father considers German of greater importance than Italian Literature, and advises him to give preference to the former. Longfellow immersed in the study of German Literature, especially the Romantic Poets during the winter after his young wife's death abroad. (1835.) Hy- perion the outcome of this experience. Steeped in the sentiment of German scenery, the Rhine, Heidelberg, with its romantic legends and poetic associations. Its sentiment touched "Rith dreamy sorrow, the German "Wehmut," but verging on sentimentality. Longfellow's sympathy with the German temper, its tenderness (Innigkeit) senti- ment (Gemueth), and lack of distinction. Jean Paul Richter more to him than Goethe, and Goethe the lyric poet more to him than Goethe the critic of art and life. Longfellow a cult in Germany for the same reason that Poe is a cult in France: each appealed to something kindred. Poe's attack upon Longfellov.^, the Frenchman in Poe fighting the German in Longfellow? Poems of Longfellow showing the German influence. Comparison of Schiller's "Song of the Bell," and Longfellow's song of the "Building of the Ship." Third visit to Germany. Met Lenau, and Freiligrath (the best translator of Hiav:atha), missed LThland. But all this represents only one side of Longfellow's poetic develop- ment. His interest in native subjects. Early insistence upon a national Hterature. Evangeiine, Courtship of Miles Standish, and Hiawatha results of this feeling. But he saw even his American sub- jects thru the soft haze of European Romanticism. III. Current Criticisms of Longfellow's Poetrt. — (1) Long- fellow an "Academic Poet.'' (See for this view of him, Barrett Wen- dell's Literary History of America, pp. 378-392.) Influenced not by what he experienced but by what he read. "Inspired by beautiful records of facts long since dead and gone." His ovra limited range of 10 experience. A certain academic tameness and sameness in the lives of the Cambridge group of -^Titers. "They lived stainless lives and died in their professors' chairs honored by all men." The literary vs. the elemental poet. (2) Sentiment and Fancy instead of Passion and Imagination. (3) His preaching tendency. (4) Imitation. Reading and comparison of the follo\\-ing: The "Wreck of the Hesperus" and the "Ballad of Sir Patrick Spens." The "Village Blacksmith" and a passage of Hawthorne's "Artist of the Beautiful." "Resignation" and Lowell's "First Snowfall." "The Slave's Dream" and Byron's "Dying Gladiator." "The Secret of the Sea" and Whitman's "With Husky-haughty Lips. O Sea!' "Excelsior" and Tennyson's "The Gleam." IV. The Other Side. — Longfellow's important place in the history of American culture. Unlocked the treasures of European, especially German, song and romance for Americans. A pioneer in the apprecia- tion of Scandinavian and Anglo-Saxon literature. His translations from the Anglo-Saxon. Comparison with William Morris. Long- fellow's excellence as a translator. Influence of his Poets and Poetry of Europe. His genuine medievalism. Its pictorial quality and sympathetic appreciation of the past. His feeling for medieval Catholicism, its legends and cathedrals. His unique position among the Unitarians. Appreciation of the historic aspect of Christianity. "Christus." Tho he was an "academic poet," knowing "the love of learning, the sequestered nooks And all the sweet serenity of books," yet had in addition the unacademic faculty of appealing to the common heart. The Fire-side Poet. His poems, "like house-hold words, no more depart," His narrative power shown in ballad, legend, idyl, and one source of his popularity. Tho Longfellow felt more than any American poet the appeal of the "silent voices of the dead," yet, like Tennyson, his final word not one of retrospective longing, and romantic regret, but of Faith in the Present, and Hope for the Future. Ten days before his death he wrote: 17 O Bells of St. Bias, in vain Ye call back the past again. The Past is deaf to your prayer. Out of the shadows of night The world rolls into light It is day-break everywhere. RECOMMENDED READING. Life: T. W. Higginson, in American Men of Letters series. Works: Any edition of Longfellow's Poetical Works, preferably the Cambridge. TOPICS FOR DISCUSSION, STUDY AND ESSAYS. Evangeline. A comparison of the historic facts with Longfellow's presentation in the poem. Hiaivatha. Read account of acting of Hiawatha by Ojibway Indians given by Miss Alice M. Longfellow in Riv. Lit. Ed. of Evangeline, and quoted by Higginson, p. 316 (Appendix). Contrast Longfellow's and Cooper's idealized Indians with Parkman's realistic picture in the Oregon Trail. Longfellow's Translations from Anglo-Saxon. Read his translations of "Beowvilf's Journey," "The Grave," and his poem on "The Dis- coverer of the North Cape." Compare the latter with the literal translation from King Alfred's "Orosius" given in the Bohn ed., or quoted by Stopford Brooke in his Early English Literatvre. Compare the metre of " The Grave" and " Beowulf" with Tennyson's " Brun- nanburgh." Longfellow's Sonnets. Their high poetic quality. Read especially Chaucer, Shakespeare, Milton, "The Sound of The Sea," "In the Church-yard at Tarrytown," "Venice," "The Harvest Moon," "The Cross of Snow." The Golden Legend, as a study of Longfellow's medievalism. Which aspects of medieval Catholicism does Longfellow portray most sympa- thetically? Longfellow's Attitude toward Historic Christianity. See, for plan and scope of "Christus," prefatory note in Cambridge edition and numer- ous references in Journal. Longfellow as a ballad-poet. See "Wreck of the Hesperus," "Skeleton in Armor," etc., etc. A Comparison between Longfellow's and Whittier's Anti-Slavery Poems. 18 LECTURE V. Lowell, the Critic. I. Criticism and Culture. — Lowell the most cultivated American man of letters. Culture implies criticism. Culture the enjojmient and assimilation of what is best in Art and Literature. Criticism the organ of culture. Criticism not only the effort to see the thing as in itsef it is, but to know it for what it is. Interpretation and appreciation, the positive function of criticism. Lowell's power of interpretation and appreciation more highly developed than his power of selection. Per- haps the scholar rather than the critic in American literature. Lowell as a man of culture sensitive to the newness and rawness of America. Loved the links that bind us to the past, the historic back-grounds of Europe, their atmosphere, perspective and vista. He misses the rich mold of a dead and buried past in the soil of American life. "We have been transplanted and for us the long hierarchical succession of history is broken. The Past has not laid its venerable hands upon us in con- secration." Both the sentiment and the allusion which it contains would have been impossible to Emerson. Lowell had the historic imagination which Emerson lacked. A conservative by instinct, reformer by conviction, he occupies middle ground between the romanti- cism of Irving and Longfellow, and the transcendentalism of Emerson. Lowell saved from the selfishness of mere culture by standing for the application of culture to life. The scholar in politics. The man of culture as patriot. Tho a representative of the New England aristoc- racy of intellect, with its refinement, breeding, and social distinction, he had a home-spun, at times even coarse strain in his fibre, a whole- some earthiness, robust masculinity, that makes us feel, here is not only a gentleman and a scholar, but a hearty, healthy, lovable, thoroly human man. II. Lowell, the M.\n. — Bom on Washington's Birth-day 1819. Irving was publishing his sketch-book in England, Cooper putting his hand to his first novel, Bryant at twenty-five, already known as the author of " Thanatopsis," trying to combine law and poetr\' in the Berk- shire Hills, Emerson a junior at Harvard, Longfellow and Haw- thorne about to enter Bowdoin, Holmes a boy of ten years, attending school within a stone's throw of Lowell's home. The dawn of the New England renaissance. Lowell bom at an auspicious time. Somewhat too young to be himself a pioneer in the moAement, yet old eno\igh to imbibe its fullest influence when it was at its height in the thirties. Ehnwood. Its associations -nith his life. (See Letters, I 130 and II 392, 19 "My Garden Acquaintance," "Good Word for Winter," "Indian Summer Reverie," and "Cambridge Thirty Years Ago.") English in his feeling for the family homestead. "A haunt of ancient peace. All things in order stored." His one of the leading New England families. Home life. College. HarA^ard in the thirties. (See Chapter II of Hale's J. R. L. and his Friends.) Longfellow one of his professors. Josiah Quincy. (See Lowell's "A Great Public Character.") Rustication at Concord. Saw Emerson, but too conservative to appreciate him as yet. Felt his influence later. Had heard the address on the American Scholar as a Junior, and described its effect subsequently in a well-known pas- sage. Read Carlyle at Concord. (See essay on Carlyle.) Studied law. Indecision as to calling; confidence in himself and his literary power which he expresses -with boyish frankness in the letters of this period. First volume of poems published just after taking his law degree. Second volume made it clear that his life was to be given to literature. Engagement to Maria White. Made a reformer of Lowell. Anti-slaven,^ work. First series of " Biglow Papers." His friendships. His affectionate nature. Buoyancy of disposition. Frankness, boyishness, absence of affectation. Sprightliness of his letters. Full of fun and puns. Loved to let his ideas go a-romping. Did not keep his best things back for his publisher. Lowell as lecturer and professor. (See Hale's eighth chapter on the Lyceum system.) Longfellow's successor at Harvard. Studies abroad. Lectures on Dante, Old French, and Spanish. A more scholarly acquaintance with European literature than any other American man of letters. Con- flict between academic duties and literary productivity. Editorial work. "Atlantic Monthly." " North American Review." Literary result of professorship years. His best critical essays. The war. Second series of "Biglow Papers." "Commemoration Ode." On England's attitude toward America, see Letters I, p. 358. Life abroad. Love of England. Criticism of American Politics on his return. See Letters II, pp. 155-160. Also his poems, "The World's Fair " and " Tempo ra Mutantur." Active part in politics. Delegate to the con- vention that nominated Hayes. Anti-Blaine man. Letters II, p. 169. Asked to Stand for Congress. Presidential Elector. III. Lowell's Poetry. — Its variety: humorous, reflective, satiric, lyrical, dialect verse. Limitations as lyric poet. Encumbered by reflection and scholarship. Lack of spontaneity of feeling, not of ideas. " Vision of Sir Launfal." At his best in the " Commemoration Ode." In too many of his poems his ideas play upon his subject. When his deepest feeling is aroused and his subject plays full upon him he is a great poet. 20 IV. Lowell as Essayist.— Our foremost literary critic. Com- parison with Matthew Arnold. A much more scholarly knowledge of the older masters of classical English than Arnold. Take his essay on Chaucer and compare with Arnold's utter inability to appreciate Chaucer's genius. But his style too discursive. Had not Arnold's lucidity and classic restraint. Lowell's philological interest. Pioneer in the study of dialect. His political and social essays. "Abraham Lincoln." "Democrcay." His Letters. Their freshness and frank- ness, and esprit. Complete revelation of the man and index to all his poems and essays. Contrasted in this respect with Arnold's letters. RECOMMENDED READING. Lije: Edward Everett Hale, James Russell Lowell and his Friends. Charles Eliot Norton, Letters of James Russell Lowell. (With biographical connecting links.) Works: Lowell's Poetical Works. (Cambridge. Cabinet or Household Edition.) "The Vision of Sir Launfal," "Commemoration Ode," "Biglow Papers," "First Snow-fall," "After the Burial." Essays: "Chaucer," "My Garden Acquaintance." "On a Certain Conde- scension in Foreigners," "Abraham Lincoln," "Democracy." TOPICS FOR DISCUSSION, STUDY AND ESSAYS. The "Vision of Sir Launfal." Its Romantic Dress. Comparison with Tennvson's "Holv Grail." Compare its lesson with that of Henry Van Dyke's "The Fourth Wise Man." Lowell's Personality as Reflected in his Letters. Lowell as Humorist. The "Commemoration Ode". Compare Lowell's and ^\^^itman's passages on Lincoln. (See "When Lilacs last in the Door-yard Bloomed," and "Captain, My Captain. ")^^ Lowell and Matthew Arnold. Read Lowell's "Essay on Chaucer, and Arnold's "Essay on the Study of Poetry." LECTURE VI. Whitman, the Prophet. I. Whitman's Claim to the Title of Prophet.— A prophet prop- erly not one who predicts, but one who sees in the Present the seed of the Future. Whitman broke with the Past more completely than Emerson. "Solitary, singing in the West, I strike up for a new world." Interprets modern, complex, democratic America. The 21 prophet not without honor save in his own country, true of Whitman. Wrote for the toilers but read by the critics. Long- fellow, who was much less in sympathy with working men, more read by the very class to whom Whitman meant to appeal. His uncouth fonn partly responsible. No cradle melodies. But a deeper reason. Most people who work hard and monotonously want, when they read, to get away from the drudgery and monotony of their life to an impossible romantic fairy land of fiction, to find in the book what has been left out in real life. Romantic literature ministers to this desire; the charm of the past and the distant. Cooper, Irving, Longfellow of this class. But a higher type of writers, who make us see the ideal in the real, the romantic and heroic and chivalric and noble in our daily task and routine. To this class Whitman belongs. His aim "to exalt the present and the real, to teach the average man the glory of his daily walk and trade." (Song of the Exposition.) IL Personal Charactekistics. — Born 1819 (Lowell's year) in Long Island, the Paumanok of his poems. "Isle of sweet brooks of drinking-water, — healthy air and soil; Isle of the salty shore and breeze and brine" (See "Starting from Paumanok," "A Paumanok Picture," and the passage beginning "O to go back to the place where I was born" in "A Song of Joys.") Whitman's not a literary life; full, but not strenuous. Farmboy, fisherman, school-teacher, printer, editor, car- penter, nurse in army hospitals, government clerk. Love of NewYork: "City of hurried and sparkling waters! City of spires and masts! City nested in bays! My city!" Took pleasure in the company of working men, ferry-hands, 'bus drivers, mechanics. (See " Crossing Brooklyn Ferry.') Lived apart from fashionable and literary circles. Carpenter when he began " Leaves of Grass." The Civil War. His experiences in the hospitals. His sympathy and womanly tenderness. (See his letters to his mother.) His magnetism and fine physique. Drum-taps. Government clerk after the war, but dismissed on account of obscenities in " Leaves of Grass." Illness contracted during hospital experience resulted in stroke of paralysis in 1874. Lived until 1892 as an invalid, still writing occasionally, and visited by his friends, among them Emerson, Longfellow, and Burroughs. Died in Camden, N. J., and buried there. His independence of character, indifference to business success, vag- abond spirit. The books that influenced him. III. Whitman's Poetic Theory. — His break with poetic tradition. 22 Discards metre and rime. His "free recitative," rhythmic, but not bound by the laws of verse; answering to the feeling of the moment, using parallelism, repetition, balance. Whitman v.ould substitute for the embellishments of prosody, the harmonies of Nature, the music of grain and trees, the liquid wash of the sea in his verse. "Metre or wit the best, or choice conceit to wield in perfect rhyme, delight of singers. These, these, O sea, all these I'd gladly barter, Would you the undulation of one wave, its trick to me transfer Or breathe one breath of yours upon my verse, And leave its odor there. Whitman the enemy of an exclusive poetic vocabulary, an exclusive poetic style. Champions the common-place, the colloquial, the vulgar, coarse and prosaic word. This has subjected him to ridicule. Whit- man himself too intense to see the humor of his incongruities. His theory covering the subject-matter of poetry even more radical than his theory concerning its form. Would sweep out of poetry all the world-old subjects: romantic love, war, castles, moonshine, flower- gardens. The modern poet according to Whitman must deal with the Real, the Actual, the Present, science, industrialism, machinery. Contrast between Schiller's " Song of the Bell " with its associations of ancient and venerable custom, and WTiitman's " Song of the Broad- axe," hewing its way into the American forest, making clearings for railroad, city, machinery, democracy, the modern man. Contrast also Schiller's lament over the "Gods of Greece" with Whitman's brusque: "Come, Muse, migrate from Greece and Ionia; Placard "Removed" and "To Let" on the rocks of your snowy Parnassus! Whitm.an's substitute for the classic and romantic subject-matter: " I say I bring thee. Muse, to-day and here, All occupations, duties, broad and close. Toil, healthy toil and sweat, endless, without cessation, The old, old practical burdens, interests, joys. The family, parentage, childhood, husband and wife, The house-comforts, the house itself and all its belongings, . . Whatever forms the average, strong, complete, sweet-blooded man or woman, the perfect longeve personality And helps its present life to health and happiness, and shapes its soul For the eternal, real life to come." IV. Whitman's Poetry as Literature. — Tho Whitman's quality not primarily "literary" but "vital," still he produces his impression, 23 and conveys his vitality thru the vehicle of a literary form and method, and we have a right to ask: What are the characteristics of these? WTien really inspired and not writing down to his theory, he is master of the grand style, the majestic gait of the classics of literature. Take lines like these: Fiom the " Song of the Red-wood Tree." (The whole poem has this quality) : " With Nature's calm content, with tacit huge delight." or, " The vague and vast suggestions of the briny world, the liquid- flowing syllables." or, "As at thy portals also Death, Entering thy sovereign, dim, illimitable grounds," or, " With husky-haughty lips, O sea! " (the entire poem is flawless.) He is master of the inevitable word, the unforgettable phrase. WTien inspired he compels us to measure him by the mighty ones. Job, Homer, Eschylus, Dante, Shakspeare. True in Whitman it is but a step from the sublime to the ridiculous, but also true, but a step from the ridiculous to the sublime. Absence of critical faculty. No capacity of self-criticism, or self- restraint. His "catalogs." WTiitman's aim not to tell you about things, but to make you see them and feel them. The thing itself, dipped in emotion, received into himself, is the poem, not what he says about it. He suggests. Many of his poems a test of imagina- tive power in the reader. His ejaculatory style. No writer ever travelled so far without verbs. W'hitman a rhapsodist. His poems improvisations, ^snth the excellences and effects of improvisation. V. Whitman's Poetry as the Expression of His Personality. — "No one will get at my verses who insists upon viewing them as a literary performance." " Camerado, this is no book. Who touches this touches a man." Two dominant emotions. Love and "Dilation," or Pride, Self-assertion and Self-surrender. His tremendous egotism. The value of the individual. Emerson's influence. But a stronger hold on personality than Emerson. "This America is only you and me." His ego- centricity modified by his sympathy, power of identification with others. The love of comrades. Naturalism. His body-worship a protest against the old dualism of Body and Soul. Asserts identity of 24 Body and Soul. Far removed from materialism. His goal "the unseen moral essence of all the vast materials of America." Ab- sence of ethical values, counterbalanced by overmastering passion for service. "O, despairer, here is my neck. You shall not go down." (cf. Browning's Saul.) Tonic quality of his verse. Turbulent, manly, bracing. His optimism. Feeling about death. "Joy, shipmate, Joy." RECOMMENDED READING. Biographical and Critical: John Burroughs, "Whitman, a Study." J. A. Symonds, "Walt Whitman, a Study" (London, 1893), for an English view of the poet. Works: Letters to His Mother, Selected Poems, (Canterbury Edition). The following poems are recommended: "In Cabined Ships at Sea " "Song of Myself," "Song of the Open Road," "Crossing Brooklvn Ferry," "Our Old Feuillage," "Song of the Red-wood Tree," "Alone at a Ship's Helm," "Vigil Strange I Kept," "The Wound-dresser," "O Captain, my Captain," "The Ox-tamer,^^ "Spirit that formed this Stsne," "As at thy Portals also Death, "Joy Shipmate, Joy," "Now Finale to the Shore." TOPICS FOR DISCUSSION, STUDY AND ESSAYS. Whitman's Poetic Theory. See "Lines to a Certain Civilian " "A Song of Jovs," "Bv Broad Potomac's Shore," "In Cabined Ships." "Had I the Choice," "Spirit that Formed this Scene," and the "Song of the Exposition," and among his Prose, "A Backward Glance o'er Traveled Roads." „ . , , c^. „ Whitman as a Descriptive Poet. "Ox-tamer," "Dismantled Ship, "A March in the Ranks Hard-pressed," "A Song of Joys," etc. Note also the wonderful descriptions of "Star Landscapes" in Specimen Days. Civil War Experiences. See "Drum-taps," "Vigil Strange I Kept one Night," "The Wound-dresser," and prose passages in Specimen Days and his Letters to His Mother. Is Whitman's sentiment as representative of America as his scenery? (See on this point a suggestion in J. J. Chapman's essay on WTiitman.) Discuss Whitman's "catalogs" (e. g., see a "Song of Occupations," and the "Song of the Broad- Axe") in the light of Emerson's saymg: "Bare lists of words are found suggestive to an imaginative and ex- cited mind." Whitman's Prose. See Specimen Days and Democratic Vistas. Read the "Song of the Red-wood Tree," as an example of Whit- man's nobler style. Note the effect of his introduction of the dis- carded hamadryads of mythology (contrary to his theory). Also the last section of "Passage to India." Discuss Whitman as an American Donatello, with no conscious- ness of Sin; See "Song of Myself," 32, "I Think I could Turn and Live with Animals," and Specimen Days, "A Sun-Bath-Nakedne,ss. " On the absence of "Literary Conscience" in Whitman, see Wendell's Literary History, "Whitman." 25 Does Whitman represent "Democratic Art?" See essays by Dowdeu and J. A. Symonds. Whitman's rhythms. Notice his poems w-ith predominant dactylic movement (e. g., ''The Ox-tamer" with its Homeric ring) and those with iambic movement ("In Cabined Ships at Sea" for an early example, and "With Husky-haughty Lips, O, Sea!" for a late one). Note that the passages of intensest lyric feeling are also those of greatest rhythmic regularity. Note how he rarely changes from one rhythm to another, but often breaks his gait, from rhythm to no-rhythm. Few poems in which both dactylic and iambic movements occur. The poems should be read aloud for this experiment, the ear being trained for the dactylic beat by, say, a passage from Evangeline or Miles Standish, for the iambic by reciting first a few lines of Tftanato'psiii. For the whole interesting profalem of the function of rhythm in poetry, see Prof. Gummere's Origins of Poetry. The Class. — At the close of each lectuie a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will aflFord opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, iii South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and ■arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in diawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Associations. The Examination. — Those students who have followed the course throughout will be admitted at the clo.se of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof. VALUABLE GUIDES TO READING AND STUDY. The American Society for the Extension of University Teaching has published, in connectiou with its work, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and study. They contain suggestive outlines of the lectures, lists of books, and other materia! of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Edward Howard Griggs, M.A 10 cenU English Writers of the Present Era. Frederick H. Sykes, M.A., Ph.D. . 1.5 cents The Divine Comedy of Dante. Edward Howard Griggs, M.A 10 cents The Expansion OF England. Cecil F. La veil, M.A 10 cents Wagner : The Mcsic Drama. Thomas Whitney Surette 15 cents GuEAT Novelists. William Bayard Hale, M.A 10 cents Sociology in English Literature. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M.A. ... 10 cents TvPES of Womanhood Studied from Autobiography. Edward Howard Griggs, M.A 10 cents Civics. Frederic W. Speirs, Ph.D 10 cents The American Negro. G. P.. Gleun William A. Blair, Walter H. Page, Kelly Miller, W. E. B. DuBois, H. B. FrLs?ell 25 cents The Awakening of Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's"Faust. Edward Howard Griggs, M.A 20 cents Education and Life. Edward Howard Griggs, M.A 10 cents Moral Leaders. Edward Howard Griggs, M. a 10 cents Modern English Fiction. Frederick H. Sykes, M.A. , Ph.D 10 cents The Painters of Fi/ORENCE. Edward Howard Griggs, M.A 15 cents Any of the above syllabi ■ivill be forwarded, postpaid, on receipt of the price. Address University Extension Society, ill South Fifteenth Street, Philadelphia. University Extension Lectures Syllabus of a Course of Six Lectures on The Ethics of Social Life I. Individual Life: Social Aims in Personal Living. II. Marriage and the Home: So- ciety's Interest in Personal Relationship. III. Education: Social Ends in Personal Development. IV. Labor and the Labor Struggle: Society's Rela- tion to the Toilers. V. Capital: Social Advantages and Dangers of Wealth. VI. Citi.^enship: Society's De- mands upon its Members. By Leslie Willis Sprague, B. D. No. 258 Price, 10 cents Copyright, 1905, by The American Society for the Extension o( University Teaching 111 South Fifteenth Street, Philadelphia, Pa. BIBLIOGRAPHY. The New Humanism, | Edward Howard Griggs, New York. Moral Education, J Marriage and Divorce, ] The Moral Instruction of Children, \ Felix Adler, New York. The Rehgion of Duty, J The School and Society, John Dewey, New York. Democracy and Social Ethics, Jane Addams, New York. The Labor Movement in America, Richard T. Ely, New York. Labor Problems, Thos. S. Adams and Helen L. Sumner, New York. Some Ethical Phases of the Labor Question, 1 Carroll D. Wright, Outhnes of Practical Sociology, J Boston, New York. The Social Unrest, John Grahani Brooks, New York. History of Trade Unionism, Sidney Webb, London. Evolution of Modern Capitalism, J. A. Hobson, London. Citizen and Neighbor, Charles Fletcher Dole, Boston. The American Commonwealth, James Bryce, New York. Discussion. — At the close of each lecture an opportunity will be given for general question and discussion, in which all who attend are invited to take part. The Class. — Wherever it is practicable a class will be formed, to meet before or after each lecture, for the closer contact of the lecturer and his hearers. Topics entered upon in the lecture will be more fully considered in the class, and an opportunity given for self-expression on the part of the members. In connection with the class, it is very desir- able that papers should be written by the members, upon topics such as those stated in this syllabus. Comment by the lecturer upon such papers may be made at the class meeting. Papers may be of any length. They should be sent to the lecturer at the office of the Extension Society at least two days before the following lecture. Readings. — The educational value of this course will be greatly increased if each attendant will read before the lectures as much as possible of those books, or sections of them, referred to in the syllabus, which treat of the subject next to be considered. Comment. "As democracy modifies our conception of life, it constantly raises the Aalue of each member of the community, however humble he may be." — Jane Addams. "The principal thing is that marriage shall subserve a vast and wonderful social end; for while the trees last, and the hills and the mountains remain just as they are, the greatest thing in the world, human life, persists only in so far as it is renewed, and renewal means a chance of improvement." — Felix Adler. "ITie chief educational problem which the nineteenth century passes on to the twentieth is, By what means shall every citizen in the nation receive such a training for body and soul as shall enable him to enjoy all the treasures of culture won by past generations, and to take part in all the activities of life with intelligence, energy, and beneficence?" Thomas Davidson. "This dream of a day when life's work — even the drudgery and routine — may be done with the ennobling sense that every energy of hand and brain helps the many as it helps the doer, has in it the most sustaining of all enthusiasms." — John Graham Brooks. "If the capitalist would measure his profits, and the working-man his wages, bj' the Golden Rule, there would be instant peace. And this is the only way to secure peace on the basis of the wages system." Washington Gladden. "The worth of the State, in the long run, is the worth of the individ- uals composing it." — John Stuart Mill. LECTURE I. Individual Life : Social Aims in Personal Living. 1. Introduction. — Purpose: to view the salient features of these various social problems in the light of ethical thought. Method: not that of economics, history, sociology, or ethical theory, alone; but with the help of all these, and with the interest of social welfare, to attempt to see these problems in the light of an awakened conscience. (3) 2. Prerequisites. — The democratic attitude of mind. That the indi- vidual lives through his relationships. That the end of life is to be found in human relationships. That a chain is no stronger than its weakest link, even in democracy. 3. Theories of the Relation of the Individual and Society. Ancient idea that the individual existed for the State. Modern idea that the State exists for the sake of the individual. Ethical idea that the individual and the State aUke exist for the ends of the ethical life. The individual cannot be the end, since he has no life apart from others; nor can the State, which is only a mode of social organization. The end must be in that which both the individual and the State ought to serve. 4. A New Valuation of the Individual. — This arises out of the con- sciousness of human interdependence, and the ethical ideal which it inspires. The individual is seen to be an indispensable factor in the general whole. A consequent reconsideration of the place and fmictioa of heroes in society. 5. The Individual Dependent upon Society. — Physical dependence, for food, safety, occupation, property, etc. Intellectual dependence, for thought, knowledge, inspiration. Moral dependence, for the con- tent and interpretation of conscience, for freedom of moral action, for reenforcement of private judgment, etc. 6. Motives for Right Conduct.— These found in the thought of per- sonal dependence, alike for the selfish and the unselfish. 7. Society's Dependence upon Personal Lives. — Society composed of individuals, in groups. Influence of individuals m the smaller groups more easily traced. Influence of each member of the family upon the home and all its members; of the strong man or woman in the com- munity, for good or evil; of the statesman or corruptionist in the state or nation; of the thinker upon his time and land, e. g., Emerson in America; of leaders of thought or action upon the nations of the world. What is easily seen in the lives of the great may also be discovered in the lives of all. 8. Ethical Challenges of this Idea. — To the individual it gives a motive, independent of all personal motives or other sanctions of con- duct. To society, in its corporate acts, it gives the needed challenge. Not democracy alone, but all government rests, not upon the consent of the governed, but upon their participation in the life of which gov- ernment is the outward expression. Democracy's passion for freedom must become a passion for life in freedom. Progress to be sought in the approach of every life to the ethical ideals which all healthy con- sciences reveal. 9. Conclusion. — All pressing social reforms must be reconsidered in the light of the thought of the organic nature of society. Persons and classes must come to seek their interests in the welfare of the whole. Society, being the third party to every arrangement, must be considered in every proposed reform. TOPICS FOR CLASS DISCUSSION. The organic theory of society. The ethical ends of personal and social life. Democracy as a form of government, and as a spirit of social life. Personal relationships, not only as a means, but also the end of life. Society as conditioned by the backward classes. How far, and in what manner the individual may transcend his social limitation. The authority of the ethical imperative, based upon the organic nature of society. The social vantage-ground, not only as a view-point for study, but also a starting point for common action. LECTURE II. Marriage and the Home : Society's Interest in Personal Relationship. 1. Introduction. — Society, interested in the individual, must be con- cerned with all relationships which affect the personal life. The family is more significant than all other relations combined. 2. Types of Family Organization. — Needful to review the past only to discover some fundamental laws of family life. Throughout history the family has adapted itself to the conditions and changes of social life. Polyandry, polygamy, and monogamy; the latter to be accepted as the basis of all discussion of the home. The theory of the family has likewise adapted itself to the changes which have occurred in the habits of thought. Patriarchal society; the romantic movement; biological culture; and the increasing social conscience. Ethical aspects of the different types of organization and of theory of the family. 3. Fundamental Elements in Marriage. — The most vital and intimate of human relationships, between two persons of opposite sex. The normal, legal and ethical means of perpetuating the life of the race. The only effective bond in the maintenance of the home, needful for 6 the nurture of the young. The establishment of a constituent social unit in society. Through one or more of these facts enter the different conceptions of the family. 4. The Ethics of Marriage. — The ethics of the marriage relationship must find fulfillment in aU of these interests. Various motives entering into the personal interest, reconciled and interpreted in the ethical principle that each party finds self-fulfillment in the effort to bring out the worth of the other. Various motives for race perpetuation, culminating in the social motive, corrected and inspired by the ethical principle of parents' dependence upon the effort made for the child. The maintenance of an household, and the securing of a new social unit, as prompted by ethical considerations. Importance of the ethical ideal of the family, in the discussions of this greatest social problem. 5. Destructive Agencies at Work Against the Family. — Unethical elements in the romantic, or personal-end, ideal; in the biological theory; and in the happiness idea of the meaning of life. Social forces, such as immigration and national expansion; prosperity and the rising standard and cost of living; industrial employment of women; the growth of cities and the untoward conditions of family life; and the temporary effect of public education in promoting a wide disparity in the culture and standards of parents and children. 6. Duration of the Marriage Bond. — The good and the evil sides of divorce. To be studied not only from the point of view of ethical theory, but not without this. Account to be taken of unethical con- ditions. Causal and resultant evils of divorce. 7. Direct Remedies for Divorce Evils. — Recognition of divorce as moral failure. Divorce, like amputation, as a last resort. Stimulation of home, school and church, together with legal acts, to the promotion of wiser and more serious consideration of the meaning of marriage, before entrance upon its duties. Uniform divorce laws in all the States. Provision against sudden remarriage. 8. Social Interest and Authority. — Implied in universal social regu- lation. Growing complexity of society increases the importance of State control. Necessity of reconsideration of the problems of woman and child labor: of housing and domestic conditions; of public amuse- ments; and especially of education, next to be considered, TOPICS FOR CLASS DISCUSSION. Different historic types of family organization. The economic theory as applied to the history of the family. Value of the romantic, and the biological theories of the family. The ethical theory, and the place of the romantic, the biological, and other theories in it. Industrial and social conditions that militate against the home. The value of public opinion as a social remedy for the evils considered. LECTURE III. Education : Social Ends in Personal Development. 1. Introduction. — Democracy, resting upon self-realization; per- sonal development, upon education; and society therefore concerned with education. This concern recognized in compulsory education, in State control and patronage of schools. Need, not for the defence of these themes, but for the application of them to the present conditions of society. Much still to be said about education— new interests coming to the foreground. Questions of organization and method left to the educator; the student of social needs may undertake to discuss the content of education and the puqooses which it must serve. 2. Social Needs as Seen in the Conditions of To-day. — The significant fact of illiteracy, still prevalent. The great class, just above the illiterate, who have the merest beginning of an education. The part of the lower schools in the education of the American people. High schools, as a link between the primary, and higher institutions, and the consequent waste in the lives of many. Colleges and universities, and the social function they fulfill. 3. Dominant Interests in Education. — The practical ends, upper- most in the lower schools. Scholastic, or professional ends, served by the higher institutions. Culture ends, as influenced by a commercial and industrial age. 4. Influences Affecting these Interests. — Popular demand for educa- tion for the ends of a livelihood. Academic standards and demands made by colleges upon high schools, and through them upon primary education. The culture impulse in the new education. 5. Resulting Tendencies. — President Harper's characterization: greater variety, greater depth, more systematic, more scientific, and more ethical. There may be noted also, increased interest in universal education, slight advances in education for vocation, growing interest in adult education, and a gratifying tendency on the part of the press and magazines to become more educational. Encouraging outlook upon the educational world. 6. Present Educational Problems, from the View-Point of Social Ethics. — That of reaching all citizens of all classes. That of adaptation to the life needs of all classes. The problem of culture, initiation into the life of the race, and freeing the powers of the individual. The adaptation of the culture interest to those of vocation and environment. The essential and universal interests which must not be overlooked. For the realization of these, the place of literature, history and science in the study-course. The problem of ethical education. Peculiar difficulties in the American schools. The way of solution, as opened through direct and indirect ethical instruction. 7. Ethical Foundation of The Social Demands upon Education. — The individual's right to the largest and best life. The rights of those immediately related to the individual. The rights of the commimity in which the individual shall live. The larger rights of humanity. 8. Social Interest in Personal Development. — The strength and richness of the State and community, dependent upon the fullness of personal life. The higher realization of personal relationship, need- ful for a more secure and profitable social life. Progress in life, more than in material products, the ethical end of society, to be secured only through progress in personal living. The challenge and direction of education afforded in this social view. 9. Some Practical Conclusions. — Need of increased effort on the part of most communities. Opportunities for private initiative, benefi- cence, and effort. Challenge to all direct or indirect educational agencies. Need of adult education. TOPICS FOR CLASS DISCUSSION. Educational conditions generally, and especially in the local com- munity. Relative claims of the different interests in education. Unconscious influence of the type of civihzation upon educational ideals. Significance and value of present tendencies in education. The demands of ethics upon the public school. Relative claims of the parent and the State in the direction of the child's preparation for life. Special agencies for the education of the backward classes. The social motive in personal culture. Educational value of vocation, and means of its enhancement. LECTURE IV. Labor and the Labor Struggle : Society's Relation to the Toilers. 1. The Labor Movement. — This is an indefinite and inclusive term, under which are described a number of demands and impulses, which tend in a common direction. Unionism, because the most conspicuous tendency, falsely considered to be the labor movement. Socialism, prominent in the WTitings of students of labor, yet only part of the labor movement. Legislation, regulating hours and conditions of labor, another aspect. The part taken by employers of the better sort in the movement of labor. Results of agitation, in improved conditions under which labor is performed, and in rising standard of living. All of these aspects must be regarded ; when the labor movement becomes a purpose, an eflfort, and a tendency, and its consideration is freed of prejudice and bitterness. 2. The Labor Problem. — Various problems are included under this term: such as that of organization of labor, appealing to labor leaders; of unorganized labor, a serious social question; the industrial employ- ment of women, with its advantages and dangers; child labor, with its effects upon the future of the race, etc. The labor problem becomes a vast social problem, concerning citizens more even than laborers and employers. 3. Historic Development of The Labor Problem. — The present issues arise out of modem conditions. "Three ways of association of labor and capital: slavery, the wage system, and cooperation." (Gladden). Rather, slavery, individual enterprise, and the wage system mark the evolution of industry. Causes for the breaking up of the slave system, and the downfall of individual enterprise. Rise of the wage system, its acceleration by the introduction of machiner}\ Attempts to solve the labor problem by the abolition of the wage system. Its probable continuance, however modified. All consideration may rest upon this basis. 4. Trade Unionism. — The outcome of the wage system and develop- ment of industry through the use of machinery. Mediaeval guilds and modem labor unions contrasted. Reasons for the change in organi- zation. Utopian schemes which preceded the organization of labor on present lines. The significance of unionism when seen in the his- toric light. 5. Democracy and The Labor Problem. — The ferment of a new idealism. Higher demands of personal life. Social valuation of indi- 10 viduals. Significance of the humanitarian enthusiasm of the past century. Effects of the abolition of slavery upon the ideals of labor. The ethical element in the demands made by and for labor. 6. Social Interest in the Toilers. — Expressed in legislation and agitation, in education and reform. Present need of a social view of the labor problem, as distinguished from class views. Recognition of the three parties to the struggle, especially in case of strikes — labor, capital, and the community. Devices for automatic or compulsory arbitration; representation of the community in the councils of settle- ment. 7. The Demands of Social Ethics. — First duty, to desire to remove the evils. Self-engrossment and indifference, the sin of all. Ethical demands upon the prosperous classes. Demands upon labor organi- zations; the claims of unorganized labor. The duty of labor leaders. Need of reform in partisan politics. 8. Steps Towards Solution. — Mutual understanding and consider- ation between labor and capital. Each recognizing the claims of the other. Methods of association, and cooperation. Intelligent public opinion, and sympathetic appreciation of injustice suffered by labor, with open criticism of false programs. Sane and effective legislation, as the one way open for social action. The lesson of history, that social and industrial progress must be slow. No Utopian dream to be real- ized; but the ethical awakening of humanity might end many of the evils, and open the way to hannonious readjustment. The call to every educational agency, to foster a wise public opinion. TOPICS FOR CLASS DISCUSSION. The relative importance of the various elements which enter into the labor movement. The significance of the different problems which enter into the labor problem. The rights and wrongs of labor unionism. The social interest in labor, as seen in the industrial employment of women and children. The relation of the labor movement to socialism. The effects of successful unionism upon unorganized labor. Criticism, and possible modifications, of the wage system. Cooperation and profit-sharing. Ethical and unethical elements in the demands of labor. Ethical demands of the labor problem upon citizenship. 11 LECTURE V. Capital : Social Advantages and Dangers of "Wealth. 1. Introduction. — Each age characterized by the predominance of some one quality; nomadic, agrarian, militant, etc. The present marked by industry, the age of the machine. The problem of life for the millions has shifted from the field, the camp, and the workshop, to the factory. The ascent of man is marked by the rise of property rights and possession. Property, through economic changes, shifted from land and slaves, to machinery and materials for its use. To the machine is due modern industrial progress. 2. Wealth and Capital Distinguished. — For the present discussion we may regard wealth as the accumulation of all things needful for human well-being; and capital as wealth industrially employed — a distinction needed in the controversy of the rich and the poor. Con- sideration of wealth not industrially used; the real harm of luxury, the false standard it creates, and the injurious withdrawal of capital from production. Society's interest in the use of unproductive wealth. Need of consideration never greater than now. 3. Capitalist and Employer. — Wealth of the working classes, its employment by others. Increasing numbers of laborers, with decreas- ing numbers of employers. Social interests of capital centering in fewer individuals. 4. Relation of Labor to Capital. — With every advance of machinery, labor increasingly dependent. Larger and larger capital needed in every enterprise. Increasing difficulty of cooperative labor associa- tions. Untruth of the statement that labor is the producer of wealth. 5. Dependence of Labor upon Industrial Capacity. — Greater indus- tries call for ever greater talents to direct them. Need of revision of standards by which great men are estimated. The truly great man is he who can direct human energy and organize inanimate material so as to fulfill the needs of humanity. The honor and reward which society owes such men. Need also of distinguishing talent for pro- ductive creation and talent for self-aggrandizement. What society owes the latter. 6. Dependence of Capital upon Labor. — Machinery calls for the machinist, complex industry for skill. These as well as capital and industrial talent demand their reward. Economics, with its wage- fund, has often lost sight of some greater principles. Relation of the wage-fund to the cost of improved machinery, investments of profits in extension of enterprise, and the withdrawal of capital for private 12 consumption or public philanthropy. Need of these in the develop- ment of society, and the cost at which they may be gained. Ethico- economical question whether investment in labor, and an improved humanity is not as important and profitable as investment in machinery and new enterprise. The rapid expansion of industry forces the im- portance of this question. 7. The Just Wage. — The contention of labor that it does not receive its proper share of profits. How to secure the equitable division is the problem of economics and ethics, as of labor. The increase of money wages and value. The iron law of wages thus disproved. Demands of a higher ethical law. Not only the laborer's industrial value to be considered, but his social value, and his value to himself. Ethics proposes no program, but it may formulate the demand — that the laborer, through his toil, shall be enabled to live a human life, with the needed elements of comfort refinement, culture and virtue. Con- sequent demand that toil itself shall contribute to the well-being of the toiler. 8. Capitalist's Responsibility for Labor. — Society undertakes to deliver labor to the employer with needed capacity, health and educa- tion. It guards it in unemployed hours, and cares for those who fail. What shall be demanded in return? A social ideal of labor inevitable, — slavery, a permanent serving class, industrial selection with society caring for the unfit, or the development of men through labor so as to arise the whole social body. Social interests and those of capital, one at last. 9. The Duties of Capital. — Duties to society, which secures it and depends upon it. Responsibility for social welfare. Duties to labor, and through labor to society, to secure the welfare of the laborer; human association with him; care for his intellectual and moral devel- opment; to further his development through sharing of responsibility. 10. Conclusion. — Society dependent upon capital, and in turn makes it possible. Without wealth, no progress; with wealth WTongly used, worse than none. Need of a sane and commanding public opinion concerning the ethics of wealth. The final word of economics and ethics may not yet be uttered, but enough is clear to serA^e for guidance. TOPICS FOR CLASS DISCUSSION. The economics and ethics of luxury, or social interest in unproductive wealth. The interdependence of labor and capital. The claims of society upon capital, and the grounds upon which these claims rest. The social value of industrial talent. 13 Does the laborer receive an equitable share of the profits of industry? The capitalist's responsibility to society for the well-being of labor. The ethical ideal for the laboring class. The ethics of industrially employed wealth. LECTURE VI. Citizenship : Society's Demands upon Its Members. 1. Introduction.— The ethical attitude towards society. Confident optimism and inconsiderate criticism form the extremes between which the ethical view must be sought. Two classes of reformers, the reconstructionists and those who seek improvements upon the basis of society as it is. Advantages of the latter method. Citizenship involves the attitude of the citizen towards the problems of society. The right attitude to be gained from history, economics, anthropology, and especially ethics. Need of looking more often at thhigs, not as they are, but as they ought to be. Ethical demand that society shall be so constituted that the potential life of every citizen shall become actual. Social richness due to the few fulfilled lives; social poverty through the many that are unfulfilled. The question whether social conditions tend to fulfill individual potentialities makes satisfaction with the present order difficult, and calls for effort for improvement. 2. Citizenship Defined. — Citizenship is not the suffrage and not political action, since society is more than the State. It is the supreme fact of life, since it includes all else. The life of the individual in humanity. 3. Theories of the State. — Significant change in modem thought. Older view of the State as the governing body. Rousseau's theory of social contract. The evolutionary and organic view. Citizenship, interpreted in the light of the organic view. The indissolubiUty of the civic tie. 4. The Duties of Citizenship. — Citizenship to be regarded as a duty rather than a right; no longer formal, but vital. Everj' act of life clothed with the majesty of kings. Every duty of life becomes a social duty. The good state impossible without good men. The dangerous citizen often found in respected classes. Duties of citizenship involve the home, and therefore include women. To value the home for what it means personally is to think of it too narrowly. The duties of work and business are also those of citizenship. Pastimes and amusements also involved. 14 5. The Political Sphere of Citizenship. — The nation overshadowing lesser communities. America's political weakness consequently seen in the cities. Duties begin near at hand. The nearer concern is the more vital. Relative importance of local and national interests. The interdependence of communities, and the widening circle of civic interest and action. 6. The Present Needs of American Citizenship. — A consecrated social interest, and an enUghtened public opinion. Obstacles in the way of their attainment. Need of study of city and national problems, and place of such study in school and college. The value of political parties, and the weakness of non-partisanship. Separation of local and national politics, and difficulties in the way. Development of civic interest, pride and loyalty — how to be effected. 7. The Ethical Interpretation of Citizenship. — Civic duties, like all others, have reflex action upon the individual. To effect the best one must develop with himself the best, and by seeking to do so self- development is gained. The test of citizenship in the growth of the citizen. Self-interest and altruism reconciled by the ethical view of life. 8. Social and Personal Ethics. — Each man's place of service, where he is. Citizenship is a sphere, the centre of which is everywhere. The field or shop as near the heart of the nation as is the Capitol. The dignity which this view gives to every activity. The moral commandment which inheres in this view. Ethics of social life bear back upon the individual. Bond with the past and the future. Each called to take his place in an ascending humanity. The moral challenge of social ethics. 9. Conclusion to the Series of Lectures. — Review of what has been attempted. Smnmary of the conclusions reached. Effort to bring up into consciousness much that is ignored. Emphasis upon the place of individuals in the social life, and the demands of society upon all of its members. TOPICS FOR CLASS DISCUSSION. The ethical attitude towards society, contrasted with other attitudes. Considerations of various definitions of citizenship. The duties of citizenship, and the ethical laws upon which they rest. The relative importance of local and national affairs in the personal and social interests of the individual. The greatest present demand upon American citizenship. Comment on the ethical interpretation of citizenship, as suggested in section VIII of the outline. The relation of personal and social ethics. The moral challenge of an ethical view of society 15 TOPICS FOR STUDY AND WRITTEN REPORTS. 1. Review and discuss the contents of Chapters II and III of Griggs' Neio Humanism, and the Introduction to Addams' Democracy and Social Ethics, in the Hght of section IV, V, and VI of Lecture I. 2. Make a study of Chapters III and IV of Addams' Democracy and Social Ethics, and of Adler's Marriage and Divorce, and compare the conclusions with those of Lecture II. 3. Outline the history of the organization of the family, as traced by Howard's Matrimonial Institutions. 4. Write a careful review and study of Griggs' Moral Education, or of Adler's Moral Instruction of Children. 5. Review and discuss Chapter VI of Addams' Democracy and Social Ethics, together with Chapter III of Davidson's Education of tlie Wage-Earners. 6. Trace the history of labor organizations, as told in Webb's History of Trade Unionism, and Ely's Labor Movement in America. 7. Write an abstract of Chapters VIII to XI, inclusive, of Adams' and Sumner's Labor Problems. 8. Study Chapter III of Wright's Some Ethical Phases of the Labor Question, and compare it with Chapter XIII of Adams' and Sumner's Labor Problems. 9. Write an Outline of Chapters XV, XVII, and XX of Wright's Practical Sociology, and compare their conclusions with those of Lec- ture V. 10. Write a review of Hobson's Evolution of Modern Capitalism. 11. Write an essay on the relation of social and industrial problems to the duties of citizenship. In addition to the -writing of at least one paper, upon a topic selected from the list given above, it is desirable that each student shall write an outline report of each lecture, together with such criticism as he is able to make of it. These reports may be handed to the lecturer at the time of the succeeding lecture, and they will be considered in estimating the credit to be given the student for the work of the course. University Extension Lectures Syllabus of a Course of Six Lectures on Landmarks of Modern History 1. The Rise of Russia: Peter the 4. Napoleon and the Waterloo Great. 2. The Rise of Prussia: Frederick the Great. 3. The Expansion of England During the Eighteenth Cen- tury. Campaign. 5. The Unity of Italy. 6. Bismarck and the Founding of the German Empire. By J. Travis Mills, M. A. Staff Lecturer in History of the Cambridge, the London and the American Societies for the Extension of University Teaching No. 259 Price, 10 cents Copyright, 1905, by The American Society for the Extension of University Teaching, 111 South Fifteenth Street, Philadelphi*, Pa. The Class. — At the close of each leeture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, iii South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in diawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Associations. The Examination. — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof. LECTURE I. The Rise of Russia — Peter the Great. Contrast between France and Russia in 1689. The "bonds which made Russia a state were factors of severance from Western Europe." Early history of Russia : The Normans and the Mongols : Kief, Moscow. Russia at the accession of Teter was Asiatic rather than European. National tendencies : unity, expansion, conservatism. Peter's birth (1672). The Revolutions of his boyhood. Sophia and Galitzin supreme. Fall of Sophia — Peter's reign begins (1689). St. Simon's description of Peter. Diverse views of his character : contrast with his surroundings ; his energy ; industry ; paradoxical mixture of strength and weak- ness ; impulsiveness ; boyish gaiety ; lack of self-control ; vices aud crimes ; versatility ; "acceptivity" ; buffoonery. His lack of Ideal- ism : to him civilization meant material and not moral progress. Foreign policy : he aims to reach the sea. Sweden and Turkey. Charles XII and Peter : a comparison aud contrast. Narva. Charles arbiter of Europe (1707). Pultowa (1709) and its results. War with Turkey: Peter's escape at the Pruth (1711). Peace with Sweden at Nystadt (1721) : Russian gains. Eastern conquests at the expense of Persia. Internal reforms : Peter aims to "build a bridge between Europe and Asia" ; his power of "hurry" and its results. Centralization: four factors of opposition. (1) The Streltsi and their fate. (2) The Church : abolition of the Patriarchate and founding of the Holy Synod. (3) The old nobility : substitution of new men ; reorganization of the administration ; the tragedy of Alexis. (4) The semi-independent Cossacks — their subjugation. Mazeppa. Education : reform of the Calendar ; emancipation of women : formation of a new language ; St. Petersburg "opens a window to- wards the west." Failures and successes. (3) 4 BIBLIOGRAPHY. llassall. The Balance of Power, 1715-89. Kambaud. History of Russia. Morfill. Russia, Story of the Nations Series. Browning. Peter tlie Great. Browning. Charles XII. Waliszewski. Peter the Great. Motley. Peter the Great. QUESTIONS. 1. Summarize the internal reforms effected by Peter. 2. Contrast the character and career of Peter the Great with those of Charles XII. 3. With what success did Peter follow the national policy of expansion in Europe? LECTURE II. The Rise of Prussia -Frederick the Great. Early history of Brandenburg — the IlohenzoUerns. The Great Elector (1640-88) : his benevolent despotism; expan- sion of territory. The title of King conferred upon Frederick I (1700) ; Frederick William I (1713-40), the "second foiuider of modern Prussia"; he aims at practical aggrandizement directed by a military mon- archy ; his character ; quarrels with his son. Frederick the Great (1740-86) : his miserable j'outh ; "reconcilia- tion" with his father ; marriage ; tastes and associates — Voltaire ; private character — comparison to his father ; versatility ; industry ; greatness in adversity ; popiilarity with his soldiers. (a) Years of War (1740-63). The "Pragmatic Sanction." Maria Theresa — her character and influence. War of the Austrian Succession (1740-8). Why Frederick invaded Silesia : ambition, hereditary claims, provocation, the line of least resistance, preparedness. Frederick's shameless diplomacy. Maria Theresa's resolution. Kaunitz. The Revolution in historic alliances. Great coalition against Prussia. The Seven Years' War (1756-63) :— Causes of Frederick's successful defense : English help ; Fred- erick his own "capital" ; his splendidly trained army ; undivided counsels ; unscrupulous finance ; Frederick's personality and mili- tary genius ; division among the allies. Frederick as a general: his defeats: Kolin (1757), Hochkirchen (1758), Kunersdorf (1759). Examples of his victories: Rossbach, Leuthen (1758) and their effects, Zorndorf. England deserts her ally (1762) : ultimate results of this action on Europe and on England. Good fortune alone saves Frederick in the end, and Russia makes peace. {b) Years of Peace (1763-8G). Frederick the "enlightened despot." The partition of Poland — was it justifiable? Frederick a mystery and contradiction : his historic position. BIBLIOGRAPHY. Reddaway. Frederick the Great. Heroes of the Nations Series. Hassan. The Balance of Power (1715-89). Longman. Frederick the Great. Epochs Series. Macaulay. Essay on Frederick the Great. Carlyle. Frederick the Great. 10 Vols. Vide, also chapters in Menzel's, Henderson's and Taylor's His- tories of Germany. QUESTIONS. 1. Briefly describe the benefits conferred on his country by the Great Elector. 2. IIow was it that Prussia survived the ordeal of the "Seven Years' War"? 3. State the claims of Frederick to be ranked as a 'benevolent despot." What were the weak points of his administration? LECTURE III. The Expansion of England During the Eighteenth Century. Greater Britain at the beginning of the Eighteenth Century. Importance of the treatj^ of Utrecht. The colonial rivalry between France, Spain and England dur- ing the Eighteenth Century. The expansion of England is the linli which connects the seven gi-eat wars waged by England between 1G88-1815. The conquest of Canada : Chatham, Wolfe. The War of American Independence: its causes. The old colo- nial system : the Hinterland reasons for the American success. Was separation inevitable? BIBLIOGRAPHY. Ludlow. War of American Independence, Epochs Series. Seeley. The Expansion of England. Jose. The Growth of the Empire. Goldwin Smith. History of the United States. Bancroft. History of the United States. Winsor. History of the United States. Cambridge Modern History, \o\. YII. The United States. Trevelyan. The American Revolution. Lecky. History of England in the Eighteenth Century. QUESTIONS. 1. Discuss the grounds for England's quarrel with her American colonies. 2. To what causes do you attribute the success of the American colonies in the War of Independence. 3. What influence did Lord Chatham exercise upon the expansion of England? LECTURE IV. Napoleon and the Waterloo Campaign. Elba. Restoration of the Bourbons. Disagreement between the Powers. Napoleon lands in France (March, 1815) ; his romantic march to Paris ; his chances of success ; fatal result of Murat's rising in Italy ; Napoleon's immense energy ; his plan of operations. June 14-18. Ligny ; Quatre Bras ; Waterloo : an analysis and criticism of the campaign. The causes of Napoleon's defeat. Would a victory at Waterloo have saved Napoleon? Napoleon's private life and personal characteristics. The Bona- partes in Florence and Corsica ; Corsican patriotism ; parentage — "Madame M^re" ; brothers and sisters ; kindness to relatives ; per- sonal appearance; the story of Napoleon and Josephine; Marie Louise. The contradictious of Napoleon's character : Was he cruel? ■Was he guilty of criminal ambition? The case of the Due d'En- ghien. Was he brave? His activity and industry; mastery and detail ; insight ; luck ; versatility— as displayed, e. g. in Egypt. Napoleon's historic position : comparison with Alexander. Caesar, Hannibal. BIBLIOGRAPHY. Johnston. Napoleon. Rose. Napoleon. Lanfrey. Napoleon. Fournier. Napoleon. Seeley. Napoleon. O'Connor Morris. Napoleon. Heroes of the Nations Series. Count Yorck von Wartenburg. Napoleon as a General. Morse-Stephen. Revolutionary Europe (1789-1815). Rose. Revolutionary and Napoleonic Era. Taine. Les origines de la France Contemporaine. translated, 4 Vols. Seeley. Life and Times of Stein. Napier. Peninsular W^ar. Oman. Peninsular War. Theirs. Consulate and Empire. Mahan. Influence of Sea-Power on the French Revolution and Empire. L6vy. Napoleon intime (translated as Napoleon in Private Life). O'Connor Morris. The Campaign of 1815. Houssaye. 1815 — Waterloo. Dickinson. Revolution and Reaction in Modern France. Memoirs : Madame Junot ; Marbot ; Sir Robert Wilson ; Bourri- enne ; Chaptal ; Macdonald : Pasquier ; Madame de R^musat, etc. QUESTIONS. 1. What permanent results did Napoleon's career produce outside the borders of France? 2. State your views with regard to the execution of the Due d'Enghien. 3. How would you account for Napoleon's defeat at Waterloo? 8 LECTURE V. The Unity of Italy. Between the times of Theodoric aud Victor Emmauuel. Italy was a "geograpliical expressiou" only. Napoleon I and Italian unitj-. The States of Italy after 1815. The problems to be solved by the promoters of Italian unity. The movement from 1815 to 1848. The Carbonari. The "Young Italy" party. The Moderates. Mazzini : the prophet of the movement : his oreed and share in the making of Italy. The Italian Revolutions of 1848-9. Rome and Pius IX. Cavour, the statesman of the movement : his policy. His nego- tiations with Napoleon III. The war of 1859— I'nion of the Duchies and the Romagna with Piedmont (March, 18tJ0). Ce.ssion of Nice and Savoy to France. Garibaldi, the sword of the movement : his «>arly career : at Rome (1849) : he lands at Marsala (May 11, 18U0) and conquers Sicily and Naples (May- September). A difficult situation saved by Cavour's policy and Garibaldi's patriotism. Venice: The war of 18iJ0 results in the imion of ^'e]letia with Italy. Rome: The Temporal Power. Cavour's policy — "The Free Church in the Free State." Aspromonte (1862); Mentana (1867). The Policy of France. The Italian troops enter Rome (September 20, 1870). Recent progress of Italy and the Euroi»ean importance of the Making of Italy. BIBLIOGRAPHY. Bolton King. History of Italian Unity. Countess Cesaresco. The Liberation of Italy. Bolton King. Mazzini. Dicey. Cavour. Bent. Garibaldi. Mazzini. Essays. Marriott. The Makers of Italy. Godkin. Victor Emmanuel. 9 QUESTIONS. 1. Estimate Mazzini's share in the unification of Italy. 2. Contrast the policy of Cavour with that of Bismarck. 3. Briefly outline the successive stages in the unification of Italy. LECTURE VI. Bismarck and the Founding of the German Empire. A brief outline of German History during the period of reaction (1815-1850). Attempt of Prussia to establish a German Union. Opposition oi. Austria. Prussia's entire submission to the Austrian terms at Olmiitz (November, 1850). Germany and Austria after 1850. Prince William becomes Regent of Prussia (1858) : his char- acter and policy — reorganization of the army — succeeds to the throne (18G1) — Conflict with Parliament — chooses Bismarck as his minister (1862). Bismarck : his previous career and personal characteristics. The meaning of his policy of "blood and iron." The Schleswig-Holstein question. The "Seven Weeks' War" of 1866. Moltke. The battle of Kiiniggratz. Ti-eaty of Prague. Bismarck's Moderation. Causes of the Franco-German War of 1870-1. The campaign and its results. The proclamation of the King of Prussia at Versailles as Ger- man Emperor (January 18, 1871). Bismarck's share in the making of the Empire. His later years. BIBLIOGRAPHY. Ileadlam. Bismarck. Heroes of the Nations Series. Low. Bismarck. Fiffe. Modern Europe. Andrews. Historical Development of Modern Europe. Seiguobos. Political History of Contemporary Europe. Henderson. History of Germany. 10 Phillips. Modern Europe. Jerrold. Life of Napoleon III. Zola. La Debacle. QUESTIONS. 1. Explain the meaning of Bismarck's policy of "blood and iron." 2. Indicate the respective importance of the chief causes — proxi- mate and remote — of the Franco-German War. 3. Briefly summarize Bismarck's share in the unification of Germany. VALUABLE GUIDES TO READING AND STUDY. The American Society for the Extension of University Teaching has published, in connection with its work, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and htudy. They contam suggestive outlines of the lectures, lists of books, and other material of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Edward Howard Griggs, MA 10 cents English Writers of the Present Era. Frederick H. Sykes, M.A., Ph.D. . 15 cents The Divine Comedy of Dante. Edward Howard Griggs, M.A 10 cents The Expansion OF England. Cecil F. Lavell, M.A 10 cents Wagner : The Music Drama. Thomas WTiitney Surette 15 cents Great Novelists. William Bayard Hale, M.A 10 cents Sociology IN English Literature. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M.A. ... 10 cents Types of Womanhood Stltdied from Autobiography. Edward Howard Griggs, M.A 10 cents Civics. Frederic W. Speirs, Ph.D 10 cents The American Negro. G. R. Glenn. William A. Blair, Walter H. Page, Kelly Miller, W. E. B. DuBois, H. B. Frissell 25 cents The Awakening of Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's Faust. Edward Howard Griggs, M.A 20 cents Education and Life. Edward Howard Griggs, M.A 10 cents Moral Leaders. Edward Howard Griggs, M.A 10 cents Modern English Fiction. Frederick H. Sykes, M. A., Ph.D 10 cents The Painters OF FiiORENCE. Edward Howard Griggs, M.A 15 cents Any of the above syllabi will be forwarded, postpaid, on receipt of the price. Address University Extension Society, 111 South Fifteenth Street, Philadelphia. University Extension Lectures Syllabus of a Course of Six Lectures on Types of Mediaeval Life 1. The Feudal Baron and his 3. The King and the Emperor Tenants. 4. The Pope. 2. The Merchant and the Towns- 5. The Monk. man. 6. The Crusader. By Ramsay Muir, M. A. Staff Lecturer in History and Literature for the London, the Liverpool and the American Societies for the Extension of University Teaching No. 260 Price, 10 cents Copyright, 1905, by The American Society for the Extension of University Tetchine 111 South Fifteenth Street, Pliiladelphii, Pa. BOOKS. There is no very satisfactory sliort history of the Middle Ages in English. The Student's Hallam's Middle Ages (Murray) is per- haps the nearest approach to it, but it is too condensed, and forms heavy reading. Thatcher & Schwill's History of Europe may also be named. Students who read French will find Duruy's His- toire du Moyen Age very valuable. It is short, vivid, and not over- burdened with detail. Tout's The Empire and the Papacy (Riv- ington) is a sound narrative of the central part of the period (918-1272) from which all the "types" dealt with in this course are drawn. Guizot's History of Civilization in Europe (forming part of the first volume of the author's History of Civilisation translated in Bohn's series) is a valuable treatment of general characteris- tics unencumbered with detail. J. C. Morison's Life and Times of St. Bernard (Macmillan) attempts not merely to give the per- sonal history of its subject, but to take, so to say, a section of mediaeval life in his period. Incidentally it deals with several of the "types" dealt with in the course — notably Abelard and Louis VI. Church's Life of St. Anselm (Macmillan) is an ad- mirable sketch of one of the most attractive figures of the period, and should certainly be read. Bryce's Holy Roman Empire (Mac- millan) gives a valuable account of the theory of the Empire and a brief sketch of its history. Sections of the first volume of Traill's Social England will be found useful. Among larger works, Hallam's Middle Ages and Mh^man's History of Latin Christianity may be mentioned. They are probably beyond the compass of most students, but might with advantage be consulted on special points. Thus the history of Gregory VII could be read in Milman, and the theory of feudalism studied in Hallam. LECTURE I. The Feudal Baron and his Tenants. Feudalism — a system of government based on a system of land- holding. How feudalism arose. Its advantages for the period ; its drawbacks. Contrast between England and other countries. The feudal baron : his armour and his castle, both almost im- pregnable. His daily life. The education of his sonsj The women of feudalism. The baron's religion. The feudal baron's relations with the King : with his fellow barons. Continual petty warfare. Examples. Robert of Belesme ; the Counts of Anjou, Fulk Nerra and Geoffrey Martel. The tenants of a feudal lord, villcius. How they held their land ; how they cultivated it. Their powerlessness against op- pression. Instances. Nevertheless, they are protected by custom. They have, at the least, risen from slavery to serfdom. They are also to some extent protected by the church. 1. The Peace of God and the Truce of God, attempts on tlie part of the church to miti- gate the anarchy of the age. 2. The influence of the church work- ing upon the feudal nobility produces chivalry, with its lofty ideals. Essay Subjects. Feudalism : its characteristics and its effects. A feudal village. Chivalry. LECTURE II. The Merchant and the Townsman. When all Europe feudal, and all political power fought for between turbulent mailed barons and kings little stronger than themselves, trade and industry could only be carried on in places of refuge. These are provided by towns, whose rise in importance (3) and gradual emancipation from feudal control forms one of the most important features of the later half of the period. In Italy and southern France, towns in many cases trace a con- tinuous existence, though for a long time they are powerless. In Germany, Northern France, and England, they have in most cases to be created. Examples of the way in which towns rose into importance: Venice and Milan : description of typical mediaeval towns of Eng- land and northern France. The free towns of Germany. Jealousy of feudal nobles towards tov*ns. They are therefore protected by the Kings, the natural enemies of feudalism. Mediaeval trade. (1) Trade in the towns. "Market-rights." The great fairs. The guilds, for the regulation and protection of trade. (2) Foreign trade: its main lines. Manufacture, its com- paratively small importance. Essay Subjects. Venice in the Middle Ages. Mediaeval trade. LECTURE III. The King and the Emperor. Throughout the period Monarchy is engaged in a perpetual strug- gle with feudalism, and, as a rule, it has the people and the church on its side because, on the whole, it stands for order. For all that, except in England, monarchy seems to get the worst of it in the earlier part of the period. The period of weakness and struggle illustrated by the reign of Louis VI of France. Extent of his dominions compared with those of his great tenants. His struggles even with the petty lords of his own domain. His relations with the church : Abbot Suger and St. Bernard. His encouragement of the rise of towns as a check upon the barons. The monarch triumphant over feudalism, illustrated by Henry II of England. His character, aims and methods. The Holy Roman Empire. In theorj' raised above all other mon- I archies ;is the Papacy stood above other bishoprics, it was in reality simply annexed to the German monarchy. The connection between the Empire and the German Kingdom. Its strength and its weakness. The unique position of the Emperor brings him into an especially close relationship (1) with the Papacy, (2) with Italy. Conse- quently, he is iiiv.jlved in a struggle against Papal claims, and against the aspirations for local independence of various parts of Italy. Frederick Barharossa, 1152-1190 — the greatest of the Emperors. His character. Strength and weakness of his position. The ideals of the Empire. His struggle with the papacy and with the Lom- bard towns led by Milan. Essay Subjects. Causes of the weakness of monarchy in the Midle Ages. Louis VI. The theory of the Holy Roman Empire. Frederick Barbarossa. LECTURE IV. The Pope. The gradual rise of the Papacy. Its relation with the Empire. Impossibility of avoiding a life and death struggle between the two. Greyonj \ II. His early history. He is the exponent of a great reform movement, originated by the monks of Cluny. His ideal : he regards the Pope as the captain of the army of righteous- ness in the world, and aims at making effective the subordination to him of all its power, with a view to the defeat of the forces of unrighteousness. Hence necessary hostility to the empire. His theory of the proper position of the emperor — the doctrine of "the two swords." The investiture question : its real meaning. The struggle with the emperor Henry IV. Canossa : 1077. Final ap- parent defeat of Gregory VII. Innocent III. The papal power at its zenith. Supremacy over the temporal power in every kingdom. What the papacy meant to Europe. It was the real centre of mediaeval Christendom. Essay Subjects. The Rise of the Papacy. The Ideals of Gregory VII. Gregory VII and Innocent III : a contrast. LECTURE V. The Monk. Mediaeval monasticism. Brief sketch of its history and the causes of its power. In an age of force and fraud coniploto retire- ment from the world seemed to be the only means of leading the religious life. The respect paid to monks, and the influence wielded by them, all the greater because Bishops and other secular clergy were too often mere territorial magnates, on a level with the barons around them. St. Bernard, the greatest monk of the Mid^^le Age, forms the best type of the class. His family, early life, and reasons for adopting monastic life. The monasteries of Citeaux and Clair- vaux. The life of the monks. Value of their services to Chris- tianity. Bernard's reputation for sanctity. His theological writ- ings. His miracles. He becomes the arbiter in all kinds of dis- putes, political as well as religious. Instances of bis politital inter- ventions. The Schism : Bernard's support of Innocent II against the anti-pope Anacletus. From this time he is the greatest power in Europe. His fights with heresy. His advocacy of the second Crusade. Its failure : death of Bernard. Essay Subjects. A Mediaeval Monastery. The Influence of Monasticism in the Middle Ages. The Character and Ideas of St. Bernard. LECTURE VI. The Crusader. The Crusades are perhaps the most typical and central events of the middle ages, because iu them for a moment were combined the warlike and the religious interests. At the same time they helped to prepare the way for the breakdown of the mediaeval system, because they put an end to the exclusive and self-sufficient life of Catholic Europe by bringing it into close contact with another civilization. The reverence of the Middle Age for the actual scenes of the life of Christ. Frequency of pilgrimages to Jerusalem. These are stopped by the advance of the Turks. The preaching of the first crusade. The enthusiasm aroused. Pope Urban at Clermont. Every class equally tired with a desire to hasten to the relief of the Holy Sepulchre. Raymond of St. Gilles. His position and power: a typical great feudal lord. Sketch of his adventures on the first Crusade, illus- trating the sti'ange combination of ferocity and unscrupulousness with fervid and sometimes superstitious devotion. The Crusaders and the Greeks. Antioch and the Holy Lance. The siege of Tyre and the capture of Jerusalem. Summary and conclusion. Essay Subjects. "The Middle Ages are epitomized in the Crusades."' The First Crusade. University Extension Lectures Syllabus of a Course of Six Lectures on Evolution 1. A Master Mind. 2. His Master Idea. 3. Down Through the Past. 4. What a Chicken can Teach Us. 5. The Humming-bird's History. 6. Science and the Book. By Samuel Christian Schmucker, Ph. D. Professor of the Biological Sciences in the West Chester State Normal School, West Chester, Pa. No. 261 Price, 10 cents Copyright, 1905, by The American Society for the Extension of University Teaching. Ill South Fifteenth Street, Philadelphia. Pa. REFERENCES. Poulton, Edward B. Charles Daricin awl the Theory of yatural Selection. Macmillan and Company. Probably the best short life. Darwin, Francis. Life and Letters of Charles Daricin. D. Apple- ton and Company. Contains Darwin's autobiography ; the rest of the story is chiefly told by the letters themselves. Darwin, Charles. The Origin of Species. D. Appleton and Com- pany. Probably the most influential book of the nineteenth century. A Naturalisfs Voyage Around the World. D. Appleton and Company. An unconscious record of the growth of the mind of the man in a few formative years. The Variation of Animals and Plants under Domestication. D. Appleton and Company. A monumental work on this sub- ject. A record of the fact^! that decided Darwin in favor of the variability of species. Metcalf, Maynard M. An Outline of the Theory of Organic Evo- lution. The Macmillan Company. A clear and concise account of the theory ; with abundant pictorial illustrations. Romanes, George John. Danrin and after Daricin. Vol. I. The Darwinian Theory. A strong presentation of the subject by a careful scientific writer. Jordan, David Starr (with Kellog and Heath). Animal Studies. D. Appleton and Company. One of the best of the elementary text-books on animals. Lucas, Frederic. Animals of the Past. McClure, Phillips and Company. A popular and interesting treatment of a few phases of the geological history. Howard, George E. Standard Varieties of Chickens. Fanners' Bulletin No. 51. U. S. Department of Agriculture. A valuable compend free on application to the Department. Chapman, Frank M. Bird Life. D. Appleton and Company. Per- haps the best single book for the new student of the subject. Newlin, A. A Dictionary of Birds. A & C. Black. An invaluable repository of scientific information on birds. Smith, George Adam. Modern Criticism and the Preaching of the Old Testament. A. C. Armstrong and Company. A lucid argu- ment for a Divine revelation in the Bible, with entire ac- ceptance of the results of modern criticism. Abbott, Lyman. The Life and Literature of the Ancient Hebretcs. Houghton, Mifflin and Company. A sympathetic and stimulat- ing study of the Old Testament in the light of modern criticism. Drummond, Henry. The Ascent of Man. Jas. Pott and Company. A suggestive book of excellent spirit : written too soon to be permanently valuable. LECTURE I. A Master Mind. I. The most influential mind of the last centin-y was that of Charles Darwin. II. Getting his bearings. Born February 12, 1809. Same year with Tennyson, Gladstone and Lincoln. Delicate child, with a taste for beetles. Careless as a student, with a love for scientific rambles with Sedgwick (geology) and Henslow (.botany). III. Apprenticeship on the Beagle. (Age 22-27.) Read Lyell's Geology on the transatlantic voyage. Got his first glimmer of evolution on the Pampas. Studied chiefly Geology in South America. , At the Galapagos Islands made his critical observations. (The basis of his later, master work.) Studied Corals at the Keeling Atoll. IV. Winning his place. Published Journal of the Beagle voyage. (1839.) Researches on coral islands. ( 1842. ) Monogi'aph on the Barnacles. (1846-54.) V. His life-work. The "Origin" fermenting. Began his work on mutability. (1837.) Studied variation under domestication. Read Malthus on population. (1838.) Wrote a 35-page account of his theory. (1842.1 Wrote a 231-page account. (1844.) The great Darwin-Wallace meeting of the Liunaean Society. (185S.) The papers submitted by Lyell and Higbee. Publication of the "Origin of Species." (1859.) The British Association meeting at Oxford. The controversy between the Bishop of Oxford and Prof. Huxley. (3) His subsequent books are all amplifications of details of the great work. VI. Died of heart failure. (April 18, 1882.) Was buried in Westminster Abbey. A modest, peaceable, kindly man, with unending patience and unfaltering trust in his own convictions, and a fearless lover of truth. REFERENCES. (a) Poulton. Charles Darwin. Chapters 1-15, 26. (&) Darwin. Life and Letters of Charles Darwin. Pages 1-86,120- 131, 133b, 166-179, 206, 221, 238, 277-282, 314-316, 342, 477. (c) Darwin. Life and Letters of Charles Darwin. Entire. Darwin. Voyage of a Naturalist. Entire. QUESTIONS. 1. Why did Darwin's school life foreshadow so slightly his future greatness? 2. What should Darwin have done with Wallace's paper? 3. What is the Malthusian theory of population? 4. What seems to you the attitude of your associates towards evolution? LECTURE II. His Master Idea. 1. The conditions of the problem. Heredity — offspring resemble their parents. Variation — but not exactly. Reproduction is a geometric ratio. Toads, unresti'icted, could cover the earth in seven gen- erations. Mullein plants could do it in four. II. "Natural Selection" determines which shall live. Taking toads for an example— we see the evolution of the laying instinct of the mother: The eggs surrounded by bitterest mucus succeed; Those placed in the best ponds: Those eggs which are fastened to the weeds. Protective Coloration : Those toads most nearly ground colored, and Those most knobby succeed best. Protective habits : Those keeping most quiet during the day, and Those with the worst secretion succeed best. Food gathering: Those most alert in capturing insects thrive best. Mating : Those drawn most promptly to the water, and Those with the most distinctive and pleasing voice, are most likely to mate. III. This is the whole underlying idea: simple enough and ap- parently harmless in its implications. Darwin called it "Natural selection." Wallace called It "The struggle for existence." Spencer gave us the phrase "The survival of the fittest." REFERENCES. («) Jordan. Animal Life. Pp. 281-313. (h) Metcalf. Organic Evolution. Pp. 1-83. (<^) Darwin. Origin of Species. At least Chapters I-V, VIII, XY. QUESTIONS. 1. What can you tell of the increase of the English sparrow within your recollection? 2. What are his "fit" qualities? 3. What is the main cause for the struggle for existence amongst those in the same calling with yourself? 4. What constitutes "fitness" in that calling? LECTURE III. Down Through the Past. I. Estimates have been made of the age of the earth's crust. 1 rom the thiekuess of the strata ; From the rate of erosion ; From the rate of cooling. Fossils tell us of the earlier inhabitants of the globe. These may be only imprints on the rock ; Or actual remains of the animal. Only the less perishable parts are commonly found. II. The beginnings of the vertebrate branch are lost in the past. In the Devonian age the fish type was predominant. By the Carboniferous amphibians had arisen. The Mesozoic showed reptiles of many types. Birds evidently developed from reptiles. The ancestral tjpe is as yet uncertain. The dinosaurs show many bird characters. The pterodactyls tried one plan and failed. The Arch:Popteryx is the first known bird. Its fossils have been found in Bavaria. It had feathers, claws on the wings, teeth and a reptilian tail. Prof. March found remarkable birds in the Kansas rock. Hesperornis was a diver with teeth, and no front limbs. Ichthyornis was a gull with good wings and with teeth. III. The birds as a class are still full of promise. REFERENCES. («) Lucas. AnimaU of the Past. Chapters I. IV, V. (b) Metcalf. Organic Evolution. 10,*]-11G. (c) Darwin. Griffin of Species. Chapters X. XI. XII. QFESTIONS. 1. Describe the most interesting fossil you have seen. 2. Why do animals become extinct? 3. What are some of the plainer resemblances between reptiles and birds? 4. Why are we inclined to shorten the past history of the earth? LECTURE IV. What a Chicken can Teach Us. . I. Vaiiatiou under domestication. Tlie Burmese jungle fowl is the probable ancestor of our chickens. This is the only Galhis that crosses with the chicken. The qualities that lead to its domestication are: It is a scratcher. hence has much meat on legs. Its wings are poor, hence it has a white breast and is easy to pen. It lays many eggs, and these are of large size. It is a beautiful bird— because polygamous. II. Adaptation to various purposes. The game cock is especially developed for fighting. The Asiatic tj-pe — Brahma — is heavy and a good layer. The Mediterranean type — Leghorns — forage well. The •'Polish" is a French type with distorted skull. The Plymouth Rock is an American type. It was bred from the Barred Dominique cock and the Black Java hen. III. The life history of the individual recapitulates the history of the race. We see this in the development of the chick. Its gills point to a water-living ancestor. All lines of argument point to the variability of species. REFEREN'CES. (a) Howard. Standard Varieties of Chickens. Jordan. Animal Studies. Chapter XIX. (ft) Metcalf. Organie Evolution. Pp. 29-32, 96-103. (c) Darwin. Animals and Plants under Domestication. Chapter VII. Darwin. Origin of Species. Chapter XIV. QUESTIONS. 1. What is the result of the large size of hens' eggs? 2. What points do chicken breeders commonly aim to secure? 3. Why is the yolk of the hen's egg yellow? 4. How does the chick differ from the chicken? LECTURE V. The Humming-bird's History. There are three closely-related bird families. Of these I. The Goatsuckers are the most primitive. The Whip-poor-will is little more than a voice to most people. The Night-hawk is better known. It flies at twilight feeding in the air. It rests sitting lengthwise on fence or tree. It nests on the ground. There are two great emotions in birds : fear and love. Fear leads to protective coloration. Love leads to attractive coloration. Goatsuckers are protectively colored. Goatsuckers are found all over the world. II. The Swifts are more highly developed. They fly more accurately — being smaller. They fly earlier in the day. They nest in hollow trees, or in chimneys. They are distributed widely through the world. III. The Humming-birds are the most highly evolved. The.se are the smallest of all. They fly with the greatest ease. They hover before flowers for insects and for nectar. They have become very highly colored. They are found only in America. The evolution has probably tiiken place since the Glacial Period. As is evidenced by their distribution. REFEREN'CES. (a) Chapman. Bird Life. Pp. 1-5. 14-34. (6) Metcalf. Organic Evolution. Pp. 116-151. (c) Newton. Dictionary of Birds. Articles on Night .Jar. Swift, Humming-bird. QUESTIONS. 1. Give a short account of the one of these birds you know best. 2. What relation may there be between the activity of the hum- ming-birds and their color? 3. Where did chimney swifts nest before men built chimneys? 4. What do we mean by the Glacial Period? 9 LECTURE VI. Science and the Book. I. The great need. A good story must be adapted to its hearers, and Must have power to grow. Biblical theology is man's interpretation of God's revela- tion of Himself in the Bible. Science is man's interpretation of God's revelation of Him- self in Nature. Each has the limitations of man's understanding. Each has its own aspect of truth. When completely understood they must correspond, for Truth is one. II. The apparent opposition. The ancient Hebrew believed, probably quite literally, in A six-day creation. An immediate creation of man, directly from the dust of the earth. Modern science teaches An immensely long creation, and A slow ascent of man. III. The real unity. Attempts to "reconcile" by paralleling the accounts have failed. The account of creation in Genesis had for its mission : To teach men of a Great Creator, Of His close relation to man, and Of His demand for righteousness. It had to be within the comprehension of the times, and If worded for to-day would be out of date in twenty-five years. The glory of the Genesis account is that It grows with the growth of the human race. It grows with us from childhood into manhood. REFERENCES. (a) Drummond. The Ascent of Man. Pp. 1-41. (b) Smith. Modern Criticism. Especially Chapter IV. (c) Abbott. Life and Literature of the Ancient Hehrews. Es- pecially Chapters I-III, XVI. 10 QUESTIONS. 1. Is there opposition in your own mind between the ideas of evo- lution and creation? 2. Could the ancient Hebrews have understood evolution? 3. Is the development of the race more wonderful than the devel- opment of the individual? 4. What is your own attitude towards evolution? The Ciass. — At the close of eacfa lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, iii South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Associations. The Examination. — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof VALUABLE GUIDES TO READING AND STUDY. The American Society for the Extension of University Teaching has published, in connection with its work, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and study. They contain suggestive outlines of the lectures, lists of books, and other material of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Edward Howard Griggs, MA 1« ceota English Writers of the Present Era. Frederick H. Sykes, M.A., Ph.D. . 15 cents The Divine Comedy of Dantk. Edward Howard Griggs, M.A 10 cents The Expansion of England. Cecil F. Lavell, M.A 10 cents Waqnkr : The Music Drama. Thomas Whitney Surette 15 cents Great Novelists. William Bayard Hale, M.A 10 cents Sociology IN English Literatore. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M.A. ... 10 cents Types op Womanhood Studied from Autobiography. Edward Howard Griggs, M.A 10 cents Civics. Frederic W. Speirs, Ph.D 10 cents The American Negro. G. R. Glenn. William A. Blair, Walter H. Page, Kelly Miller, W. E. B. DuBois, H. B. Frissell 25 cents The Awakening of Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's Faust. Edward Howard Griggs, M.A 20 cents Education and Life. Edward Howard Griggs, M.A 10 cents Moral Leaders. Edward Howard Griggs, M.A 10 cents Modern English Fiction. Frederick H. Sykes, M.A. , Ph.D 10 cents The Painters OF PiiORENCE. Edward Howard Griggs, M.A 15 cents Any of the above syUabi will be forwarded, postpaid, on receipt of the price. Address University E.Ktension Society, 111 South Fifteenth Street, Philadelphia. University Extension Lectures Syllabus of a Course of Six Lectures on Great Englishmen of the Nine- teenth Century 1. George Canning. 4. Lord Beaconsfield. 2. Sir Robert Peel. 5. William Ewart Gladstone. 3. Lord Palmerston. 6. John Bright. By J. Travis Mills, M. A. Staff Lecturer in History of the Cambridge, the London and the American Societies for the Extension of University Teaching No. 262 Price, 10 cents Copyright, 1905, by The American Society (or the Extension of University Teaching, 111 South Fifteenth Street, Philadelphia, Pa. BIBLIOGRAPHY. General I'ext-Books. Bright 's History of England. Vols. 3 and 4. (Rivingtons), or, McCarthy's History of Our Own Times. (Chatto and Windus). For Peel, Pahnerston, Beaconsfield and Gladstone, the series of "Queen's Prime Ministers," published by Sampson Low & Co., is useful. Suggestions for further reading will be found after the syllabus of each lecture LECTURE I. George Canning. Chronological outline : — George Canning (1770-1827). Pitt's first administration (1784-1801). Canning Under-Secretary for Foreign Affairs (1794-1801). Addington's ministry' (1801-4). Pitt's second administration (1804-6). Canning Treasurer of the Navy. The ministry of "All the Talents" (1806-7). The Duke of Portland's Ministry (1807-9). Canning Foreign Secretarj^ — resigns October, 1809. Perceval's ministry (1809-12). Lord Liverpool's ministry (1812-27). Canning President of the Board of Control (1816-20); Foreign Secretary (1822-7). Canning Prime Minister (1827.)] Canning's family connections and early life. Eton and Oxford. The state of English and of European politics when Canning entered public life. Canning's political morality: a survey of his personal conduct in public and official life. Canning's political opinions: how affected by the course of the French Revolution; the "Anti-Jacobin;" the nature of Canning's Toryism; his views on Irish questions — Catholic Emancipation; Par liamentary Reform, Free Trade, etc. Foreign policy: Foreign Secretary, 1 807-9 ; his strenuous opposition to Napoleon; the Spanish campaign; the seizure of the Danish and Portuguese fleets. Foreign Secretary, 1822-7: the "Holy Alliance;" Canning and Castlereagh; the doctrine of non-inter\'ention; the affairs of Spain and Portugal— Canning "calls the New World into existence to redress the balance of the old"— the "Monroe Doctrine;" the Greek War of Independence. Canning's private life and personal characteristics: his oratory. Estimate of his work. (3) REFERENCES FOR READING. Stapleton's Political Life of George Canning and Canning and His Times. Temperley's George Canning. (Finch & Co.) Alison PhiUip's Life of George Canning. (Methuen & Co.) Hill's George Canning. (English Worthies' Series). (Longmans, Green, &Co.) See also: Rose's Napoleon, Kebbel's History of Toryism, Walpole s History of England, Fyffe's Modern Europe, Bulwer's Historical Characters, The Greville Memoirs (Longmans, Green & Co.), The Creevey Memoirs (John Murray). LECTURE II. Sir Robert Peel. Chronological outline : Sir Robert Peel (1788-1850). Perceval's ministry (1809-12). Peel Under-Secretary for the Colonies. Lord Liverpool's ministry (1812-27). Peel Irish Secretary (1812-18). Peel Home Secretary (1822-7). Canning's ministry (1827). Goderich's ministry (1827-8). Wellington's ministry (1828-30). Peel Home Secretary. Lord Grey's ministry (1830-4). Melbourne's first ministry (1834). Peel's first ministry (1834-5). Melbourne's second ministry (1835-41). Peel's second ministry (1841-6).] Family and early life: the effect of his early training upon his political life. The Catholic Emancipation question: Peel's views, and policy aa Irish Secretary; he introduces and carries the Catholic Relief Bill (1829) — reasons for his change of front. Peel as a financier. His amelioration of the criminal code. Peel and Parliamentary Reform: his attitude towards the Reform Bill of 1832. Free Trade; the Corn Laws; the reason for Peel's conversion; Dis- raeli and Peel. Peel's personal character. An estimate of his public career. Was he a traitor? A "constitu- tional statesman;" a great administrator; a great debater; his lack of foresight. 'O' REFERENCES FOR READING. Thursfield's Peel. (The Macmillan Company.) McCarthy's Peel. (Sampson Low.) Doubleday's Political Life of Sir Robert Peel. Bagehot's Biographical Studies. See also: Walpole's History of England, Molesworth's History of Eng- land, Kebbel's History of Toryism, The Greville Memoirs, The Creevey Memoirs. LECTURE III. Lord Palmerston. [Chronological outline : Lord Palmerston (1784-1865). 1807-9. Junior Lord of the Admiralty. 1809-28. Secretary of War. 1830-4. Foreign Secretary in Lord Grey's ministry and in Lord Melbourne's first ministry. 1835-41. Foreign Secretary in Lord Melbourne's second min- istry. 1846-52. Lord John Russell's ministry. Palmerston Foreign Secretary (1846-51). 1852. Lord Derby's first ministry. 1852-5. Lord Aberdeen's goverimient. Palmerston Home Secretary. 1855-8. Palmerston's first ministry. 1858-9. Lord Derby's second ministry. 1859-65. Palmerston's second ministry.] Palmerston as an office-holder. His early life. His foreign policy : method and masterfulness; his view of England's function among states; his love of and admiration for England; his achievements. His opinions upon questions of home politics; at variance with those of the Manchester School. Causes of his great popularity in later life. His personality: oratory; outspokenness, optimism, wit, good temper. REFERENCES FOR READING. Ashley's Life of Lord Palmerston. (Bentley.) The Marquis of Lome's Viscount Palmerston. (Sampson Low.) Herbert Paul's History of Modern England. See also: Walpole (v. s.), Molesworth, and The Greville Memoirs. LECTURE IV. Lord Beaconsfield. [Chronological outline : Lord Beaconsfield (1804-81). 1837. M. P. for Maidstone. 1852. Chancellor of the Exchequer in Lord Derby's first ministry. 1858-9. Chancellor of the Exchequer in Lord Derby's second ministry. 1866-8. Chancellor of the Exchequer in Lord Derby's third ministry. 1868. Disraeli's first ministry. 1868-74. Gladstone's first ministry. 1874-80. Disraeli's second ministry. 1876. Disraeli created Earl of Beaconsfield.] Family and youth. Early political life: Disraeli and O'Connell. Disraeli's political creed and aims as illustrated by his speeches and writings. Disraeli and Peel. Leader of the Conservative Party and Chancellor of the Exchequer. Why did Disraeli introduce the Reform Bill of 1867? Disraeli as Prime Minister: what he failed to do; what he did; the Eastern Question, "Peace with Honour." Disraeli as an orator. Disraeli's personality: home life; marriage; friendships; Disraeli- ana. REFERENCES FOR READING. Froude's Earl of Beaconsfield (Sampson Low.) Meynell's Benjamin Disraeli. (Hutchinson.) Sichel's Disraeli. (Methuen.) Bryce's Studies in Contemporary Biography. (The Macmillan Com pany.) T. P. O'Connor's Life of Lord Beaconsfield. (Chatto and Windus.) Kebbel's Beaconsfield. (W. H. Allen.) Kebbel's History of Toryism. (W. H. Allen.) See also: Walpole (v. s.), Molesworth (v. s.), Paul (v. s.). LECTURE V. William Ewart Gladstone. [Chronological outline : William Ewart Gladstone (1809-98). 1833. M. P. for Newark. 1834-5. Peel's first ministry. Gladstone Junior Lord of the Treasury, and after wards Under-Secretary for the Colonies. 1841-6. Peel's second ministry. 1841-3. Gladstone Vice-President of the Board o Trade and Master of the Mint. 1843-5. President of the Board of Trade. 1846. Colonial Secretary. 1852-5. Lord Aberdeen's government. Gladstone Chancellor of the Exchequer. 1855-8. Palmerston's first ministry. 1855. Gladstone Chancellor of the Exchequer. 1859-65. Palmerston's second ministry. Gladstone Chancellor of the Exchequer. 1865-6. Russell's second ministry. Gladstone Chancellor of the Exchequer. 1868-74. Gladstone's first ministry. 8 1880-5. Gladstone's second ministry. 1885-6. Lord Salisbury's first ministry. 1886 (Feb.-July). Gladstone's third ministry. 1886-92. Lord Salisbury's second ministry. 1892-4. Gladstone's fourth ministry.] Parentage. Youth. Promise of future greatness. Marriage. A sketch of his political career (v. s.), as Tory, Peelite, Liberal, Home Ruler. The causes of his change of political opinion; inconsistencies of his career. Gladstone as a financier. Gladstone and Parliamentary Reform. Gladstone and Ireland: the Irish Church Bill ; the Land Bill; Home Rule. His religious opinions and character. Gladstone as an orator. His personality: intellectual power; bodily vigor; literary tastes; friendships; love of power; versatility, etc. An estimate of his statesmanship: did he lead or did he reflect his time? REFERENCES FOR READING. John Morley's Life of Gladstone. (The Macmillan Company.) Russell's Gladstone. (Sampson Low.) Bryce's Studies in Contemporary Biography. Bagehot's Biographical Studies. Every English political journal or biography of the last half of the nineteenth century contains many references to Gladstone's career, but Walpole, MoJesworth and Paul are again useful. LECTURE VI. John Bright. Bright's birth and parentage : his attachment through life to his class. The influences of early life: self-education; distress in Lancashire; Quaker training, leading to a combination of religion with politics; the passing of the 1832 Reform Bill; a voyage to the Levant; the local church-rate controversy. 9 A statement of the leading political ideals of Bright and the "Man- chester School." The Peace Question : the Crimean War; Bright's views and speeches ; the permanent effect of Bright's advocacy of peace. Parliamentary Reform: Bright's agitation for Reform, 1858-66. "Reform the true conservatism." A brief reference to Bright's advocacy of Reform in India and in Ireland and to his championship of the cause of the North in the Ameri- can Civil War. John Bright as an orator: a short analysis with illustrations. An estimate of his achievements. REFERENCES FOR READING. Robertson's Life of Bright. Vince's Life of John Bright. (Blackie & Son.) See also: Molesworth, and Paul. QUESTIONS. Lecture I. 1. Describe briefly the state of English politics at the beginning of the nineteenth century. 2. In what respect was Canning an instrument in the downfall of Napoleon. 3. In what sense did Canning use the words : "I called the New World into existence to redress the balance of the old." Lecture II. 1. Trace the steps by which Sir Robert Peel was led to propose the Repeal of the Corn Laws. 2. Explain Peel's attitude with respect to the Catholic Relief Bill of 1829. 3. Comment upon Bagehot's dictum that "Sir Robert Peel con- formed to the type of a constitutional statesman." Lecture III. 1. Briefly show how it came about that Palmerston held office in Tory and in Whig governments for over 50 years. 2. Has Palmerston a claim to rank as a great Foreign Minister? 3. Cobden asserted that Palmerston had "no love for liberty or prog- ress at home." Is this statement justifiable? 10 Lecture IV. 1. Lord Beaconsfield "impressed a distinct character" upon Tory- ism. Comment upon this statement. 2. Did Mr. Disraeli depart from the principles of orthodox Toryism when he introduced the Reform Bill of 1867? 3. Briefly summarize Lord Beaconsfield's services (a) to his party; (6) to his country. Lecture V. 1. Compare the statesmanship of Mr. Gladstone with that of Sir Robert Peel. 2. Illustrate by reference to public events the progress of Mr. Glad- stone's opinions with respect to Ireland. 3. Briefly state what in your opinion are the leading political achieve- ments of Mr. Gladstone. Lecture VI. 1. Write a short account of the work of the Anti-Corn-Law League. 2. Briefly indicate the nature of Mr. Bright's services to the cause of (a) Peace; (b) of Parliamentary Reform. 3. Compare the political methods and career of Mr. Bright with those of Lord Palmerston. i The Glass. — At the close of each lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed wiU ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, 111 South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Asso- ciations. > The Examination. — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation imder the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof. VALUABLE GmDES TO READING AND STUDY. The American Society for the Extension of University Teaching has published, in connection with its work, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and Btudy. They contain suggestive outlines of the lectures, lists of books, and other material of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Edward Howard Griggs, MA 10 centa English Wbiteks of the Present Era. Frederick H. Sykee, M.A., Ph.D. . 15 cents The Divine Comedy of Dante. Edward Howard Griggs, M.A 10 cents The Expansion OF England. Cecil F. La veil, M.A 10 cents Wagner : The Music Dr.vma. Thomas ^VTiitney Surette 15 cents Great Novelists. William Bayard Hale, M.A 10 cents Sociology in English Literature. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M.A. ... 10 cents Types of Womanhood Studied from Autobiography. Edward Howard Griggs, M.A 10 cents Civics. Frederic W. Speirs, Ph.D 10 cents The American NEGRf). G. R. Glenn William A. Blair, Walter H. Page, Kelly Miller, W. K. B. DuBois, H. B. Frissell 25 cents The Awakening (IF Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's Faust. Edward Howard Griggs, M.A 20 cents Education AND Life. Edward Howard Griggs, M.A 10 cents Moral Leaders. Edward Howard Griggs, M.A 10 cents Modern English Fiction. Frederick H. Sykes, M. A., Ph.D 10 cents The Painters of Fi/>RENCE. Edward Howard Griggs, M.A 15 cents Any of the above syllabi will be forwarded, postpaid, on receipt of the price. Address University Extension Society, 111 South Fifteenth Street, Philadelphia. UNIVERSITY EXTENSION LECTURES The Poetry and Philosophy of Browning A liANDBOOK l)E EIGHT i,ECTC RES EDWARD HOWARD GRIGGS No. 263 Price, 25 Cents Tl>€ American Society for the Extension of L'uiversity Teaching III South Fifteenth Street, Philadelphia, Pa. The Poetry and Philosophy OF BROWNING A Handbook of Six Lectures by Edward Howard Griggs Rrloe 2S cents f net B. W. HUEBSCH Publisher NEW YORK Copyright, 1905, by EDWARD HOWARD GRIGGS 'At the midnight in the silence of the sleep-time, When you set your fancies free, Will they pass to where — by death, fools think, imprisoned — Low he lies who once so loved you, whom you loved so, —Pity me? Oh to love so, be so loved, yet so mistaken! What had I on earth to do With the slothful, with the mawkish, the vmmanly? Like the aimless, helpless, hopeless, did I drivel — Being — who? » One who never turned his back but marched breast forward, Never doubted clouds would break, Never dreamed, though right were worsted, wrong would triumph, Held we fall to rise, are baffled to fight better Sleep to wake. No, at noonday in thQ bustle of man's work-time Greet the unseen with a cheer! Bid him fom-ard, breast and back as either should be, 'Strive and thrive!' cry 'Speed, — fight on, fare ever There as here!'" — Browning, Epilogue to Asolando. INDEX. Note: Spirit of the Course ...... 6 1. The Positive Message: Rabbi Ben Ezra .... 7 2. Music and the Spirit: Abt Vogler ..... 12 3. The Study of Personahty: Andrea del Sarto ... 17 4 The Portrayal of Failure: Cleon 21 5. The Tragedy of the Pursuit of Knowledge: Paracelsus . 25 6. Browning's Philosophy of Art and Life: The Ring and the Book 30 7. The Crowning Revelation of Manhood : Caponsacchi . . 35 8. Browning's Interpretation of Womanhood: Pompilia . . 40 Suggestions to Students ...... 45 Book List 46 SPIRIT OF THE COURSE. THE aim of this course is to give an introduction to the poetry and philosophy of Bro^Tiing through the careful study of a few typical and especially lofty expressions of his genius. The first half of the course -nnll deal w-ith four of BrowTiing's repre- sentative shorter poems, chosen as best expressing at once his inter- pretation of human Hfe and his characteristic poetic method, the dramatic monologue. The second half of the course will deal mth two of his longer works which illustrate in widely different ways his char- acteristics in thought and art. Of these, Paracelsits embodies the youthful Browning, plunging into the deepest psychological and moral problems, while The Ring and the Book, a dozen dramatic mono- logues interpreting one theme, gives Browning's mature philosophy of art and life and contains his highest presentation of exalted man- hood and womanhooJ. An appreciation of these poems should give such an understanding of Browning's essential attitude and character- istic poetic form as to furnish a key to all else he has written. Many of us can testify wth deep gratitude to the unique influence of Browning over us. We love him peculiarly, not only as a poet, but because he has helped waken us to the deepest ends and meaning of human life. To our age he is a great spiritual teacher, not of the conventions of faith, but of that religion of personal life wliich the world is beginning faintly to understand. Prophet as he is wnth reference to modem life, expressing, not the conceptions that come and go with the hour, but those great ideas which come through the long unfolding of humanity, Bro^Tiing is not easily understood until we saturate ourselves with a few great embodiments of his genius, and thus learn to read his poetry from the point of view of his own spirit. When we are able to do this. Brown- ing is rarely more difficult to read than the range and depth of problems he attempts, necessitates. Instead of finding him obscure, we respond with increasing exhilaration to the rapid movement and deep sugges- tion of his thought, and to the strength, variety and harmonious adapta- tion of his virile and often exquisite poetic form. 6 I. THE POSITIVE MESSAGE: RABBI BEN EZRA. "Only a learner, Quick one or slow one, Just a discemer, I would teach no one. I am earth's native: No rearranging it! / be creative, Chopping and changing it?" — Browning, Pisgah-Sights II, p. 205.* "Then life is — to wake not sleep, Rise and not rest, but press From earth's level where blindly creep Things perfected, more or less. To the heaven's height, far and steep." — Browning, Asolando, Reverie, p. 266. LECTURE OUTLINE. Introduction. — The statement regarding Thoreau that it was his misfortune to have had a brilliant enemy as a critic and a weak friend as apologist. Application of this to the multitude of critics and apolo- gists in the case of Browning. His misfortune that the subjective and spiritual character of his poetry made it fall easily a prey to those who cultivate the mysticism of intellectual laziness, dabbling in the esoteric because unwilling to take the trouble to think clearly, imagin- ing that obscure expression is depth of thought. Yet already the froth of misguided adoration and prejudiced attack clearing away, and a recognition growing tliat Browning is distinctly the most virile and spiritually awakening mind in modem English literature. Browning's alleged obscurity. — Reasons for the charge: (1) Intro- spective interest of Browning; (2) Characteristic method; (3) Rapid movement of thought; (4) Depth of thought and problem; (5) Absence of explanation, and assumption of special knowledge. Thus necessary * All references to Browning are to the Camberwell etiition. See the Book Jjgt, p. 46. 7 to bring to the poem some knowledge of the subject it presents; to get into sympathy with the spirit and movement of Browning's thought; to grapple with the deep problems he studies. The question whether there is still an element of unnecessary obscurity. Method of the course,— The value of the short dramatic monologues written in the period of Browning's full maturity in genius. These poems as peculiarly excellent in both thought and form; as giving a condensed statement of Browning's essential message; as the best expressions of his characteristic poetic method; as more easily mastered than the longer poems. Hence the value of these selected brief poems as an introduction to Browning's poetry and philosophy. Place in the work of BrowTiing of the four to be discussed. From these turn to two of the longer works. The place of Paracelsus as revealing Browning's youth and presenting one range of his central teaching. The Ring and the Book as his masterpiece among the longer poems. Its significance as a multiplied dramatic monologue; as the fullest statement of Browning's philosophy; as his most wonderful presentation of transfigured human life. What should result from the study of these portions- of Browning's work. The life of Browning (1812-1889). — Browning unlike most poets in the character of his life. EveryT\'here affirmative, positive, yet in true harmony with the noblest ideals. No apology needed in his case: he hved his faith, in both personal and vocational life. Unusual character of his childhood. Camberwell; family back- ground; early tastes. Dedication to poetry from childhood. Young manhood of Browning. Period of restlessness : its probable significance in his life. First great work: Pauline, pubhshed at 21; Paracelsus at 23. Great difference between the two. Significance of the early struggle with deep problems. Compare Tennyson's work at the same age. Period of dramas. — Early association with actors and interest in the stage. Character of Browning's dramas. Considerable measure of public success with them. Epoch of full maturity.^BrowTiing's finding of himself and of the true leading in his work. Turning away from the field in which he had won some public response. Loss of his audience. Prejudice against his work and attacks upon it. For twenty years Browming working steadily on with little response beyond the limited circle of individual admirers and friends. Turn of the tide when Browning about fifty. Steady growth of appreciation from that time onward. His position well established at the time of his death in 1889. 8 Thus remarkable spectacle of this twenty years of straightforward, undoubting work, in the face of misappreciation and abuse. One main cause of Browning's attitude the deep personal relationship of his life. Browning's personal life. — Story of the love-affair with Elizabeth Barrett. Unusual circumstances of the marriage. The ordinary counsels, biological and prudential, under such circumstances. Yet Browning's love and married life one of the few personal relationships we are pri\'ileged to know about which help us to recognize the heights that are attainable in the most wonderful aspect of human life. The Browning letters. The hfe in Italy. Effect of his greatest personal experience on Bro%vning's poetry. Life and work after the death of his wife. Browning's supreme interest. — The study of soul development through critical moments of experience. Browning's belief that a man is proved by the cro^Tiing experience of his life. Hence the study of these critical moments should throw light before and after and reveal the meaning of his whole existence. Different types of moments significant for different characters. Illustrate: Abt Vogler; Andrea del Sarto; Cleon. Browning's poetic method. — The dramatic monologue the natural vehicle for embodying Browning's interest in human life. Full matur- ing of his poetry with his recognition and acceptance of this fact. Compare Browning's interest and method with those of other poets: .^schylus, Dante, Goethe, Shakespeare. The soliloquies of Hamlet, strung together without context, as an illustration of Bro-miing's typical work in content and form. Expression of Browning's char- acteristic interest and method even in works more objectively dramatic: illustrations. Adaptation of form to content. — Browning too wise to plow fields in white gloves. His aim, not to make monotonously musical verse, but to give adequate and harmonious expression to his thoughts and characters. Measure of his success in this. Variety of his poetic forms in both music and imagery. His achievement at his best and at his worst. Personal element in Browning. — Browming not purely dramatic as Shakespeare. While never wearing his heart on his sleeve, always directly or indirectly expressing his essential attitude and faith. The poet behind each of his characters. Rabbi Ben Ezra. — This poem showing perhaps as well as any in all Browning's work his essential message and characteristic method. The historical Rabbi Ben Ezra : liis work; his theory of immortality. Situation of the poem. 9 Stanza-form in the poem. Type of music and imagery; adaptation to the character. The viev,- of old age. Quick change in thought. Characteristics of youth and value of its "di\-ine discontent." Browning's thought of hfe as a gro-«i:h. Hence acceptance of pain and unfulfilled effort and aspiration where hfe results. Glad recognition of the good mean- ing in both body and spirit. Return in stanza XIII to the initial thought of the poem: illustra- tion of the movement of Browning's thought: compare deep conversa- tion The view of age as a resting-point between two courses of action, enabhng one to gather up the meaning of the first before turning to the second Rabbi Ben Ezra's faith in the eternity of hfe: is it Browning's? Reasons for the assurance of immortality. The new turn to the metaphor of the Potter's WTieel. Conception of the relation of God and the soul. Again grounds for the faith. The positive message. — Reasons for identifjing Browning's ^•iew of life essentially -R-ith that taken in the poem: (1) mood and spirit of the whole; (2) obvious identification of poet and character; (3) out- side evidence from other direct expressions of Browning's faith. Browning's glad acceptance of human hfe: in youth and age; in pain and joy; in body and spirit, since through all may be gro^-th up toward that image of God in which we are potentially made. TOPICS FOR STUDY AND DISCUSSION. 1. How far are we justified in identifjnng Browning's personal faith with the views given in Rabbi Ben Ezraf 2. Compare the view of old age in Rabbi Ben Ezra with that given in the first book of Plato's Republic. 3. Rabbi Ben Ezra's theory of immortahty. 4. Browning's view of the life of the senses. 5. Why cannot life be judged by its results in work alone? 6. Compare Rabbi Ben Ezra and Tennyson's Ancient Sage. 7. What is the moral value of discontent? 8 The construction and value of the stanza-form in Rabbi Ben Ezra. 9. The sources of Browning's faith in God and immortaht}'. 10. Compare Rabbi Ben Ezra's philosophy in the poem with Brown- ing's expression of faith in Prospice, the Epilogue to Asolando, the Reverie (in Asolando) and La Saisiaz. 10 REFERENCES. See the suggestions to students, p. 45, and the general book list, pp. 46-51. Books starred are of special value in connection with this course; those double-starred are texts for study and discussion or are otherwise of first importance. Browning, **Rabbi Ben Ezra; **Epilogue to Asolando; **Prospice; *Reverie (in Asolando); * La Saisiaz. Browning, R. and E. B., *Letters. Browning, E. B., Letters. Berdoe, Browning's Message to His Time, pp. 1-70, 193-213. Brooke, The Poetry of Robert Browning, chapter I, Bro'miing and Tennyson. Bulkeley, The Reasonable Rhythm of Some of Browning's Poems. Carpenter, The Religious Spirit in the Poets. Chesterton, *Robert Browning. Corson, * Introduction to Browming, pp. 3-31, 72-98, 130-133. Dowden, *Robert Browning. Fothering- ham, Studies of the Mind and Art of Browning. Gosse, Robert Browning. Herford, Robert Browning. Mrs. Orr, Life and Letters of Robert Brown- ing. Rolfe, Browning's Mastery of Rhyme, in Boston Browning Society Papers, pp. 164-172. Royce, Browning's Theism, in Boston Browning Society Papers, pp. 7-34. Sharp, Life of Browning. Sjonons, Intro- duction to Browning. Waugh, Robert Browning. u II. MUSIC AND THE SPIRIT: ABT VOGLER "Music is the harmonious voice of creation; an echo of the invisible world; one note of the divine concord which the entire universe is destined one day to sound: — how can you hope to seize that note if not by elevating your minds to the contemplation of the universe, viewing with the eye of faith things invisible to the unbelieving, and compassing the whole creation in your study and affection?" — Joseph Mazzini, Life and Writings, volume IV, p. 8. LECTURE OUTLINE. Introduction. — Aht Vogler, like Rabbi Ben Ezra, a poem giving a direct statement of Browning's essential faith and also a typical expression of his poetic method. Yet in Aht Vogler a further element: the philos- ophy of music; and through the experience of the musical artist a mystical, spiritual vision. The value of the dramatic monologue in the expression of such a spiritual faith and philosophy. The difference between a dogmatic theory of life and an artistic presentation of how life looks from the point of view of a certain height of experience. What the latter does for us: (1) In our appreciation of human beings; (2) In our recognition of the deep meaning of life; (3) In our hold upon the bases of faith. The distinction between saying "this is true of life," and "life looks so from this point of experience." Contrast wisdom and knowledge; the truth of poetry and the truth of philosophy. The historical Abt Vogler (1749-1814). — Early dedication to music and the church. Original and virile mind and character. Range of public success in several lands. Great pupils. Bitter enemies, who regarded him as a charlatan. Work as musical composer, inventor, artist. Browning's interest in the forceful, path-making type of character. Significance of his choice of Abt Vogler, instead of a more conventional type of artist, to interpret experience in creative art. 12 Bro\\Tiing's own love of music. What it meant in his life. Hence his preparation for the study in the poem. Situation in the poem. — Abt Vogler presented in the moment just after he has been extemporizing on the instnmient of his own inven- tion. This as illustrating the highest point in musical art, where the artist who composes and the artist who executes are one, and the creative energy flows out in instantaneous expression. Value for Brown- ing's purpose of this bridging of the chasm between composition and execution ordinarily present in music. Significance that the instrument through which he finds expression is also the child of the artist's genius. The moment tliat of perfect creating, where the impulse and thought of the heart flow instantaneously forth in adequate and harmonious form. Thus the situation of the poem indeed one of those critical moments of experience in which a soul is tested and revealed, and which Browning so delighted to study. Browning's question: how does art and how does life appear from the view-point of Abt Vogler's supreme experience? Browning's belief that life is tested at high-water mark. Truth as revealed on the heights. The higher we climb, the truer is the perspective from which life is seen. Hence the value of great experiences and of art as an expression and interpretation of them. Illustrations from hmnan life and history of the truth of Bro\\Tiing's view. Form of the poem. — Abt Vogler's soul vibrant with the most intense emotion, he bursts into poetic expression. Adaptation of the long, six-foot, eight-line stanza, with its predominance of dactylic feet, to the mood of the poem. Organ-like roll in the strong music of the poem. Alliteration as distinctly adding to this impression. Imagery of the poem as equally adapted to the character and situa- tion. BrowTiing's reversal of the conventional comparison of archi- tecture and music. Music as liquid architecture, the artist's thought flowing out into the many-pinnacled temple of sound with no slow process of time and labor existing as barrier between idea and execu- tion. Abt Vogler's images all in dramatic truth to the character. Stanzas I-III. — Abt Vogler's hunger that his wonderful achieve- ment might last. Solomon's legendary magic no more marvelous in its results than this temple of sound Abt Vogler has raised. His wish that it might last as only a natural expression of tliat hunger for permanence that is one of the two bottom desires of the hmnan heart. Stanzas IV, V. — Art creative like Nature, thus lifting us into har- mony with her. Sense of cooperation of the universe with us in every act of creation. The power of music to lift us to a point of spiritual appreciation where past and future seem real now. Contrast the standards of 13 time and space with the standards of the soul. Compare Goethe's Dedication to Faust. Stanzas VI, VII: the philosophy of music. — Abt Vogler's view of the miracle in music. His statement of his own art from within, of the other arts from without; thus giving the positive excellence oi music, and the limitations of painting and poetry. In music form sublimated: each sound created only to be annulled the next instant by another. Through the succession of births and deaths of the musical sounds the arousing of a series of emotional states in the hearer. Thus music bridging more immediately than the other arts the chasm between body and spirit. To explain how the series of psychical states springs from the series of physical forms would be to solve the riddle of the universe. Transition to spiritual philosophy: stanzas VIII, IX. — With stanza VII close of the first movement of the poem, concerned with the narra- tion of Abt Vogler's experience. The remaining stan2as giving the interpretation of the experience. Type of experience Abt Vogler repre- sents; thus what music can symbolize. No comfort to the musical extemporizer that other temples of sound may be bom as this that is gone was bom. So no comfort to the human heart that there may be a succession of e: jeriences. "Each Mom a thousand Roses bi:...gs, you say; Yes, but where leaves the Rose of Yesterday?" Hunger for the eternity of the particular experience. But is the music gone? Compare the experience surviving in the soul of the man. I am the net resultant of all my yesterdays. Thus the temple of sound surviving in the soul of the artist; the wealth of changing experience in the character of the man. Leap from this fact to the belief in eternity. Browning not arguing from desire to realization. The argument: as yesterday and to-day are justified by their result in my unfolding life, so I may dare to trust to-morrow. Worth of such an argument. Stanzas X, XI: View of good and evil.— As only that which is posi- tive, in hannony with the spiritual order of the universe, really lives on, so evil is negation, "silence implying sound." Hence from the point of view of the whole of life, possible to accept even the moral darkness and shadows of life as we know it. Splendid enthusiasm in this ringing song of Abt Vogler's faith. Note: Browning does not say "these things are true"; but "life looks this way from the point of spiritual vision Abt Vogler has reached through his creative art." The underlying question: dare we trust 14 such a vision, or is it a cheating illusion, while the prosaic sand-wastes we plod over after descending from the mountain are the truth of life? Browning's unhesitating and emphatic answer to this question. Note: not necessary that we should be able to prove or disprove; but im- portant that we should know what we may dare to believe as the basis of our lives. A kind of heroism demanded in faith: we must dare to cling to what we have seen in our highest experiences, and to brave life as if the loftiest that has come to us were true. Stanza XII: Conclusion. — Descent to the common chord, the C- major of this life. Impossible to remain upon the peak of vi-sion. Every mountain means at least two valleys. In every life moments of supreme vision; in every life dead areas of commonplace. Great living the carrying of the vision of the mountain across the sand- wastes and into even the valley of the shadow in the assurance that if we do so faithfully the mountains will appear in the distance, and by and by the vision — a new vision — will come again. TOPICS FOR STUDY AND DISCUSSION. 1. What is the significance of Browning's love of unusual char- acters and subjects? 2. The historic Abt Vogler. 3. The metrical structure in Abt Vogler. Compare that in Rabbi Ben Ezra. 4. The imagery in Abt Vogler. Compare that in Rabbi Ben Ezra. 5. The significance of the dramatic moment chosen to interpret Abt Vogler. 6. Is Abt Vogler just to painting and poetry? 7. Why has music so important a religious function? 8. What gives music its superiority to the other arts in expressing the Infinite? 9. What is the reason for choosing the experience of the musician as a vehicle for interpreting the highest spiritual life? 10. What ground is there for beheving that "there shall never be one lost good"? 11. What advantage has the poetical expression of Browning's faith in Abt Vogler over a dogmatic statement of the same view of life? 12. Compare Abt Vogler and Master Hugues of Saxe-Gotha. 13. Compare Abt Vogler and With Charles Avison in Parleyings with Certain People. 15 REFERENCES. Browning, **Abt VogUr; ** Saul; *Master Hugues of Saxe-Gotha; *A Toccata of Galuppi's; *With Charles Avison in Parleyings with Certain People. Beale, The Religious Teaching of Browning. Berdoe, * Browning and the Christian Faith. Brooke, *The Poetry of Brown- ing, chapter V. Corson, Introduction to Brovming, pp. 122-126. Daw- son, Makers of Modem English, chapters XXVI-XXIX. Fothering- ham. Studies of the Mind and Art of Brovming, chapter XVII. Jones, Brovming as a Philosophical and Religious Teacher. Mazzini, Life and Writings, volume IV, pp. 1-55, *The Philosophy of Music. Orme- rod, *Abt Vogler, the Man; *Some Notes on Brovming' s Poems Re- ferring to Music. Pigou Brovming as a Religious Teacher. Mrs. Tumbull, Abt Vogler. 16 III. THE STUDY OF PERSONALITY: ANDREA DEL SARTO. "My stress lay on the incidents in the development of a soul: little else is worth study. I, at least, always thought so — you, with many known and unknown to me, think so, — others may one day think so." — Browning, in letter to J. Milsand, prefatory to Sordello. LECTURE OUTLINE. Introduction. — Andrea del Sarto widely different from the two pre- ceding studies: there a direct expression of Browning's faith and attitude through the medium of two great historical characters; here the study of a subtle personality widely different from Browning in fundamental reaction on hfe. No question as to Browning's own attitude toward the problems presented in Andrea del Sarto; but a further aspect of his work — the study of personality. Wide range of Browning's poems in which this is the dominant interest. Andrea del Sarto one of the greatest of these. A further interest in Andrea del Sarto in the study of the historical character. Yet even if it were decided that Browning failed in the interpretation of the Florentine painter, the main value of the poem as a study of human character and the main truth to the problems of personal life remaining. The historical Andrea del Sarto (1487-1531). — Andrea living just in the crowning period of the Florentine renaissance: contemporaneous with Michael Angelo, Raphael and Leonardo da Vinci. Great interest to the students of art in Andrea's work through its technical excellence and the marvelous ease of Andrea's execution. In drawing, group- ing, color, light and shadow, Andrea a master for subsequent artists. Vasari's story. — Our chief knowledge of Andrea coming from Vasari's Life. Question as to the truth of Vasari's statements. Story of the youthful painter. His questionable marriage. The one flight. Return to Florence at Lucrezia's demand. Subsequent dishonor. Hack work. Vasari's pathetic account of Andrea's death. 2 17 Tendency to question Vasari's account to-day. Yet, as a pupil of Andrea's, Vasari should have knowTi the facts; and his story should be accepted unless we believe him guilty of deliberate falsifying. The poem following strictly Vasari's account. Andrea's paintings. — Andrea's work chiefly in Florence. Great beauty in all his paintings: one's first impression from them that Browning's interpretation of the character is wrong. Yet, as our study proceeds, a more and more perplexing question. In spite of beauty, ease of execution, soft mingling of Hght and shade, some- thing elusive in all Andrea's work. Compare his Madonna of the Harpies, Young St. John, Deposition from the Cross. Moods which he could interpret. Crowning expression in his Last Supper at San Salvi. Self-revelation in his portraits. Suggestion in all Andrea's work of something greater unattained. Sense in which his reach did exceed his grasp. Thus failure from the point of view of his own unattained ideal, in spite of the great work he really achieved. Substantial truth therefore of the poem to the historical character; only, the poem must be read in the Light of the remarkable work Andrea accomplished. Situation of the poem. — Evening: the twilight drawing down; Andrea in his Florentine studio, looking out of the window at Fiesole and Mount Morello: speaking half to himself, half to the wife who sits condescendingly beside him. Thus the moment chosen one of quiet, half-sad meditation, when Andrea's life lies clear in perspective and he can sum up to himself its meaning. The poem one of the best illustrations of the revelation of a character through a critical moment of experience by means of the dramatic monologue. Verse form and imagery. — Wonderful delicacy of the music in the blank verse of the poem, expressing the moan of a heart whose de- spair is hopeless. Evidence of Browning's mastery of exquisite ex- pression when he chose to use it. Type of images used in the poem; adaptation to the character. Contrast the imagery of Rabbi Ben Ezra and Abt Vogler. Thus again evidence of the true dramatic power of Browning, in identifying him- self with the spirit of his character and clothing the latter in ap- propriate form. The interpretative mood. — Variety of moods in Andrea's life; but the one recurring beneath all the rest and revealing the real heart of his life. This as the mood of the poem. Husband and wife.^ — Andrea's sensitive appreciation of Lucrezia's beauty; yearning for some response to his love for her, but accepting quietly the fact that there is no answer. Timidly pleading that she sit by him through the evening hour; grateful that she does so without 18 too great restlessness. Holding her bodily presence for the moment; and recognizing that there is no way he can hold her thought and desire. How such a woman can attract such a man and hold him tangled in the charm of her irresponsive sensuousness. The pity of it! Andrea's view of life. — How philosophy and conduct mold each other. One's view of Ufe simply the horizon of one's owti world of action. Thus Andrea believes in blind fate, because his will has broken against obstacles he could not surmount. Measure of truth and of mistake, therefore, in his view of the world and of his own life. Andrea's despair. — In tliis quiet hour Andrea's return to the broken dream. All the old desire surging back upon him, with a crushing sense of the impossibility of its fulfillment. Thus quiet despair. This as so much deeper than the despair that cries out passionately. Thus Andrea: the wild bird rises once more to beat its breast against the inexorable bars of the cage; then, fresh-wounded, droops hopeless on the floor. In the pathetic intimacy of this evening hour Andrea's revelation to his wife of the one great compliment he had received — Michael Angelo's word he had cherished all these years as the symbol of what he might have been. Lucrezia's obliviousness, asking a moment later whose word! Gush of feehng to Andrea's lips and eyes; repres- sion; despair again. And then the Cousin's whistle! The one more chance Andrea craves. Recognition that it is im- possible. Acceptance of fate — fate now, but which his will is responsible for. Mood with which the poem closes. The poem and the painter. — Wonderful revelation of the deep things of human hfe in this subtle study of personahty; yet also substantial truth to the historical character. Leaving the gossipy tradition aside, the Andrea of the poem the man who painted the pictures that hang in Florence. The sensitive spirit, delicately responsive to every appeal from the sensuous world, but lacking the firm center of masculine self-control and self-direction, as the background from which spring those subtle, beautiful, elusive paintings tliat perplex us in the galleries of Florence. Browning and Andrea. — How an artist can interpret his dramatic counterpart — the type that embodies the weakness of his ovra strength. So Browning and Andrea: contrast the two marriages; the Life in Casa Guidi and the picture hanging in the Pitti Palace opposite — the picture Browning UTote his poem to describe. Browning's view of Andrea's tragedy. Causes of the tragedy. Was it inevitable? Suggestion by dramatic irony of what the life of love and the life of work should be. 19 TOPICS FOR STUDY AND DISCUSSION. 1. Compare the verse-form in Andrea del Sarto with that in Rabbi Ben Ezra and Abt Vogler. 2. Compare the imagery in Andrea del Sarto with that in Rabbi Ben Ezra and Abt Vogler. 3. Has Browning succeeded in giving a true interpretation of the historical Andrea del Sarto? 4. Compare the relative values of the study of personal hfe and the interpretation of a historical character in Andrea del Sarto. 5. Compare Andrea del Sarto and Tennyson's Romney's Remorse. 6. The causes of Andrea del Sarto 's failure. 7. Compare Andrea del Sarto with other poems of Bro^vTiing dealing ■with the renaissance, as Era Lippo Lippi and The Bishop Orders His Tomb. 8. Contrast the study of personal hfe in Andrea del Sarto and in A Forgiveness. 9. Compare the view of personal life given in Andrea del Sarto and in Any Wife to Any Husband. 10. Contrast Browning's personal experience with that of Andrea del Sarto. 11. Can Browning's own philosophy of personal life be discovered in Andrea del Sarto f REFERENCES. Brooming, ** Andrea del Sarto; **Fra Lippo Lippi; *The Bishop Orders His Tomb; *Pictor Ignotus; *James Lee's Wife; *A Woman's Last Word; *Any Wife to Any Husband; *A Forgiveness. Brooke, Poetry of Brovming, chapter V, *The Poet of Art. Burton, Literary Likings, pp. 150-171, Renaissance Pictures in Browning's Poetrj-. Corson, *Introduction to Brovming, pp. 32-71, 113-116. Fleming, Andrea del Sarto. Fotheringham, Studies of the Mind and Art of Brovming, chapter XV. Grant, Browning's Art in Monologue, in Boston Browning Society Papers, pp. 35-66. Ormerod, Andrea del Sarto and Abt Vogler. Tennyson, *Romney's Remorse. Vasari, Lives of the Painters, volume IV, pp. 169-202, *Andrea del Sarto. Whitman, Brovming in Relation to Painting. 20 IV. THE PORTRAYAL OF FAILURE: CLEON. "For it is with this world, as starting-point and basis aUke, that we shall always have to concern ourselves: the world is not to be learned and thro-mi aside, but reverted to and releamed. The spiritual comprehension may be infinitely subtilized, but the raw material it operates upon must remain. There may be no end of the poets who communicate to us what they see in an object with reference to their o^.^Ti individuality; what it was before they saw it, in reference to the aggregate human mind, will be as desirable to know as ever." — BrowTiing, Essay on Shelley, p. 285. "Why stay we on the earth unless to grow?" — Bro^Tiing, Cleon, p. 84. LECTURE OUTLINE. Introduction. — A further type of dramatic monologue in Cleon: the primary interest a study of failure on the basis of what Brown- ing considers a false philosophy of life. In Andrea del Sarto failure in personal life, in love and work. Cleon rich, honored, successful, the friend of princes and chief artist of his time, yet the rose of life dust and ashes in his hands. Cleon an imaginary character typifj'ing the epoch of decadent Greek culture. Thus interest in Browning's interpretation of the epoch as well as in his study of the significance for any time of Cleon's philos- ophy of life. Bro-miing's own faith opposite to that of Cleon; thus suggested by dramatic irony in the poem. Yet Browning's essential attitude as e\'ident through the indirect expression in Cleon as in its afiirmative embodiment in Rabbi Ben Ezra and Abt Vogler. Character and epoch of Cleon. — Instructive character of the declin- ing Greek world. Refinement of culture following upon virility of manhood. Interest transferred from public to private Ufe. Diffi- culty in life and faith in such an age. Resemblance between the epoch of Cleon and our own. 21 Cleon a perfect type of his age. A finished artist in many fields; poet, philosopher, with a delicate sensitiveness to the world of sensuous appeal as great as that of Andrea del Sarto; but honored and success- ful, with a wide relation to the world. Form of the poem. — Exquisiteness of the music and imagery of the poem, thus expressive of Cleon's spirit. Perfect adaptation of form to content. Browning's use of recurring images to unify the poem and give atmosphere. How the spirit of the whole is revealed in the music and imagery of the opening lines. Situation of the poem. — Interesting variation of the dramatic mono- logue. Cleon, having just received a letter accompanied by a wealth of gifts from his friend Protus, one of the petty Greek tyrants, sits down to write his thanks and answer the king's questions. Thus the poem is Cleon's letter. Compare the interpretative moment chosen to reveal the character in Rabbi Ben Ezra, Abt Vogler, and Andrea del Sarto with that selected here. The king's question: "Life fails for me, are you who see and paint life happy?"; and in rising to answer this tragic question Cleon revealing the meaning of his character and experience. Cleon's view of life. — Dramatic irony in the quotation prefixed to the poem. Even among the Greeks, Browning thinks, a conception that might have solved Cleon's perplexity. Cleon's view of joy as the use and end of life; yet not vulgar joy. The refined epicureanism that seeks some loftier happiness than the mere satisfaction of brute instincts. Revelation of Cleon's vibrant response to every appeal from the world of sensuous beauty in his de- scription of the "one lyric woman." The letter's first question. — Cleon's pride in the wonderful range of his accomplishment. Yet haunting sense of failure in it all. His life overshadowed by the simple great of old. His effort to find com- fort in the variety of his achievements and the many-sidedness of his culture. Tendency to this pseudo-originality in every late age. The true relation to history. Impossible to know too much of the past; but possible to know a great deal and be incapable of vigorous action in the present; thus to have life overshadowed by great yesterdays and to seek novelty for originality. The true value of the past as inspiration for the present. Cleon's failure to see this. Contrast Browning's own view. Cleon's liunger for progress, yet despair within. Causes of his attitude. The second question.— With honor, fame and works that will Uve behind him is Cleon happy? Cleon's pathetic answer. Self-consciousness as the peculiar mark of man. Does it mean progress beyond the life of the brute? Growth of a world of desire 22 with the conscious life, yet power to answer desire through the senses as under rigid limitations which grow more narrow through the very effort for culture that brings to birth the wider desires. The image of the Naiad. Contrast the view taken of discontent and struggle in Rabbi Ben Ezra. Compare Emerson's Sphinx. Hence Cleon's blind problem and his deepening despair. The point of view from which there may be an answer to his problem; but Cleon strugghng within a closed circle and unable to break through it to a higher circle of ideas. The joy-hunger. — Intensity of Cleon's desire for what seems to him life. The folly of trying to satisfy it by promising an immortality in works one leaves behind. Compare Hamlet's bitter statement to Horatio. Cleon's expression of the characteristic Greek view of old age and death. Contrast Rabbi Ben Ezra's view. Causes for the difference in attitude. Unquestioning rejection of all hope of immortality by Cleon: reasons for his despair. Paul's preaching.— Cleon's patronizing attitude toward the "bar- barian Jew." His assurance that "our philosophy" is the only en- lightened view. Yet St. Paul's preaching as emphasizing the very conceptions which would have solved Cleon's bitter problem and transformed his despair into strong, hopeful life. Thus the dramatic irony of the poem and the suggestion by indirection of Browning's own view of life. Ethical value of the poem. — Significance of the poem as contrasted with a philosophical argument against the epicurean philosophy. Value in presenting the philosophy in the life with which it naturally clothes itself. Every creed tested finally by the fruit it brings forth in life. Hence the trenchant significance of Browning's arraignment of a merely hedonistic philosophy of hfe through his portrayal of the failure of Cleon. Contrast in value such a dramatic monologue as Cleon with the poems that are merely subtle presentations of personahty. The vigor of Browming's message. Cleon's age resembling ours. The many who are caught in Cleon's dark riddle to-day. The splendid affirmation of the worth of life in Browning. His glad acceptance, not only of joy but pain, not only of peace but restless discontent, since to him life means endless growth in life. Tonic value of his teaching for such an age as ours. 23 TOPICS FOR STUDY AND DISCUSSION. 1. The value of Browning's Cleon as compared with a philosophical argument against epicureanism. 2. Browning's view of Christianity as implied in Cleon. 3. Contrast true originality with Cleon 's view of originality. 4. The causes of Cleon 's despair. 5. If faith in immortality be lost, is there any answer to Cleon's despair? 6. The quality and music of the verse in Cleon. Compare in Rabbi Ben Ezra, AM Vogler and Andrea del Sarto. 7. The imagery in Cleon. Compare that in Rabbi Ben Ezra, Abt Vogler and Andrea del Sarto. 8. Browning's use of the "tower" image. 9. Compare Cleon and Rabbi Ben Ezra in the view taken of human discontent. 10. Compare the view of old age in Cleon and Rabbi Ben Ezra. What causes the difference? 11. How can Browning's philosophy of life be discovered in Cleon? 12. The type of classical interest in Browming. 13. Bro^Tiing's interpretation of Greece: compare Cleon with Balaustion's Adventure and Aristophanes' Apology. REFERENCES. Browning, **Cleon; * Balaustion's Adventure; * Aristophanes' Apology; *A Death in the Desert. The Bible, *Acts, chapter XVII. Bradford, Spiritual Lessons from the Brownings. Brooke, Poetry of Browning, chapters XI, XII, *Imaginative Representation. Bury, Browning's Philosophy. Hyde, Art of Optimism as Taught by Browning. Jones, Browning as a Philosophical and Religious Teacher. Nettleship, *Robert Browning, pp. 326-338. Pigou, Browning as a Religious Teacher. U V. THE TRAGEDY OF THE PURSUIT OF KNOWL- EDGE: PARACELSUS. "We turn with stronger needs to the genius of an opposite tendency — the subjective poet of modern classification. He, gifted like the objective poet, with the fuller perception of nature and man, is im- pelled to embody the thing he perceives, not so much with reference to the many below as to the One above him, the supreme Intelligence which apprehends all things in their absolute truth, — an ultimate view ever aspired to, if but partially attained, by the poet's own soul. Not what man sees, but what God sees, — the Ideas of Plato, seeds of creation lying bumingly on the Divine Hand, — it is toward these that he struggles. Not with the combination of humanity in action, but with the primal elements of humanity, he has to do; and he digs where he stands, — preferring to seek them in his own soul as the nearest reflex of that absolute Mind, according to the intuitions of which he desires to perceive and speak. Such a poet does not deal habitually with the picturesque groupings and tempestuous tossings of the forest trees, but with their roots and fibres naked to the chalk and stone. He does not paint pictures and liang them on the walls, but rather carries them on the retina of his own eyes: we must look deep into his human eyes, to see those pictures on them. Pie is rather a seer, accordingly, than a fashioner, and what he produces will be less a work than an effluence. That effluence cannot be easily considered in abstraction from his personality, — being indeed the very radiance and aroma of his personality, projected from it but not separated. Therefore, in our approach to the poetry, we necessarily approach the personality of the poet; in apprehending it we apprehend him, and certainly we cannot love it without loving him. Both for love's and for understanding's sake we desire to know him, and, as readers of his poetry, must be readers of his biography also." — Browning, Essay on Shelley, pp. 283, 2S4. LECTURE OUTLINE. Introduction. — The brief poems of Browning's mature manhood as the most characteristic expression of his genius in both thought and form. Return from these to the period of Browning's youth and to the work which was prophetic of all he was to accomplish. Thus Paracelsus, published when BrowTiing was 23, of great interest in connection with his development. Distinctly a young man's poem, with the restlessnes.s, vast ambitions and youthful sense of failure that so often mark adolescent genius; yet treating deep ethical and psychological problems ^\^th remarkable insight into human life. Interesting how many of Browning's central teachings find expression in this first great poem. Further, Paracelsus interpreting a remarkable epoch of human life, and as a poem characterized by great beauty in its highest portions. Thus variety of points of view from which the poem may be studied. The historical Paracelsus (1493?-1541). — The Paracelsus who hved in the early sixteenth century a man of remarkable and original genius. Breaking away from his early conventional studies; dedicating him- self to the study (1) Of empirical science, not through books, but through direct investigation in chemistry and medicine; (2) Of all phases of human life; (3) Of mystical philosophy. Significance of the combination of his interests: compare Giordano Bruno. !Much of his teaching since proved erroneous, yet many ideas and discoveries of permanent value. In the sixteenth century still possible to believe in the philosopher's stone and tlie elixir of life. Hence superstitions of Paracelsus and seeming traits of the charlatan. Yet sincerity of Paracelsus. A pathmaker, bitterly contemptuous toward established learning, naturally violently opposed by conventional teachers. His wide travels and varied contact with human life. Circumstances of his death at Salzburg in 1541. Value of his mystical philosophy and range of his real contribution. His relation to the scientific and theological upheaval in the time of Erasmus and Luther. The poem in relation to the history. — .\ttraction to Browning in such a character as Paracelsus; attacked as charlatan but aspiring out and beyond mankind. Significance that Browning chose Paracelsus as the subject of his first great work. Compare the first scenes of Faust written before Goethe was 25. The youth of genius as expressed in Browning. Truth of the poem to the historical Paracelsus. Bro^vning's claim: how far justified. Vitality of his interpretation of the epoch, what- ever be the verdict regarding his rendering of the historical character. Form of the poem. — Paracelsus really five dramatic monologues, with the interjection of a few questions, suggestions and comments by the friends of the chief character. The dramatic monologue here brought less strictly v/ithin true artistic limits than in the great poems of Browning's middle period. Yet vigor of his use of it and char- acteristic expression of his interest in human life. Beauty and freedom of the blank venso. The niimber of passages of unus;i;il excellence. The larger amount of nature description tlian in 23 Brov.Tiing's later work. Exquisiteness of the inserted lyrics; how they show Shelley's influence. The highest passages of Paracelsus as rising in poetic beauty to the level of Browning's best v.-ork. Sc3ne I. — Wiirzburg, 1512; Paracelsus, 19. His farewell to his friends, Festus and Michal (wife of Festus), before his departure on his wandering travels. His discontent with the university work; aspiration toward a more real and universal knowledge. His sense that it would be death to live the commonplace life — even of learn- ing. This attitude as marking the youth of genius. Good and evil in it: compare in Faust, Goethe, Bro^Tiing. Friendship with Festus. — Relation of the two young men to each other. Remonstrances of Festus and Michal, yet faith in their friend and in his vast dreams. Measure of dramatic reality in Festus and Michal. The aim of Paracelsus. — Vagueness of the aspirations of Paracelsus, yet centering on the hunger to know. Compare Faust's desire. Danger in the pride that seeks to be apart and above mankind. Why Paracelsus turns to a life of wandering in order to fulfil his aim. Compare the pot of gold at the end of the rainbow — the notion that somewhere else is all that we desire. "Wo du nicht bist, dort ist das Gliick ! ' ' This notion as always characteristic of youth. Pathos in its expression in Paracelsus; yet deeper significance. Relation of the aspiration of Paracelsus to mankind. Essential purity and loftiness of his aim; yet a certain arrogance. Distinction between working for the adventitious applause of the world and desir- ing the warm human response. How the intellect isolates while the heart unites. Hence loneliness of Paracelsus; compare Leonardo da Vinci and Giordano Bruno. The theory of Paracelsus that truth is within ourselves: is it Brown- ing's? Measure of truth and error in the conception; its relation to the character of Paracelsus. Scene I as a remarkable expression of the enthusiasms and ambi- tions of the youth of genius. Scene 11. — Paracelsus, after nine years of wandering, at the house of a Greek fortune-teller in Constantinople, writing out the disappoint- ing story of his life. Dramatic irony in the title "Paracelsus attains."" Paracelsus wakening not only to a sense of failure, but to a recognition of the forfeiting of the joys of common human life which the vain pursuit of his aim has involved. Compare St. Francis of Assisi; Cleon^ Faust in scene I. Aprile. — Meeting -nith the dying poet. Aprile failing in seeking- to love infinitely, as Paracelsus to know infinitely. In both not only the opposition between love and knowledge, but a striving for the 27 whole of the aspect sought, while neglecting the slow, step-by-step process through which either is attained. Compare the failure of Amiel. Yet to recognize the nature and meaning of one's failure, as Paracelsus partially does, after all, attainment. Scene III: apparent success. — Festus visiting his friend at Basile fourteen years after scene I. Paracelsus famous and with hosts of followers in the university, where he has been appointed to a professor- ship. Yet applauded for what he considers his weakness and failure, wlnle his real aims remain as unrecognized as unattained. Bitterness in such a situation. How the world imconsciously spoils a leader by eompeUing liim to dwell in the adventitious. Paracelsus 's confession of himself to Festus; reUef in such a self- revelation. Hunger of Paracelsus tliat his friend may see tlirough the vanity of his success to his inner degradation and despair, that is, his reality. Scathing arraignment of the popular teacher's audience. How they tempt him to charlatanry. Compare Mr. Sludge, "the Medium." Yet the truth regarding his audience Paracelsus fails to see. Scene III as the tragedy of a leader's sufferings. Beautiful poetry into which the scene rises toward its close. Scene IV. — Dismissal of Paracelsus because he chose to speak the truth instead of giving his audience the pretense they desired. Deeply wounded, Paracelsus expressing his despair in a wild flame of laughter, enthusiasm, contempt. Like Faust reacting against the failure of the intellect to Avhat seems most real — the uncontrolled life of the senses. Significance that Browning, like Goethe, wrote this study of restless reaction so early. Impossibility of returning to lost youth and the forfeited oppor- timities of the conmion hfe. Michal's death the last touch to the despair of Paracelsus. Scene V.— Festus with his djing friend, 29 years since the first scene. How splendidly Festus rises in this last scene. Value in human life of such an unequal friendship. Wonderful revelation of Paracelsus's hfe and experience in the broken wanderings of his dying brain. His sincerity through all, hence reaUty of his character. Paracelsus 's attainment. — Pride suppressed at last. Now, at the end, achievement of conceptions that make aU life he clear in the perspective of the dying hour. Ideas that make up Paracelsus's attainment: (1) At last, conception of God, of imity in all hfe, and of the relation of man to God. (2) Recognition of the nature and meaning of human life, its strength and weakness. (3) Conception of the relation of man to nature, and of man to his fellows in the solidar- 28 ity of mankind. (4) Conception of the relation of a leader to his followers, and appreciation of the higher truth of common life. (5) Lastly, recognition by Paracelsus of the reasons for his owti failure. Significance of such an attainment. The range of Browning's central teachings expressed in it. Marvelous rising of the poem toward its close. Value of the poem. — Paracelsus as a work of art: chief merits and faults. Value of the poem as an interpretation of an epoch; as a study of great and permanent problems; as an expression of the char- acter and development of the poet who gave it birth in his youth. TOPICS FOR STUDY AND DISCUSSION. 1. In what ways is Paracelsus typical of BrowTiing's greatest work? 2. What are the chief faults of the monologue in Paracelsus? 3. The treatment of friendship in Paracelsus. 4. The relative value of the lyrics in Paracelsus. 5. Browning's character-drawing in Paracelsus. 6. Compare Paracelsus and Faust. 7. Contrast the treatment of Nature in Paracelsus and in Goethe's Sorrows of Werther. 8. Compare Pauline and Paracelsus. 9. In what does the central interest of Paracelsus lie: in the study of personality, the interpretation of an epoch, or the presenta- tion of a great ethical problem? 10. Compare Paracelsus with Tennyson's early work. 11. Compare the problem of Paracelsus with that presented in Sordello. 12. Why is Paracelsus so much easier to read than Sordello? 13. Contrast Bro-«-ning's poetic method in Paracelsus and in Pippa Passes: which produces the higher result? 14. Compare in artistic effectiveness Paracelsus and the poems previously studied. REFERENCES. Browning, **Paracelsus; *Pippa Passes; *Sordello; *Pauline. Berdoe, Browning's Message to His Time, pp. 145-192, *Paracelsus: The Reformer of Medicine. Brooke, Poetry of Browning, cliapter IV, pp. 115-140. Buck, Browning's Paracelsus and Other Essays, pp. 13-60. Chesterton, *Robert Browning. Dowden, Robert Browning, chapter II. Fotheringham, Studies of the Mind and Art of Browning, chapter V. Royce, The Problem of Paracelsus, Boston Brovming Society Papers, pp. 221-248. 29 VI. BROWNING'S PHILOSOPHY OF ART AND LIFE: THE RING AND THE BOOK "Learn one lesson hence Of many which whatever lives should teach: This lesson, that our human speech is naught, Our human testimony false, our fame And human estimation words and wind. Why take the artistic way to prove so much? Because, it is the glory and good of Art, That Art remains the one way possible Of speaking truth, to mouths like mine at least. ******* Art, — wherein man nowise speaks to men, Only to mankind, — Art may tell a truth Obliquely, do the thing sliall breed the thought, Nor wrong the thought, missing the mediate word. So may you paint your picture, twice show truth, Beyond mere imagery on the wall, — So, note by note, bring music from your mind, Deeper than ever e'en Beethoven dived, — So write a book shall mean beyond the facts, Suffice the eye and save the soul beside." — The Ring and the Book, volimie II, p. 329. LECTURE OUTLINE. Introduction. — The Ring and the Book Browning's longest poem and in some respects his masterpiece. Composition in the culminating period of his work, thus representing his ripest thought and fullest poetic power. Though so long a poem, true to Browning's cliar- acteristic poetic method, the dramatic monologue. The Ring and the Book a series of dramatic monologues centering upon one theme. Thus each portion of the poem fulfilling the functions of the brief dramatic monologues; yet in The Ring and the Book further: (1) The study of the reaction of the different characters upon each other; (2) The study of one series of events in relation to a group of individuals. 30 Thus a much broader weaving of the web of human life than in the shorter poems. Not only the study of the same critical moment in the lives of the different individuals, but the working out of all the complicated action and reaction of these upon each other. Thus The Ring and the Book the best opportunity to study Browning's philosophy of art and life. Subject of The Ring and the Book, — The Roman murder case of 1698: such a story as the modern sensational newspaper would exploit to the debauching of its readers. Browning's finding of the book, part print, part manuscript, relating to the trial. The story in brief. This as the story retold, from liis own point of view, by each of the speakers and actors in the poem. Truth versus fact. — The painful story of the murder case not only a basis for pernicious gossip, but material through which one may see reverently into human life. The book as containing: "Pure crude fact Secreted from man's life when hearts beat hard. And brains, liigh-blooded, ticked two centuries since." Distinction between facts and truth. Facts the material through which truth may be discovered. How facts may he. The greatest test of the intellect, and one of the greatest of the character, the ability to see wliat facts mean. The meaning of any expression of a human life evident only in true relation to the whole life embodied. Thus the evil of gossip that it paws over the external expressions of char- acter utterly out of relation to the life clothed in them. Thus Browning's view of truth in relation to life. We see the world from the point of our own experience and character. For man truth relative; no view absolute. Hence the vision dependent upon char- acter: to see truth one must be true. The reaction of an individual upon any series of events a test and revelation of his character. Other factors entering into the appreciation of truth, but this of the life the basal one. Compare the people who always ring true; who, brought into the presence of a new range of facts, pierce unerringly through them to what they half-conceal and half-reveal. Such people found perhaps as often among those unlearned as among those widely read in the teaching of the past, though all sincere contact with life helps cultivate such insight. The Ring and the Book as the application of this principle to a variety of characters, testing and revealing each by his reaction on the central story. Browning's theory of art. — His view of truth in relation to fact as 31 determining Browning's philosophy of art. Because presenting truth in relation to personality, in all the color and form of life, art able to reveal the truth as is possible to no prosaic statement of fact in science or of theory in philosophy. Thus the lofty function of art: never merely to give pleasure (though that were enough), but to breed wis- dom — the insight into concrete experience — to "save the soul." Brown- ing's unvarying recognition of this high function of art as a way of life. Fullest statement of his thought in The Ring and the Book. As God created the world, so art, using the elements of God's work, creates its world, and in so doing reveals the truth of God's world. Hence the image of the poem: the goldsmith takes the pure gold of the mine, mixes alloy to work it, molds it into the ring and then dissipates the alloy. There remains pure gold, but more than gold — a ring, to carry human sentiment and seal a marriage. So Browning, taking the "pure crude fact" of this Roman murder story, brooding over it and mixing his soul with it, moulding it into the poem, leaves it gold, but gold shapen into the ring, fact, but fact interpreted, its truth revealed. How this process tests the poet's own soul. For him too the vision determined by the moral reality of his character. He too can see truth only as he is true. Thus revelation of Browning, and of his character and life, in and behind all the figures of the poem. The first Half-Rome. — Application to the characters of the poem of the theory of truth in relation to fact. The story culminating in the murder dropped Uke a stone into the midst of the pond of public opinion and its waves rolling either way. Thus the speaker for half- Rome a married man, suspicious and jealous of his wife. He naturally sides with the husband; reacts instantly on the situation from the basis of his own experience. Thus half the world choo.ses a side, not because that side is or is not the truth, but because through tempera- ment, circumstances, accident, half the world naturally tends that way. The other Half-Rome. — Equally accidental the reaction of the other half of the world. The speaker for this half an unmarried sentimental- ist, inclining temperamentally to the woman's side of the story. No real appreciation of Pompilia; in fact admitting what, if true, would spoil the beauty of her character. Thus this speaker and the half- Rome he represents accidentally on the side that happens to have the truth, but without real recognition of the truth. Tertium Quid. — Always when the world's opinion falls into two halves, something left over: the reaction of the third somewhat, the idle rich who regard themselves as aristocracy, too fine to take sides in the quarrels of the vulgar world. The veneer of convention separat- ing these people from the realities of human life. Their false notion 82 tliat a polite cynicism toward love and work is a mark of their superior culture. A whole literature cursed with this damning tendency. The view of these who regard themselves as the fashionable clique further from the truth than that of either half of common opinion. Yet Caponsacclii one of the Tertium Quid. The power of nature's gentleman, once awakened, to go beyond the man of other type. Guide Franceschini. — Browning passing next from the world's reaction to the central characters in the tragic drama. Guido the criminal. Compare ■with him Goethe's Mephistopheles and Shake- speare's lago. Guide's nature mere hate and mahce. As he is utterly false, so no perception of truth. His view of life mere loathsome falsehood. Of all the characters of the poem, his darkness the farthest from the light of God's truth. Machine-made truth. — The center of the poem and the crowTiing expression of BrowTiing's insight into human life in Caponsacchi, Poynpilia and The Pope. These books reserved for further discussion. Not content with studying the general reactions of public opinion, Browming considers further the process the world sanctions to extract truth from facts and circumstances. Thus the speeches of the two hired counsellors whose business it is to find one side of the story true. Effect of this attitude on their ability to see the truth. BrowTiing's scathing arraignment of the process of law. His view that the lawyer, paid to see the truth all on one side, is biased beforehand so that there is no hope of his seeing into the heart of such a human tragedy as fur- nishes the theme of the poem. Measure of justice in Browning's attitude. Compare the views of great lawyers such as Lincoln. Thus the defender of Guido: garrulous, conceited, pompous, aiming to present a brilliant classical argument in defense of Guido and thus conquer his legal adversary. The one touch of humanity in liim liis love of his boy. So the opposing counsel: Pompiha's defender seeking through the finesse of argumentation to work upon the judges. His utter failure to appreciate Pompilia and Caponsacchi; compare what he is willing to concede regarding them! Something terrible in this machine process of law which, after all, merely interprets and carries further the reac- tion of the two halves of Rome. Conclusion. — Thus the relation of the different types and individuals to the truth; but behind them all Bro\\Tiing. His moral reality, his experience, his contact with human life as his equipment for inter- preting the human story. The full exemplification of his own philosophy of art in the poem. 33 TOPICS FOR STUDY AND DISCUSSION. 1. Compare in poetic method Pippa Passes and The Ring and the Book: which method is the more effective? 2. Compare in artistic and philosophic value Paracelsus and The Ring and the Book. 3. Browning's theory of art. 4. Browning's view of the sources of insight into the truth of human Ufe. 5. Could any of the books of The Ring and the Book be omitted or much shortened without seriously hampering Browning's aim? 6. Is Guido a possible character? 7. Compare Guido with Goethe's Mephistopheles and Shakespeare's lago. 8. Compare the measure of insight into human life in the Tertium Quid and the two halves of Rome. 9. Is Browning's view of the legal counsellors and the process of law just? 10. Compare in artistic and philosophic value The Ring and the Book and the brief poems studied. 11. How far does BrowTiing fulfil his own theory of art in The Ring and the Book? REFERENCES. Browning, **The Ring and the Book, books I-V, VIII, IX, XI, XII; **Essay on Shelley. Alexander, Introduction to Brovming, chapter IV. Brooke, Poetry of Browning, chapter XVI, pp. 391-413. Dorchester, * Brovming' s Philosophy of Art, Boston Browning Society Papers, pp. 99-117. Dowden, *Robert Browning, chapter XII. John- son, Conscience and Art in Brovming. Scudder, The Life of the Spirit in the Modem English Poets, chapter V. Thomson, Biographical and Critical Studies, pp. 458-477. West, *One Aspect of Browning's Villains. 94 VIL THE CROWNING REVELATION OF MAN- HOOD: CAPONSACCHI. "And surely not so very much apart Need I place thee, my warrior-priest, — in whom What if I gain the other rose, the gold. We grave to imitate God's miracle. ^^ ^ ^* ^ ^ ^ ^ ^P Be glad thou hast let light into the world Through that irregular breach o' the boimdary, — see The same upon thy path and march assured, Learning anew the use of soldiership. Self-abnegation, freedom from all fear, Loyalty to the life's end! Ruminate, Deserve the initiaton.^ spasm, — once more Work, be unhappy but bear life, my son!" — The Pope's estimate of Caponsacchi, The Ring and the Book, vol. II, pp. 196-200. LECTURE OUTLINE. Introduction. — Tlie preparation for Caponsacchi. Culmination of the poem in the monologues by him and by PompiUa. Caponsacchi 's the most perfectly dramatic of all the monologues of the poem. Com- pare how Bro'uming shows greatest dramatic truth in portrajnng a character like himself. Contrast Shakespeare's abihty to paint mth equal truth a Desdemona, an Othello and an lago. Situation at the opening of Caponsacchi 's monologue: Pompilia in the hospital dying of the stabs inflicted by her husband: Caponsacchi, who sought to save her, recalled by the judges who had sentenced him for his attempt, and asked to tell once more the storj' by the Ught of the terrible event. His whole nature quivering under the traged}-. How his splendid manhood shines forth in the broken utterances but majestic spirit in which he begins his statement. The relation of Caponsacchi to the truth. — Of all the characters of the poem, Caponsacchi nearest the heart of the truth, with the one 35 exception of Pompilia. The cause of this the truth of his spirit. Thus the many expressions of his relation to the truth. Compare (lines 116-127) his sense that the truth is now evident, but too late to save Pompilia! His perception (lines 140-143) that one great lesson of life is recognizing our own failure. His desire to show the judges the truth, that is, "Pompilia who is true," that they may appreciate her nobility and the truth thus be helpful to human beings in new cases that arise (hnes 146-172). Caponsacchi's meaning in saying Pompilia has done the good to him. Significance that he can say it in the presence of the terrible tragedy. How through Pompilia Caponsacchi was bom into love and truth. Thus the marvel of personal hfe. Love and truth as the two absolute ends of the human spirit. Caponsacchi's hunger to serve Pompilia in the one poor way remaining to him : the telling once more of the story that her truth may appear. The story of Caponsacchi's life. — How Caponsacchi came to be a priest; his vows discounted before taken. His careless life before Pompilia touched him and his soul wakened — the mere butterfly sipping the honey of every garden-flower. Caponsacchi before his great experience as a perfect type of the Tertium Quid. His first sight of Pompilia. How immediately each soul recognized the other. Browning's success in making Pompilia stand out vividly before our eyes through the few lines of Caponsacchi's description. Contrast the vagueness of Michal in Paracelsus. The reaching out of Caponsacchi's soul to help Pompilia; significance of this attitude. Guido's malicious scheme to trap both wife and priest in a ruin that would glut his hate. Opposite result because of the truth of those he would make his victims. Pompilia 's appeal. — Pompilia 's first call to Caponsacchi to save her life for the sake of the life God had trusted to her. How each instantly recognized the other's truth and thus pierced at once through Guido's miserable cheat. How love means such a recognition of one personality by another. Caponsacchi's answer. — The strange first effect of Pompilia 's appeal upon Caponsacchi: his awakening to the majestic laws underlying all life and hence his life. Thus turned back upon the vows and duties he had been ignoring, but which take on new sacredness through the birth of his soul. Truth of this to human character, and remarkable evidence of Browning's grasp of the deepest things of human life. Compare Miriam and Donatello in The Marble Faun. The second appeal. — Caponsacchi's horizon clearing; his recognition that the true service of God was the answering of the individual woman's need. The splendid directness with which he performs the service. 36 The ride to Rome. — Utter reverence of Caponsacchi toward Pompilia through all the long ride together for the sake of her safety. The source of his reverence: can love be religion? Caponsacchi 's feeling that the whole world must be transformed by the great experience that has come to him. Thus strange to him that others should go on about the same old routine of life. The value of a great experience in thus helping us to break through the heavy crust of convention and custom into the light and air and to a fresh testing of all things by the immediate standards of the soul. How all Brown- ing's greatest work rests upon such a testing of life through his own supreme experience. The situation when Guido overtakes Pompilia and Caponsacchi. How it appears to the world; the truth in Browning's view. The court's previous judgment. How completely the several judges failed to see the true meaning of the situation because of their character as human beings. Caponsacchi 's summing up of the whole story for the judges that they may see the truth. Caponsacchi's attitude toward Guido. Is he right in regretting that he did not kill Guido? Terrible power in the lines in which he compares Guido to Judas (lines 1858-1925). Caponsacchi and Pompilia. — Caponsacchi's statement that when he and Pompilia rushed each on each, the spark of truth was struck out from their souls (lines 1785-1787); and that he "assuredly did bow, was blessed by the revelation of Pompilia" (lines 1833-1841). Significance of his insistence upon the supreme service she has done him. The power of tlie deepest personal experiences to develop wis- dom and insight in comparison Avith the other channels through which deep lessons may be learned. Caponsacchi's different uses of the word "love." His repudiation of any ordinary use of the word in describing his relation to Pompilia. Absence in his attitude toward her of all selfish demand to be answered and satisfied. But hunger to serve her evermore, to lift up and pro- tect and bless her. Deep, reverent, tender reaching out of his spirit toward her. Did Caponsacchi love Pompilia? The plane upon which the word must be used if we answer affirmatively. Caponsacchi's description of her face: how wonderfully Browning has grown since portraying Michal and Palma. Sources of his power here. The dream of what might have been but never can be! How Capon- sacchi rises, and with what frankness he can tell his dream of what life would be with her, because of the purity of liis attitude and — because she lies dying! The moving power of the poetry: was Brown- ing dreaming over his own supreme loss? 37 Caponsacchi's closing view of life. — The way life withdraws, and the perspective of the spirit in which it appears, through the effect of the great tragedy. Caponsacchi's unwavering recognition that God's sun shines, even though his own life be utterly in the shadow. Signifi- cance that he can accept with such splendid heroism in the face of all that has come to him. Source of his power to keep the truth of life. Browning's view that it is more important to love than to be loved. The relative effect of the two modes of love upon the human character. Compare the expression of the same truth in The Last Ride Together, in Evelyn Hope, in BrowTiing's own experience. This the heart of all Browning's philosophy of personal life. Thus the significance of that philosophy. Conclusion. — What lies ahead for Caponsacchi? Compare the souls in Dante's second limbo who "without hope, live on in desire." Extent to which the description applies to Caponsacclii. Has he bought the spiritual vision by the loss of certain capacities of his own life? Must it be so purchased? The splendid heroism and majestic manhood with which the book closes. Is there in all literature a greater portrayal of manhood at once human and spiritual, masculine and transfigured, supremely loving but utterly -nithout selfish demands? The value of Caponsacchi and his heroic attitude toward life for our own faith and experience. TOPICS FOR STUDY AND DISCUSSION. 1. The measure of dramatic truth in Browning's portrayal of Caponsacchi. 2. Compare Caponsacchi and Paracelsus. 3. Browning's view of personal love. 4. The significance of the effect upon Caponsacchi of Pompilia's first appeal to him. 5. In what ways did Pompilia help Caponsacchi? 6. Compare Caponsacchi's relation to Pompilia with Dante's to Beatrice in the Vita Nuova. 7. What is the relative value of great personal experience as com- pared with other channels through which wisdom may be attained? 8. Compare Caponsacchi and Valence in Colombe's Birthday. 9. Contrast Caponsacchi and the speaker in Fifine at the Fair. 10. Compare Caponsacclii and the men characters of The Inn Album. 11. The relation of Caponsacchi to the truth. 38 12. What makes it possible for Caponsacchi to accept life heroically in spite of the tragedy? 13. What possible future could there be for Caponsacchi at the conclusion of his part in the tragedy? 14. Compare the situation of Caponsacchi with that of the souls in the second limbo of Dante's Inferno. 15. Compare the view of personal love taken in The Ring and the Book, and in The Last Ride Together, Evelyn Hope and Colombe's Birthday. 16. Compare Caponsacchi and Shakespeare's heroes. REFERENCES. Browning, **The Ring and the Book, especially book VI, **Capon- sacchi; **The Last Ride Together; *Evelyn Hope; *Colombe's Birthday; *Fifine at the Fair; *The Inn Album. Buclianan, Master Spirits, pp. 89-109. Cooke, * Browning's Theory of Romantic Love, Boston Brovming Society Papers, pp. 84-98. Innes, Seers and Singers, pp. 99-124. Jones, *The Uncalculating Soul, Boston Brovming Society Papers, pp. 130-152. Machen, The Bible in Brovming. Morley, Studies in Literature, pp. 255-285. Nettleship, Robert Brovming, pp. 9-45. Sharp, Victorian Poets, pp. 40-102. 39 Vm. BROWNING'S INTERPRETATION OF WOMANHOOD: POMPILIA. " Earth's flower She holds up to the softened gaze of God!" — The Pope's estimate of Pompilia, The Ring and the Book, vol. 11, D. 194. LECTURE OUTLINE. Introduction. — As Caponsacchi is Browning's highest interpreta- tion of manhood, so Pompilia his most wond^ful reading of the woman soul. These two characters unique in literature: and the books portraying them as the heart of the whole poem. The relation of Browning's Pompilia to the character revealed in the documents of the murder case. Browning's statement that he found her substantially as he has portrayed her. If so, the more wonder that life and not art could produce this miracle of transfigured womanhood. Browning's art none the less wonderful in rev^ealmg her to us than if she were entirely the creation of his own imagination. Of all the characters of the storj-, PompiUa most of all burning up into the pure, white hght of truth, because of them all she is most utterly true. Artistic qualities of book Vn. — Browning's portrayal of Pompilia less perfectly true dramatically than his Caponsacchi. Words and images occasionally used by Pompilia not entirely in keeping with her experience and knowledge. Compare Shakespeare's lifting a character to a plane of more complete expression with Browning's tendency to make his characters at times speak his o^ti language as well as thoughts. What this indicates of Browning's dramatic power. Yet substantial truth to her character in Pompilia's dramatic mono- logue. How Browning makes her hve for us. Contrast the dramatic power here and in the portrayal of Michal in Paracelsus and Palma in Bordello. Exquisite character of the verse and imagery in the most moving portions of Pompilia's monologue. 40 I Situation in book VII. — Pompilia, mortally wounded by her husband, dying in the hospital; but before going gathers her strength together and tells over the story of her hfe and fate, that the truth (chiefly for Caponsacchi's sake) may appear. The perspective that the dying hour brings: how the coarser realities of life seem to fade away for Pompilia, and only the spiritual meaning underneath to stand out clearly. Thus her sufferings seem far away and dream-like to her, while the two great strongholds of her faith in life — her child and Caponsacchi — stand forth unshadowed by the gloom of the past. Pompilia's story. — Pompilia's review of her life, first outlining the brief whole and then going over in detail the sahent points. Her mother. Violante's deception. Pompilia's innocent girlhood. How she grew up as it were a white lily sprung from a dung-heap. Her relation to her foster-parents. The pathetic story of her marriage: Pompilia's ignorance as well as utter innocence. Pompilia's relation to the truth. — The view of life to which Pompilia has come. Her perception of the good alone as permanent. The dying hour acting upon her spiritual vision like Dante's Lethe and Eunoe upon his view of hfe. Pompilia's perfect trust: is it justified? How she exemplifies the truth. "Blessed are the pure in heart, for they shall see God." Her insight and wisdom; these as dependent, not at all upon ordinary knowledge, but upon her character, her sufferings and her great personal experiences. How true her reaction upon every test of her experience. Browning's view of personal life. — The opportunity in portraying Pompilia for an expression, by indirection, of Bro\\Tiing's view of the most intimate relations of himaan life. Difficulty in discussing these; purity and nobility of Browning's attitude; perhaps nowhere else is his contribution so important. His teaching that the body is the garment of the soul, that every outer expression is significant only as it embodies something deeper than itself. Thus the love that is a consecration of the spirit as what makes sacred and beautiful all rela- tions of the outer life. Hence Pompilia entirely right in her instinctive reaction upon her relation to her husband. How any claim of " rights " or "duties" must blemish the most wonderful relationship of hmnan life. The bases in character and experience of Browning's insight into these problems. Pompilia's motherhood. — The two attitudes toward her child possible in such circumstances as Pompilia's: (1) Resentment of it as Guido's child; (2) A more intense love of it that the inheritance of Guido's hate might be utterly blotted out and the child be wholly -RTapped about with love. Evidence of Pompiha's heroic womanhood in her 41 rising to the noble attitude. Her splendid response to the call of the life deeper than her life. How Pompilia rises at the point where Goethe's Margaret goes do-v\Ti. The significance of Browning's interpretation of womanhood. How can a man see into a woman's soul as he reads Pompilia's? Sources of his power. The value of his teaching concerning motherhood. Pompilia and Caponsacchi. — How Pompiha hungers to ser\'e Capon- sacchi, as he her. Thus her desire to make the truth— his truth- appear. Her story of her first sight of him. The frankness with which she expresses how her spirit immediately went out to him. Her feeUng like his in the experience, but her expression even more frank and transparent. This as evidencing the higher purity of her spirit and her innocence of the worid. How Caponsacchi 's years of careless living and his knowledge of the world's inevitable reaction would make him withhold and explain. The power to speak frankly but delicately of the deepest things of hvmian life as a test of the purity of one's oTs-n character. Pompilia's account of her call to Caponsacchi and his coming. Her instantaneous recognition of him. How love involves a discovery of one life by another. The difference in Pompilia's telling of the story from Caponsacchi 's. Browning's skill in differentiating the two monologues, with equally remarkable character-drawing in each. The revelation in Pompilia of what is essentially and permanently woman- hood. Her pride in Caponsacchi, in his strength, courage, resource- fulness. Her cry: "Oh, to have Caponsacchi for my guide! Ever the face upturned to mine, the hand Holding my hand across the world, — a sense That reads, as only such can read, the mark God sets on woman, signifying so She should — shall peradventure — be divine; Yet 'ware, the while, how weakness mars the print And makes confusion, leaves the thing men see." Pompilia's sense of how Caponsacchi has helped her. Her desire, for his sake, that the service should be all successful. Her instinc- tive recognition that she has the easier, Caponsacchi the harder, part. Thus the closing portion of her monologue devoted wholly to him. The marvelous poetry to which the book rises and with which it con- cludes. Is there anywhere a more glorious song of what personal life ought to be, and may be, when the outer life is the garment of the inner, and love is a desire, not to take, but to bless evermore? 42 Pompilia's exultant acceptance of the death that frees her from Guido. Absence of any spirit of hate toward him. Thus in entire love and glad acceptance of life she goes out. The final judgment: the Pope. — Except Bro\raing's own view the Pope as giving the final judgment of the story. The Pope's character — old, good, long-experienced in men and books alike. How he prepares for passing judgment on Guido and his fellow-murderers by reading a history, thus gaining a spiritual perspective. His summing up of each of the three principal characters. His decision. The Pope's relation to the truth. His the wide, balanced vision of life in relation, due to a good character crowned by learning and widely experienced in men and events. Thus his the judgment nearest God's. Yet even he, Browning thinks, does not bum up into the white soul of the truth like Pompilia or touch the heart of the concrete mean- ing of life like Caponsacchi. The poet and the poem. — Behind all the characters of The Ring and the Book, Browning. His equipment to get at the truth: compare in character and temperament, in experience, in study and art. Brown- ing's personal life as the basis of his portrayal of Caponsacchi and Pompilia; the light this fact throws on the meaning of personal life. TOPICS FOR STUDY AND DISCUSSION. 1. The measure of dramatic truth in Pompilia's monologue. 2. Compare the character-drawing in The Ring and the Book and in Paracelsus. 3. Pompilia's relation to the truth. 4. Compare Pompilia's insight with the Pope's msdom. 5. Why is Pompilia even more frank than Caponsacchi in telling the story of their relation to each other? 6. Compare Pompilia and Michal in Paracelsus. 7. Compare Pompilia and Colombo in Colomhe's Birthday. 8. In what respects does Browning excel in his portrayal of woman- hood? 9. What are the sources of Browning's insight into womanhood? 10. Compare Pompilia and Dante's Beatrice. 11. Compare Pompilia and Goethe's Margaret. 12. Browning's view of marriage. 13. Bro^\'ning's interpretation of motherhood. 14. Compare Pompilia •with Shakespeare's heroines. 4S REFERENCES. Browning, **The Ring and the Book, especially book VII, **Pompilia, and book X, *The Pope; **One Word More; *By the Fireside; *At the Mermaid; *House; *Shop; *Pisgah-Sights; *Numpholeptos; *A Forgive- ness; *Epilogue to Pacchiarotto; *Reverie. Brooke, *Poetry of Robert Browning, chapters XIII, XIV. Bury, Browning's Philosophy. Ches- terton, *Robert Browning. Dawson. Makers of Modern English, chapters XXX, XXXI. Dowden, Studies in Literature, pp. 191-239. Moulton, Library of Literary Criticism, volume VII, pp. 677-720. Preston, Robert and Elizabeth Browning. Ritchie, Records of Tennyson, Ru^kin and Browning, pp. 197-311. 44 SUGGESTIONS TO STUDENTS. Browning is distinctly a poet to be studied rather than merely read. While much of his poetry can be enjoyed at a single reading, hard work is necessary to give one a full grasp of his message and apprecia- tion of his art. Moreover, his best work has at least one mark that classes it with the masterpieces of world literature — the quality of being inexhaustible, rewarding repeated study with ever deeper truth and beauty. Thus students should read over and over the poems to be discussed in this course until every line is familiar. Next in value to these texts are Browning's other works, especially those recommended in the references following each lecture outline. Constant comparison should be made between one poem and another with the aim of appreciating the essential characteristics of Browning's art and the great ideas to which he most frequently returns. Next in value to Browning's own work are those collections of in- formation assumed by Browning in his poems, and hence necessary to the intelligent reading of them. Of these, Berdoe's Browning Cyclopedia is perhaps the most useful; Cooke's Browning Guide-Book and the notes to the Camberwell and new Riverside editions are also excellent. Biographies of Browning (such as, Mrs. Orr's, Dowden's, Herford's, Sharp's, Chesterton's, and the Browning Letters) come next in value. While Browning was opposed to the poet's wearing his heart upon his sleeve and resented the biographer's intrusion into the intimacies of the artist's life, nevertheless Browning's greatest work would have been impossible except for the deeps of his personal experience, and his philosophy becomes doubly illuminating when seen in relation to his own cliaracter and development. Criticism, even when appreciative, should be given a distinctly subordinate place and used mainly to stimulate the student's thinking after his own view of Browning's poetry and philosophy has been clearly formulated. Above all, thinking is more important than much reading. All 45 great art is an illumination and interpretation of human life; thus one's own life is in turn the key to the understanding of the work of art. All the great experiences of human life are in some form in the past of the himiblest of us; thus each has within himself the material for the understanding of the deepest poetry. There is plenty of lum- ber in anyone's attic; what people need, as Emerson put it, is "a lamp to ransack their attics withal." There is plenty of experience in your past life, what you need is the light of thought to interpret it. The lamp is hard to light, and only constant care and effort wU keep it burning, but nothing can take its place. An effort to work out, in advance of the lecture, as many as possible of the topics following the lecture outline will help; and expression of one's thinking in a note book, to oneself, or with a group of fellow- students, will do much to clarify thought. A nebulous idea becomes a clear conception only through expression; thus the effort to formu- late thought is the greatest discipline to thinking. BOOK LIST. Books starred are of special value in connection with this course', those double- starred are texts for study and discussion, or are otherwise of first importance. Browning, **Works, Camherwell edition, 12 volumes, with introduc- tions and notes by Charlotte Porter and Helen A. Clarke. T. Y. CroweU & Co., New York, 1898. This edition is in convenient form and is well annotated. The new Riverside edition in 6 volumes, Houghton, Mifflin & Co., Boston, 1899, contains introductions and notes embodying the excellent material from Cooke's Browning Guide-Book. The Cambridge edition, Houghton, Mifflin & Co., Boston, 1895, is an admirable edition of all Browning's works in one volume, but the type is necessarily small. The edition in 2 volumes, by Augustine Birrell, The Macmillan Co., New York, 1896, is excellent and the type is a little more easy to read than in the Cambridge edition. Numerous volumes of selections from BrowTiing are currently published, among the most satisfactory of which are those by Smith, Elder & Co., London, and D. Appleton & Co., New York. Browning, R. and E. B., *Letters, 2 vols., pp. 574 and 571. Harper & Bros., New York, 1899. Browning, Elizabeth Barrett, *Letters, edited by Frederic G. Kenyon. 2 vols., pp. xiv + 478 and vi + 464. The Macmillan Co., New York, 1897. 46 Bibliography of Robert Browning by F. J. Fumivall. In London Brown- ing Society's Papers, part i, pp. 21-115; part ii, pp. 117-170, Triibner & Co., London, 1881 and 1883. See also Materials for a Bibliography of Robert Browning. In NicoU and Wise, Literary Anecdotes of the Nineteenth Century, vol. 1, pp. 361-627. Hodder & Stoughton, London, 1895. Alexander, William John, An Introduction to the Poetry of Robert Brown- ing. Pp. iv + 212. Ginn & Co., Boston, 1889. Beale, Dorothea, The Religious Teaching of Browning. In London Browning Society's Papers, part iii, pp. 323-338. Triibner & Co., London, 1882. Also reprinted in Berdoe, Browning Studies, pp. 76-91. Berdoe, Edward, Browning and the Christian Faith. Pp. xx + 231. The Macmillan Co., New York, 1896. Berdoe, Edward, **The Browning Cyclopaedia. Pp. xviii + 576. The Macmillan Co., New York, 1902. Berdoe, Edward, Browning's Message to His Time. Pp. 222. Swan Sonnenschein & Co., London, 1890. Berdoe, Edward (editor), * Browning Studies, being Select Papers by Members of the London Browning Society. Pp. xii + 331. George Allen, London, 1895. Berdoe, Edward, A Primer of Brouming. Pp. vi + 124. E. P. Button & Co., New York, 1904. Birrell, Augustine, Obiter Dicta, Series I, pp. 55-95, On the Alleged Obscurity of Mr. Bro"v\Tiing's Poetry. Charles Scribner's Sons, New York, 1893. Bolton, Sarah K., Famous English Authors of the Nineteenth Century, pp. 389-451, Robert Browning. T. Y. Crowell & Co., New York, 1890. * Boston Browning Society Papers (The), Selected to Represent the Work of the Society from 1886 to 1897. Pp. viii + 503. The Macmillan Co., New York, 1897. Some excellent papers, falling into several connected series. Bradford, Amory H., Spiritual Lessons from the Brownings. Pp. 38. T. Y. Crowell & Co., New York, 1900. Bronson, Katherine C, Browning in A solo. In Century Magazine, vol. 59, pp. 920-931. April, 1900. Bronson, Katharine DeKay, Browning in Venice. In Century Magazine, vol. 63, pp. 572-584. Februarj-, 1902. Brooke, Stopford A., *The Poetry of Robert Browning. Pp. iv + 447. T. Y. Crowell & Co., New York, 1902. An admirable, well-balanced study. Perhaps the best general criticism of Browning yet published. 47 Buchanan, Robert, Master Spirits, pp. 89-109, The Ring and the Book: Browning's Masterpiece. Henry S. King & Co., London, 1873. Buck, J. D., Browning's Paracelsus and Other Essays, pp. 13-60, Brown- ing's Paracelsus. The Robert Clarke Co., Cincinnati, O., 1897. Bulkeley, H. J., The Reasonable Rhythm of Some of Browning's Poems. In London Browning Society's Papers, part viii, pp. 119-131. Triibner & Co., London, 1886. Burton, Richard, Ldterary Likings, pp. 150-171, Renaissance Pictures in Browning's Poetry. Copeland & Day, Boston, 1898. Bury, John, Browning's Philosophy. In London Browning Society's Papers, part iii, pp. 259-277. Tiirbner & Co., London, 1882. Also reprinted in Berdoe, Browning Studies, pp. 28—16. Carpenter, W. Boyd, The Religious Spirit in the Poets, pp. 202-247, Browning. T. Y. CroweU & Co., New York, 1901. Cary, Elizabeth Luther, Browning; Poet and Man. Pp. ix + 282. G. P. Putnam's Sons, New York, 1899. A compilation vnih. excellent illustrations. Chesterton, G. K., * Robert Browning. Pp. v + 207. The Macmillan Co., New York, 1903. An excellent book, strongly original and freshly stimulating. The love of rather brilliant paradoxes is its chief fault. At times, too, the author seems almost flippant; yet the real spirit of the book is earnest and deeply appreciative of Browning. Clark, J. Scott, A Stuxiy of English and American Poets, A Laboratory Method, pp. 658-713, Robert Browning. Charles Scribner's Sons, New York, 1900. Cooke, George Willis, */l Guide-Book to the Poetic and Dramatic Works of Robert Browning. Pp. xvi + 451. Houghton, Mifflin & Co., Boston, 1901. Cooke, George Willis, Poets and Problems, pp. 269-388, Browning. Houghton, Mifflin & Co., Boston, 1893. Corson, Hiram, *An Introduction to the Study of Robert Browning's Poetry. Pp. x + 367. D. C. Heath & Co., Boston, 1889. Curtis, George William, From the Easy Chair, pp. 197-208, Robert Bro'miing in Florence. Harper & Bros., New York, 1892. Dawson, W. J., The Makers of Modern English, pp. 270-327, Browning. Hodder & Stoughton, London, 1890. Dowden, Edward, *Robert Browning. Pp. xvi + 404. E. P. Dutton & Co., New York, 1904. Dowden, Edward, Studies in Literature, 1789-1877, pp. 191-239, Mr. Tennyson and Mr. Browning. Kegan Paul, Trench, Trubner & Co., London, 1899. 48 Fleming, Albert, Andrea del Sarto. In London Browning Society's Papers, part viii, pp. 95-102. Triibner & Co., London, 1886. Fotheringham, J., Studies of the Mind and Art of Robert Browning. Pp. xxviii + 576. Horace Marshall & Son, London, 1898. Gosse, E., Robert Browning; Personalia. Pp. 96. Houghton, Miflflin & Co., Boston, 1890. Grant, Percy Stickney, Brouming's Art in Monologtie. In Boston Browning Society Papers, pp. 35-66. Harford, Charles H., Robert Browning. Pp. xi + 309. Dodd, Mead & Co., New York, 1905. Hubbard, Elbert, Little Journeys to the Homes of English Authors, vol. vi, no. 2, pp. 25-50, Robert Browning. The Roycrofters, East Aurora, N. Y., Feb. 1900. Hutton, Richard Holt, Literary Essays, pp. 188-243, Mr. Browning. The Macmillan Co., New York, 1888. Hyde, W. De Witt, The Art of Optimism as Taught by Robert Browning. Pp. 35. T. Y. CroweU & Co., New York, 1900. Innes, A. D., Seers and Singers. Pp. 223. A. D. Innes & Co., London, 1893. Johnson, E., Conscience and Art in Brovining. In London Browning Society's Papers, part iii, pp. 345-380. Triibner & Co., London, 1882. Jones, Henry, Browning as a Philosophical and Religious Teacher. Pp. xvi + 349. The Macmillan Co., New York, 1899. Little, Marion, Essays on Robert Browning. Pp. 204. Swan Sonnen- schein & Co., London, 1899. London Browning Society's Papers. Published by Triibner & Co., 1881- 1891. A mine of interesting material. Only the most important papers are listed here. Mabie, Hamilton Wright, Essays in Literary Interpretation, pp. 99-137, Browning. Dodd, Mead & Co., New York, 1892. Machen, Minnie Gresham, The Bible in Browning; with Particular Reference to The Ring and the Book. Pp. 290. The Macmillan Co., New York, 1903. Mazzini, Joseph, Life and Writings, vol. 14, pp. 1-55, *The Philosophy of Music. Smith, Elder & Co., London, 1891. Mellone, Sydney Herbert, Leaders of Religious Thought in the Nineteenth Century. Pp. viii + 302. Wm. Blackwood & Sons, London, 1902. Molineux, Marie Ada, A Phrase Book from the Poetic and Dramatic Works of Robert Browning. Pp. xiii + 520. Houghton, Mifl^ & Co., Boston, 1896. References to the Riverside and Cambridge editions. 4 49 Morley, Jolin, Studies in Literature. Pp. 347. The Macmillan Co., New York, 1897. Moulton, Charles Wells (editor), *The Library of Literary Criticism of English and American Authors, vol. 7, pp. 677-720, Robert Browning. Moulton Publishing Co., Buffalo, 1904. Nettleship, John T,, Robert Browning; Essays and Thoughts. Pp. xii + 454. Elkin Mathews, London, 1890. Ormerod, Helen ].,Abt Vogler, The Man. In London Browning Society's Papers, part x, pp. 221-236. Tnibner & Co., London, 1889. Ormerod, Helen J., Andrea del Sarto and Abt Vogler. In London Brown- ing Society's Papers, part xi, pp. 297-311. Triibner & Co., Lon- don, 1890. Also reprinted in Berdoe, Browning Studies, pp. 151-165. Ormerod, Helen J., Some Notes on Brouming's Poems Referring to Music. In London Brovming Society's Papers, part ix, pp. 180- 195. Triibner & Co., London, 1888. Also reprinted in Berdoe, Brovming Studies, pp. 237-252. Orr, Mrs. S., *A Handbook to the Works of Robert Browning. Pp. XV + 420. George Bell & Sons, New York, 1892. Orr, Mrs. S., *Life and Letters of Robert Brovming. 2 vols., pp. xii and ix + 646. Houghton, Mifflin & Co., New York, 1892. Pigou, Arthur Cecil, Robert Browning as a Religious Teacher. Pp. xii + 132. The Macmillan Co., New York, 1901. Porter, Charlotte, and Clarke, Helen A., Brovming Study Programmes. 2 vols., pp. xxiv + 631. To accompany the CamberweU Browning. T. Y. CroweU & Co., New York, 1900. Porter, Charlotte, and Clarke, Helen A. (editors), Poet-Lore. 1889-. This magazine has from its commencement devoted a large part of its pages to Browning. The volumes should be consulted for valuable articles and notes. Preston, Harriet Waters, Robert and Elizabeth Brovming. In Atlantic Monthly, vol. 83, pp. 802-826. June, 1899. Ritchie, Anne Isabella Thackeray, Records of Tennyson, Ru^kin and Brovming, pp. 197-311, Robert and EUzabeth Browning. The Macmillan Co., New York, 1893. Scudder, Vida D., The Life of the Spirit in the Modern English Poets. Pp. V + 349. See especially chapter V, pp. 201-238, ♦Brown- ing as a Humorist. Houghton, Mifflin & Co., Boston, 1895. Sharp, Amy, Victorian Poets. Pp. xx + 207. Methuen & Co., London, 1891. Sharp, William, Life of Robert Brovming. Pp. 219 + xxii. Walter Scott, London, 1890. Stedman, Edmund Clarence, Victorian Poets. Tp. xxiv + 521. Houj^- ton, Mifflin & Co., Boston, 1893. 50 Strong, Augustus Hopkins, The Great Poets and Their Theology, pp. 373-447, Browning. American Baptist Publication Society, PhUadelphia, 1897. Symons, Arthur, ^n Introduction to the Study of Browning. Pp. vi + 221. CasseU & Co., London, 1897. Thomson, James, Biographical and Critical Studies, pp. 437-483, Browning. Reeves & Turner, London, 1896. Tumbull, Mrs., Aht Vogler. In London Brovming Society's Papers, part iv, pp. 469-476. Trubner & Co., London, 1883. Also reprinted in Berdoe, Browning Studies, pp. 143-150. Vasari, Giorgio, Ldves of the Painters, Sculptors and Architects. 6 vols. Vol. 3, pp. 180-236, Andrea del Sarto. George Bell & Sons, New York, 1892-1900. Walker, Hugh, The Greater Victorian Poets. Pp. 332. The Macmillan Co., New York, 1895. Waugh, Arthur, Robert Brovming. Pp. xiv + 155. Small, Maynard & Co., Boston, 1900. West, Miss E. D., One Aspect of Browning's Villains. In London Brovm- ing Society's Papers, part iv, pp. 411-434. Trubner & Co., Lon- don, 1883. Also reprinted in Berdoe, Browning Studies, pp. 106-129. Whitman, Sarah W., Robert Brovming in His Relation to the Art of Painting. Pp. 22. Browning Society, Boston, 1889. Wilson, F. Mary, A Primer on Browning. Pp. viii + 248. The Mac- miUan Co., New York, 1891. 51 Books by Edward Howard Griggs THIRD EDITION. MORAL EDUCATION A discussion of the whole problem of moral education : its aim in relation to our society and all the means through which that aim can be attained. " It is easily the best book of its kind yet written in America." — The Literary Digest. " Edward Howard Griggs has written a notable book on ' Moral Education,' easily the most profound, searching and practical that has been written in this country, and which, from the same qualities, will not be easily displaced in its primacy." — The Cleveland Leader. 352 pages, including full bibliography and index. Cloth ; i2mo ; gilt top. Price, $2.00 net ; postage, I2C. FIFTH EDITION. THE NEW HUMANISM studies in Personal and Social Development "No man or woman of fair intellii,'ence and sincere interest in studies of per- sonal and social development need fear that this book will prove too hard reading. Its style is everywhere lucid and agreeable, its range of illustration rich and pic- turesque, and its writer's powerful mastery of the whole field of his survey at once steadies the reader's mind and perpetually enlarges his horizon."— ^w/ow Herald. Cloth ; 240 pages ; i2mo ; gilt top. Price, $1.50 net ; postage. loc. FOURTH EDITION. A BOOK OF MEDITATIONS A Volume of Personal Reflections, Sketches and Poems Dealing with Life and Art ; an Autobiograpby, not of Events and Accidents, bat of Tbougbts and Impressions. Including a Newly Prepared Index. Frontispiece, portrait by A Ibert Sterner. " In this volume we have at once the inspiration of the prophet and the aspira- tion of the humanistic lover of truth. It is a work of exceptional merit that we can heartily recommend to all our readers, in the conviction that no one will be able to peruse its pages without having been made better and stronger for the reading. — B. O. Flower, in The Arena. Cloth ; 226 pages ; i2mo ; gilt top. Price, $1.50 net; postage, loc. HANDBOOKS TO COURSES OF LECTURES The Divine Comedy of Dante. Six lectures. The Poetry and Philosophy of Browning. Eight lectures. Shakespeare. Twelve lectures. Moral Leaders. Twelve lectures. The Poetry and Philosophy of Tennyson. Six lectures. Paper covers ; price, each, 25c. net ; postage, 2c. B. W. Huebsch, Publisher, New York other Valuable Publications CHRISTIAN ORIGINS By Otto Pfleiderer, D.D. Translated.by Daniel A. Huebsch, Ph.D. i2mo. Price, $1.75 net ; postage, I2c. From the purely historical view.point,*and avoiding polemics and apologetics, the author presents to modern men and women a popu- larly written work on the origin and developmcfnl of Christianity and the Church. Professor Pfleiderer's reputation as a philosopher and theologian insures the thoroughness of the work. IN PERIL OF CHANGE Essays Written in Time of Tranquility Bv C.F. G. Masterman, M. A. .Fellow of Christ's College, Cambridge. i2mo. Price, $1,50 net ; postage, 12c. A trenchant survey of present-day Anglo-Saxon civilization, illumi- nating the forces mailing for radical change. The work includes brilliant criticisms of men and books, examinations of the newer tendencies in thought, studies 01 contemporary society and current relipious influences. ' BEETHOVEN The Man and the Artist; as Revealed in Kis Own Words MOZART The Man and the Artist ; as Revealed in His Own Words Both books compiled and annotated by Friedrich KerST. Translated and edited, with additional notes, by Henry Edward Krehbiel. i2mo, uncut edges, gilt top. decorated cover. Price, each, |r.oo net ; postage, loc. The utterances of Beethoven and Mozart on the important eyents of their lives ; their views of their art ; estimates of other composers and opinions of their own works; religious views, etc. Each quota- tion is followed by a statement of its source and the circumstances under which it was said or written. The books are, in all but the sordid details of life, autobiographies. They are to the spirit what a chronicle of dates and events would be to the external existence of the men. DESCRIPTIVE CIRCULARS OF THE ABOVE BOOKS SENT ON APPLICATION B. W. Huebsch, Publisher, Neiv York University Extension Lectures Syllabus of a Course of Six Lectures on Birds 1. The Living Bird. 4. A Robber Family. 2. Color in the Bird World. 5. The Bird-lover in Winter. 3. Mating and Migrating. 6. A Few Familiar Birds. By Samuel Christian Schmucker, Ph. D., Professor of the Biological Sciences in the West Chester State Norma School, West Chester, Pa. No. 264 Price, 10 cents Copyright, 1905, by The American Society for the Extension of University Teaching 111 South Fifteenth Street, Philadelphia, Pa. REFERENCES. Pycraft, W. P. The Story of Bird-Life. A Wessels Company, New York. An excellent simple account of the structure and life of birds. Basket, James Newton. The Story of the Birds. D. Appleton & Com- pany. Similar to the last in purpose: more popular and less authoritative. Chapman, Frank M. Bird-Life. D. Appleton & Company. Quite the best book for the beginner. Popular without being unscientific. Handbook of the Birds of Eastern North America. The best field book for one who has gotten past the rudiments. Hoffman, Ralph. A Guide to the Birds of New England and Eastern New York. Houghton, MifRin & Company. Good for its seasonal keys. Parkhurst, H. E. The Bird's Calendar. Charles Scribner's Sons. Describes the birds month by month that visit Central Park. Mathews, F. Schuyler. Field Book of Wild Birds and their IVIusic. G. P. Putnam's Sons. A commendable attempt to note the song of our most familiar birds. Newton, Alfred. A Dictionary of Birds. Adam and Charles Black, London. A veritable storehouse of valuable information on the scientific aspects of the bird world. LECTURE I. The Living Bird. 1. The structure of an animal must fit his work, And is in reality the result of that work. Flight has determined the form of the bird. II. There must be a delicate mechanism, With a form adapted to cleaving the air: With weight as light as possible. The bony skeleton is hollow, and The clothing is the lightest known And at the same time the warmest. The center of gravity is low in the body. The wings are broad and thin, giving power. Often the bird has a broad tail for steering. III. The power must be great. This is gained From rapid consumption of food. Which is also highly concentrated; and From rapid combustion at high temperature. IV. The result is flight — the acme of locomotion, Both for rapidity of travel And for grace of movement. V. The joj'ousness of bird life is correspondingly great, Showing itself in ecstasies of flight And in outbursts of song. REFERENCES. (a) Pycraft, The Story of Bird-Life. Chapters I, III, IV. (6) Chapman, Bird-Life. Chapters I and II. (c) Newton, Dictionary of Birds. Articles on Flight, Feathers and Anatomy. QUESTIONS. L Wliy does a bird have a keel on his breast bone? 2. What gives the ostrich plume its peculiarities? 3. Of what use is a bird's tail? 4 What forms the chief food of birds? (») LECTURE n. Color in the Bird World. I. The color of a bird lies chiefly in the feathers. Except where the body is naked. These colors may be due either To pigments from changes in the blood-color, or To the structure of the feathers. II. Color has been settled by Natural Selection into two classes: Protective coloration, Which is always inconspicuous, against its accustomed back- ground. Ground birds are commonly a streaked brown. Birds amongst the leaves are often olive. Most birds are lighter beneath, where least lighted. Attractive coloration, WTiich is always conspicuous, To attract the other members of the flock; or To attract a mate, in which case it is confined To the males for the most part, and To the mating season. III. This has been the chief temptation to the slaughter of the birds. This slaughter is probably on the wane. REFERENCES, (a) Pycraft, The Story of Bird-Life. Chapter II. (6) Chapman, Bird-Life. Chapter III. (c) Dictionary of Birds, Article on Colour. QUESTIONS. 1. Describe the difference in color between the male and the female of the English Sparrow. 2. What is meant by protective coloration? 3. Is the bird conscious of this protective value? 4. Is the movement for bird protection sentimental rather than practical? LECTLTIE III. Mating and Migrating. I. Nest building is instinctive with the birds, One act furnishing the stimulus for the next. Generally speaking, the higher the bird the better the nest. Many low birds nest on the ground, the young often running early. Others nest in banks or in hollows of trees. Still others build on branches or pendant beneath them. Nests are commonly built by the mother. The father often feeds mother and young. Sometimes he alternates with her on the nest. The food of the young often diiTers from that of the parents. Courtship with the birds is aesthetically beautiful. The grossne-ss of the lower animals has largely disappeared. Both color and song grow attractive at this time. II. Our bird population is constantly changing. This change is coincident with the change of the seasons. The flight is often a verj- long one, The males usually leading. The cause of migration is Aer\- obscure. Cold of itself probably has little direct effect. But changes the food conditions. Escape from the crowded tropics is probably a reason. This offers greater safetj' to the young. REFERENCES. (a) Pj-craft, The Story of Bu-d-Life. Chapters VI, VII, and MIL (6) Chapman, Bird-Life. Chapters IV and VI. (c) Ne'^'ton, Dictionary of Birds. Articles on Nidification and Migration. QUESTIONS. 1. What is the effect of polygamy on the appearance and behavior of the rooster? 2. Name all the birds you know by the voice. 3. Is this the home of our summer birds? 4. How does cold affect birds? LECTURE IV. A Robber Family. I. The old systematists divided the animals into families, ^Tiich were simply meant to express resemblances. They builded better than they knew. True families embrace blood relatives. A bird famih' is built for the life its members lead, 11. The birds of prey are built for a life of violence. The hawk is the type of the family. e His trim built form cleaves the air. His strong wings give him speed of flight. His broad tail gives him accuracy. His strong, curved talons give him power of grasp. He pursues and captures living prey. The vulture is adapted to eating dead flesh. His flight is wider ranging, Because dead flesh is less common than live. His beak and talons are far weaker. His feathers are rolled back from his head. He is one of our most valuable birds. The owl is adapted to night ranging. His feathers are soft for warmth and silence. His large eyes are set well to the front. Perhaps he is an adopted child. And is really related to the nighthawk. If so, this is "parallelism." REFERENCES. (a) Pycraft, The Story of Bird Life, Chapter X. (6) Chapman, Bird-Life, Pages 104 to 112. (c) Chapman, Handbook of Birds. Order Raptores. Read all the family descriptions under this order, and the full descriptions of the six best knowTi species. QUESTIONS. 1. What is meant by a family amongst the birds? 2. What is the main food of the hawks? j 3. Wliy is the owl so heavily feathered? 4. What is meant by parallelism in animals? LECTURE V. The Bird-lover in Winter. I. On grounds of residence our birds may be divided into Permanent residents, transient visitants, summer residents winter residents. II. Permanent residents are often not truly such. A few species actually remain wath us. The grouse and the bobwhite do so. The crow collects but does not trvly migrate. Most so-called permanents give place to others of the same kind. The downy woodpecker and the nuthatch haunt the tree- trunks. Downy keeps head up, the nuthatch is indifferent. Amongst the twigs we will find, often, The goldfinch and the bluebird. Which will be much altered from the spring color. The chickadee, the tree sparrow, and the junco. III. Winter is a good time to begin bird study. The trees are bare, and the birds easily seen. There are few birds to distract the new student. New acquaintances will arrive gradually. REFERENCES. (a) Pycraft, The Story of Bird-Life, Chapter XI. (6) Chapman, Bird-Life, Study the six birds on this list that are least familiar to you. (c) Chapman, Handbook of Birds. Read the sections on the Picidao and the Tetraonidae. QUESTIONS. L On what will winter birds feed? 2. What is the proper name of the common snowbird? Do you know him? How do you distinguish him? 3. What are the advantages of winter bird study? LECTURE VI. A Few Familiar Birds. I. This list is only for beginners. It embraces a fev.- common and conspicuous summer birds. These birds can be easily learned in a season. II. Birds much larger than the robin. Many times as large, black all over, — crow. Half again as big as robin. Black all over, — grackle (blackbird). Blue, black and white, along streams, — kingfisher. Blue, black and white, in the woods, — jay. Bro^Ti striped on back, yellow on breast, on ground, — mead- owlark. Brown striped, white on rump, on trunks, — flicker. 8 About size of robin or slightly smaller. Conspicuously and evenly dark on back. With white breast and white tip to tail, — kingbird. With orange shoulder tips,— redwing blackbird. With orange breast, — Baltimore oriole. With brown breast, — orchard oriole. Conspicuously gray, dark crown, — catbird. Conspicuously bro'v\-n on back. Dark brown, brick red breast, — robin. Rust brown, speckled breast, — thrasher. Olive brown, speckled breast, — woodthrush. Conspicuously red all over, with crest, — cardinal. About sparrow size. Red, with black wings and tail, — tanager. Blue all over. — indigo bird. Blue with reddish breast ,— bluebird. Yellow with black wings and tail. — goldfinch. Striped with black, brown and gray, triangle on breast,— song-sparrow. Distinctly smaller than sparrow. Bro\vn back, white breast, chestnut crown, — chippy. Gray, with small dark check on wings and tail, — A^Ten. REFERENCES. (a) Read from any bird book the description of the six birds on the list that are least familiar to you. (b) Read from Chapman's Bird-Life the description of the six birds on this list that are least familiar to you. (c) Read from Chapman's Handbook of Birds the sections describ- ing the Icteridae and the Turdidae. QUESTIONS. 1. Why is a "bird in the bush worth two in the hand"? 2. Name the birds of this list with which you are personally ac- quainted. 3. Do you object to the English sparrow? If so, why? 4. What is the value of bird study to a city dweller? University Extension Lectures Syllabus of a Course of Six Lectures on British India 1. The Land and its Peoples: Foreign Adventurers. 2. French and English Rivalry. 3. The British Empire of India. 4. The Problem of Governing India. 5. The Mutinv, 1857. 6. Modem India. By Ramsay Muir, M. A. Staff Lecturer in History and Literature for the London, the Liverpool and the American Societies for the Extension of University Teaching No. 265 Price, 10 cents Copyright, 1905, by The American Society for the Extension of University Tetchinj 111 South Fifteenth Street, Philadelphia. Pa. BOOKS. A. D. INNES. Short History of British India; a convenient brief epitome. Sir W. W. Hunter. History of British India, especially Vol. 1. Sir William Hunter did not live to complete bis life work, but bis first volume is far tbe best account of early European enter- prises in India. Rulers of Modern India Series; especially the volume on Clive, Warren Hastings, Wellesley and Dalbousie. Macaulay. Essays on Clive and Warren Hastings. Seeley. Expansion of England, Part II. Malleson. The French in India. Rice Holmes. History of the Indian Mutiny. Lord Roberts. Fifty-one Years in India. Tbe best general history of India on a large scale is Mill's, edited by Wilson, whose additions do much to remedy Mill's bias, which is often pronounced. LECTURE I. The Land and its Peoples Foreign Adventurers. The main features of the geography of India : how they help to explain its history. Especially note the broad distinctions be- tween the fertile and populous Ganges valley and the Dekhan plateau. The peoples of India. A strange mixture of races, without unity or even the beginnings of national sentiment. The only common name for the country was invented by Europeans. To deep- seated distinctions of race and language must be added still more embittering distinctions of religion. There has never been an Indian nation. This explains why foreign conquest and foreign dominance has been possible. India has always been ruled by foreign masters, who have always held their place by the aid of native arms. The Mogul Empire for a time gave some semblance of political unity to this confusion. Its greatness under Akbar. But its decay under Aurungzebe. Causes of its fall at the beginning of the Eighteenth Century. The confusion of India after the fall of the Mogul Empire. In- dependent "Viceroys" ; military adventurers ; the Mahrattas and their power. On the edge of this weltering chaos a few European trading posts : as good a chance for these traders as for any other foi*- eigners. Early European enterprises in India. The Portuguese and Al- buquerque : the Portuguese Empire. The first English adventur- ers — Captain Thomas Best and Captain Nicholas Downton. The French East India Company in the later Seventeenth Century. LECTURE II. French and English Rivalry. Recapitulation of the position of French and English in India about 1740. The great idea of the possibility of creating an (3) Empire occurs to Dupleix, perhaps the greatest Frenchman of the Eighteenth Century. His methods and his astounding success. All southern India at his feet and his English rivals at his mercy. But (]) he was unsupported from home, and (2) he had not com- mand of the sea. The crisis of 1751. Clive and the siege of Arcot. English pre- dominance established in the Cai'natic. The question of Bengal : Surajah Dowlah and the Black Hole. Plas.sey, 1757 : the English supreme also in Bengal. The amazing rapidity and ease with which the British power had been established — in six years. Nature of this power, c. 1765. The drawbacks of government by Chartered Company. The evils of power without responsibility. French rivalry resumed on the outbreak of the American Revo- lution. Warren Hastings and his difficulties. French influence with native powers — the Nizam, Mysore, the Mahrattas. The French attempt renewed during the French Revolutionai'y wars, with little success. Napoleon's dreams of India never des- tined to be realized. His attempts only provoked the immense Eng- lish advance under Wellesley, to be recorded later. LECTURE III. The British Empire of India. Clive and even Warren Hastings left England supreme only in two districts of India : Bengal and the Carnatic ; and even here their power was informal and ill organized. Native powers which threatened rivalry : Hyder Ali in Mysore : the Mahrattas— the most dangerous foe whom England ever had to meet on India. _ Wars with them. Wellesley — one of the three greatest Englishmen who ever ruled India — was to "turn the British Empire in India into the British Empire of India." His dealings with Mysore, the Nizam, Oudh. His policy of "subsidiary alliances," reducing native princes to powerless dependence. His struggle with the Mahrattas. Owing to the timidity of the Directors of the Company at home, he was recalled before he had time to complete his work. His work completed by Lord Hastings, who destroyed the power 5 of the Mahrattas, and by Lord Dalhousie, who conquered Burmab and the Northwest. Extent and nature of the British Empire in India in 1856, a century after its creation was begun. LECTURE IV. The Prob'em of Governing India. The shameful period of misrule, 17G0-5 : how it illustrated the dangers of government by a commercial company. Clive's reforms. The awakening of the English conscience : the "nabobs"' in Eng- lish politics. Gradual realization of the responsibility of the nation for the amazing Empire which had been so rapidly acquired. Schemes for the improvement of government. Lord North's Act, 1773. Warren Hastings as Governor-General. His difficulties and his great achievements in the improvement of the system. His impeachment: flagrantly unjust, it was never- theless a proof that the English conscience was at last awake. Fox's scheme. Pitt's Act, 1784 : the responsibility for govern- ment transferred from the company to the English ministry. This process carried further in 1833. Finally, the company abolished. 1858. A still more difficult problem next arose during the nineteenth century ; should India be westernized? Lord William Caven- dish Bentinck. The ideas of the refoi-mers. Lord Dalhousie and his reforms. The eve of the mutiny. The seeds of discontent. How far had British rule really benefitted India? LECTURE V. The Mutiny, 1857. The mutiny is of interest not only as an episode full of heroism and romantic incident, but as casting an illumination upon the conditions of English rule in India, and as inaugurating a new- epoch. The causes of the mutiny ; (a) the general unrest produced by the rapidity with which western methods and ideas had been introduced into India; (&) the fear (which Dalhousie's rule had inspired in the ruling classes) that it was the settled policy of England to destroy all native powers ; and above all (c) the par- ticular grievances of the Sepoy soldiers. The mutiny was not a national movement, otherwise it would have been inevitably successful ; nor was it universal even among the Sepoys. It was practically confined to the upper and middle valley of the Ganges; scarcely touching Bengal or the Dekhan, and easily suppressed in the recently conquered province of the Punjab. It had two main centres, (o) Delhi and the northwest provinces, dealt with from the Punjab; (&) Oudh (Cawnpore and Lucknow) dealt with from Bengal. Summary of the main episodes of the Mutiny. The lessons of the Mutiny. LECTURE VI. Modem India. 1. The position of India in the British Empire : anomaly of a vast "bureaucratic despotism" in association with a group of self- governing states. 2. The foreign relations of India. The fear of Russia. How this fear has dominated Indian policy in the Nineteenth Cen- tury. 3. The defense of India. Its military system. 4. The government of India : a very difficult problem more or less satisfactorily solved after a century's experiment. Despotism directed by democracy. The civil service : a "tribute" paid by England to her great dependency. , 5. Tne finance, agriculture and industries of India. Its eco- nomic problems. Famine and overpopulation. 6. Has the English power in India been of service to India? Or to England? How could it be replaced? The Class. — At the close of each lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to comment on the papers sub- mitted to him. The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre. Papers may be addressed to the lecturer, University Extension, 111 South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, will endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Asso- ciations. ' The Examination. — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfully will receive from the American Society for the Extension of University Teaching a certificate in testimony thereof. VALUABLE GUIDES TO READING AND STUDY, The American Society for the Extension of Univ* rsity Teaching has published, in connection with its work, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and Ktudy. They contain suggestive outlines of the lectures, lists of books, and other material of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Riward Howard Griggs, MA 10 cents E>'GiJ3U Weitehs of the Pbesbst Era. Frederick H. Sykes, M.A., Ph.D. . 15 cents The Divine Comedy of Dante. Edward Howard Griggs, M..\ 10 cents The Expansion of England. Cecil F. I^avell, M.A 10 cents Wagner : The Music Drama. Thomas Whitney Surette 15 cents Great Novelists. William Bayard Hale, MA 10 cents Sociology in English Literatdee. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M..\. . . .10 cents Types of Womanhood Stcdjed from Autobiography. Edward Howard Griggs, MA lOcents Cmcs. Frederic W. Speirs, Ph.D 10 cents The American Negro. G. R. Glenn William A. Blair, Walter H. Page, Kelly Miller, W. K. B. DuBois, H B. Fris=ell 25 cents The Awakening OF. Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's Faust. Edward Howard Griggs, M.A 20 cents Edccation and LiFF. Edward Howard Griggs, M.A 10 cents Moral LkaJ)ERs. Edward Howard Griggs, M..\ 10 cents Modern English Fiction. Frederick H. Sykes, M.A. , Ph.D 10 cents The Painters of Fi/jRKNCE. Edward Howard Griggs, M.A 15 cents Any of the above syllabi will be forwarded, postpaid, on receipt of the price. Address University Extension Society. Ill South Fifteenth Street, Philadelphia, University Extension Lectures Syllabus of a Course of Six Lectures on Colonial Rivalries of the Great Powers 1 . The Opening Out of the World 4. The Era of Indifference. and the Dominance of Spain. 2. The Era of Rivalry in Settle- ment. 3. The Era of War for Colonial Supremacy. 5. The Land-Hunger of the Great Powers. 6. The Great Powers in Asia and the Pacific. By Ramsay Muir, M. A. Staff-Lecturer in History and Literature for the London, the Liverpool and the American Societies No. 266 Price, 10 aanti Copyrieht, 1905, by The Amtrican Sociely for ExtcDsion of Univeriily Teicking 111 South Fifteenth Street. Philadelphia, Pa. BOOKS. E. J. Payne. European Colonies. Sib J. Seeley. 2'hc Expansion of England. C. P. Lucas. Historical Geography of the British Empire. H. E. Egebton. British Colonial Policy. Sib W. W. Hunteb. History of British India, Vol. I. Col. Malleson. The French in India. F. Pabkman. TJie Old Regime in Canada, etc. Lavisse et Rambaud. Histoire g^nerale (for reference). A. T. Mahan. Influence of Sea Power on History. A. T. Mahan. Influence of Sea Power on the French Revolution. A. Rambaud. History of Russia. F. H. Skeine. The Expansion of Russia. Sib H. H. Johnston. The Colonization of Africa hy European Peoples. R. L. Stevenson. A Footnote to History (illustrating on a minute field the character of modern international rivalries). LECTURE I. The Opening Out of the World and the Dominance of Spain. What is meant by a "Colony"? The Phoenician idea — a trading post. The Greek idea — an independent "hiving-off" from a mother State. The Roman idea — a military settlement to secure a con- quered dominion. All these notions enter into the modern sense of the word ; though sometimes one aspect has been predominant, sometimes another. In some ways the most marked feature of the world's history during the last four centuries has been the "overflowing of Eiu'ope" : the expansion of "western" civilization and ideas to the rest of the world. This has been achieved mainly by the process vaguely called colonization ; and it has been carried out in the course of a long series of rivalries between the chief European nationalities. The story of these rivalries is one of the most important aspects of modern history; yet it has been sin- gularly neglected until very recently. The theme of this course is (a) to trace in outline the story of these rivalries, and (b) to show what has been the character of each nationality's contribu- tion to the problems of colonization, and why some have been more successful than others. The story begins with the great explorations of the Fifteenth and Sixteenth Centuries : in the East, Diaz, Vasco da Gama, etc. ; in the West, Columbus, Magellan, etc. Effect of this "rolling up of the curtain which concealed the greater part of the world" upon the mind and ambitions of Europe. At first a practical monopoly in the hands of Portugal in the East and Spain in the West: small part taken by other nations. The Portuguese and Spanish Empires: their character and their work. The union of the two on the conquest of Portugal by Spain, 1580. The monopoly broken down by the English and the Dutch. The defeat of the Armada, 1588, may be said to open the gates of the world to the nations of Europe. CLASS AND ESSAY SUBJECTS. Why did Portugal and Spain take the lead in exploration? A contrast between the Spanish and Portuguese methods of colonization. The English pirates of the Elizabethan Age. (3) LECTURE II. The Era of Rivalry in Settlement. A new era begins with the Seventeenth Century — all the Euro- pean powers competing in a race for the new lands ; but especially for the Eastern trade. At first the leadership falls to the Dutch : reasons for this. The Dutch in the Far East ; in India ; in Ceylon. Their explora- tion of Austi-alia. Their settlement of South Africa. The Dutch in South America — in the West Indies — in North America (the New Netherlands). Elements of weakness in the Dutch power and in their Colonial methods. Their most dangerous rivals the E>"glish. Their rivalry in the Far East (Amboyna 1623); their wars (1652-4, 1665-7. 1672-4). Meanwhile the English had developed wholly new types of colonies in America. How Virginia, 1607, and New England, 1620, repre- sent new and sounder colonial metliods. Causes of the difference. The gi'eat secret, self-government. Ilapid expansion of the English colonies in America during the Seventeenth Century. The English in the West Indies. Fbench colonizing activities. Early enterprises in Canada and in India. Reasons for their slowness in developing these begin-" nings. The great expansion under Colbert, 1662-1683 : India, Mauritius, Madagascar, Canada, the West Indies. Characteristics of the French settlements, especially in Canada. Their distinctive strength and weaknesses. Humbler enterprises of other i)owers. Sweden ; Denmark. Regarded broadly, the Seventeenth Century is an age of eager colonization by all the maritime powers of the West. Their com- petition inevitably produces wars ; but the outstanding feature of the age is not so much war as settlement. CLASS AND ESSAY SUBJECTS. The motives of early English colonization. The contrast between Virginia and New England. Why did the Dutch do so little as colonizers in the days of their gi-eatness? The characteristics of the French colonies. LECTURE III. The Era of War for Colonial Supremacy. In the Eighteenth Century (say 1688 to 1789) colonial ques- tions come to the forefront in relations between nations. Eager- ness to control the new markets. Illustrations of this : even Aus- tria makes a bid, but is shut out by the jealousy of the Western powers ; and Spain, imder Alberoni, makes a desperate effort to re-enter the race. Settlement is no longer the feature of the new age (the English, e. g., made only one new colony in this period — Georgia) ; but (a) commercial exploitation (the East India Companies ; Law's Mississippi scheme ; the South Sea bubble ; the Assiento treaty and the slave trade) ; and (/j) ivarfare on directly colonial issues. The main warfare — that between England on the one hand and France (with Spain) on the other. Holland, content in the con- trol of the Malay Archipelago, has almost dropped out. The great duel between France and England: triumph of England In 1763. Demonstration of the importance of sea-power to colonial empire. A significant renewal of strife on the outbreak of the American Revolution. 1. Combination of all the powers with colonial ambi- tions against the monopoly of England. Not only France, Spain and Holland ; even Sweden, Denmark and Russia threaten to inter- vene. 2. The result of the American Revolution, following on the destruction of the French colonial empire, brings to a close the period of eager rivalry by diminishing the apparent value of colo- nies. The American revolt seemed to show, in the words of the French statesman Turgot. that "colonies are like fruits, which cling to the tree only until they are ripe." CLASS AND ESSAY SUBJECTS. Is it true that "trade follows the flag"? The influence of trade rivalry upon international relations. The slave-trade. Chatham the Imperialist. 6 LECTURE IV. The Era of Indifference. With the beginning of the Revolutionary epoch a period of com- parative indifference to colonial possessions sets in. Reasons for this : (a) The conviction that colonial possessions cannot be perma- nent. This conviction is reinforced by the revolt of the Spanish South American Colonies. (&) Europe is engaged for a century with intestine troubles, arising from (1) constitutional problems in every European coun- try and (2) struggles by numerous nationalities either for inde- pendence or for imity. (c) The naval predominance of England, rendeiing colonial acquisition difficult. This period of indifference may be said roughly to last until the Franco-German war settled Europe. It thus extended over nearly a century (1789-1870). Meanwhile, almost unregarded, three great pi'ocesses of expansion going on. I. The creation of a neiv British Empire. The curious feature of this, that England did not really want it. Out of this fact arise the main features of the new British Empire — its want of cohesion and system, and the remarkable independence of its mem- bers. India — Australia — New Zealand — South Africa — the expan- sion of Canada. These linked together by a remarkable series of calling-stations and militai'y posts, acquired during the French Revolutionary wars, or the Nineteenth Century. II. The expansion of Russia in Siberia and Central Asia. The outstanding features of the Russian Empire in contrast with the British — centralization and territorial continuity. III. The expansion of the United States: purchase of Louisiana, Mexican War, settlement of the great West. This the most impres- sive of all to the European imagination : the outflow of their people to a State beyond their control : the demonstration of the value of the world outside Europe. CLASS AND ESSAY SUBJECTS. The influence of European politics upon colonial development. The history of Australia. What is the definition of an Empire? Is it worth a nation's while to plant colonies? LECTURE V. The New Land-Hunger of the Great Powers. About a geoeration ago (the beginning of vast movements can never be precisely dated) a remarkable new phase of the story began : we are in the midst of it now. This was the sudden recrudescence in a new form, of the old international rivalries for colonial power. Causes of this : I. When Europe had settled down after a century of revolution, there began an era of widespread industrial development, accom- panied by a rapid increase of population. This led to a desire for new territory, (a) to accommodate the growing population without sacrificing their allegiance ; and ( & ) to open out new fields for the supply of raw material and new markets for the sale of finished products. II. America was seen to be receiving most of the overflow popu- lation, while England had obtained, during the era of indifference, control over all the best remaining territories. Consequently there was a rush for such unoccupied lands as still remained. In this rush the chief parts were taken l)y the old competitor, France, and by the newly consolidated nationalities of Germany and (in a less degree) Italy: particularly Germany, where the motives described above were most strongly felt. England, long indifferent to her own empire, suddenly awakens to its value, and joins in the race — with every advantage. The epoch of "Imperial- ism" begins. Even the United States, for all its vast territory, enters the competition ; induced partly by commercial motives. The field where the new ambitions first displayed, naturally the one almost unoccupied continent, — Africa. Reasons why Africa, first explored, was the last of the continents to be occupied by Europe. Summary of the story of the partition of Africa among the European powers — England, France, Germany, Italy, Belgium. Signs of a desire to deal with South America in the same way. The obstacle to this. CLASS AND ESSAY SUBJECTS. The native races of Africa. Boer and Briton. The development of the tropics. 8 LECTURE VI. The Great Powers in Asia and the Pacific. These latterly the most important fields of rivalry. Reasons for this. Germany, France, England and the United States in the Pacific. The Chinese question. The rise of a new competitor in Japan, now become almost an occidental power ; having taken up indus- trialism, Japan finds the need of new ground for population (Corea) and new markets. The international significance of the position in China and the Russo-Japanese War. Analysis of the broad features of the world-politics at the begin- ning of the nineteenth century. "Empire'' states replacing nation- states. An era of world-wide and complicated rivalry beginning. Must we look for an "Armageddon"? University Extension Lectures Syllabus of a Course of Six Lectures on The Romantic Revival in English Literature 1. Romantic Revival: Its Rela- 3. Wordsworth: 1770-1850, tion to the Political Move- ^ Coleridge: 1772-1834. merit Associated with the 5. Shelley: 1792-1822. French R,evoli!tion. 2. Sir Walter Scott: 1771-1832 6. Keats: 1795-1821. By Ramsay Muir, M. A. Staff-Lecturer in History and Literature for the London, the Liverpool and the American Societies for Extension of University Teaching. No. 267 Price, 10 cents Copyright, 1905, by The American Society for Extension of University Teachioj, 111 South Fifteenth Street, Philadelphia, P». BOOKS. Among selectians from the works of the poets, the following may be recommended : Palgrave's selections from Scott. Matthew Arnold's selections from Wordsworth. Dowden's selections from Shelley. Among critical books : Scott, by R. H. Huttox; Wordsicorth. by F. W. H. Myers; Co1eri(Jge, by H. D. Traill; Shelley, by J. A. Symonds ; and Keals. by S. Colvtx (all in the "English Men of Letters" series). Herford's Age of Wonlsivo7-th is a useful general handbook. LECTURE I. Romantic Revival. Introductory. The remarkable literary activity of the early Nineteenth Cen- tury. How is it to be accounted for? Its relation to the political movement associated with the French Revolution. Why do the great literary suns nearly always appear together, in constella- tions, rather than as single stars? A great poetic age, marked by distinctive features : the age of Romance. What this means ; the "Renaissance of Wonder" — a deep surprise and admiration excited botli by ordinary and by uncommon things. The two marked features of the age are thus (a) a deep interest in things beyond the ordinary limits of man's experience — the marvelous and the supernatural ; ( ft ) a new sense of the significance and wonder of the things we are apt to take for granted. That is to say, visions are made real, and "facts" are illumined, by the light of imagination. This age saw also, in literature as well as in politics, a great development of the sense of individual liberty : the right of every man to admire what he likes and to express his admiration as he chooses. Revolt against convention : the belief that literature is not a matter of laws and rules ; but that, whatever subject or stj'le a man may choose for his work, it will be justified only by its success in compelling the assent of his readers. CLASS AND ESSAY SUBJECTS. Is verse necessary to poetry? If so, why? What do you mean by "Romance"? Why is the period dealt with in these lectures considered to be one of the greatest in English literature? LECTURE II. Sir Walter Scott: 1771-1832 His family, upbringing, and early history. His deep and wide knowledge of, and sympathy for, the history and legends of his (3) own country. The Minstrelsy of the Scottish Borders. Historical imagination. Scott's love of and treatment of Nature : contrast of his methods with Wordsworth's. Scott's power of romantic story-telling. What this means. His poems. Their wide popularity. Causes of this. Analysis of the Lady of the Lake. How far the publication of these poems started a new era in English letters. They are not in the first rank as pure poetry, but nevertheless they show qualities which were new in English literature. These qualities still more strikingly exhibited in the Wavnly Novels. The wideness of their range: they deal with many coun- tries, many historical periods, all classes from the king to the peasant. They delight and awaken the imagination of the reader by bringing him into vivid contact with many lives far different from his own, and yet stimulating his sympathy for them. The influence of Scott on English thought. CLASS AND ESSAY SUBJECTS. "Scott ruined his fame by carelessness." Is this true? Is it true to say that Scott's novels were greater than his poems? If so. why? Scott's treatment of Nature. LECTURE III. Wordsworth: 1770-1850. His early life ; and the influences which moulded his career. The teaching of Nature. Small extent to which he was influenced by the regular teaching of school and university. His interest in the French Revolution and visit to France: his disappointment and change of attitude. The restlessness of his early manhood. He definitely renounces all worldly ambitions, and settles down to spend his life in the most simple and austere way. so as "to save his soul alive." His friendships: his sister and Coleridge. The publication of Lyi'ical Ballads. Wordsworth's conception of the business of the poet. His theories about poetical language: how far these theories were true. These were not popular con- ceptions, and for long his poems had little influence or circula- tion ; never rivaling Scott's or Byron's. His love of Nature, (a) Power of giving vividness and reality to ordinary natural objects and to "the simple annals of the poor." His love of rural life, as best befitting the simplicity and dignity of Nature. (6) His half-mystical communion with Nature. His conceptions of duty; and his political ideas. Illustrations of these things from the poems. The inequality of his work. CLASS AND ESSAY SUBJECTS. A brief account of Wordsworth's friendship with Coleridge. Who were the "Lake poets" V Is the name a good one? ^^■ordsworth■s ideas about poetic style. LECTURE lY. Coleridge: 1772-1834. His early life: "the inspired charity-boy." Ilis early interest in abstruse philosophical questions, combined with a vivid imag- ination. The escapades of his youth. His friendship with Southey and wild schemes of reforming the world, inspired by the French Revolution. The reaction from the ideas of the Revolution. His juvenile poems and the qualities displayed iu them. His meeting with Wordsworth. The short period of his greatest literary activity. 1797-0: the Aucient Mariner and Christabel. The vividness and force of their imaginative vision : the directness and vigor of their style. Failing healtti : takes to opium ; produc- tive power decays, but his gi-eatness as a critic of literature. His view of Wordsworth. His philosophical studies, and the influence he exercised by conversation. His poetical work : fragmentary, but very perfect in his best period. The tragedy of Coleridge's life. CLASS AND ESSAY SUBJECTS. Why is the "Ancient ^lariner" regarded as a great poem? Sketcli the character of Coleridge. What do you know about the political opinions of Wordsworth and Coleridge? Did they have much effect upon their ■RTitiiigs? LECTURE V. Shelley: 1792-1822. Shelley's birth and family : born in a circle of eminent respecta- bility, he revolts from conventionality with extreme violence. His passion for liberty illustrated from his early life. His Oxford days : his early and foolish marriage : his Irish adventure : his rapid and restless movements from place to place. The influence of Godwin and the new Radical ideas. Shelley's whole-hearted, unpractical, generous acceptance of them. His marriage with Mary Godwin, and residence in Italy. His tragic death. The astonishing volume of his work, considering the shortness of his life. Frequently ethereal beauty, almost always unearth- like : but often hazy and difficult to gi*asp. His marvelous gift of versification — betraying him often into looseness of writing. His love of Nature : the contrast between his attitude and Words- worth's. His passionate love of liberty and sincerity the keynote of his work. Expression of this in his political satires — e. g., the Mask of Anarchy. Analysis of the more purely poetical quali- ties of his work as shown in selected pieces. CLASS AND ESSAY SUBJECTS. "The poetry of revolt." Is that a fair summary of Shelley's work ? Shelley in Italy : a description of the poet. What did Shelley mean by "Liberty"? LECTURE VI. Keats: 1795-182 1. The medical student who discovered that he was a poet Un- promising environment for a poet, yet Keats was perhaps the most purely poetical of all the poets hei-e dealt with. His early days and early friends : his poetical education. His healthy-mindedness. His early poems : sensuous love of beauty shown in them. With all their crudities, power of poetical expression displayed in them. Endymion. Accumulating niisfortunes : his brother's illness and death : the burning pangs of love : bis own growing illness : tlie persecutions of the Reviewers. His exile to Italy, and death at 2G. when his powers were just beginning to come to maturity. Anatysis of his poetical qualities as shown iu The Eve of St. Agnes, the Ode on a Grecian Urn, etc. CLASS AND ESSAY SUBJECTS. What is meant by saying that Keats was "the most purely poetical" of all these poets? Compare Keats and Shelley. Did the Reviewers kill Keats? VALUABLE GUIDES TO READLMG .\J^D STUDY. The American Society for the Extension of University Teaching has published, in connection with its worl:, over one hundred and fifty syllabi, nearly all of which are of real value, independently of the lectures, for guiding home reading and study. They contain suggestive outlines of the lectures, lists of books, and other material of interest. The following have been recently issued : The Cities of Italy and Their Gift to Civilization. Edward Howard Griggs, MA 10 cents English Writkius of the Present Era. Frederick H. Sykes, M.A., Ph.D. . 15 cents The Divine Comedy of Dante. Edward Howard Griggs, M.A 10 cents The Expansion of England. Cecil F. Lavell, M.A 10 cents Wagner : The Music Drama. Thomas Whitney Surette 15 cents Great Novelists. William Bayard Hale, M.A 10 cents Sociology in English Literature. J. W. Martin, B.Sc 10 cents Personal and Social Development. Edward Howard Griggs, M.A. . . . lo centa Types op Womanhood SrifDiED from Autobiography. Edward Howard Griggs, M.A 10 cents Cmcs. Frederic W. Speirs, Ph.D 10 cents The Amf.rican Negro. G. R. Glenn. William A. lilair, Walter H. Page, Kelly Miller, W. E. B. DuBois, n. B. Frissell 25 cenU Thf. Awakening of Modern Europe. Cecil F. Lavell, M.A 10 cents Burns and Scott. Albert H Smyth, B A 10 cents Goethe's Faust. Edward Howard Griggs, M.A 20 cents Education AND Life. Edward Howard Griggs, M.A 10 cents Moral Leaders. Edward Howard Griggs, M.A 10 cents Modern English Fiction. Frederick H. Sykes, M. A., Ph.D 10 cents The Painters OF F^/)rence. Edward Howard Griggs, M.A IScsnta Any of the above syllabi will be forwardetl, postpaid, on receipt of the priee. Address University Extension Society, ill South Fifteenth Street, Philadelphia. University Extension Lectures Syllabus of a Course of Six Lectures on The Rise of the British Empire 1. The Great Explorers and the Struggle with Spain. 2. The Struggle with the Dutch in East and West — New England. 3. The Great Duel with France. —Part I: To the English Triumph in 1763. 4. The Great Duel with France. — Part II: The American Revolution and the French Revolution. 5. The Indian Empire : Its Growth and its Government. 6. The Colonies in the Nineteenth Century. By Ramsay Muir, M. A. Staff-Lecturer in History and Literature for the London, the Liverpool and the American Societies for Extension of University Teaching. No. 268 Price, 10 cents Copyright. 1905. by The American Society for Extension of University Teaching 111 South Fifteenth Street, Philadelphia, Pa. BOOKS RECOMMENDED. Lecture I. Woodward. Expansion of the British Empire. Seeley. Expansion of England. Egebton^. History of British Colonial Policy. Pay?se. European Colonics. Hunter. History of British India (Vols. I-III). CoRBETT. Drake. Froude. Elizahethan Seamen in the Sixteenth Century. Lecture II. David Hannay. Blake. Frith. Life of Cromwell. Lecture III. Malleson. The French in India. Malleson. Dupleix. Macaulay. Essays on Clive and Chatham. Parkman. Montcalm and Wolfe. Lecture IV. Trf'/elyan. The American Revolution. Mahan. Life of Nelson. G. M. Theal. South Africa. WooDROw Wilson. History of the American People. Lecture V. >jACAtxAY'. Essay on Warren Hastings. Trotter. Warren Hastings — Rulers of India. riuTTON. Wellesley — Rulers of India. Hunter. Dalhousie — Rulers of India. Rice Holmes. History of the Indian Mutiny. Lecture VI. Jenks. History of the Australasian Colonies. G. M. Tiieal. South Africa {Story of the Nations). W. P. Reeves. New Zealand. DfiKE. Problems of Greater Britain. BouRiNOT. Canada (Story of the Nations). LECTURE I. The Great Explorers and the Struggle with Spain. A new stage in the history of Western civilization may be said to be opened by the great discoveries of the fifteenth century. They initiate a period, covering the whole of the modern age, during which the great nationalities of Europe have been engaged in continuous rivalry for the control of the world outside of Europe. This rivalry, so far as it affected England, will form the central thread of the present course. The overflowing of Europe, and the opening up of the East and of the West. 1. Portugal and West Africa and the Cape route to India : Bartholomew Diaz and Vasco de Gama : the Portuguese Em- pire in the East — Albuquerque. 2. Spain and the Western route to India : Columbus : The Spanish acquisitions in Central and South America : Cortes and Pizarro. Character of the Spanish and Portugue.se empires. The Parti- tion Bull of 1493 and its results. The union of the Spanish and Portuguese crowns (1580) seems to give a monopoly of the new discoveries to Spain. Religious fanaticism of the monarchy of Philip II. English trade with Portugal and Levant checked. Consequences : 1. The attempt to find a "back way" to the wealth of the East by a northwest passage or by a northeast passage. 2. Piracy in the English Channel and upon the Spanish Main — Drake and Hawkins. 3. The open struggle with Spain : the Armada. Consequences of the overthrow of Spanish sea-power and the subsequent rapid decay of Spain. 1. In the West: first English attempts at colonization: Vir- ■^ ginia : objects and character of the colony. 2. In the East : foundation and first voyages of the East India Company. The overthrow of Portuguese power in the Indian Ocean, 1612-22. (3) SUBJECTS FOR ESSAYS OR DISCUSSION. Causes of the weakness of the Spanish Colonial Empire. Trade as the basis of Empire. India when the European nations first made their appearance. LECTURE II. The Struggle with the Dutch in East and West — New England. The English and the Dutch had shared in the overthrow of the Spanish monopoly ; but no sooner was that barrier destroyed than a bitter rivalry broke out between these two nations, which fills much of the seventeenth century. The growth of Dutch maritime and commercial activity. The Dutch in the East: they expel the Engli.sh from the Spice Islands. The massacre of Amboyna. The Dutch settlement at the Cape of Good Hope. The Dutch discoveries in Australasia. The Dutch in the West: New Amsterdam. England for a time withdi-aws from the struggle owing to dis- sensions at home. But these dissensions themselves produce a great colonizing period. New England: the Puritan colonies: their characteristics. Maryland : the Catholic colony. The close of the Civil War brings a new period of direct strug- gle with the Dutch. The struggle for maritime and commercial supremacy with the Dutch. Blake's naval campaigns. The Navigation Laws. Cromwell as an Imperialist statesman. His anti-Spanish policy : seizure of Jamaica : its importance. The Dutch struggle continued under Charles II : Navigation Laws re-enacted. Their meaning and importance. Monk and Rupert. The conquest of New Amsterdam. The keen interest in colonization shown by the statesmen of the Restoration: Carolina, Pennsylvania, the Hudson Bay Company. The Dutch struggle at length ended not by outright victory for either side, but by union against a common enemy. France. Sub- sequent gradual decay of Dutch power. SUBJECTS FOR ESSAYS OR DISCUSSION. Contrast the Dutch methods of colonization with the Spanish. Cromwell as an Imperialist statesman. LECTURE III. The Great Duel with France. Part i : To the English Triumph in 1763. Seven great wars with France between 16S9-1815. Various im- mediate causes, but always at the bottom commercial and colonial rivalry. Commercial and colonial development of France under Colbert. French foreign possessions at the end of the seventeenth century. 1. The French in North America. Canada and Louisiana. Nature of the settlements. Exploration in the interior. Claim to possess the Mississippi Valley. Danger of this to English colonies in America. 2. The French in the West Indies. 3. The French and English companies in India. Consequent world-wide character of the wars of the eighteenth century. Causes of the ultimate success of England. 1. Decay of the French monarchy : no successor to Colbert. 2. France diverted by European questions : in Pitt's phrase. America is conquered in Germany. A. The struggle for India. The opportunity for political aggression afforded by the dis- integration of India. The great Frenchman, Dupleix, was the first to see this, and may be said to have shown the English how to conquer India. The struggle for the Carnatic : Clive and Arcot : Lally. The establishment of the English in Bengal : Plassey. B. The struggle for America. Chatham the great Imperialist. The annus mirahilis, 1759. 1. The struggle for the sea and the West Indies. 2. The struggle in the Ohio Valley, 1753-17.56. 3. The struggle in the St. Lawrence Valley : Louisburg, Lake Champlain, Quebec : Montcalm and Wolfe. Predominance of England at the Peace of Paris, 1763. SUBJECTS FOR ESSAYS OR DISCUSSION. Contrast the English and French settlements in America. Dupleix and his contributions to the problem of European rule in India. Causes of the English victory over France in the struggle for commercial supremacy. LECTURE IV. The Great Duel with France. Part ii: The American Revolution and the French Revolution. The revolt of the American colonies an epoch in the history of the British Empire. Its causes: 1. The old colonial policy : commercial restrictions. 2. The removal of danger from France renders the colonies less loyal. 3. The attempt to impose upon the colonies part of the burden of defending them. First phase of the war, 1775-1778. After early successes the colonies show themselves unequal to the struggle. Second phase, 1778-1782. France sees an opportunity of regain- ing her lost position. General European jealousy of English mari- time supremacy. League of the maritime powers against her. The naval war : decline of English prestige. France fails to make use of her opportunity ; but the war ensures American independence. Lessons of the American Revolution. Compensation for the loss of America. Estahli.shnient of the English power in India during this period. Warren Hastings, the greatest of Anglo-Indian statesmen, governed India during the whole of the American War of Independence. The first set- tlement in Australia, 1788. The war of the French Revolution. In its first period direct colonial rivalry does not emerge. But — 1. The English power increasing in the West Indies. 2. English sea-power re-established. The great crisis of 1797. Napoleon: to some extent his hostility to England a result of English success in the race for foreign possessions in the previous period. 1. The expedition to Egypt— aimed at India. 2. Encouragement of native princes in India. 3. The campaign of Trafalgar — the final assertion of English sea-power. 4. The continental system: an attempt to destroy English trade, it only results in more firmly establishing it. 5. Through English command of the sea French and Dutch colonies fall into English hands, notably South Africa. Extent and development of the British Empire at the end of the Great War. SUBJECTS FOR ESSAYS OR DISCUSSION. Was American Independence inevitable? The lessons of the American Revolution. The relation between Sea-power and Colonial Empire. LECTURE V. The Indian Empire: its Growth and its Government. The disadvantages of Government by a commercial company exhibited 1760-1765: the worst period of English government in India. The work of organization : Warren Hastings : Parliament begins to interfere : North's scheme and its failure : Pitt's scheme. The expansion of the Empire: it is hampered by the Directors' fear of war and desire of dividends, but it is inevitable. Expansion under Warren Hastings : advance up the valley of the Ganges. Expansion under Wellesley, "the great pro-consul." "He changed our dominion from the British Empire in India to the British Empire of India." His wars and his policy. Hastings and the revival of the "forward" policy. Dalhousie and the establishment of the British in the northwest. The Mutiny : its causes and consequences. Revision of the governmental system. SUBJECTS FOR ESSAYS OR DISCUSSION. To what extent was the "forward policy" of England in India linevi table? The policy of Dalhousie. The causes of the Indian ^Mutiny. The governmental system of modern India. LECTURE VI. The Colonies in the Nineteenth Century. The causes of the rise of self-government in the Colonies. How far the result of the American Revolution, how far of ideas domi- nant in England. 1. Canada. The difficulties of the Canadian question. Mili- tary government, 17G0-1774. The Quebec Act, 1774. The Canada Act of 1791 : first step towards self-government. Canada and the United States, 1812. The Rebellion of 1837 and Lord Durham's settlement. The British North America Act, 1867. Sir John Macdonald and the secur- ing of the Great West. 2. Australia. Its freedom from the difficulties of Canada and South Africa. The convicts and military rule. In- crease of population and its causes: discovery of gold, 1849. The division of Australia into six colonies, 1823- 1859. The growth of self-government, 1842 1855. Aus- tralian Federation. 3. New Zealand. The Maori races. Crown colony period, 1839-1852. Sir George Grey and his achievements. The Maori wars, 18G0-1871. 4. South Africa. Its character and races. Complexity of the questions involved. The first phase : from the British occupation to the great Trek, 1836, and the annexation of Natal. 1842. The second phase: from the annexation of Natal to the Sand River Convention (1852) and Bloem- fontein Convention (1854). The third phase: discovery of diamonds (1857) and of gold (1884) and their con- sequences. The fourth phase: from the annexation of the Transvaal, 1877. to the present day. 5. The Crown Colonies and the Military Posts. SUBJECTS FOR ESSAYS OR DISCUSSION. Race problems in the great British Colonies. Colonial Federation and its relation to Imperial Federation. The Crown Colonies as links of Empire. University Extension Lectures Syllabus of a Course of Six Lectures on English Novelists of the Nine- teenth Century 1. Jane Austen. 2. Sir Walter Scott. 3. Charles Dickens. 4. William Makepeace Thackeray. 5. The Brontes and Others. 6. George Meredith and Robert Louis Stevenson. By Ramsay Muir, M. A. Staff-Lecturer in History and Literature for the London, the Liverpool and the American Societies for the Extension of University Teaching. No. 269 Price, 10 cents Copyright, 1905, by The American Society for Extension of University Teaching, 111 South Fifteenth Street, Philadelphia. Pa. BOOKS. Lectube I. W. A. Raleigh. The English Novel (later chapters). R. L. Stevexson. a Gossip on Romance and A Humble Remon- strance (in Memories and Portraits). GoLDwiN Smith. Life of Jane Austen. Lecture II. J. G. LocKHABT. Life of Scott (5 vols.). R. H. HuTTO^^. Scott (English Men of Letters). Cablyle. Essay an Scott. Lecture III. FoBSTEE. Life of Dickens. George Gissing. Dickens. Lecture IV. Mrs. Ritchie. Introductions to the Biographical Edition of Thackeray's Works. Mebb'ale and Mabzial. Life of Thackeray. Lectube V. Mbs. Gaskell. Life of Charlotte Bronte. Augustine Birrell. Charlotte Bronte. A. C. SwiNBXjRNE. Note on Charlotte Bronte. Lecture VI. Mebedith. Essay on Comedy. W. A. Raleigh. Robert Louis Stevenson. R. L. SrEVE>'SON. Letters. LECTURE I. Introductory. Jane Austen. "Also read again, and for the third time at least, Miss Austen's very fiuely written novel of 'Pride and Prejudice.' That young lady had a talent for describing the involvements, and feelings, and characters of ordinary life, which is, to me, the most wonderful I have ever met with. The Big Bow-wow strain I can do myself, like any now going; but the excjuisite touch, which renders ordi- nary commonplace things and characters interesting from the truth of the description and the sentiment, is denied to me." — Sir Walter Scott, Journal. "I have likewise read one of Miss Austen's works . . . with just the degree of admiration which Miss Austen herself would have considered sensible and suitable. . . . ' She does her busi- ness of delineating the surface of the lives of genteel English peo- ple curiously well. There is a Chinese fidelity, a miniature deli- cacy, in the painting. She ruffles her reader by nothing vehement, disturbs him by nothing profound. The passions are perfectly unknown to her ; she rejects even a speaking acquaintance with that stormy sisterhood. . . . Her business is not half so much with the human heart as with the human eyes, mouth, hands, and feet."— Charlotte Bronte. The remarkable predominance of the novel in English literature during the nineteenth century. As a literary phenomenon it is worthy of study. It is also valuable to the student of history, because its variety and adaptability make it an admirable reflector of many aspects of ordinary conditions and ideas. Reflection in particular of the profound changes in the life and thought of England which the century witnessed. The novelists of the early nineteenth century, mainly ladies : Miss Burney (1752-1840) ; iliss Edgeworth (1767-1S49) ; Miss Aus- ten. Jaxe Austex. 1775-1817. The painter of the quiet country life of the upper-middle classes of the older England. She sees nothing, or at least describes noth- ing, of the new England coming into being: she has no relation with the great literary movement of her age, the Romantic Revival. (3) Sketch of her life: its placid course and narrow limits. Consequent narrow scope of her work: "Tea-table fiction." Within these limits, flawless perfection, such as can be predicated of no other English novelist. Her construction — characterization — humor and satire — subtlety and restraint. Entire absence of exaggeration, even in the parody of Mrs. Radclifl:"e, Northangcr AJjhey. Charlotte Bronte's criticism of her work. Is it just? CLASS AND ESSAY SUBJECTS. The Romance and the Novel : a contrast. A review of any one of Jane Austen's novels. Jane Austen's bores. LECTURE II. Sir Waiter Scott: 1 771 -1832. "Under this head there is little to be sought or found in the Waverley Novels. Not profitable for doctrine, for reproof, for edi- fication," for building up or elevating, in any shape! The sick heart will find no healing here, the darkly-sti'uggling heart no guidance: the heroic that is in all men no divine awakening voice. . . . Buff l)elts and all manner of jerkins and costumes are ti'ansitory ; man alone is perennial. . . . Tried under this cate- gory, Scott, with his cleMr practical insight, joyous temper, and other sound faculties, is not to ])e counted little — among the ordi- nary circulating library heroes he might well pass for a demi-god. Not little ; yet neither is he great ; . . . among the great of all ages one sees no likelihood of a place for him." — Thomas Carlyle. "Walter Scott is out and away the king of the romantics. . . . [He] had not only splendid romantic, but splendid tragic gifts. How comes it. then, that he could so often fob us off with languid, inarticulate twaddle? It seems to me that the explana- tion is to be found in the very quality of his surprising merits. As his books are play to the reader, so were they play to him. He conjured up the romantic with delight, but he had hardly patience to describe it. He was a great day-dreamer, a seer of fit and beautiful and humorous visions, but hardly a great artist. . . . He pleased himself, and so he pleases us. Of the pleasures of his art he tasted fully ; but of its toils and vigils and distresses never man knew less. A great romantic — an idle chlid." — R. L. Stevenson. "The romantic revival" of the early nineteenth century. "Renais- sance of wonder." Renewed interest in the medifeval period. Feeling for Nature. Attempt no longer merely to reproduce what is familiar, but "to direct the mind to the loveliness and wonder of the world before us." (Coleridge.) In this respect Sir Walter Scott a child of the new age. In others his eyes turned backwards. He represents the Conservatism of the early part of the century: the idealist of the old regime. His dislike of the new political movement. This the natural consequence of his race- and personal history. His family — profession — early life. His wanderings in Lowlands and Highlands: intimate knowledge of all classes of Scottish society, and of the wealth of Scottish legend. His vast and curious learning. The Minstrelsy of the Scottish Border. His poems simply romances in verse ; little effect on poetic development, but of great importance in the history of prose fiction. Superiority of prose as a vehicle for his themes, its immensely greater variety and range. In Waverlei/ (published 1812) and its successors, the fusion of the novel and the romance. The romance becomes real without ceasing to be romance. The extraordinary popular interest in the novels. The distinction between the Scotch novels and the more purely historical novels. Superiority of the former. The strength of Scott. Wideness of range and sympathy. He is equally at home with the king and the peasant— Louis XI and Jeanie Deans. Reticence combined with truthfulness in dealing with the stronger emotions. Humor. The power of enthralling narrative. Events framed in their proper circum- stances : treatment of scenery, etc. His weakness. Loose and faulty construction. The style, though often strong and nervous, too frequently careless and shambling. The rapidity of Scott's production : was it too rapid? Other criticisms : too much scenery ; too much history ; super- ficiality of character ; no treatment of the Problems of Life. How far are these criticisms just and to the point? CLASS AND ESSAY SUBJECTS. Scott's Monarchs. A review of any one of Scott's novels. Scott's use of the Supernatural. LECTURE III. Charles Dickens: 1812-1870. "The master of all the English humorists now alive; the young man who came and took his place calmly at the head of the whole tribe, and who has kept it. Think of all we owe to Mr. Dickens. . . . the store of happy hours that he has made us pass, the kindly and pleasant companions whom he has introduced to us ; the harmless laughter, the generous wit, the frank, manly, human love which he has taught us to feel ! . . . Since the days when the Spectator was produced by a man of kindred mind and tem- per, what books have appeared that have taken so affectionate a hold of the English public as these? . . . There is not a reader in England but that little creature (Tiny Tim) will be a bond of union between the author and him, and he will say of Charles Dickens, as the woman just now, 'God bless him!' What a feel- ing is this for an author to be able to inspire, and what a reward to reap." — W. M. Thackeray. "There never was such another as Charles Dickens, nor shall we see his like sooner than the like of Shakespeare. And he owed all to native genius and hard work ; he owed almost nothing to liter- ature, and that little we regret. . . . But the native, naked genius of Dickens — his heart, his mirth, his observation, his delightful high spirits, his intrejud loathing of wrong, his chival- rous desire to right it — these things will make him forever, we hope and believe, the darling of the English people." — Andrew Lang. Dickens belongs to the period when the new England was in the making ; a period full of sordidness and ugliness. He described It from below, and gave a picture which would be unendurable were it not lightened with gay humor and wide human sympathy and almost falsified by a buoyant optimism. What he omits in his picture. His peculiar characteristics — both merits and defects — largely due to his training. Parentage and early life. The debtor's prison and the blacking-shop — their indelible impression on his mind. Lack of education : he never became a bookish man, and to his death read little: effect of this on his works. The theatre his only school ; and the British theatre was at its worst during his life. Profound effect of the theatre on his books. Whatever he does not know from intimate personal observation is described after the only model he knew — the theatrical. His limitations. (1) He knows only a few strata of English societ>\ His treatment of the upper classes invariably unsym- pathetic. (2) Theatrical figures perpetually obtrude themselves. His pathos is generally the pathos of the footlights. (3) Exag- geration even in figures that are truly drawn. The use of catch phrases or gestures by which, as in the cheapest kind of melo- drama, the characters can be recognized. No restraint. (4) Con- iStruction : increasingly artificial. The use of coincidence. Bleak House is perhaps the worst offender in this respect. Tet, with all his imperfection and crudeness, he remains among the greatest of novelists. The vividness and originality of his imagination. The astonishing richness and fertility of his inven- tion. The accuracy of his observation. His humor — its kindli- ness. Dickens as satirist. Dickens as Radical, tilting at the abuses of his age : the Circumlocution Office, and the Prison System. CLASS AND ESSAY SUBJECTS. A review of David Copperfield or Martin Chuszletcit. Dickens, the Radical. In what sense was Dickens an Idealist? LECTURE IV. W. M. Thackeray: 1811-1863. "His persistent state, especially for the later half of his life, was profoundly morne ; there is no other word for it. This arose in part from temperament, from a quick sense of the littleness and wretchedness of mankind. . . . This feeling, acting on a harsh and savage nature, ended in the sacva indignatio of Swift; acting on the kindly and sensitive nature of Mr. Thackeray, it led only to compassionate sadness." — Dr. John Bro^Ti. "But what bitter satire, what relentless dissection of diseased subjects ! . . . Thackeray likes to dissect an ulcer or an aneurism ; he has pleasure in putting his cruel knife or probe into quivering, living flesh. Thackeray would not like all the world to be good ; no great satirist would like society to be perfect . . . He is imjust to women, quite unjust. . . . Many other things I noticed that grieved and exasperated me as I read : but then, again, came passages so true, so deeply thought, so tenderly felt, one could not help forgiving and admiring." — Charlotte Bronte. "O gentle censor of our age I Prime master of our ampler tongue ! Whose word of wit and generous page Were never wrath, except with wrong, — Fielding — without the manner's dross, Scott — with a spirit's larger room." — Lord Houghton. 8 An exact contemporary of Dickens, Thackeray portrays another side of the same great changes in the temper of English society. As Dickens showed the ugliness and cruelty of the life of the great cities, Thackeray represented the efEects of the same change on the upper strata: materialism and snobbery, the two giants against which he is perpetually tilting, are particularly rampant in this period. His origin and environment. He is "a scholar and a gentle- man" ; his education is visible in all his work. His debts to his predecessors of the eighteenth century. His early life: Bohemia and Society : he squanders his fortime. and must make a liveli- hood with pen and pencil. His early work. His great novels : development of his work. Construction: loose but efficient. The scale of his novels. The influence of monthly publication both on Dickens and Thackeray. Style: its liveliness and unaffected simplicity. Thackeray's humor: of a higher, or, at any rate, a different kind from that of Dickens: it played upon all that he treated- equally, upon himself also. His melancholy. Character. Thackeray's women. The criticism that his good people are invariably silly or unattractive. His province deliberately limited, though it is wide enough. But his excursions into other fields more successful than those of Dickens. Thackeray as a satirist. Like Dickens, he was a reformer, but he rarely touches upon political themes : partly because his trained artistic sense told him that such preaching was artistically an error. His satire aimed rather at selfishness, worldliuess, and snob- bery, than at the faults of the political system. CLASS AND ESSAY SUBJECTS. A review of any one of Thackeray's novels. Is Thackeray a Cynic? Thackeray's Women. LECTURE V. The Brontes and Others. Charlotte Bronte. "Which of her readers has not become her friend? Who that has known her books has not admired the artist's noble English, the burning love of truth, the bravery, the simplicity, the indignation at wrong, the eager sympathy, the pious 9 love and reverence, the passionate honor, so to speak, of the woman? . . . How well I remember the delight and wonder and pleasure with which I read 'Jane Eyre,' sent to me by an author whose name and sex were then alike unknown to me ; the strange fascinations of the work ; . . . that master-work of a gi-eat genius !" — W. M. Thackeray. "In knowledge, in culture . . . Charlotte Bronte was no more comparable to George Eliot than George Eliot is comparable to Charlotte Bronte in purity and passion, in depth and ardor of feeling, in spiritual force and fervor and forthright inspiration. . . . George Eliot a type of intelligence vivified and coloured by a vein of genius, . . . Charlotte Bronte a type of genius directed and moulded by the touch of intelligence." — A. C. Swin- burne. [Emily BBONxii.] "—She (How shall I sing her?) whose soul Knew no fellow for might, Passion, vehemence, grief. Daring, since Byron died, That world-famed son of fire — she, who sank Baffled, unknown, self-consumed ; Whose too-bold dying song Stirr'd, like a clarion-blast, my soul."' — Matthew Arnold. The Bronte sisters (Charlotte, 1816-55; Emily, 1S18-48 ; Anne, 1819-49). The tragedy of their history and environment. Their small opportunities for the study of humanity. But the Brontes knew the people of the Yorkshire moors at a critical time — the moment of transition : mills invading the lonely valleys. The great quality of Charlotte's and Emily's work — passion and strength — in Emily's case verging on incoherence. Vividness and insistence of the impression they produce. Morbidness and gloominess of their view : occasional melodrama ; but they can mount to the tragic. Qualities of style. Lack of the sense of humor ; their emotions too sti'ong for humor. Other novelists of the period deserving notice : Charles Kiugsley (1819-1875) the preacher expressing him- self through the novel. Of interest to the historian as marking the realization of the evils produced by the revolution, and of attention to social questions. The social problem as a novel motif. George Eliot (18'20-1S80) : the novel becomes self-conscious. The scholastic philosopher as novelist. Mrs. Gaskell (1811-1865). The direct description of the life of the great manufacturing towns of the North. Her qualities as a novelist. 10 CLASS AND ESSAY SUBJECTS. The genius of Emily Bronte. A review of Jane Eyre or Villette. Charlotte Bronte and George Eliot: a contrast. LECTURE yi. George Meredith: R. L. Stevenson. "Talking of Meredith, I have just re-read, for the third and fourth time, 'The Egoist.' When I shall have read it the sixth and seventh, I begin to see I shall know about it. You will be astonished when you come to re-read it: I had no idea of the matter — human red matter — he has contrived to plug and pack into that sti-ange and admirable book. Willoughby is, of course, a pure discovery ; a complete set of nerves, not heretofore examined, and yet running all over the human body. Clara is the best girl ever I saw anywhere. ... I see more and more that Meredith is built for immortalitv." — R. L. Stevenson to W. E. Henley. "I remember the late Sir John Millais, a shrewd and very inde- pendent judge of books, calling across to me at a dinner-table, 'You know Stevenson, don't you?' and then going on, 'Well, I wish you would tell him from me, if he cares to know, that to my mind he is the very first of living artists. I don't mean writers merely, but paintex's and all of us ; nobody living can see with such an eye as that fellow, and nobody is such a master of his tools." — Sidney Colvin. Meredith and Stevenson form the two greatest influences upon prose literature of the present day ; and hence form an appropriate conclusion to the study of the prose fiction of the nineteenth cen- tury. In influence they are almost contemporaries, though Mere- dith is by much the elder. Meredith — the least widely read of the great novelists of the century — may be called the novelist's novelist, as Spenser is the poet's poet. Stevenson described his public as consisting of "journalists, fellow-novelists, and boys." Meredith (1828 — ). Apparent limitation of his scope — the coun- try house and £10,000 a year. A restriction of this kind not neces- sarily a limitation. Extraordinary range of Meredith's powers : the keen and subtle analysis of motive and character ; wit ; humor ; comedy ; satire ; pure romance : tragedy. His faults : a weakness in construction ; over-subtlety ; the difficulty of his style — c-auses of this. To what extent is it the necessary defect of his qualities, to what extent inevitable? 11 Stevenson (1852-94). The charm of his personality an even greater force than his books. His work as a novelist. He lacks the richness and fertility of the giants: an extraordinary variety of gifts, never combined till his last fragment. His work till then all has the air of being experimental, is lacking in spon- taneity and inevitableness. Nevertheless, perfection of form secures it life. The influence of his style upon his contemporaries. CLASS AND ESSAY SUBJECTS. The influence of Meredith and Stevenson upon this generation. A review of The Egoist, Richard Feverel, Rhoda Fleming, or Evan Harrington. A review of Weir of Eerniiston, Prince Otto, or Kidnapped and Catriona. The Class. — At the close of each lecture a class will be held for questions and further discussion. All are urged to attend it and to take an active part. The subjects discussed vnH ordinarily be those arising from the lecture of the same evening. In centres in which no Students' Association (see below) has been formed, the class will afford opportunity for the lecturer to coninient on the papers sub- mitted to him. The Weekly Papers. — Everj' student has the pri\Tlege of wTiting and sending to the lecturer each week, while the course is in progress, a paper treating any theme from the lists given at the end of each part of the syllabus. The paper should have at the head of the first sheet the name of the ^Titer and the name of the centre. Papers may be addressed to the lecturer. University Extension, 111 South Fifteenth street, Philadelphia. The Students' Association. — Every lecture centre will be greatly helped in its work by the formation of a club or other body of students and readers desirous of getting the stimulus that working in common affords. This Students' Association will have its own organization and arrange its regular programme, if possible, both before and after as well as during the lecture course. The lecturer will always lend his help in drawing up programmes, and, when the meeting falls on the day of the lecture, wiU endeavor to attend and take part. Much of the best work of Extension is being done through the Students' Asso- ciations. ' The Examination, — Those students who have followed the course throughout will be admitted at the close of the lectures to an exami- nation under the direction of the lecturer. Each person who passes the examination successfullv will receive from the American Society f for the Extension of University Teaching a certificate in testimony thereof. University Extension Lectures Syllabus of a Course of Six Lectures on Popular Romances of the Middle Ages 1. The Story of Siogfrid and the 4. The Story of Tristan in Mod- Nibelungen. em Versions: Tennyson, 2. Wagner's Nibelungen Trilogy Arnold, Swinburne, Wagner. and its Meaning as Litera- ct^t j e 4.u xx ^ n ^■^ * 5. The Legend of the Holy Grail, ture. 3. The Romance of Tristan and 6. Tennyson's Holy Grail, and Isolde. Wagner's Parsifal. By J. Duncan Spaeth, Ph. D. No. 270 Price, 10 cents Copyright, 1905, by The American Society for Extension of University Teaching 111 South Fifteenth Street, Philadelphia, Pt. LECTURE I. The Story of Siegfrid and the Nibelungen. I. Origin of the Legend: Mythical and historical elements. (1) The Siegfrid myth. Its home among the Franks of the lower Ehine, fifth century A. D. Outline: The hero grows up in the forest without know- ing his parents, in care of a dwarf, who is a smith. He delivers a maiden imprisoned on a mountain, in a tower, or a castle, surrounded by flames, a great water, or a hedge of thorns, obstacles that can be overcome only by the predestined hero. He has a fine horse, and a wonderful sword, with which he slays the dragon or giant who guards the sleeping beauty. Together with her he wins a great treasure and supernatural powers. Then he comes into the power of evil spirits — the false brothers of the fairy tale, who get back the maiden and treasure by murdering the hero. The original owners of the treasure and the false brothers, i. e., the evil powers that enthral the maiden, are called Niblungs, i. e., children of the mist. A nature-m5rth. Siegfrid a Light-Hero, at sunrise conquering the clouds and waking the sun asleep on the misty mountain-top, sunounded by the red glow of dawn. (The sun is feminine gender in the Germanic languages.) (2) Historical memories. Blending of m)rthical and historical traditions into Hero-Legend. Historical events with which the Siegfrid-Nibelxmgen myth became associated. The great battles of the Huns in western Europe during fifth century. Attila. Destruction of the Burgundians in a bloody battle A. D. 437. The Burgundian king, Gunther, slain. Difficult to explain why or how the Siegfrid story imited with that of the Bm- gundians. Main feature of union. The Burgundians with their capital at Worms, on the Rhine near the old home of the Siegfrid myth, become the Niblungs or evil brothers who slay the hero Siegfrid, and their destruction by the Huns is felt to be the punishment for their treachery. II. The chief Literarj^ Versions of the Legend. (1) Scandinavian Versions. The Siegfrid Storj^ carried from its original home on the Rhine, into the Scandinavian countries, where the historical portion dealing with destruction of Burgundians became confused and dis- torted and where the mythical elements in the character of the hero were emphasized, and connected with Norse mj'thology. (Odin, Loki, Fricka, the Walhalla Myth.) Outline of Norse version as contained in the songs of the older or poetic Edda, the prose Edda, and the Vol- sunga saga. (3) (2) The German Nibelungen Lied. A great historical epic. Only faint and confused outlines of the myth left. Siegfrid's death. Ivriem- hild's revenge. The interest in the German poem shifted from Brun- hild (the Walkuere of the Norse versions whom Siegfrid has wooed on the top of the fire-mountain) to Kriemhild, the true love of Siegfrid, who terribly avenges his death at the hands of her brothers, by marry- ing Attila and bringing about the destruction of the whole Burgundian tribe at the court of the Huns. LECTURE II. Wagner's Nibelungen Trilogy. I. Wagner's poems literature, not "librettos." They are poems of human action and suffering, whose impassioned expression is music. Wagner's power of reshaping popular legends and myths, so as to bring out by his dramatic and musical sjinbolism their permanent values and meanings. The Siegfrid Storj'. His Prose sketch of the Nibelungen Myth. The growth of the subject in his mind. Siegfrid's Death, the first drama of the C5'ole, worked backwanl to Rhinogold. Sources of Wagner's Ring of the Nibelungen. Chose the Scandinavian form of the Legend. The Norse Mythology mth its forrale-ssness, its vagueness and vastness, its seriousness and depth, appealed to Wagner's Genius. Greek mythology made for painting and sculpture. Norse mj-thology for music. TJie Rhine-Gold. The prelude to the trilogy. (1) The Theft of the gold and the Curse. Significance of the ring. The form Wagner gives to the curse. Only he who renoimces Love may possess the ring of Power. (2) The Price of WaUialla. II. The Walkuere. (1) Love. The parents of Siegfrid. Wagner's use of the Volsunga Saga. The sword. Its significance in Germanic Hero-legend. (2) Battle. Fricka the guardian of social conventions. Wotan forbids the Walkuere to aid Sigmund the Volsung, in his battle with Hunding. Sigmund's death. The shattered sword. Brun- hilde's disobedience. (3) Retribution. Brunhilde's sleep on the fire- mountain. III. Siegfrid. (1) Siegfrid's education. Siegfrid and Mime. Ge- nius vs. Craft. The welding of the sword. Influence of German folk- tales of Siegfrid the Dragon-slayer, and Siegfrid of the homy skin. (2) The slaying of the dragon. The Dragon in Germanic mythology. Beowulf's dragon fight. The treasure motif. Siegfrid wins the ring and is involved in the curse. (3) The waking of the Walkuere. Sieg- frid's meeting with Wotan. The splintered spear. The breaking of Wotau's spell. Siegfrid's kiss wakens Brunhilde. Walkuere no more but woman. IV. Siegfrid's Death (Goetteidaemmerung). The introduction of the Norse conception of the "Ragnaroek," the Dusk of the gods, an after- thought. An unfortunate concession made by the poet and dramatist, to the mythologic philosopher. See his first draught, Siegfrid's Death. Farewell to Brunhilde. Meeting at Night and Part- ing at Morning. " Round the cape of a sudden came the sea. And the sun looked over the mountain's rim And straight was a path of gold for him." The curse on the gold begins to work. The hero falls into the power of the Niblungs. Under the spell of Hagen's magic potion, he forgets Brunhilde, and weds Gunther's sister (The Gutrune of the Drama is the Kriemhild of the Nibelungen lay). The false wooing of Brunhilde, by Siegfrid, for Gunther. (2) Siegfrid's Death. The fatal ring. Brunhilde's vengeance. Hagen. His connection with the Nibelungs. The scene of the hunt from the Nibelungen Lied. The recollection scene, Wagner's own modification of the idea of the gradual weakening of the spell in the Norse story, and one of the finest touches in the play, helped by the potent magic of music. (3) The Funeral Pyre. As in the Volsunga Saga, Brunhilde is burnt together with Siegfrid. All the subsequent portion of the Legend is omitted by Wagner as unsuited to his dramatic purpose. The ethical ideas of Wagner's Trilogy. The character of Siegfrid. Comparison with the Prometheus. READING GUIDE. I. The Legend in Scandinavian Literature. 1 . The Volsunga Saga*, translated from the Icelandic by Magnusson and Morris. Edited by Halliday Sparling for the Camelot Series (Walter Scott, London, 1888). Contains also the songs from the Older Edda bearing on the Siegfrid Myth, and a full bibliography of Icelandic Literature. The Eddas, by Winfred Faraday, Vol. 12, of Popular Studies in Mythology, Romance, and Folk-Lore (D. Nutt, London, 1902). 2. The Younger Edda also called Snorre's Edda or the Prose Edda. English Version by R. B. Anderson (S. C. Griggs and Co., Chicago, 1880). 3. For a general account of Norse Mythology see Asgard and the Gods adapted from the German of Dr. R. Waegner by M. W. Mac- dowall and edited by W. S. W. Anson (Swan, Sonnenschein & Co., London, 1887). Though intended primarily for "boys and girls," it is, like all of Dr. Waegner's books, an excellent introduction to its sub- ject matter for older readers as well. Norse Mythology, R. B. Anderson. For Icelandic Sagas see the Saga Library, especially the Heims-Kringla (The Story of the Kings of Norway, called the Round World). Mag- 6 nusson and Morris, Vols. III-V of the Saga Library (Bernard Quaritch, London, 1893). II. The Legend in German Literature. The Classic version of the Legend is the Middle High German Nibe- lungen Lied, of the end of the twelfth century. English translation by Lettsom. George Henrj^ Needier, TJie Ntbelungenlied* , translated into rhymed English \erse, in the metre of the original (Henry Holt and Co., 1904). * Teutonic Legends in Xibelungen Lied and Nibelungen Ring, W. C. Sawyer, Ph. D. (J. B. Lippincott, 1904). III. Modern Versions. 1. Sigurd the Volsung. The Story of Sigurd the Volsung and the Fall of the Niblungs, by William Morris. (Roberts Brothers, Boston, 1891). Morris' poem is filled with enthusiasm for its subject, but suffers from too great expansiveness. It is based on the Volsunga Saga. 2. Wagner's Der Ring des Nibelungen* ; see also Wagner's Essay on the Nibelungen Myth* as a sketch for a drama, 1848, in his Prose Works translated by W. Ashton Ellis (8 vols. Scribners, and Siegfrid's Tod (first form "of the Goetter-Daemm.erung). Legends of the Wagner Drama*, Studies in Mythology and Romance by Jessie L. Weston (Scribners, 1896). The Ring is discussed in Chapters II-VI, (100 pages.) Houston Stewart Chamberlain's Life of Wagner has been published in an English Edition de Luxe by J. B. Lippincott, Philadelphia. For outlines of the dramas and reading references on the musical side, see Mr. T. W. Surette's Syllabus on Wagner, The Music Drama, University Extension Lectures. Series J, No. 5. LECTURE III. The Romance of Tristan and Isolde. I. Tristan and Isolde the great Love-Story of the Middle Ages. Tris- tan the most popular of all the heroes of medieval romance. Many versions of his story in many lands. The Tristan legend entered the literature of northern Europe at a time when Romantic Love super- seded the themes of the older Hero-sagas as a literary motif. Rise of chivalry does not imply greater respect for woman but greater prominence for her, and greater variety of romantic adventure. Comparative study of the many versions of the legend has given rise to a formidable Tristan literature. The tragic tale of guilty love, become the tilting ground of critical scholars, who are as prolific of theories as the old romancers were of adventures. II. Literary Development of the Tristan Story. Earliest literary forms French. Part played by France in twelfth and thirteenth cen- turies as collecting and distributing reservoir of romance. French form of the great medieval cycles of romance. Chansons de Gestes and Germanic Hero-legend. Their characteristics: historic back-ground, war, virtues of the old heroes, loyalty, bravery, generosity, etc. The "Romances of Adventure." Celtic influence: sprightliness, light- heartedness, prolixity of adventures. Effect of Norman Conquest in setting Celtic stories free. Geoffrey of Monmouth. Tristan story shows Celtic and Geniianic elements. Begins as Hero-tale, ends as romance of adventure. Existing versions of the story divisible into two groups: (1) The minstrel group, represented by a lost poem of Chrestien de Troyes (See Lecture V), and by the prose romances which Sir Thomas Malory used for the Morte d'Arthur. In this version, the originally apparently the more primitive, the main incidents have become confused by contact with the Arthurian Legend. Tristan a knight of the round table; Mark, his uncle, Isolde's husband, portrayed as low and ignoble. The love potion of transient effect. The incident of the swallow and the golden hair. (2) The Courtly group. Based on a poem of Thomas of Brittany (about 1170), probably an Englishman. Here the tale independent of the Arthurian cycle. King Mark a noble character. The love potion permanent in its effect. Based on Thomas, Gotfrid von Strasburg's Tristan und Isolde, the classic version of the legend, made in Germany beginning of thirteenth centurj'. To this group belongs also the English Sir Tristrem, edited by Sir Walter Scott. III. Gotfrid's Poem. Outline of the story. Characteristic feature Tristan's early history. The poem vmfinished. Various conclusions of the story. IV. Origin and home of the Legend. Intricacy of the problem. Hints in names of persons and places. Tristan, a Celtic Hero. (Per- haps originally Pictish.) Isolde and Morold the giant, Germanic. The legend early localized in Cornwall. Historical reminiscences of fights between Scandinavian settlers in Ireland, and the Britons of Cornwall. The legend certainly developed by the Celts. Tristan a national hero. In its later development the love-story the most pop- ular part of the legend. LECTURE IV. Tristan and Isolde in Modern Literature. I. Tennyson and Arnold. — Tennyson's Last Tournameyit an inade- quate treatment of the legend. Represents it merely as a love intrigue. Only by raising the guilty lovers above the level of ordinary occurrence, 8 and picturing them as under the doom of an exceptional fate and em- phasizing the tragedj' of the situation, can such a tale be Ufted into the reakn of pure Ai-t. Matthew Arnold's Tristram and Iseult, no inter- pretation of the central motive of the stoiy as a Love-tragedy. The elegiac note appeals to Arnold. Tristan's languor and world-weariness well portrayed. II. Swinburne and Wagner. Tristram of Lyonesse. Lack of nar- rative power. But its lyric pulse beats with the passion and the pathos of the tale. Wagner's Tristan and Isolde. Wag-ner strips off the epic matter entu-ely. Tristan "the hero" only a memor>\ (Note the fine musical motif of "Tristan Der Held" with its trumpet call to action.) Wagner makes it into a subjective lyric Love-drama, the greatest of its kind. Swinburne and Wagner, though widely di\'ergent in plot, both treat central motive in same way: Love an All-absorbing passion; an iiTcsistible, almost demoniacal force, a tremendous whirlpool of emotion that sucks into its vortex every other faculty of heart, mind and body, and makes its victims forget honor, duty, faith, and reputa- tion. Contrast this with Bro^^•ning's portrayal of Love. "There is no good of life but love — but love. What else looks good is some shade flung from love, Love gilds it, gives it worth." Here, too, love is felt to be an elemental power, but reinforcing not ruining what is. best in man. In Wagner and Swinburne the soft seduc- tive note of the siren, luring the lovers to death and darknessand destruc- tion, and the black waters of Lethe. In Bro'miing the thrilling trumpet blast that nerves the hero-lover's heart to win through to life and light and love eternal. READING GUIDE. I. Llediseval Versions. 1. Malory's Morte d' Arthur*, Books VIII, IX, X, XII, Chapters 11-13 Tlie Standard Critical Edition of The Uorte d'Arthur is that by Dr. H. Oskar Sommer in 3 Vols. (D. Nutt, 1891). Vol. Ill deals with Malory's sources. "No less than 274 pages of Caxton's volume-;- or almost one-third — are deA'oted to the life and adventures of Sir Tristram." Pp. 279-290 of Vol. Ill, discuss the sources of Malory s Tristan Stor}^ It is a late form of the Minstrel "\^ersion of the Legend, confused in its incidents by association vcith. the Arthurian cycle, of which the Tristan Legend was originallv independent. Handy editions of the Morte d'Arthur. The Globe (I Vol.). The Camelot*, edited by Ernest Rhys (Walter Scott, London). Vol. I contains the first nine books of Malory. Vol. II (No. 78 of the Scott Library, fonnerly the Camelot Series,' entitled The Book of Marvellous AdTe7itures) contains the balance of the Morte d'Arthur. Also in the Temple Classics (4 vols.). See also King Arthur and his Knights by Jessie Weston, and 9 Celtic and Medieval Romance by Alfred Nutt, in Popular Studies in Mythology, Romance and Folk-Lore Series (David Nutt). 2. Sir Tristrem. Middle English Poem first edited by Sir Walter Scott in 1804. The Middle English Poem completed by Sir Walter Scott; see his Collected Poems. Valuable Notes on Planners and Customs. 3. Tristan and IscuU*, Jessie L. Weston. English Prose translation of the classical form of the Courtly Version as found in Gotfrid's thir- teenth century poem. Important for the early or heroic part of the Tristan Legend. Published as No. 2 of Arthurian Romances Unrepre- sented in Malory's Morte d' Arthur, by D. Nutt, London, 1002. II. Modem Versions. 1. The Romance of Tristan and Iseult*, Retold by J. B^dier, trans- lated into English by Hillaire Belloc (Thomas B. Mcsher, Portland, Maine, 1904). 2. Idyls of the Kiiig : The Last Tournament, Alfred Tennyson. 3. Tristram and Iseult, JIatthew Arnold. 4. Tristram of Lyo7iesse*. SAvinburne. 5. Tristan und Isoldx*. Wagner's Music-Drama. See also Legends of the Wagner Drama, by Jessie Weston, pp. 271 -328. LECTURE V. The Legend of the Holy Grail. I. Popularity of the Legend during Middle Ages due to its blending of chivalry, and religious mysticism, romantic adA'entures. and raptures of spiritual vision, the magic of faerie and the mysteries of the Christian faith. Flowering-time of the legend, twelfth and thirteenth centuries. The great body of French and Anglo-French romances to which it gave birth. Early union with the Arthurian cycle. The Grail. Meaning and different forms of the word. Magic qualities. Reminiscences of Celtic Folk-lore. The Christian legend of the Cup used at the Last Supper. Robert de Borron's Joseph of Arimathea, and the Grand St. Graal. The search for the Grail. The hero of old Celtic tales, in whose adventures a magic lance and a magic dish figure as talismans, and who is a simpleton, is transformed into the simple, pure knight, who achieves the Quest of the Grail. II. Versions of the Legend in which Perceval is Hero of the Quest. Chretien's Conte del Graal, and its continuations the Jungle-book of romance. Wolfram's Parzival. Main features of the Perceval story. The hero brought up in the forest by his widowed mother, in ignorance of arms. Meets vnth knights. Leaves his mother, who dies of grief. Visits Arthur's court. Figures as ignoramus. Meets wise man Gone- mans (Gurnemanz). Fights with king of deadly castle. Comes to 10 castle of wounded Fisher-King. Sees bleeding lance and shining grail carried in procession. Fails to ask question concerning grail, and has to leave castle. Subsequent adventures. Return to Grail Castle, healing of wounded king. III. Later versions of the Legend in which Perceval is subordinated to Galahad as the Hero of the Quest. The Qtieste of the Saint Graal, a French prose romance probably -wTitten in England by Walter Map, in 1175. This the form of the legend best kno^ai in England. The source of Sir Thomas Malory's fifteenth century version, in his Morte d'Arthur. Tennyson's Holy Grail. Features of the old legend in Tennyson's Poem. Emphasis upon the ascetic ideal. The maiden knight. Preponderance of the mystical and saintly over the heroic in Galahad as compared with Perceval. "Of the two main paths which the legend has trodden, that of Galahad is the least fruitful and the least beautiful. Compared to the Perceval Quest in its highest literary embodiment, the Galahad Quest is false and antiquated on the ethical side, lifeless on the aesthetic side. " (Nutt, Studies in the Legend of the Holy Grail.) Tennyson's o-wii criticism of the Galahad quest. Allegorical treatment. Loss of important features of the old legend in the version followed by Tennyson: the bleeding lance, the wounded king, healed by the foolish-wise hero of the grail. R. S. Hawker's Quest of the Sangraal. Its fine poetic quality. Greater vigor than Tennyson's poem. Martial spirit, and genuine medieval tone. LECTURE VI. The Legend of the Holy Grail. I. The Legend in Germany. Main features of the Grail Legend as shaped by Wolfram. His Parzival is the classic version of that portion of the legend that deals with the quest of the grail. Out of the jumble of disconnected incidents and episodes of older romances, he builds an epic of heroic character development. Deepens significance of adventures of the grail-seeker. Ethical interest. Parzival's progress from Doubt to Faith. The Grail Castle and the order of the Knights of the Grail. (Influence of Knights Templar.) Titurel, Grail-king. His wounded grandson Anfortas. The magic lance. The form which Wolfram gives to the question Parzival must ask. Absence of early history of the Grail in Wolfram. The Joseph of Arimathea legend, with the localization of the Cup of the Last Supper in England, not found in the German version of the Grail story. W^olfram's conception of the Grail as a stone of celestial origin. Its properties. 11 II. Wagner's Parsifal. The Drama as a form of the Grail Legend, (a) Modifications of the legend imposed by the necessities of the dra- matic form. Condensation and simplification. Wagner's dramatic genius. Long history of the hero's adventures (which already in Wolf- ram's Poem had become adventures in spiritual growth), condensed into a single scene. Wagner seizes upon three main incidents in the career of the Grail Hero, and builds his drama upon them : (1) The first visit of Parsifal to the Grail Castle and his failure to ask the redeeming question (Act I). (2) The temptation of Parsifal and the victory -which makes the achievement of the quest possible to him. (Act II.) (For Wagner's departure from Wolfram's conception in this act, see below). (3) The second visit of Parsifal to the Grail Castle, and the healing of Amfortas. (Act III.) (b) Modifications of the legend imposed by Wagner's ethical purpose. Character modifications: Parsifal, the pure- hearted blunderer, helpless through ignorance, but divining knowledge through pity, becomes Parsifal the Helper and Healer, the blameless knight-saint and Grail King. In his emphasis upon the ascetic ideal of virtue, Wagner follows the later or Galahad versions of Grail Story. Klingsor, the magician, type of evil. Kundry , the temptress. Though suggested in the medieval romances, "Kundry is Wagner's great contribution to the legend" (Nutt). The Grail, in Parsifal, the sacred vessel of the Christian legend; but Wagner makes the lance rather than the grail the object of the quest. Preponderance of Christian SjTnbolism over legendary features in 3d Act of the Drama. (1) Parsifal as a Philosophic Poem. Matthew Arnold's definition of poetry as "Criticism of Life." How Wagner's dramas meet this re- quirement. Parsifal an attempt to interpret the life and aspirations of the spirit in terms of Christian symbolism. Its leading ideas: Sin and suffering. The root-form of sin, sensuality. The need of redemp- tion and of a redeemer. Pity, the moving power of religion. Self- conquest and renunciation the goal of life. As Wagner the musician interlinks with marvellous skill a medley of musically incongruous but dramatically pertinent "leit-motifs," so Wagner the poet-philosopher weaves together in Parsifal some of the "leit-motifs" of the Christian philosophy of life and intertwines with them ideas taken from Buddhism and Schopenhauer's philosophy of renunciation and despair. Appraise- ment of the philosophy of Parsifal. READING GUIDE. I. Mediaeval Romances. 1. Outlines of the various versions of the Legend in the French Ro- mances and elsewhere will be found in Studies on the Legend of the Holy Grail* Alfred Nutt. London, David Nutt, 1888. Chapter I. Nutt's Studies argue for the Celtic origin of the Legend, and adduce a large 12 number of parallel incidents from Celtic Folk-Lore. German scholars have in the main been sceptical v-ith regard to the Celtic theorj' and have sought to prove the Christian origin of the Legend. 2. The Mabinogion, translated by Lady Guest, contains the tale of Peredur, the Son of Ewawc, -which parallels the French Perceval Ro- mances in important features. In Temple Classics, 4 vols. See also Mabivogion, Ivor. B. John, in Popular Studies in Mythology Romance and Folk-Lore (D. Nutt), and Celtic and Medieval Romance by Alfred Nutt in same series. 3. jVIalorj''s Morte d'Arthur (13th, 14tb and 17th books). Malory's version of the Legend is based on the French Prose Romance La Queste del St. Graal, ascribed to Walter ^lap, \\ho died 1210. In this romance Perceval is displaced by Galahad. This is the version •which Tennyson knew, and from v.hich he worked. 4. Parzival* Wolfram von Eschenbach's Middle High German poem of the thirteenth century', translated into English verse by Jessie L. Weston (D. Nutt). Contains appendices on Wolfram's sources, his relation to the Conte del" Graal of Chretien, and full explanatory' notes. II. Modem English Poems on the Grail Legend. 1 . Idyls of the King: The Holy Grail* Tennyson. 2. Th£ Quest of tlie Sangraal* R. S. Hawker, the Vicar of Mor- wenstow. "It is much to be regretted by all lowers of English poetry that Hawker's Quest of the Sangraal was never completed. The first and only chant is a magnificent fragment, with the exception of the Laureate's Sir Galahad, the finest piece of pure literature in the cycle" (A. Nutt). III. Wagner's Parsifal. 1. Parsifal* various English translations of the Drama. See also Oliver Huckel's free rendering of the poem. 2. Wagner's Prose Warls. Translated by W. Ashton EUis (Scribner, 8 vols.). See especiallv his essav, Heroism and Christianity, and the Sacred Festival Play in Bayrexdh, 1882, 3. No attempt can be made in this brief space to offer a gruide through the volvuninous literature that has grown up about Wagner's Parsifal. The following books vdW be found useful in studying Parsifal as a fonn of the Grail Legend: The Parsifal of Richard Wagner* translated from the French of Maurice Kufferath. (Tait, Sons & Co., N. Y.) An excel- lent study of the Legend, the Genesis of the Drama in Wagner's mind, and the musical as well as lite.rar>' character of the "Sacred Play." 4. Legends of tlie Wagner Drama, by Jessie L. Weston. (Parsifal, pp. 155-21 7.) 5. Parsifal and Wagner's Christianity. D. Irvine (Scribner). 6. Guide Through Wagner's Parsifal. H. v. Wolzogen. The High History of the Holy Grail, by Sebastian Evans. Transla- ted from the French (Temple Classics). UC SOUTHERN REGIONAL LIBRARY FACILITY AA 000 705 587 4