^^.731- UHttfeBaiV (iHtUIttH*^ University ol the State ol Hew, ^ Entered as second-class matter August 2 , 1913, at the Post OfSce at Albany, N. Y., under the act of August 24 , 1912 Published Fortnightly iS;B te y fl? rtf*f No. 732 ALBANY, N. Y. SYLLABUS IN fflSTORY April 15, 1921 A three-year course in world history A two-year course in world history ALBANY THE UNIVERSITY OP THE STATE OP NEW YORK 1921 Hii7r-Je2i-2Soo (7-8325) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of the University With years when terms expire (Revised to July 15. 1921) 1926 Pliny T. Sexton LL.B. LL.D. Chancellor Emeritus Palmjrra 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Chancellor Albany 1922 Chester S. Lord M.A. LL.D. Vice Chancellor Brookljm 1924 Adelbert Moot LL.D. ------- Buffalo 1925 Charles B. Alexander M.A. LL.B. LL.D, Litt.D. - -- -- -- -- -- - Tuxedo 1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 1932 James Byrne B.A. LL.B. LL.D. - - - - - New York 1929 Herbert L. Bridgman M.A. LL.D. - - - - Brooklyn 1931 Thomas J. Mangan M.A. Binghamton 1933 William J. Wallin M.A. Yonkers 1923 William Bondy M.A. LL.B. Ph.D. - - - - New York 1930 William P. Baker B.L. Litt.D. - _ _ Syracuse Acting President of the University and Commissioner of Education Frank B. Gilbert B.A. LL.D. Assistant Commissioner and Director of Professional Education Augustus S. Downing M.A. Pd.D. L.H.D. LL.D. Assistant Commissioner for Secondary Education Charles F. Wheelock B.S. Pd.D. LL.D. Assistant Commissioner for Elementary Education George M. Wiley M.A. Pd.D. LL.D. Director of State Library James I. Wyer M.L.S. Pd.D. Director of Science and State Museum John M. Clarke D.Sc. LL.D. Chiefs and Directors of Divisions Administration, Hiram C. Case Archives and History, James Sullivan M.A. Ph.D. Attendance, James D. Sullivan Examinations and Inspections, Avery W. Skinner B.A. Law, Frank B. Gilbert B.A. LL.D., Counsel Library Extension, William R. Watson B.S. Library School, Edna M. Sanderson B.A. B.L.S. School Buildings and Grounds, Frank H. Wood M.A. School Libraries Sherman Williams Pd.D. Visual Instruction, Alfred W. Abrams* Ph.B. Vocational and Extension Education, Lewis A. Wilson (InlYersit; ol the State ol New Yorh Bnlletlo Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 24, 1912 Published fortnightly No. 732 ALBANY, N. Y. April 15, 1921 SYLLABUS IN HISTORY FOREWORD In presenting a complete revision of the syllabus of 1910 in the field of history, the committee in charge of this revision deems it desirable to summarize briefly (i) the general evolution of the teaching of history as directed by courses of study and (2) the special development of the various syllabuses issued in this field by the University of the State of New York for the guidance of tbs secondary schools of the State. I From the introduction of history into the school curriculum about three hundred years ago, down to the opening of the present century, history has been used to advance the particular purposes of its teachers or writers. It was history always in the service of some immediate and more or less pressing need. It was therefore rarely in any strict sense historical. Compilers of material admitted whatever seemed useful in the light of the service proposed. They sinned courageously and consciously against fact. They intro- duced without hesitation doubtful anecdote and downright fable. They paraded national bias unblushingly. They violated the most elementary sense of historical proportion, in that they took such liberties with characters and events as seemed essential to make history useful for the purposes for which they wished it used. In the light of recent experience it is evident that Germany’s historical writers have surpassed all others in distorting recorded facts for an end regarded as patriotic. In the arrangement of programs, however, continental European countries recognized as early as the seventeenth century the desir- ability of continuity. The materials were carefully graded. There was definite connection, and the whole made a continuous story. In American schools the best textbooks prepared within the last twenty years for the upper grammar grades and for the high school have recognized accuracy as one of the essentials of history. In this respect our record compares favorably even with the record of France. 13 ] 4 THE UNIVERSITY OF THE STATE OF NEW YORK In the arrangement of programs we have consistently remained behind the practice of continental Europe. From about 1815, when school instruction in history first began to assume perceptible pro- portions, down to about 1890, the prevalent idea was to provide subjects in history, rather than to organize courses in history. The Madison conference, a sub-committee of the Committee of Ten of the National Educational Association, in 1892 recommended a course somewhat on the order of courses then current in Europe, but this plan was not generally adopted. The Committee of Ten. left history a collection of subjects, and later committees, such as the Committees of Seven and Five of the American Historical Association, have made relatively slight progress in the application of the course idea. A few years ago the American Historical Asso- ciation appointed a committee to consider a proper selection of topics in history for the schools of this country, but this commit- tee has made no report of its findings. 2 We are, however, now chiefly interested in the story of syllabus-making in the State of New York and the extent to which we have either guided, or been influenced by the general develop- ment in the field of history. In 1880 the Regents of the University of the State of New York prepared brief syllabuses of history, civics and economics for secondary schools. The fields of history outlined were four: United States, English, Greek and Roman. The syllabuses for the four fields of history and the two allied sub- jects of civics and economics covered only four octavo pages. His- tory, however, was a popular subject and the idea that the second- ary school should teach something of everything and not much of anything was even more prevalent from 1880 to 1890 than at the present day. In consequence, each revision of the syllabus added to the fields of history, while the syllabus for each field grew more detailed as written examinations became more exacting. From 1896 to 1901, in addition to civics and economics, ten different fields of history were outlined in the academic syllabus. Each school chose as many or as few fields for study as the personal predilection of some school official dictated. Educational values and equivalents, so far as history was con- cerned, received little consideration. Progressive courses in his- tory were not generally maintained. The advanced course in American history recommended for the fourth year of the high school was frequently studied by pupils of the first year. There was also no account seemingly taken of the United States history SYLLABUS IN HISTORY 5 taught in the elementary schools. Elementary United States his- tory, indeed, was almost uniformly taught in the first academic year because public opinion rightly demanded that every child so far as possible should know somewhat of the history of his native land; otherwise there was little uniformity of procedure and indeed no general consensus of opinion to serve as a guide in plan- ning history courses. Time allotments in high school programs were entirely inadequate. In no school was any field of history accorded a year of study and to some important fields were allotted ten weeks or less. In spite of this confused situation, history of some sort was studied by a larger number of high school pupils than any other subject except English. The Academic Principals Association became keenly alive to the unsatisfactory conditions then existing and through its syllabus committee made an earnest effort to determine what fields of his- tory were receiving most attention, what fields were educationally of most value and what order of presentation would be most desirr able. In accordance with the recommendations of this organiza- tion, the fields of history and social science were reduced to eight in the syllabus of 1900 and one-half of a year was allotted to each field. In 1904 the New England History Teachers Association com- pleted the preparation of a “ History Syllabus for Secondary Schools,” outlining the four-year course in history recommended in 1899 by the Committee of Seven of the American Historical Association ; and in a spirit of cooperation that syllabus with certain important modifications and additions was adopted by the State Education Department of New York as the history syllabus for 1905. In this scheme four fields of history were recommended for the four high school years; those were ancient history, medieval and modern European history, and history of Great Britain and Ireland, each for either three or five periods a week for one year, and American history with civics for five periods a week for one year. This syllabus proved most stimulating and helpful to teach- ers, and thousands of copies were purchased by pupils or were placed in their hands by school authorities. It soon became apparent, however, as might have been foreseen from a comprehensive study of secondary school curriculums, that few high schools could operate a four-year course in history. The stronger schools usually offered a three-year course as a maximum, with the provision that pupils preparing for college should be required to study history only one year. The number who followed 6 THE UNIVERSITY OF THE STATE OF NEW YORK the course outlined for European history soon became negligible and this subject was dropped from the syllabus of 1910. In its place the framers of that syllabus wisely offered a two-year course in modern history as an alternative for ancient history and history of Great Britain and Ireland, and endeavored to organize this rlew course so that it would serve as an introduction to the course in American history intended for fourth year pupils. This scheme was a radical experiment. No textbooks in harmony with the proposed plan were provided, and comparatively few teach- ers felt competent to teach the courses in modern history without textbooks. To meet this situation the courses in ancient history and in the history of Great Britain and Ireland were retained. The result of this compromise has been twofold. In New York City quite generally, in a few high schools in the larger cities, and in an occasional village high school the new courses in modern history have been used with increasing satisfaction, while the great majority of schools of the State, outside of New York City, have continued to offer ancient history and history of Great Britain and Ireland. The defects of this arrangement have been obvious. Pupils have generally taken ancient history (occasionally it has been English history) and those who have persisted in high school until the fourth year have also usually taken American history. In this way they have studied subjects in history rather than history as a unified subject, and have finished their secondary education with practi- cally no knowledge of the historic development of the modem world. It has needed the shock of the present war to awaken teachers to the vital necessity of teaching world history, especially with reference to the long struggle between autocracy and democracy. In view of the special experience of New York State and the general trend of thought, it seems therefore that we should now emphasize in a somewhat different way our regard for historic fact and attempt a course in history with the world as its subject. We ought to look upon history as an attempt to represent accurately, and to explain adequately, the development of humanity. In order to do this, a unified course in the field of history is pro- posed which shall be required of all secondary pupils in this State, either for a maximum of three years’ or for a minimum of two years’ study. This scheme, it is felt, will be of greater value to our pupils than the more narrow and intensive courses in ancient and in SYLLABUS IN HISTORY 7 English history. It will provide not only the European background of American history and the story of the expansion of Europe, but it will properly coordinate the history of England and our own country with that of the rest of the world. There are several principles upon which this course is organ- ized. In the first place, our facts must be historical and must be recognized as historical. We must deal with the history that actu- ally happened, and not with the history that might have happened, nor even with the history that ought to have happened. Our text- books for the high school have already accepted this principle in part. They treat of history that actually happened. They give us facts. They do not, however, uniformly give us an impression ot what it is that gives a fact historical value. Statements of widely different degrees of probability, mere personal opinion, and pure speculation are mingled in one body of assured information, and the pupil is likely to reduce this information to one long level of certainty, and to look upon a fact in history as any statement printed in a history book. It is hoped that, through the use of this syllabus, both teachers and pupils will gain some sense of discrimi- nation and will be able to classify the statements in books according to kind and according to degrees of probability. This implies some examination of the evidence behind facts, and some illustrations of the process by which facts are established and grouped for his- torical purposes. In the second place facts must be selected and arranged from the standpoint of the idea of development. What is to be explained is, frankly, the past. Our purpose in explaining the past is to enable us to use it in explaining the present, but, if the past itself is not explained, it is difficult to see how the past can be of much service in explaining the present. We must strive to find facts that are important primarily because they illustrate and explain development. Development implies changes, and the idea of change in the world can be grasped only through a perception of differences. We must, therefore, emphasize differences as well as likenesses between the past and the present. Here again, the best of our textbooks have already applied a part of the principle. They have traced for us the development of the ancient world, the development of medieval and modern Europe, the development of England, the development of the United States. They have not, to the same extent, nor in the same spirit, traced for us the development of humanity. They have not emphasized differences between peoples and institutions with sufficient fullness to bring home the idea of change in the world. 8 THE UNIVERSITY OF THE STATE OF NEW YORK In the third place, development implies continuity, and con- tinuity implies unity. History as the development of humanity is not prehistoric, then ancient, then medieval, then modern. It is not Oriental, Greek, Roman, European, English or American. It is history, one and indivisible, one continuous, continuing process. This principle of continuity is the chief difficulty which has con- fronted all syllabus-makers. We have in the past not been organ- izing courses in history. We have merely been talking and think- ing about subjects in history. The experience of France shows that continuity is attainable, and the proposed syllabus that is pre- sented for consideration is an effort to solve the problem in this direction. In this connection, it is interesting to note that a committee of the American Historical Association, in conjunction with com- mittees of history teachers throughout the country, undertook about five years ago the business of making syllabuses for the various fields of history. The state committee had hoped to work in cooperation with this committee, but the demands on the time of the leaders of this movement caused by their entrance into the various activities created by the world war has evidently checked for the present any action toward the completion of a unified syl- labus under the auspices of the American Historical Association. The state committee therefore presents its findings independently of that organization but in harmony, we believe, with its ideals. In summarizing the work of the committee, we desire to state again the principles which have guided it. These are (i) the principle of continuity, whereby, through a general survey of the contributions of ancient and medieval civilizations to the modern world and a somewhat fuller study of world history during the past century than has generally been undertaken, the pupil shall be led to an intensive study of the development of American insti- tutions and American ideals; (2) the principle that, in the applica- tion of this continuous course, emphasis shall be placed upon devel- opment through tracing differences as well as through stressing like- nesses between other ages and our own; and (3) that provision should be made throughout the course for the cultivation of a his- toric sense through the study of materials in order to lead pupils to form independent judgments in sifting what they read or hear. In the operation of the syllabus of 1910 in use at present it is felt that the principle of continuity does not obtain. The average pupil studies only one, or at best only two of the subjects offered SYLLABUS IN HISTORY 9 and does not gain thereby any clear impression of world history. As opposed to this “block” system, this syllabus offers a continuous course in the development of world civilization which shall be required of all pupils. It has certain progressive features which represent a distinct advance over any syllabus so far organized for the teaching of history in this country. It offers (i) a course of history instead of subjects or fields in history, (2) the world point of view instead of periods or groups, (3) the pedagogical advan- tage of topical study, (4) the value of emphasizing continuity, dif- ferentiation and unity, and (5) the innovation of major and minor sequences. With this topical arrangement, which is more specially developed in the second and third years of the course, an exceptional oppor- tunity is given to show the development of institutional life; at the same time the causal forces in history which are so necessary for a clear interpretation of the subject are adequately stressed. Much of the recent history covered in courses B and C may be regarded in the nature of current events, and the teacher should emphasize the fact that many of the judgments now formed will be subject to alteration and change because of new facts which may come to light. The study of the contemporaneous in history, however, should not be neglected merely because of such a con^ tingency. It is specially desirable that course C in American history and institutions, with its emphasis on social and economic problems — the problems and responsibilities of democracy — shall be required of all secondary pupils as a prerequisite for graduation. The syllabus which is presented herewith and the time allot- ments under which it is to be operated are given on pages 20-21. Inasmuch as these sequences are to be given for five periods a week throughout the school year, pupils should have a larger oppor- tunity to do library work on reference subjects under the teacher’s personal guidance. At least one of these periods each week may profitably be used in this manner. It may be noted in conclusion, that the syllabus as here presented represents two general types of syllabuses. For the first year of the course it is of the “ precis ” type, a brief summary of the essential facts, while for the second and third years of the course it is a “ manual ” somewhat complete for the fields it covers. It is felt that this will be especially helpful for inexperienced teachers as a guide in the selection of the material they are to use. 10 THE UNIVERSITY OF THE STATE OF NEW YORK The first impression of the syllabus as a whole will doubtless be that it is too detailed. However, there is a distinct pedagogical advantage in having an inclusive syllabus in courses B and C because these courses are developed topically. This arrangement should be specially helpful, since it provides the teachers with a full outline from which they may make selection of material. The thoroughly well-equipped teacher does not need such an outline, but the average teacher, who is not trained in the organization and selection of material, will be greatly benefited by the completeness of the proposed syllabus. As a guide for the selection of this material, the syllabus is printed in two kinds of type. The portion set in italics is intended to be the backbone of the course. This constitutes the minimum essentials which the pupils are supposed to know. From the rest of the material the teacher is at liberty to select whatever is deemed necessary to illustrate the topic or to develop inten- sively any field of special interest. The objection may be made that there are few textbooks exactly covering the courses here laid down. This statement was often made when the new courses in modern history i and 2 were offered in the syllabus of 1910, but experience at that time showed that the fears so expressed were groundless. Moreover, such objections do not seem well founded in view of the number of admirable books now available in the field of secondary school history. However, if the makers of a new and progressive syllabus were to await the publication of texts before issuing the sylHbus, neither the text nor the syllabus would ever appear and a course of study would always remain static. The statement of such a self-evident fact may seem superfluous, but in view of the frequent indictments of syllabuses expressed in the words, “ there are no texts,” it is a necessary statement to make. In abandoning old and in taking up new syllabuses there is always a period of transition, during which nec- essary adaptations are to be made until new texts appear. WORLD HISTORY, COURSE A The Rise and Growth of Civilization The course termed modern history part i in the syllabus of 1910 has probably received the least general acceptance of any part of that outline. This is natural, in view of the breadth of its field and the variety of topics within it. The plan laid down was complete, certainly as full as could well be carried by young pupils, yet pre- SYLLABUS IN HISTORY II senting no insuperable difficulties to any teacher who had read and accepted the reminder in the foreword of the syllabus ; “ It may assist some to point out that the syllabus in each field contains three lines of analysis; that the general surveys contain two of these lines; that every student should be thoroughly familiar with the general surveys including even the dates ; that every student in the class should be able to show some fair understanding of each topic in the second analysis and should be able to relate it both to pre- ceding and subsequent topics. Within the broad horizon thus indi- cated, teachers ought to find and to use a large freedom.” In spite of this injunction, many teachers, finding the new course an abrupt transition from ancient and English history, and unwilling to cut down the content of these long-established subjects, either neglected other parts of the syllabus or overcrowded it by giving too much time to these fields. Furthermore, the inclusion in the modern history courses of the development of the English and French col- onies in America puzzled many; it had not generally been taught in detail as a part of the scheme of world history with which it has such evident associations. The situation was met in various ways; the alternatives were to teach colonial history as it is usually taught, as" an introduction to the national period of American history, to try, with considerable difficulty in the absence of any available guides on the subject, to organize the development of the new world with the life of the old, or to omit this field except for the introductory topics and the story of the American Revolution. It would seem hardly possible to reconcile these conflicting views ; the outline here presented, however, is offered in the hope that it will meet with approval and conformity from those who are willing to agree on a minimum outline that, because of its very limitations, affords room enough for expansion on those periods that may seem to require more extended treatment than is indicated by the minimum requirements here laid down. In addition to these problems involving the question of propor- tion in the larger segments of the syllabus, many difficulties are inherent in any attempt to set the first year’s work of a course in history. It is intended for those high school pupils least mature in age and acquaintance with historical study; it covers many epochs and incidents the respective values of which are matters of some dispute; its field is so comprehensive that great care must be exer- cised in the selection of materials to the end that, while continuity is maintained, no important topic may be slighted ; yet it would be very easy to overburden the courses and bewilder the children. TilE UNIVERSITY OF THE STATE OJ* NEW YORK leaving in their minds merely a mass of disorganized facts rather than a clear and coherent conception of the story of the race. The earlier syllabus suggests the way to maintain continuity through the use of restraint. “A teacher of even moderate skill ought sometimes boldly to omit or rapidly pass over certain por- tions of a syllabus. By the use of one political or military cam- paign for intensive study he may often impart to pupils enthusiasm and a power to study other topics for themselves.” We must calculate carefully how much information, valuable as facts are, we can impart without distracting attention from the great process of change and development that underlies and unites widely separate events of history. With the selection of fields of study and the proportion of time we shall give to each, thus conditioned by the aims and limitations of the course itself and by the suitability of our materials to the pupils who are to use it, it has seemed advisable to deviate from the former syllabus in modern history part i in the following respects : ( i ) to give considerably more time to ancient history down to 800 A. D., (2) to decrease the time allowance for medieval history, especially the relations of church and state, and (3) to modify the treatment of the expansion of Europe over the colonial world. Whether or not those are oversanguine who hope for a renais- sance of the study of the classical languages and their literature, it is unlikely that the great mass of our pupils will ever become acquainted with the life of Greece and Rome except through the medium of historical study. Without dwelling on the obvious cul- tural values of the study of ancient history, we must admit its pedagogical value for immature pupils as proved out of long expe- rience. Ancient society was simple compared with the complex interests and institutions of today. It presents illustrative material, simple yet striking, that readily appeals to children, such as the fable of Menenius Agrippa for the Bolshevik! ; the story of Croesus for the complacent plutocrat ; the story of the Gracchi for the idealizing and impractical reformer. The two nations that furnished, the one artistic and intellectual leadership to the world, and the other the expansion of civilization through the spread of law and order and peace over the world, need no champions. If we need to go a little less fully into the struggles of popes and kings of the Middle Ages to provide room for Plato and Caesar, we must do it; we can not leave out of the scheme of studies the life of these ancient peoples who are near to us in everything but time. SYLLABUS IN HISTORY 13 Colonial history is an integral part of world history. American colonial history is no more vital for the purposes of this course, however, than any other field of colonial history except in so far as the American colonies afifect world history through the expansion and wider application there of European ideas and institutions and react in turn upon Europe itself. Desire for colonies, possession of colonies, the importation of colonial products and the importance of colonial trade, account for many rivalries and changes in European life ; how far we shall go into the internal history of various colonies in this course, however, is to be determined by the extent of their interaction in world relations. We can not justify detailed study of American pioneer life in this place as a part of American history; we must treat American colonial history in this connection in the same manner as that of other colonies, giving due proportion to American history as an influence in general world history; and, while we can not forget that American children will find a more active interest in colonial programs as they see them applied to North America, we run the risk, while availing ourselves of this mode of approach, of leaning to the narrow point of view we are anxious to avoid. American colonies might be taught more intensively than others as type colonies, though in many respects they were unique, but such detailed study of American colonial life and institutions belongs rather to that part of the syllabus devoted to American history. The definition we have tried to give of the New World has been that of all extra-European civilization brought into the stream of world history through the colonizing movements since the fifteenth century, and its treatment has been limited mainly to the action of Europe upon greater Europe and corresponding reactions, the second set of influences being very weak at first, though of , incalculable effect in the nineteenth and twentieth centuries. English history has retained its prominent place in the course subsequent to 800 A. D. for obvious reasons. England’s insular position and the character of her people rendered possible an orderly development of institutional, economic and political life that conti- nental Europe with its incessant wars could not furnish. Just as artistic and intellectual life reached its highest form in a peninsula set off by itself, and the development of law and ordered govern- ment occurred in Italy, so in the little island of England democratic institutions grew up untouched by continental Europe. This growth of the spirit of liberty, supplemented by the extension of its fruits 14 THE UNIVERSITY OF THE STATE OF NEW YORK to Other lands, gives us through the study of English history a starting point for the understanding and appreciation of the insti- tutions of all Anglo-Saxon peoples. Democracy is level through most of the world today; yet, if we wish to avail ourselves of the educational values of studies formative of good citizenship, cer- tainly the progressive aspect of the rise of democracy in England affords an excellent opportunity to keep the lessons of popular gov- ernment before our pupils. Advancing more slowly than we might wish, yet always advancing, there is before us the movement for a widening of rights, accumulating strength as it proceeds finally to assert itself over the forces for reaction. Governmental evolution, orderly change, peaceful progress, these are not bad things for pupils to think about. The brief forewords to the twenty-six topics are intended as summary statements of what these various epochs stand for; taken together they should present a fair outline of what the whole course is meant to cover. With the major topics understood as merely minimum requirements, few teachers will be satisfied with the limited field they comprise, yet it is to be hoped that those who prefer intensive to extensive study may find satisfaction in the feeling that by a wise self-denial in the matter of requirements, they may have taught their pupils precision in what they know, without shutting on them entirely the doors to any of the great avenues of historical study into which they may desire to proceed further when time and circumstances permit. The teacher is not to assume that a date is to be learned because it appears in the syllabus. Many dates have been put in merely to indicate chronological sequence. The teacher, with the assistance of a good text, should select only a small number of absolutely essential dates which a pupil should be called upon to know. It is far more important to know the relative order of events than to know exact dates. In many cases a knowledge of what quarter of a century an event took place in is all that is essential. RECENT WORLD HISTORY, COURSE B From the French Revolution to ip20 The world war for democracy has convinced every thoughtful American of the importance of a knowledge of the history of the world for the past century and a half. Without an understanding of the mighty forces at work in the world during that period, it is impossible to comprehend either the causes that produced this SYLLABUS IN HISTORY 15 greatest of all crises in the history of mankind, or its significance in the progress of the world. This epoch-making conflict has pro- foundly altered the destinies of all peoples and of every individual on earth, either directly or indirectly. Americans who take the duties and responsibilities of citizenship seriously, no longer dare ignore the history of other nations. Just in proportion as we come into a serious consciousness of our own national evolution and our own great ideals, we shall see that the welfare of Europe, Asia, Africa and Australia is inevitably intertwined with the welfare of America. This fundamental conception of the interdependence of all nations constitutes the central idea in the preparation of this por- tion of the syllabus. Since the civilization of the world today is largely due to the immigration of European peoples and to the expansion of European ideals and institutions to various parts of the earth, the history of Europe has been made the central theme. If the American Revolution marks the beginning of the new era in the world, its roots may be traced back to the long struggles for civil and religious liberty in England and on the European continent. It was a historical fact of worldwide significance that in the library of Lafayette, the hero of two revolutions, there hung side by side the American Declaration of Independence and the French Declara- tion of the Rights of Man. How to organize this mighty sweep of six generations of world history without violating its continuity and unity has been a very difficult problem. To accomplish this purpose necessitated a com- bination of both topical and chronological arrangement. The fol- lowing topics have been incorporated in the syllabus and, so far as seemed wise in showing relationships, the time sequence has been followed under each topic : (i) Problems of the period, (2) Survey of the civilization of the world in 1789, (3) The French Revolution (1789-99) and its influ- ence on other peoples, (4) The Napoleonic era (1799-1815) and its world results, (5) Period of reaction, restorations and repres- sion (1815-48), (6) The industrial revolution and the growth of democracy (1815-48), (7) The development of nationalism, (8) The rise of national imperialism, (9) Spread of European civiliza- tion over the world, (10) International relations, (ii) The world war for democracy, (12) The Russian revolution, (13) Survey of contemporary civilization, (14) Review and summary. This course in recent world history is planned primarily for pupils whose education for citizenship and service will end in the l6 THE UNIVERSITY OF THE STATE OF NEW YORK high school, but it should prove still more valuable for those pre- paring to enter college. It will probably be taught in the second or third year of the high school. The material printed in italics is to be regarded as constituting the necessary essentials of the course. This additional material is included for the teacher’s guidance and for more detailed study of the special period she may select. Since much that appears in the textbooks now available may be omitted, and much that does not appear should be included, teachers are advised to follow closely the topics of the syllabus. If this advice is followed, pupils will see and understand the significant forces and movements in the world’s history during the past one hundred fifty years without being swamped in a mass of innum- erable details. The world point of view and not that of any par- ticular group of people should be the goal of the year’s study. Outside reading should be assigned, but always with some specific problem in mind ; and this work should be taken seriously and thoroughl}" tested by the teacher. Written papers and reports on definite historical problems requiring the use and sifting of sources and evidences are valuable, but should be gauged to the ability and personality of the pupils. Notebooks may prove valuable aids if properly supervised. The teacher should not neglect the oppor- tunity to have pupils discuss the resemblances and dififerences be- tween movements, events and institutions of the past decades and those of the present time, nor should the origins of important world afifairs today be neglected. Perhaps in no field of history is intelligent and constructive map work more vitally necessary or more interesting than in the period here covered. Hence, map prob- lems should be assigned on both a globe and flat maps. Pictures either with or without a lantern may be used to advantage. The use of these devices, it must be remembered, however, is merely means to an end, namely, to feel the ideas and happenings of the past and to understand their relation to the present. In teaching this new course, special obligations of careful prepar- ation and wise guidance are imposed on the teacher by both the scope and the freshness of the field covered. But the well-trained teacher with the new vision should have no difficulty in accomplish- ing the purposes of the course. AMERICAN HISTORY AND INSTITUTIONS, COURSE C In attempting to make a new and better syllabus for American history, a radical departure has been made from the form of the SYLLABUS IN HISTORY 17 old syllabus. The chronological order has been partially abandoned, and the field has been outlined in seven main topics : ( i ) The evo- lution of the American nation itself, (2) The rise and progress of our democratic political ideals and parties, (3) The history of for- eign relations of the United States, (4) The wonderful economic development of the people, (5) Social development in the United States, (6) The evolution of our government with its great civic problems, (7) A summary of American democratic ideals. It seems wise and right that the teacher of American history in the senior high school should assume that students retain a fair chronological knowledge of the subject from their training in grammar school. If the pupil finds that he is expected to have retained in memory that preliminary knowledge, he can usually recollect it with little effort; and so take up under the teacher’s guidance the topical method of studying the subject without much trouble or confusion. If the teacher emphasizes or calls to his attention the fact that he is doing advanced work in a subject that he has already had in its elementary form, the pupil will take inter- est and pride in studying the subject from the new topical point of view. If in the judgment of the teacher, however, the chronological method of studying the subject should be adhered to, the syllabus can be easily adapted to that method. The second topic, “ The rise ' of American democracy,” will form the main skeleton of the sub- ject matter, and the material in the other topics may gradually be woven into the subject as the study proceeds. If this more con- servative plan is followed, it would be wise to find time at the end to review the subject matter topically. In a high school containing a good reference library, the first topic, “America, a nation of immigrants,” will afford no difficulties. A typewritten outline could be placed directly in the hands of the ^pupils, and much good library work could be done before any text- book assignments were made. This would be a fresh, unusual approach to the subject and one that would awaken enthusiasm because the topic itself is so vital and interesting. If, however, a teacher works under the handicap of no good reference library at hand, she could present the topic to the pupils in interesting lecture form during the. first week of the term. The second topic, “ The rise of democracy in the United States,” forms the main thread of the whole subject. In developing the topic an effort has been made to bring out the truth that almost every important event in American history has played some part in l8 THE UNIVERSITY OF THE STATE OF NEW YORK broadening and deepening the great democratic ideal for which the Nation stands and toward which it is trying to grow. No pupil should finish the subject without being made to feel vitally that the achieving of democracy is a long, necessarily slow process, and that each generation has contributed, and must still contribute for many future years its labor toward the making of the ideal a reality, in every phase of our national life. The rise and fall of political parties, and the part each has played in shaping the destiny of the United States, should be made clear while developing this second topic. No effort should be spared on the part of the teacher to present this phase of the subject in a neutral, nonpartisan way, so that all points of view may be placed before the pupil, and he may make his own decisions. Only so can we train our pupils to become independent, unprejudiced citizens and not subservient followers of party machines. Most teachers will probably feel that the topic, “ Foreign rela- tions of the United States,” can best be taught in conjunction with the topic, “ The rise of democracy.” There is no objection to so doing, but it should be reviewed by itself later on. The last five years seem to prove that American history must be more and more closely linked with world history as the years go by, and American boys and girls should be made to feel that good citizenship not only includes proper relation to one’s city, state and nation, but to the world beyond our geographical boundaries, and that the nation no more than the individual lives unto itself alone. In the new era of America in which we are living, the problem of how best to achieve economic and social democracy is becoming increasingly important. The problems which most vex our own country and the world at large are social and economic. Few high schools have found a place for economics and social science as sep- arate subjects in their courses of study. We are educating in these schools an advanced class in citizenship. To send out their pupils^ with practically no knowledge of these subjects, without even any understanding of their underlying principles or of the technical terms used in popular discussion, is for the high schools to fail in a very important part of their mission. To remedy the present situation, somewhat more definite outlines in social and economic development than those of the 1910 syllabus have been given place in the present one. It is hoped that the history teachers of the State will give full weight to the considera- tions here presented and devote a fair share of attention to the social and economic side of our history. SYLLABUS IN HISTORY 19 The requirements of the statute with respect to the teaching of civics in the schools of this State are to be met by a separate course in civics in either the first or the second year of the high school course ; therefore, in dealing with the sixth topic of Course C, relat- ing to the governmental development of the United States, an effort has been made to include only those topics that are of present-day vital interest to good citizenship. Finally, in the summary topic, “ The ideals of the American democracy,” the pupil should take leave of his study of the subject with the impression that the past generations of Americans have lighted the torch that is to be the guide toward our democratic des- tiny, that they have done noble pioneer work in partially clearing the path toward that great goal, but that there is much work still to be done by present and future generations if America is to remain true to her great ideals and develop here in this western hemisphere a perfect democracy. 20 THE UNIVERSITY OF THE STATE OF NEW YORK A THREE-YEAR COURSE IN WORLD HISTORY AS A MAJOR SEQUENCE Course A First year: (Second year of high school) A general survey of the development of world civilization, five periods a week for the year. First term: The rise of civilization, to 800 A. D. (a brief review of ancient history) Second term : The growth of civilization, to 1789 A. D. (emphasizing English history and the colonial expansion of Europe) Course B Second year: (Third year of high school) First and second terms : A more detailed study of world history, ing English and American history in Five periods a week for the year Course C Third year: (Fourth year of high school) First and second terms : A more detailed study of American history, institutions and government, five periods a week for the year. The major topics of this course are: 1 The Americans — a nation of immigrants 2 The rise of democratic institutions in the United States 3 The foreign relations of the United States 4 Economic history of the United States 5 Social development in the United States 6 Development of our governmental system 7 American ideals , ’ ^ 1789-1920 (emphasiz- their world relations) SYLLABUS IN HISTORY 21 A TWO-YEAR COURSE IN WORLD HISTORY AS A MINOR SEQUENCE First year: . (Second or third year of high school) First and second terms : A one-year course in. the development of world civilization, taken from the italicized topics in course A and course B of the major sequence. Second year: . v: ; . ; , ^ ! (Fourth year of high school) First and second terms : Course C of the major sequence, namely, American history, institutions and government.- OPTIONS Any school that wishes may give a two-year course consisting of course C of the major sequence preceded by either course A or course B, instead of the minor sequence. The first year of the minor sequence covers a wide field and is not recornmended for the smaller schools. CREDIT FOR CERTIFIED READINGS A maximum of lo credits may be given in each of the courses for the satisfactory completion of required readings. To receive any credit, at least 500 pages of reading from at least six different authors must be certified to by the teacher and by the pupil. Not over 100 pages of fiction and no reading from high school textbooks can be credited. TIME ALLOTMENT Following the precedent set in the syllabus of 1905 and continued in 1910, a suggested time allotment precedes courses A and B. To allow complete freedom in the topical treatment of course C, no time allotment is suggested. 22 THE UNIVERSITY OF THE STATE OF NEW YORK Course A Major sequence Per cent c- , . of total Pirst term recitations I Introduction 2 II The ancient East 3 III Hellas and the Hellenes to the end of the Homeric a^e 2 IV The preparatory period (750-480 B. C.) 3 V The classical or golden age (480-431 B. C.) 8 VI Discord in Greece and its decline as a political force (431-362 B. C.) 2 VII Alexander’s Empire 2 VHI Development of the early Roman republic 2 IX Roman conquest to 13 1 B. C 3 X A century of civil strife (131-31 B. C.) 5 XI The empire (31 B. C -180 A. D.) 5 XH Decline and fall of the Roman empire (180-476 A. D.) 3 XIII The coming of new forces in world ^history 4 XIV The Frankish kingdom and the papacy 2 Second term XV Feudalism 3 XVI Germany, the church and Italy in the Middle Ages 2 XVH The East and the crusades 2 XVHI France through Louis XI (1483) 2 XIX England to 1485 4 XX The Renaissance 5 XXI The reformation and period of the religious wars 4 XXH England under the Tudors (1485-1603) 3 XXIII The Puritan revolution and royalist reaction (1603-1688) 5 XXIV Expansion of Europe over the world 8 XXV Struggle for the balance of power in the eighteenth century 6 XXVI Rise of Russia and Prussia 2 Review 8 First year, first term (see paragraph in black face type on page 10) : THE RISE OF CIVILIZATION ; TO 800 A. D. I Introduction. Providing the pupil with some of the equipment needful for intelligent study of the subject and bringing him down to the threshold of recorded history. A The field of history. 1 Definition. 2 Materials for its study — unwritten and written. 3 Geographical influences : waterways, mountains, climate, products, soil etc. 4 Value of the study of history: information, culture, toleration, lessons it affords, training in the weighing of evidence. SYLLABUS IN HISTORY 23 B Primitive man. 1 Our earliest ancestors — mentality and civilization. 2 Narrow interests of early man. 3 Successive broadening of interests and progress to higher culture: (a) old stone age; (^) new stone age; (c) the age of metals. 4 The immense gap between the race then and now. (Illus- tration regarding early man may well be drawn from the American Indian.) 5 In tracing the transition from savagery to the beginnings of civilization, there should be a brief consideration of such forward steps as are indicated by the following: fire; pottery; tools and weapons of progressive fine- ness ; the beginning of agriculture and the domestication of animals ; the early processes of spinning, weaving and metal working which accompany man’s ascent from savagery and through barbarism until history dawns with the invention of writing. II The ancient East, The ancient East not only furnishes the background for Greek and Roman history, but it also affords oppor- tunity for study and definition of the varied interests that form the field of history. A Geographical extent and unity of the ancient East. 1 Water routes. 2 Land routes. 3 Fertility of sections as a factor in early development. 4 The bond of commerce. B The ancient nations of the East. (In this course we can not afford a narrative study of internal development ; we must limit ourselves to the striking features of their history and institutions.) 1 Their heritage from primitive man. 2 The foundations for Greek and Roman history. 3 Egypt: (a) the land, ''Gift of the Nile'*; (b) govern- ment; (c) religion, the priests, immortality of the soul, temples and monuments ; (d) picture writing, learning, sciences; (e) industries and industrial achievements; (/) classes of the people and standards of living; (g) contact with other peoples through war and commerce. 24 THE UNIVERSITY OF THE STATE OF NEW YORK 4 The Mesopotamian countries: (a) Tigris and Euphrates valleys; (b) early Chaldea, astrology; (c) the laws of Hammurabi, cuneiform writing, influence on Syria and Palestine, science; (d) Assyria, application to material pursuits, its army, conquests and imperial organization, industries and trade, Nineveh, libraries and palaces, debt to Chaldea; (e) later Babylonian empire, the Medes, overthrow of Assyria 608 B. C., Nebuchad- nezzar, captivity of the Jews, Babylon, hanging gardens, conquest by Cyrus (538 B. C.). 5 Phoenicia: the narrow coastland, Tyrian purple, ** the missionaries of civilization/* visits to Spain, Britain etc.. Tyre and Sidon, scientific knowledge, phonetic alphabet. 6 The Hebrews: their home, the migration to it under Moses, Mosaic law, the kings, David, Solomon, the captivities, conquest by Rome, end of Judea as an inde- pendent state; permanent features of Jewish ck'iliza- tion, their moral code, monotheism, the Bible, the birth of the Christian religion. {Prospect for a political Judea today.) 7 Lydia: the link between East and West; its trade; coin- age; weights and measures, Croesus. 8 Persia: ideals and training of the Persians; conquests with special reference to Cyrus; Darius and the per- fection of their imperial organization — tribute, satra- pies, post roads; culture, art, religion. Map: The Persian empire with its roads and the routes of trade will serve as a survey of the ancient East. ' It would be well for the teacher to show by illustration the importance of oriental culture as the background and basis for Grecian civilization. Ill Hellas and the Hellenes to the end of the Homeric age (700 B. C.), to give an insight into the environment and back- ground of the Greeks, physical, social and spiritual. A The Greek world 1 Greece proper {European Greece), influence of moun- tains etc., upon the people. 2 The Aegean and its islands, " The paths of ocean.** 3 Asiatic Greece, meeting of the east and west. SYLLABUS IN HISTORY 25 4 Greater Greece, the colonial world, ‘‘wherever Greeks were, there was Greece'* B The beginnings of a real European civilization. 1 Coming of the Hellenes, lonians, Dorians, Aeolians. 2 Homeric age (1000-700 B. C.) : {a) Homer, Iliad and Odyssey; (b) the tribal state: king, council, assembly; (c) life of the people; classes of society, occupations, religious ideas, manners. C The Greek people. 1 The Greek intellect: (a) The mind open to new ideas; {b) active imagination shown in their mythology ; (c) adaptiveness. 2 Tendency to separatism as a factor in their history. 3 Bonds of union: (a) the language; (b) literature; (c) race; (d) games; (e) religion; (/) racial and religious leagues. 4 As the successive phases of Greek history are taught, emphasis should be laid on the contributions to later civilisation of Greek literature, art and philosophy. IV The preparatory period (750-480 B. C.). In this period Greece found herself. Athens, after making great strides toward political and social unity, and successfully facing the peril from the Persians, stands ready to develop the marvelous literary and artistic impulses already in force. A Greek colonization. 1 The myth of Jason. 2 A Greek colony: (a) motives; (b) character; (c) com- parison with modern colonisation. 3 Areas of colonization with illustrative treatment of two such colonies as Croton and Naucratis. B The Greek conception of the city-state, early government, the chief city-states' evolution in government. C The Spartans. 1 Legend of Lycurgus. 2 Classes of the people. 3 Military basis for education and life. 4 Their virtues and faults compared with the more progres- sive lonians. D The rise of Athens to democracy. I Abolition of the monarchy — traditional and probable explanations. 26 THE UNIVERSITY OF THE STATE OF NEW YORK 2 Rule of the aristocracy: (a) the Eupatrids; (b) Draco; (c) Solon: economic and social reforms. 3 The tyranny: (a) Pisistratus; (b) character of the tyranny; (c) expulsion of the tyrants. 4 Clisthenes: (a) new classification of citizens; {h) politi- cal reforms; (c) ostracism; {d) importance of his reforms in the face of Persian invasion. E The struggle for Greek independence. 1 The first invasion: Marathon (490 B. C.). 2 The ten years’ respite: (a) Themistocles and the Athenian navy; {b) effort at Corinth for concerted action. 3 The second great invasion under Xerxes: (a) comparison of contestants ; (b) Thermopylae, Leonidas and the Three Hundred; (r) Salamis (480 B. C.). 4 Liberation of Asiatic Greece. 5 Carthage attacks Sicily. 6 Results of Grecian success in (a) the rise of Athens; {b) stimulus to art and literature. (Notebook topic: Our debt to Marathon) V The classical or golden age: Athens preeminent (480-431 B. C.). The great creative age, with the Greek world in the full bloom of its wonderful constructive imagination, producing intellectual and artistic achievements that stand as a model for all time. In political life Greece under Athens comes nearer to unity than at any other time of its independent history. The Athenian democracy is perfected. It furnishes numerous analogies, some more striking than true, however, for later students of politics. A Creation of an Athenian empire. 1 The confederacy of Delos: (a) formation; {b) evolution into an empire; (c) extent. {Aristides) 2 Land empire: conquest and withdrawal. B The government of Athens under the leadership of Pericles. 1 Direct democracy ; its weakness. 2 Organization of the government: (a) ecclesia; (b) perils in a unicameral system {revolt of Mytilene) ; {c) pay to citizens, etc. 3 Social services of the government. 4 Limitations of the Athenian democracy: (a) subject states; {b) metics; {c) slaves. SYLLABUS IN HISTORY 27 C The golden age of art and literature. 1 Pride in artistic achievement. 2 Art: (a) the Acropolis — Propylea; Parthenon, a typical Greek temple; frieze; (h) sculpture — Athena and Olympian Zeus by Phidias; the discus thrower; Praxiteles. 3 The drama: (a) the Greek theater; (b) idea of Nemesis in Greek tragedy; (c) Aeschylus; (d) Sophocles; (e) Euripides; (/) Aristophanes. 4 History: Herodotus, Thucydides, Xenophon. 5 Philosophy: Socrates, Plato, Aristotle. 6 Oratory. D Life of the people. 1 Industries and wealth. 2 Home life {position of women; child life). 3 Education. 4 Pericles as the best type of Athenian; the funeral oration. The teacher should endeavor to leave in the mind of the pupil a vivid picture of life in the Periclean age. Map: The ancient world in the days of Pericles to illustrate the extent of civilization at that time in Greece, the Greek colonial world and the ancient East. VI Discord itx Greece and its decline as a political force (431-362 B. C.)- A time of contrasts: chaos and strife between Ionian and Dorian, while in the realm of the intellect the great thinkers seek for a rule of order through study of the meaning and purpose of the great facts of human existence. A The Peloponnesian wars. 1 Dorian and Ionian hostility. 2 Special causes for war in the allied states. 3 First stage (431-421 B. C.) : land power vs. sea power. 4 Second stage: the catastrophe at Syracuse (415— 413 B. C). 5 Third stage: the downfall of Athens and the break-up of her empire. (Alcibiades the demagogue; contrast with Pericles. 6 Effects on Athens, Sparta, Asiatic Greece and Persia. B Leadership of Sparta (404-371 B. C.). C Leadership of Thebes (371—362 B. C.). D Greater Greece. 1 Syracuse under Dionysius. 2 Asiatic Greece under Persia. 28 THE UNIVERSITY OF THE STATE OF NEW YORK VII Alexander's empire. One of the seeming paradoxes of history: the rude people from the North, untouched by the finer influences of Hellenic life and thought handing the torch of the Greeks to other peoples and later generations. A The Macedonians; land and people. B Philip of Macedon. 1 Character and policy. 2 The new phalanx, his resources. 3 Chaeronea (338 B. C.). 4 Demosthenes. C Alexander (336-323 B. C.). 1 Education and ideals. 2 Conquests: (a) Issus and the road to Egypt; (b) Arbela and the conquest of Persia (jji B. C.); (c) the far East; (d) the return march. D Attempt to Hellenize the East. 1 Orientalization of his court. 2 Elision of races. 3 Greek cities and customs in the East, Alexandria. E The Hellenistic world after Alexander. 1 Break-up of his empire. 2 The great centers of Hellenistic culture: (a) Athens — new schools of philosophy. Stoic and Epicurean; (b) Alexandria — museum. Pharos, Euclid, commercial importance; (r) Rhodes — school of oratory; {d) Antioch — wealth and cosmopolitan character. 3 Greece, a Roman province (146 B. C.). 4 Lack of stability in the fragments of Alexander’s empire paved the way for Roman conquest. VII I Development of the early Roman republic. Steps toward a definite political and social organization prior to the period of expansion. A Phases of Roman history. 1 “ Rome is the vast lake in which all the streams of earlier history lose themselves and from which all the streams of later history flow forth again.” Free- man. 2 Rome as a conquering, governing and civilizing nation, i) Strategic position of Italy and Rome. I Italy's central position in the great Mediterranean highway. SYLLABUS IN HISTORY 29 2 Rome's central position in Italy. 2, The Seven Hills. C Physical features of Italy. I The Alps and Apennines, military and climatic signifi- cance. 2 Rivers of Italy. 3 Coast line; Italy faces the west. 4 Products of Italy. 1 D The legendary period of the kings. 1 Racial origins of the people of Italy. 2 The Etruscan influence. E Society and institutions of early Rome. 1 Religion. 2 Family life; position of the father. 3 Social classes, patricians, plebeians, slaves. 4 Government: king, senate, assembly (curiata). 5 Ideals of character and conduct handed down to later times by stories of Brutus, Cincinnatus, Curtius etc. 6 Occupations of the people. F Unified political and social organization by 286 B. C. 1 Expulsion of the kings; creation of an aristocratic republic. 2 The three charters of Roman liberty: (a) the Twelve Tables; (b) Licinian laws ; (c) Hortensian laws (286 B. C.). 3 Roman democracy ; direct not representative. 4 Organization of the government of the republic: dictator, tribunes, consuls, comitiae, power and character of the senate. IX Roman conquests to 131 B, C. The story of how Rome con- quered Italy and was drawn to Spain in the West and Asia in the East. It is a picture of a great nation in a process, mainly uncon- scious, of imperial formation and internal transformation. A Factors in Rome's success. 1 The Roman legion. 2 Policy of divide and conquer " ; Roman colonies, municipia, allies. B Conquest of Latium, Coriolanus. C The Gallic invasion (390 B. C.) ; Manlius. D Reduction of central and southern Italy. 30 THE UNIVERSITY OF THE STATE OF NEW YORK 1 Samnite wars. 2 War with Pyrrhus. 3 Roman roads, cities etc. through southern Italy. E IVars with Carthage. 1 Carthage: commerce, institutions, navy, contrast between Roman and Carthaginian ideals. 2 Causes of the war. 3 First Punic War (264-241 B. C.) ; Rome gels control of the seas; Sicily and Sardinia. 4 Rome conquers the valley of the Po. 5 Second Punic War (218—202) ; Hannibal, his march; Cannae; Fabius; the Metaurus (207 B. C.) ; results of the war. 6 Third Punic War (146 B. C.). F Rome drawn to the East. 1 How the eastern question arose. 2 Reduction of Macedonia; Greece becomes a Roman prov- ince; destruction of Corinth (146 B. C.). 3 Rome in the East: (a) Syria; {b) Province of Asia (133 B. C). G Rome supreme in the West. Conquest of Spain (133 B. C.). H How Rome was affected by her conquests. 1 Greek influence on Roman art and literature. 2 Greek slaves as teachers. 3 Introduction of new religions and customs. 4 Tribute and slaves. 5 Demoralizing social effects; protests of Cato. 6 Economic effects: (a) evils arising from devastation of Italy by Hannibal, continuous military service of the Italian peasant, and increase in slavery; (b) benefits: increased wealth and industry, new markets, security for Roman commerce. 7 Political effects; increased power of the senate, develop- ment of the provincial system. X A century of civil strife (131-31 B. C.). The rise of a demo- cratic movement, ultimately to be utilized for the overthrow of the ruling aristocracy by Caesar. The long indictment drawn against the misconduct of the governing classes at Rome culminates in a SYLLABUS IN HISTORY 31 monarchy that is to rest on the broader foundations of imperial policies and interests. A The Gracchi and the agrarian question. 1 Decay of the agricultural class: (a) capitalists; (6) slaves; (c) tribute grain. 2 The land law of Tiberius Gracchus. 3 Gaius Gracchus: (a) political alliance of the assembly with the Equites; {h) social reforms; (c) reasons for failure. 4 Results in the formation of a democratic party. B Marius and Sidla; Rome begins to experience one-man pozver. 1 Rise of Marius; Jugurtha; the Cimbri and Teutones. 2 The social war. 3 Sulla ; the Mithradatic war ; return, proscriptions. 4 The Sullan constitution; effort to create an aristocratic government at expense of tribunes and assembly ; con- tinuation in office. C The struggle for leadership. 1 Failure of senatorial control ; Sertorius ; the gladiators. 2 The first triumvirate (60 B. C.) : (a) Pompey — military prestige; (b) Caesar — popidarity and political genius; (c) Crassus — wealth; {d) Cicero as leader of the oppo- sition; {e) Caesar's assignment in Gaul; conquests and military achievements ; (/) Pompey as the friend of the senate; {g) the civil war. 3 Caesar as master of Rome; (a) clemency; (b) effort to create a democratic monarchy; {c) his assassination. D Augustus creates the empire. 1 War against the “ Liberators.” 2 The West victorious over the East, Actium (31 B. C.) ; Conquest of Egypt. 3 Assumption of power by Augustus. E Rome during the century of civil strife. 1 Cosmopolitan character of Roman life; influence of im- ported ideas {Greek philosophy) and manners. 2 Increase in luxury. 3 The city rabble; ride of the mob; games; political cor- ruption. 4 Roman literature: Cicero, Caesar. 5 Gradual loss of old patriotic ideals. 32 THE UNIVERSITY OF THE STATE OF NEW YORK XI The empire (31 B. C. — 180 A. D.). In spite of occasional lapses, order, peace and prosperity prevailed within the boundaries of the empire. A Prosperity of the ancient world at this time. 1 IVhy Rome welcomed the empire. 2 The Augustan age in literature: Vergil, Horace, Livy. 3 Later writers : Seneca, Tacitus etc. 4 The city of Rome: public works and buildings, ''A City of Marble.^' B The government of the empire. 1 A concealed absolutism ; position of the republican magis- trates and senate. 2 The imj>erial provinces and treasury. 3 Uncertainty as to the succession. 4 Provincial administration: collection of taxes; municipal government. C Imperial policy as illustrated by the emperors. 1 Policy of Augustus {above); the strategic frontiers; Teutoberg Forest (9 A. D.). 2 Claudius; Britain; extension of citizenship. 3 Nero; fire at Rome; the persecutions. 4 The Flavian emperors ; conquest of the Jews. 5 The five good emperors (96-180 A. D.) ; reforms within the empire; establishment of secure frontiers. Map: The Roman empire at its greatest extent. XII Decline and fall of the Roman empire (180-476 A. D.). Are empires, like men, necessarily mortal? Could Rome, under a better constitution and guidance, have lived longer? A study of the question has value for every nation that wishes to survive. A The Barrack emperors. B Effort at reorganization. 1 Diocletian: (a) the partnership empire, value and dan- gers; {b) despotic forms. 2 Constantine: (a) victory at the Milvian bridge; (b) tol- eration of Christianity ; (c) Council df Nicaea (325 A. D.) ; {d) new capital; {e) centralization of power; (/) why his scheme failed. C Forces within the empire for disintegration. 1 Decay of patriotism. 2 Evils of slavery. ' SYLLABUS IN HISTORY 33 3 Disappearance of the middle class. 4 Expensive government. 5 Crushing taxation. 6 Infiltration of barbarians. D The barbarians. 1 Why they entered the empire. 2 Alaric and the West Goths (410 A. D.). 2^ The Huns, Chalons (451 A. D.). 4 Vandals. 5 East Goths. , 6 Anglo Saxons. E Civilizing influence of Rome on her world empire. 1 The extent of the empire — strategic frontiers. 2 Roman roads, public works, public buildings in the provinces. 3 Use of the Latin language. 4 Roman law, development of jus gentium, Justinian, Corpus juris civilis. 5 World commerce and travel under a stable government made for peace and prosperity. {Pax Romana). F ''Rome's influence on later times." 1 The Roman law as a basis for later law. 2 Rome's imperial government as a model for later monarchies. 3 Roman architecture and engineering. 4 Importance of a Latin language and literature in education. 5 The spread of Christianity. Map showing (a) the routes by which the barbarians traversed Europe and (b) partition of the empire (500 A. D.). XIII The coming of new forces in world history: Christianity as a social as well as religious force ; the forest peoples, furnishing a rude antithesis to the people they conquered, yet capable of illim- itable development; the Mohammedans, great religious conquerors, who were to preserve much science and learning for us ; these are the three factors that are to be most prominent in the remaking of the world. A Christianity. 1 Its origins; teachings of Jesus. 2 Reasons for its rapid spread. 34 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Why Jews and Christians were persecuted. 4 Toleration; Constantine ; Edict of Milan. 5 Recognition and support; Theodosian code. 6 Primacy of bishop of Rome; Petrine tradition, etc. 7 Monasticism: economic and social aspects. S The church officials supply the lack of government in the West; a force for order in an age of disorder. 9 How Europe became of one church; Roman missionaries; the Franks. B The Teutons. 1 Ideals and religion. 2 Customs; government ; system of trials. 3 Influence on the decadent Roman world. C Mohammedans. 1 Mohammed and his religion. 2 Conquests. 3 Tours (732 A. D.). 4 Contributions of Mohammedanism to civilisation in science, architecture eic. D The problem of reconstruction in western Europe. 1 The eastern empire to 14 ^^ 2 Europe's need of a stable government and a revival of culture, commerce and industry. Map for 800 A. D. showing (a) empire of Charlemagne, (b) eastern empire, {c) extent of Mohammedan con- quests. XIV The Frankish kingdom and the papacy. An alliance that gave a militant arm to the early church, resulting in the confused interests of church and empire in the Middle Ages and extending even down to our day. The prospect for law and order under Charlemagne to be eclipsed by the coming of feudalism with its tendency for disintegration. A The Franks ; their homes and characteristics. B Clovis. 1 Soissons (486 A. D.). 2 Conversion to orthodox Christianity. 3 Conquests. C Rise of the Carolingians. I Charles Martel; Tours { 7^2 A. D.). SYLLABUS IN HISTORY 35 2 Do — Nothing kings; assumption of the title by the Mayors of the Palace; deference to the authority of the Church. 3 Charlemagne: (a) the statesman, Capitularies, missi dominici, architectural and other improvements; {b) the warrior, conquest of Saxons, the marks, watchful- ness at the frontier; (c) relations with the church, the Lombards, crowned Emperor 8oo A. D., effects of the coronation on Italy and on Germany; {d) the friend of cidture, the palace school, monastery schools; {e) why the work of Charlemagne lapsed after his death. D Charlemagne’s successors to 900 A. D. 1 Quarrels, Treaty of Verdun (843 A. D.) {Strashurg oaths) Treaty of Mersen (870 A. D.). 2 Inability to repel the Northmen. 3 Europe in disorder. 2 3 ^ THE UNIVERSITY OF THE STATE OF NEW YORK i Course A Major sequence First year, second term: THE GROWTH OF CIVILIZATION : 800 A. D. TO 1789 A. D. XV Feudalism: its rise, institutions, character, and influence in ;he countries of medieval Europe. The beginnings of a commer- cial class and centralized power as forces for order. A Rise of feudalism. 1 Definition of the terms “ benefice and “ vassalage ” and explanation of the fief as the central institution of feudalism. 2 Lord, vassal and subvassal; their chief respective duties, rights and privileges. 3 Importance of feudalism from a military, financial, admin- istrative and social point of view. B Life under feudalism. 1 The nobility: the castle, training of a knight, ideals and practices of chivalry. 2 Life in the country: the manor and the serf, decline of serfdom. 3 Life in the towns: revival of commerce and city life; merchant gilds and craft gilds; fairs, markets, the Han- seatic League; merchant adventurers, trade routes. C Decline of feudalism. 1 Centralized feudalism in England as compared with decentralized feudalism in France and Germany. 2 Growing pozver of the kings. 3 The growth of a middle class. 4 The invention of gunpowder. Map of Europe in the feudal period indicating chief coun- tries, commercial centers and trade routes. (Notebook topic: Map of a feudal manor.) XVI Germany^ the church and Italy in the Middle Ages. The diurch reaches and recedes from its greatest influence as a temporal power; Germany and Italy fail to reach national unity. A Conflicting theories and interests of church and empire. SYLLABUS IN HISTORY 37 B The Holy Roman empire. 1 Powers of the emperor, theoretical and actual. 2 Influences on the power df the empire in (a) Germany, (b) Italy, and (c) in the manner of selecting the emperor. 3 Revival of the empire under Otto the Great (962). 4 Frederick I (Barbarossa) : (a) beginning of the struggle with the Lombard communes; {h) the struggle with the popes; (r) the end of Frederick’s struggles in Italy: the Lombard League, peace of Constance 1183, progress in Germany. 5 Guelfs and Ghibellines. 6 Fist law; rise of the Hapsburgs. 7 The Golden Bull (1356). 8 Decentralization, discord and persistence of feudal an- archy in Germany. C The church in the Middle Ages. 1 Means by which the church ruled the world, papal legates, papal revenues, church courts, excommuni- cation, interdict etc. 2 The friars: St Francis, St Dominic. 3 Conflict with the civil authority. The following names serve to furnish illustrations of the conflict of church and state; they should not be required in detail: (a) investiture (Canossa, 1077; Concordat of Worms, 1122) ; {b) church courts, quarrel of Henry II and Thomas a Becket; (r) Innocent III, his relations with France, England, the emperor; the fourth Lateran Council; {d) taxation, Philip the Fair and Boni- face VIII; {e) triumph of the civil authority (statutes of Mortm.ain, Provisors, Praemunire). 4 Debt owed by society to the medieval church, charities, education, peace (Peace of God, Truce of God). D Medieval Italy. 1 Saracen and Norman in the South. 2 Temporal power of the pope. 3 City states ift the North. E Map of Italy and Germany showing disorganization of Ger- many and Italy around 1300. XVII The East and the crusades. Note: No attempt should be made to have the pupil learn the events of each crusade. 38 THE UNIVERSITY OF THE STATE OF NEW YORK K The East before the crusades. 1 The eastern empire. 2 Saracen civilization in the East, in Spain. 3 The coming of the Seljuk Turks. E The crusades. 1 General causes and occasion for the crusades. 2 Character of the expeditions. 3 Kingdom of Jerusalem. 4 The religious military orders; Templars, Hospitalers, Teutonic Knights. C The end of the crusades. 1 The fall of Acre and end of the Christian rule in the East. 2 Results of the crusades: commercial; industrial; reli- gious; educational; growth of cities, especially in Italy; municipal freedom; strengthening of monarchies. Library and notebook topics: (a) Constantinople in the Middle Ages; {h) Medieval pilgrimages; (r) The experiences of a medieval crusader: motives, vows, privileges, preparation, dress, arms, route, battles and sieges, benefits and disadvantages of the experience. XVIII France through Louis XI (1483). Establishment of a central authority through the expulsion of foreign elements and the discipline of the great French vassals. A Rise of the Capetian dynasty. 1 The great fiefs of France {Normandy etc.). 2 Accession of Hugh Capet (987). B Philip Augustus. 1 Possessions of Henry II of England in France {map). 2 Extension of the royal domain. 3 Bouvines (1214). C Philip the Fair; the states general (1302). D One Hundred Years' War. 1 First phase: {a) causes in France and Flanders; {b) Crecy and Poitiers ; (r) free companies and brigandage; {d) the Jacquerie; {e) results by 1376. 2 Second phase: {a) Agincourt; {b) union of France and England; {c) Joan of Arc; {d) expulsion of the Eng- lish. SYLLABUS IN HISTORY 39 E Louis XL 1 Charles the Bold. 2 Centralization of power. 3 The taille. XIX England to 1485 . By the end of this period the English have become one people with a continuity of institutional and social development reached by no contemporary nation. With the checks administered to the foreign ambitions of their kings throwing them back on their own island, they gain unity and strength. A The Saxons (449—1066). 1 Their invasions. 2 Re Christianization of England under Augustine ; letters; Bede; adoption of more civilized manners. 3 Government and life under Saxon England. Govern- ment: moots, courts, trial by ordeal, the witan and its power ; selection and power of the king. Life among the Saxons of the tenth century; the village and its folkland ; homes and furnishings ; food ; clothing ; agriculture; trade; manufactures. 4 Alfred the Great: his problems, administration, the Danes, the Danelaw. 5 Conquest by the Danes. B The Norman conquest and its results. 1 Claim of William of Normandy; Senlac (1066). 2 Establishment of Norman rule. Completion of the con- quest; castle and cathedral building; grants of land; the Domesday Book and Salisbury oath; new indus- tries, new manners, intercourse with the continent. C Constitutional development. 1 Organized government : (a) political condition of Eng- land at the accession of Henry II ; {b) suppression of the barons; (c) grand jury and trial jury; {d) the common law; (e) the king’s courts; (/) Richard I and the sale of charters. 2 Magna Charta (1215). King lohn and his quarrel with the barons; the charter; principal provisions and world importance. 2) The first parliament: Henry HI and the Barons’ War etc.; DeMontforfs parliament (1265). 4 The Model Parliament (1295) taxation; Edward I; character, aims and policy; importance of the Model Parliameni ' confirmation of the charters. 40 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Parliament divided into two houses. 6 Restrictions on the executive; deposition of Edward II ; impeachment of a king’s minister by Good Parliament (1376). D Expansion. 1 Conquest of Wales. 2 Scotland: the disputed throne; Edward I and Scotland; Bannockburn (1314). E The common people; the yeoman; the black death and its effects; statute of Laborers; Wat Tyler’s Rebellion; decline of serfdom. F Loss of Normandy; fusion into one people: Langland, the beginnings of English literature; Chaucer, the Canterbury Tales. G Wars of the Roses: effect on the nobility. XX The Renaissance: its earlier and later phases. Not only the rebirth of the classical interest in art and literature but more important the rebirth of a spirit of adventure and enterprise braced for inquests of all the problems the Middle Ages had thrust to one side. A The early or thirteenth century renaissance. 1 Gothic architecture, cathedrals and public buildings {Rheims and Ypres). 2 Beginnings of a national literature in Erance, Italy, Ger- many, England; Dante, Chaucer, the Troubadours, Nibelungenlied. 3 The fine arts: painting, sculpture. 4 Learning: the medieval universities ; scholasticism; Roger Bacon. B The renaissance of the fourteenth and fifteenth centuries. 1 Political and social conditions in Italy; Plorence and Venice; the papal monarchy; the two Sicilies; the rule of the despots. 2 The beginning of the renaissance in Italy; the revival of learning: (a) the spirit and meaning of the renais- sance; its many-sided character; (b) the revival of learning: the Greek teacher, the work of Petrarch and Boccaccio ; the recovery, editing and printing of classi- cal texts; {d) renaissance in England; in France; in Germany. SYLLABUS IN HISTORY 41 2, The fine arts during the renaissance (it is better to teach thoroughly one great artist in each field than to teach several in a cursory manner) : (a) the great archi- tects, Leonardo da Vinci; (b) the chief sculptors, Michael Angelo; (r) the Florentine and Venetian painters, Raphael, Titian; (d) painting in northern countries, Rembrandt. 4 The age of the great discoveries and inventions: (a) European conditions at the end of the fifteenth century which led to discoveries and inventions; (h) Portu- guese discoveries to the east; (r) Spanish discoveries and conquest in the western world; (d) French explorations: Verrazano, Cartier; (c) Mechanical inventions of the era and how they helped discovery and conquest; (f) The new ideas in astronomy ; Copernicus and Galileo; (g) The art of printing; its relation to the renaissance. (Map work: sketch map showing the voyages of discovery of Columbus, Vasco da Gama, Cabot and Magellan, Verrazano and Cartier.) XXI The reformation and period of the religious wars. Individual and national causes of the reformation ; Spain comes, under Charles V and Philip II, into the stream of European history; division of Europe along religious lines; intolerance and confusion ; the outcome of the religious wars. A General causes of the reformation: The renaissance and the humanists ; rise of national feeling. B Political and social conditions involved in a religious upheaval. C The consolidation of Spain into a powerful monarchy. 1 The Christian recovery of Spain. 2 The union of Castile and Aragon. 3 The conquest of Granada and treatment of the Moors. 4 Treatment of the Jews. 5 Growth of the royal power to the opening of the six- teenth century. D Germany; the Lutheran Church. 1 Special causes for the reformation in Germany. 2 Luther: his doctrines; the theses, trial and edict of Worms (1521). 3 Fanaticism and civil war; adoption of a church con- stitution; the confession of Augsburg; Peace of Augs- burg (1555)- 42 THE UNIVERSITY OF THE STATE OF NEW YORK E Calvinism in Switzerland, France etc. 1 Calvin at Geneva, his doctrines, polity and educational control; Presbyterianism; Servetus; religious intoler- ance general; why heretics were put to death. 2 The Huguenots in France ; the Huguejtots from a religi- ous, political and economic point of view; persecu- tions; massacre of St Bartholomew's eve; Henry IV and the edict of Nantes (1598) ; Sully. 3 Influence of Calvin in Scotland, John Knox. 4 Influence of Calvin in Germany, Holland and North America. F The Reformation in England. 1 Henry VIITs divorce case; humanism; Colet, Erasmus, More; change in control rather than in doctrine. 2 Elizabeth; identity of Protestantism in England with Elizabeth's right to reign, and national independence ; Mary, Queen of Scots; the Armada; Elizabeth takes the middle ground. G Revolt of the Netherlands (1568-1648). 1 The N etherlands to 1556: the two peoples. 2 Philip H and the outbreak of discontent ; political, eco- nomic, and religious causes of the revolt. 3 Alva; William the Silent. 4 The defeat of the Armada; rise of Dutch Republic as a naval, commercial, and colonial power. H The Catholic reformation and the Jesuits. 1 The Jesuits; Loyola's character and training ; organization. 2 The work of the Council of Trent (1545-63). 3 How the Catholic church was reformed in discipline and gained new power. I Thirty Years' War (1618-1648). 1 Causes: religious and political. 2 Complication of religious issues with political (the par- ticipation of France). 3 The peace of Westphalia (1648); its terms and inter- national importance. Why religious wars ceased after 1648. 4 Social and economic effects on Germany. Library and notebook topics; {a) Jesuit missionary efforts; {b) The services of Jesuit missionaries in North America. Map; Division of Europe on sectarian grounds at the close of the religious wars. SYLLABUS IN HISTORY 43 XXII England under the Tudors (1485-1603). England under an intelligent and tactful despotism begins to emerge from her isolat'on. Her triumph over the Armada creates an outburst of national feeling and expression comparable in some degree to that in Greece after Marathon. Her outlook is broadened by the appearance of new lands and new interests. In her internal affairs all does not go well ; the condition of the poorer classes is deplorable. A Henry VII : effect on the country of the wars of the Roses; Court of the Star Chamber; benevolences ; policy of peace ; trade with the continent; the “ Great Intercourse.^’ ' B Henry VI H: his personal government ; Wolsey and the bal- ance of power; confiscation of monasteries ; creation of a new nobility. C Elisabeth: identity between independence, political and religi- ous, in the person of Elisabeth; Mary, Queen of Scots; the War with Spain; the Armada, its defeat (1588) and effect on the national spirit; the Elisabethan seamen; England's position at the death of Elisabeth. D The popular character of the Tudor absolutism. E Life in Tudor England. 1 Trade: decay of gilds and trade organizations; rise of the middle class; debasement and restoration of coin- age; coming of artisans from the continent; gain of Flemish trade ; laws protecting manufactures and regu- lating trade; establishment of navy. 2 Social and economic changes: mode of living; the house, city and country ; inclosures ; increase of pauperism and its causes; laws for relief of the poor; introduction of firearms. 3 Intellectual awakening : growth of the spirit of adven- ture and enterprise; the New Learning, its nature; Erasmus, More, Colet ; establishment of new schools and colleges; the Elizabethan Age in literature; the drama ; the theater ; Shakspere and Bacon. XXIII The Puritan revolution and royalist reaction in England (1603-88). Beginnings of England’s importance in European and colonial affairs. In taking up this period it should be made clear that up to the time of her political revolution England 44 THE UNIVERSITY OF THE STATE OF NEW YORK had been a follower rather than a leader of Europe. The defeat of the Spanish Armada, the growing importance of the colonies, the overthrow of absolutism and the coming of William of Orange all combined to put England in a position of first importance in I^urope. A Division between Stuart kings and parliament. 1 Beginning of strife; change in national spirit about 1600; personality of James I ; divine right of kings; ride of favorites. 2 Increasing differences between parliament and the crown; characteristics of Charles I; the Petition of Right; tonnage and poundage; Laud's policy and religious strife ; the dissolution of 162^; personal gov- ernment (1629-40): monopolies; ship money and Hampden’s resistance; Wentworth’s measures; the out- break in Scotland ; the Short parliament ; the emigration of Puritans. 3 The first two years of the Long parliament (1640-42) ; meeting of the Long parliament ; impeachment and execution of Wentworth ; measure limiting the power of the king; division of parliament on religious ques- tions; intriguing of Charles for support; the Grand Remonstrance ; attempt to seize the five members. B The Civil War (1642—49) ; the commonwealth (1649-53), protectorate (1653-60). 1 The Civil War — the armed struggle resulting in the trial and execution of the king. 2 The commonwealth: the Rump parliament; navigation act, war with Holland; conquest of Scotland and Ireland. 3 Cromwell as lord protector; constitutional experiment ; war with Spain; England's influence in Europe; fall of the Puritan government ; the Puritan Revolution and royalist reaction in England. C Restoration and revolution. 1 Political conditions: character and policy of Charles II ; parliament and taxation; the royal dispensing power. 2 Relations of Charles II and Louis XIV as they affected the history of the period : aims of the French king ; war between England and Holland ; the secret Treaty SYLLABUS IN HISTORY 45 of Dover; the declaration of indulgence; the test act; the exclusion bill; Whigs and Tories. 3 Overthrow of the Stuarts: national fear of a Catholic despotism; assertion of dispensing power by the king; Catholics in office ; a standing army. 4 William of Orange: position and character of William; the summons to England; flight of James II ; parlia- ment and the succession. 5 Results of the revolution: bill of rights (1689) ; act of tol- eration; act of settlement. D Life and literature. 1 Life: manner of life, dress and amusements of Cavalier and Roundhead. 2 Literature : establishment of the Royal Society of Lon- don and its significance ; King James’s version of the Bible and its influence on the English language; the first newspapers ; Milton, Bunyan, Newton, Harvey. XXIV Expansion of Europe over the world. The interaction of European influences on the rest of the world and of the world without on Europe itself. Study of the colonial world as a part of Europe and an influence on Europe rather than as a distinct pioneer civilization. A The expansion of Europe and European civilization. I Explorations and settlements in America (a) the Cabots and North America; (b) why England was last in the field: governmental support accorded to colonial enter- prise later by England than by Spain or France; (c) early English attempts at colonization contrasted with Spanish and French colonization with respect to: objects, regions settled, reasons for success; (d) French explo- rations and settlements in the St. Lawrence and Missis- sippi valleys (1604-1718); Champlain at Quebec (1608); La Salle and the Mississippi (1682); settle- ment of Louisiana (1699) ; New Orleans (1718). Map work: Map, showing in different colors or by different markings, Spanish, French, Dutch, Swedish and English spheres of influence in America. 46 THE UNIVERSITY OF THE STATE OF NEW YORK 2 The trading companies: English, Dutch, French. 3 The struggle for the East in the eighteenth century: (a) decline of Portugal, rivalry of England, Holland, Spain and France; {h) struggle for India, Clive and Dupleix, ''Mack hole'’ of Calcutta, Plassey (1757), Australia, Spain in the Philippines. 4 The conflict between French and English colonists and institutions in America. a Political, social and economic development of the English colonies (1700-50). Political development: taxation, elections, free speech, defense of charters, attempts at union, specially in 1643 and 1754. Economic conditions, industries, artificial and natural restrictions on industry and commerce. Social development: population, immigration, expansion, increase, religion {specially " Great Awakening "), education, literature, newspapers. b Contrasts between French and English methods of colonization in North America: political, religi- ous, social, economic. Contrast with specific reference to self-government in the English colonies and the paternalism of France in New France. c Struggle between France and England for North America (1689-1763). Strength and weakness of the French and of the English in 1754: (i) In Europe: military resources; attitude of each of the mother coun- tries toward her colonies; (2) In America: geo- graphic conditions ; population; military re- sources; political, social, economic conditions. Expulsion of the French (1754—63) ; the "French and Indian War” ; (i) theater of war; lines of invasion; (2) causes and beginnings; (3) early failures of the English ('i 754-57) ; (4) new plans and teaders, and conquest of Canada (1757-60) ; Pitt; Wolfe; Quebec; (5) terms of peace; geographic and political residts of war to England, France, America, India. SYLLABUS IN HISTORY 47 5 Colonies of Portugal and Spain in America; type of colo- nies established. 6 European influences in the new world; the heritage from the old countries^' ; ideas and institutions handed down from colonial times that shape American life today. B The reaction of world expansion upon European ideas and institutions. 1 Economic effects: introduction of new products; tobacco, new foods, etc.; greater supply of gold; center of wealth shifts to the north of Europe; the English channel as the gateway of Europe ; new markets, 2 Political effects: temporary ascendency of Spain; new causes for wars; vent for surplus population; problems of colonial administration ; growing importance of world commerce and naval power; influence of the American Revolution on the power of George III. 3 Social effects: reflex of colonial ideas and conditions in Europe (return of Vane as an example), (Thackeray — The Virginians) . 4 The American Revolution. a Causes; view of the thirteen colonies in iy 6 o; the eighteenth century idea of the purpose and value of colonies; growth of an unconscious spirit of independence in the colonies, fostered by their ability to do for themselves, and the liberal let- alone ” policy of the English government ; the two ideas of representation; clash between the nezv imperial policy and colonial interests after the French and Indian War; the new policy of enforc- ing the old acts of navigation and trade; special occasions for the outbreak of hostilities, b The war: Saratoga as the turning point; part played by France, Holland, Spain. c Results of the Revolution: treaty of iy 8 g; triumph of the democratic element in the English parlia- ment {Pitt, Burke, Fox etc.) ; results in later his- tory of the birth of a great democracy in America; indolence of the underlying principles of the Decla- ration of Independence ; the first great federal 48 THE UNIVERSITY OF THE STATE OF NEW YORK republic to be established over a large area; one of the causes of the French Revolution and of the revolt of the Spanish colonies. XXV struggle for the balance of power in the eighteenth century, England under constitutional if not democratic govern- ment disputes in the “ Second Hundred Years’ War ” with France, burdened by an autocratic and spendthrift monarchy, over the ascendancy in European affairs and in the colonial world. The struggle revises the map of the world leaving England in possession of Canada and India. The exigencies of her world-empire, how- ever, clashing with the interests and ideals of the thirteen colonies, the “ great blunder of the eighteenth century,” brings about the single great forcible schism of the British Empire. A The ascendancy of France and the age of Louis XIV. 1 Richelieu and the establishment of the absolute mon- archy: (a) Richelieu: rise to power; character; aims; his relations with Louis XIII; (b) Richelieu and the Huguenots; (c) Richelieu and the nobles: how he destroyed their power and strengthened the monarchy ; the intendants; (d) Richelieu and the Thirty Years' War; (e) Mazarin: causes of his unpopularity; revolt of the nobles and lawyers ; how he carried out Riche- lieu’s work ; foreign policy ; what is meant by an “ abso- lute monarchy.” 2 Louis XIV (1643-1715) and his court: {a) Louis the man: early education and training; character, abilities, deficiencies and aims; {b) Louis the king: idea of gov- ernment and of a king's power; what he expected of the nobles; new royal palaces; occupations and amuse- ments at Versailles; (c) art and literature in the age of Louis XIV ; effect of Louis's paternalism. 3 The people; Colbert and his reforms: (a) The people: their burdensome taxes; corruption of officials; (b) Colbert: his services to Mazarin; how he tried to lighten the burdens of the people ; how he encouraged industries, commerce and colonization; (c) Colbert and Louis XIV: differences in their aims; {d) The revocation of the Edict of Nantes ; its effect on the prosperity and foreign relations of France. 4 France at the close of Louis XIV's reign; condition of the French people at the close of the wars; how Louis SYLLABUS IN HISTORY 49 XIV^s reign prepared the way for the French Revolu- tion; the exhaustion of France, financial stress caused by the extravagance and wars of Louis XIV, and by the corruption of the court under Louis XV. Library and notebook topics: (a) Costumes in the age of Louis XIV ; (b) Louis XIV’s morning reception and toilet. B England’s preparation for the struggle ; the establishment of constitutional monarchy as the result of the revolution of 1688. 1 Constitutional gains: mutiny act; toleration act; bill of rights; acts of settlement ; grovdih and organization of political parties; development of the cabinet. 2 Closer union with Scotland and Ireland. 3 Contrast between George III and George I and 11 . George be a king ” ; the Whig party; leaders and prin- ciples; the Wilkes case; attitude of the Whigs toward the efforts of George III to control parliament through political corruption; ''King’s friends”; effect of the American Revolution on the power of the king. C Struggle for the balance of power. 1 The "Second Hundred Years’ War” (1689-1815). 2 The War of the Spanish Succession: causes; alliances; Marlborough and his campaigns; treaty of Utrecht and its effect on France, Austria, Spain and Italy; England in Europe and America. 3 The War of the Austrian Succession: the Pragmatic sanction; conduct of Frederick the Great: Silesia. 4 The Seven Years’ War (1756-63): causes; new align- ment of allies: France sides with Austria; the import- ance of Frederick the Great; England under Pitt; Treaty of Paris (1763) ; effects in India and America. D France secures Lorraine (1766). Map of Europe m iy8o showing the possessions of the various pozvers prior to the Napoleonic wars. Map of the world showing i.he possessions of the various powers after the American R.evoliition. XXVI Rise of Russia and Prussia; the lesser European states in the eighteenth century. In the eighteenth century two new nations enter into the. stream of European history; Russia under Peter and Catherine begins to adopt western manners ; the rulers of Brandenburg-Prussia extend their power north and south; both of these powers with Austria cooperate in the spoliation of Poland- 50 THE UNIVERSITY OF THE STATE OF NEW YORK A The formation of the Russian empire; Peter the Great. 1 Russia before Peter the Great : the Slavic races and characteristics; oriental influences on Russian char- acter and development; Ivan the Terrible; social and political condition of Russia at the accession of Peter. 2 Peter the Great (1689-1725) : struggle for the throne; travels, ambitions and difficulties ; Peter’s western friends ; his character ; Internal reforms: army, navy ; • dress and customs ; church ; the new capital. The expansion of Russia in the eighteenth century. a In the Baltic: importance of the Baltic sea; its special value to Sweden, Denmark, Poland, Prus- sia, Russia; Charles XII of Sweden; decline of Sweden; battle of Pultowa; Russia’s foothold on the Baltic; St Petersburg. h In Turkey and on the Black sea: Peter’s gain and loss of Azov; importance of Peter the Great in Russian history; Catherine II (1762-96) ; her wars with Turkey and conquest of the north shore of the Black sea. c In Poland: internal disorders and . weakness of Poland; Catherine IPs share in the three parti- tions of Poland (1772, 1793, 1795). d In Siberia : early explorations and settlements. Map work : sketch map showing the gains in territory made by Russia in the eighteenth century. B The beginnings of the Prussian state (1640-1740). 1 The Hohenzollerns before 1640: how they acquired their three territories (Brandenburg, Prussia, Cleves) ; geo- graphic position of these territories and its future sig- nificance ; the task of the Hohenzollerns. 2 Frederick William, ‘'The Great Elector” (1640-88); gain of territory by the Treaty of Westphalia; his posi- tion in his own lands and in Europe. 3 How the Elector of Brandenburg acquired the title of “King in Prussia” (1701). 4 Erederick William I, how he made Prussia a military state and a prosperous country; foreign policy; tobacco parliament ; good and bad side of his character. 5 Frederick the Great (1740-86). Frederick the Great in war: his military genius; the SYLLABUS IN HISTORY 51 Pragmatic sanction; the raid on Silesia; his struggle to retain it; characteristics of his foreign policy; share in the first partitions of Poland, b Frederick in peace: his youth and training; his friendships ; popularity ; measures for the welfare of his people; how “ enlightened” how a despot ”? C Lesser European states. 1 Decline of Spain in the eighteenth century. 2 Italy in the eighteenth century : absence of national unity. 3 Austria; polyglot; problems of Maria Theresa; effect of the great wars. 4 Continuance of Holland as a colonial power; her com- mercial importance. Suggested Readings Major sequence, course A First term: the rise of civilization to 800 A. D. V. e.= various editions. ^Abbott Evelyn. Pericles and the Golden Age of Athens. Putnam Abbott, F. F. Society and Politics in Ancient Rome. Scribner Beesly, A. H. The Gracchi, Marius and Sulla. Scribner ; Longmans Botsford, G. W. Source Book of Ancient History. Macmillan Bury, J. B. History of Greece. Macmillan Church, A. J. Pictures from Greek Life and Story. Putnam Pictures from Roman Life and Story. Appleton * Roman Life in the Days of Cicero. Macmillan; Dodd Story of the Iliad. Macmillan Story of the Odyssey. Macmillan Stories from Herodotus. Merrill Creasy, E. S. Fifteen Decisive Battles of the World. Dutton Davis, W. S. Friend of Caesar. Macmillan; Grosset Readings in Ancient History. 2 v. Allyn & Bacon Day in Old Athens. Allyn & Bacon Victor of Salamis. Macmillan Dodge, T. A. Great Captains. Houghton Einhard. Life of Charlemagne. Amer. Book Co. Finley, J. H. A Pilgrim in Palestine. Scribner Firth, J. B. .Augustus Caesar. Putnam Constantine. Putnam *Books marked with a star should be purchased first and duplicate copies are desirable. 52 THE UNIVERSITY OF THE STATE OF NEW YORK * Fowler, W. W. Julius Caesar. Putnam Social Life at Rome in the Age of Cicero. Macmillan Gayley, C. M. Classic Myths in English Literature. Ginn Grant, A. J. Greece in the Age of Pericles. Scribner Guerber, H. A. Myths of Greece and Rome. Amer. Book Co. Hall, Jennie. Men of Old Greece. Little Harrison, J. A. History of Greece to 338 B. C. Putnam Herbermann, C. G. Business Life in Ancient Rome. Amer. Book Co. Herodotus for Boys and Girls, ed. by J. S. White. Putnam Homer. Iliad, trans. by Lang, Leaf and Myers. Macmillan Odyssey, trans. by Butcher and Lang. Macmillan Odyssey, trans. by Palmer. Houghton Hopkinson, L. W. Greek Leaders. Houghton Irving, Washington. Mahomet. Dutton Johnston, H. W. Private Life of the Romans. Scott, Foresman Jones, H. S. Roman Empire, 29 B. C.- 476 A. D. Putnam Keary, C. F. Dawn of History Kingsley, Charles. Greek Heroes. Ginn Roman and the Teuton. Macmillan Laing, G. J. Masterpieces of Latin Literature. Houghton Lytton, Lord. Last Days of Pompeii. Little; Dutton Macaula}'', T. B. Lays of Ancient Rome. Houghton Mr?haffy, J. P. Old Greek Life. Amer. Book Co. Maspero, G. Life in Ancient Egypt and Assyria. Appleton '•'Oman, Charles. Seven Roman Statesmen of the Later Republic. L.ongmans Pelham, PL F. Outlines of Roman History. Putnam Plutarch. Lives. Ginn Por Boys and Girls ed. by J. S. White. Putnam Sanders, F. K. History of the Hebrews. Scribner Shakspere, William. Julius Caesar, v. e. Smith, R. B. Rome and Carthage. Longmans Snedeker, C. D. The Spartan. Doubleday Strachan-Davidson, J. L. Cicero. Putnam Tappan, E. M. Old World Hero Stories. Houghton Story of the Greek People. Houghton Tarbell, F. B. History of Greek Art. Macmillan Tighe, Ambrose. Development of the Roman Constitution. Amer. Book Co. '‘'Tucker, T. G. Life in Ancient Athens. Macmillan *Books marked with a star should be purchased first and duplicate copies are desirable. SYLLABUS IN HISTORY 53 Wallace, Levv^. Ben-Hur. Harper ^i^Wheeler, B. I. Alexander the Great. Putnam Wilkins, A. S. Roman Anliquities. Amer. Book Co. Wright, J. H. Masterpieces of Greek Literature. Houghton Zimmern, A. E. Greek Commonwealth. Clarendon Press Major sequence, course A Second term: The growth of civilization, 800 to iy8p ^Adams, G. B. European History. Macmillan. Growth of the French Nation. Macmillan Civilization During the Middle Ages. Scribner Archer & Kingsford. The Crusades. Putnam Barnes, James. Drake and His Yeomen. Macmillan Barry, W. F. Papal Monarchy from St Gregory the Great to Boniface. Putnam 'Bates & Coman. English Plistory as Told by English Poets. Macmillan Bateson, Mary. Medieval England. Putnam Bemont & Monod. Medieval Europe. Holt Besant, Waiter. Story of King Alfred. Appleton Life of Gaspard de Coligny. Amer. Book Co. ^Birkhead, Alice. Heroes of Modern Europe. Crowell Bryce, James. Holy Roman Empire. Macmillan; Crowell Bulfinch, Thomas. Age of Chivalry. Dutton Cavendish, George. Life of Cardinal Wolsey. Dutton '•= ^Chcyney, E. P. Introduction to the Social and Industrial History of England. Macmillan ' Readings in English History. Ginn Cook, A. S. Asser’s Life of King Alfred. Ginn Creasy, E. S. Fifteen Decisive Battles of the World. Dutton Creighton, Louise. Stories from English History. Longmans Creighton, Mandell. Age of Elizabeth. Longmans Life of Cardinal Wolsey. Macmillan '•'’Cross, A. L. Shorter History of England and Greater Britain. Macmillan ’Day, Clive. History of Commerce. Longmans De Quincjq Thomas. Joan of Arc. Houghton Duruy, Victor. History of France. Crowell Emerton, Ephraim. Introduction to the Study of the Middle Ages. Ginn Medieval Europe. Ginn *Books marked with a star should be purchased first and duplicate copies are desirable. lAlso useful in course B. 54 THE UNIVERSITY OF THE STATE OF NEW YORK Freeman, E. A. Life of William the Conqueror. Macmillan Short History of the Norman Conquest. Clarendon Old English History for Children. Macmillan; Dutton Froissart, Jean. Chronicles of England, France and Spain.' Dutton Boy’s Froissart, ed. by Sidney Lanier. Scribner ^Frothingham, J. P. Sea Fighters from Drake to Farragut. Scribner Froude, J. A. English Seamen of the Sixteenth Century. Scribner Gardiner, S. R. Cromwell’s Place in History. Longmans ' Students’ History of England. Longmans First Two Stuarts and the Puritan Revolution. Longmans ’Green, J. R. Short History of the English People. Amer. Book Co. Griffis, W. E. Brave Little Holland. Houghton Young People’s History of Holland. Houghton Hassall, Arthur. Louis XIV. Putnam Hayes, C. H. J. A Political and Social History of Modern Europe. 2 V. Macmillan ’Hill, Mabel. Liberty Documents, 1100-1900. Longmans Tihi's, N. D. Great Books as Life-Teachers. Revell Hughes, Thomas. Life of Alfred the Great. Houghton ’Hbert, C. P. Parliament: Its History, Constitution and Practice. Holt 'Innes, A. D. History of England for Use in the Schools. Putnam Irving, V/ashington. Conquest of Granada. Dutton — — — • Alhambra. Ginn Jacobs, H. E. Life of Martin Luther. Putnam jessopp, Augustus. Coming of the Friars. Putnam Johnston & Spencer. Ireland’s Story. Houghton Jusserand, J. A. English Wayfaring Life in the Middle Ages. Putnam 'Kendall, E. K. Source Book of English History. Macmillan Kingsley, Charles. Hereward the Wake. Crowell ; Dutton Westward Ho! Crowell; Dutton Kipling, Rudyard. Puck of Pook’s Hill. Doubleday Lewis, C. T. History of Germany. Amer. Book Co. Lodge, Richard. History of Modern Europe. Amer. Book Co. Longman, F. V/. Frederick the Great and the Seven Years’ War. Scribner , Lytton, Lord. Harold, the Last of the Saxon Kings. Dutton Last of the Barons. Dutton *Books marked witli a star should be purchased h.i'st and duplicate copies are desirable. ^Also useful ill course SYLLABUS IN HISTORY 55 Macaulay, T. B. History of England from the Accession of James 11 . Chapter i. Longmans Clive and Hastings. Houghton Milton. Houghton Earl of Chatham. Merrill Frederick the Great. Longmans Mahan, A. T. Influence of Sea Power upon History. Little ^Montague, F. C. Elements of English Constitutional History. Longmans Morfill, W. R. Story of Russia. Putnam Morley, John. Sir Robert Walpole. Macmillan Motley, J. L. Peter the Great. Merrill Munro & Seilery. Medieval Civilization. Century Ogg, F. A. Source Book of Medieval History. Amer. Book Co. Oliphant, Mrs M. O. Makers of Florence. Macmillan; Burt Parkman, Francis. Montcalm and Wolfe. 2 v. Little Pioneers of France in the New World. Little Jesuits in North America. Little La Salle and the Discovery of the Great West. Little Count Frontenac and New France under Louis XIV. Little The Struggle for a Continent. Little. Putnam, Ruth. William the Silent, Prince of Orange. Putnam Reddaway, W. F. Frederick the Great and the Rise of Prussia. Putnam ^Robinson & Beard. Development of Modern Europe. 2 v. Ginn ^ Readings in Modern European History. 2 v. Ginn ^Rolfe, W. J. Tales from English History. Amer. Book Co. Roosevelt, Theodore. Oliver Cromwell. Scribner Roseberry, Lord. William Pitt. Macmillan Scott, Sir Walter. Ivanhoe. v. e. Kenilworth, v. e. Sedgwick, H. D. Short History of Italy. Houghton Seebohm, Frederic. Era of the Protestant Revolution. Scribner Seignobos, Charles. Llistory of Medieval and Modern Civiliza- tion. Scribner The Feudal Regime. Holt ^Synge, M. B. Social Life in England. Barnes Tappan, E. M. In the Days of Queen Elizabeth. Lothrop *Books marked with a star should be purchased first and duplicate copies are desirable. ^Also useful in course B. S6 THE UNIVERSITY OF THE STATE OF NEW YORK ^Terry, B. S. History of England. Scott, Foresman Thayer, W. R. Short History of Venice. Houghton Trevelyan, G. M. England in the Age of Wycliffe. Longmans England Under the Stuarts. Putnam Twain, Mark. Personal Recollections of Joan of Arc. Harper Villari, P. Life and Times of Savonarola. Scribner Wakeman, H. O. The Ascendancy of France. 1598-1715. Macmillan ^Webster, W. C. General History of Commerce. Ginn Wilmot-Buxton, E. M. Jeanne D’Arc. Stokes Story of the Crusades. Crowell Zimmern, Helen. The Hansa Towns. Putnam 1 Also useful in course B. SYLLABUS IN HISTORY 57 Course B Major sequence Second year, first and second terms (see paragraph in black face type on page lo) : Per cent of total First term recitations I Introduction and problems of the period. 7 II The French revolution and its influence on other peoples (1789- 1799) . . •; 6 III The Napoleonic era and its world results (1799-1815) 5 IV The period of reaction; restorations and repression after 1815... 3 V The Industrial revolution and the growth of democracy (1815- 1848) II VI The development of nationalism after 1848 14 Second term VII National imperialism ii VIII Spread of European civilization over the world 6 IX International relations 5 X The world war for democracy 9 XI The Russian revolution 5 XII A survey of contemporary civilization 10 Review 8 WORLD HISTORY, 1789-1920 I Problems of the period. A Political. 1 Conflict between democracy and autocracy ; meaning ; how far the problem has been solved ; writers on political science; work for the future. 2 Creation of constitutions; representative political institu- tions ; extension of the franchise ; comparison of the world in 1789 with the world today on these points. 3 Rise of nationalism, national imperialism and interna- tionalism. B Social and economic. 1 The industrial revolution; its spread over the world; its effects. 2 The rise of socialism; how far applied today. 3 The formation of labor unions; social and economic theories and reforms; efforts to abolish poverty; humane legislation. 4 Changes in transportation and communication. 5 Growth of industry, banking and commerce. 58 THE UNIVERSITY OF THE STATE OF NEW YORK C Educationcd. 1 Rise and spread of new ideas as shown in fields of science, invention, literature and art. 2 The spread of intelligence and culture through state agencies ; public school systems and institutions of higher learning. 3 Private endowments and institutions; schools, colleges, universities, scientific research, museums, libraries, the press etc. D Religious, 1 Separation of church and state; religious freedom and the growth of toleration. 2 Efforts to spread the Christian faith over the world. 3 Federation of the Christian sects. 4 Activities of the non-Christian religions. II The French Revolution ( 1789 - 99 ) and its influence on other peoples, A Survey of the civilization of the world in iy8g. 1 The new regime in America: effects of the American revolution and the formation of a federal republic, the United States, upon the peoples and governments of Europe; the rest of the New World still under the control of European powers. 2 The old regime in Europe: England under the autocratic George III, a limited, constitutional monarchy, was destined to be the most redoubtable enemy of the French Revolution; the 360 German states were united in the Holy Roman Empire and dominated by the two rival states, Prussia and Austria, the former under the absolute Hohenzollern king, Frederick William II, and the latter under the benevolent despot, Joseph II; Russia was under the sway of Catherine II ; Italy was a collection of petty states; so-called federal republics existed in Holland and Switzerland; a republic whose head was an elective king in Poland ; aristocratic republics in Venice and Genoa and the free cities in the Holy Roman Empire. Europe was aristocratically organized with scarcely a trace of what we call democ- racy. The masses, who were peasants, were crushed with taxes, discriminated against by laws and customs, had no opportunities for education and enjoyed no SYLLABUS IN HISTORY 59 share in government. Serfdom was widely prevalent. “ Benevolent despots ” attempted reforms from above but with no permanent success. No honor existed among the monarchs ; aggressive wars were numer- ous, and force was the order of the day. Religion controlled by the state. 3 Africa and Asia were still outside the influence of Euro- pean civilization, with the exception of a few trading posts and settlements. Map: Europe in J/8g, political and racial. The general treatment of the character and purpose of the French Revolution will be as follows ; 1 Attempts to reform France under a benevolent despotism (1774-89). 2 France under states general, national assembly and legislative assembly (1789-92). 3 The convention (1792-95). 4 The directory (1795—99). B Description of the old regime in France. 1 Government: absolute monarchy ; the king ruled by divine right; his will was law and he was the source of all justice and honors; he levied taxes and spent them as he pleased; he controlled the expression of thought by censorship of the press and books ; king assisted by five royal councils; various systems of law; local gov- ernment in hands of 36 intendants appointed by the king; government was inefficient, complicated, unscien- tific, corrupt and oppressive. 2 Society based on principle of inequality; three classes, clergy, nobility and the third estate; privileged and unprivileged classes — 500,000 in the former and 24,500,000 in the latter; subdivision of the social classes into higher and lower clergy, old and new nobility, and middle class and common people. The royal court of 18,000 people at Versailles. Absenteeism. 3 The church, rich and powerful, collected $100,000,000 in tithes and feudal dues, and invited criticism by the neglect of its obvious duties. Wealth and worldly character of the higher clergy, poverty and discontent of the lower clergy. Go THE UNIVERSITY OF THE STATE OF NEW YORK 4 The nobles, a privileged class, exempt from many taxes and enjoying special feudal and hunting rights, were hated for their selfishness and greed. Nobility of the sword and nobility of the robe. Discontent of the provincial nobility. Evils of absenteeism; Vendee and Brittany an exception. 5 The third estate was unprivileged and subdivided into the bourgeoisie (middle class), the artisans, and the peasantry. The bourgeoisie comprised all who were not manual laborers — lawyers, physicians, teachers, bankers etc. ; wealthy and powerful ; desired social and political reforms. The artisans numbered about 2.500.000, lived in the towns and cities, were organized in industrial guilds. The peasants numbered about 20.000. 000 and paid about 80 per cent of their earnings to -the state, the church and the nobles. All were free except about 1,000,000 serfs. Reasons for discontent in the third estate. 6 Industrially, France zvas predominantly an agricultural state; industries in the towns and cities; labor guilds; monopolies ; internal customs duties. 7 Education in the hands of the clergy; the press; books. C Abuses and evils of the old regime. 1 Injustice, inequality and inefficiency of the absolute gov- ernment; lack of uniform laws and administration; lettres de cachet; arbitrary and unfair system of taxa- tion — taille, gabelle, excise tax on wine, etc. ; oppres- sion of governmental officials; favoritism, corruption and extravagance ; no local self-government ; no politi- cal liberty. 2 Surznval of many medieval feudal abuses; feudal abuses of the nobility and higher clergy without correspond- ing services. 3 Economic evils: lack of good roads, of freedom of labor and of commerce ; pauperism, poverty and hardships of the peasants and parish priests. 4 Restrictions on liberty, religious, intellectual, civil and political. 5 A summary of the abuses and evils of the old regime. Library and notebook topics: (a) Life in Paris before 1789; {b) Court life at Versailles under Louis XVI; SYLLABUS IN HISTORY 6i (c) Origin and justification of the system of privi- lege; (d) The courts of law; (e) The operation of a lettre de cachet; (/) Arthur Young’s trips to France. D Growth of a revolutionary spirit before lySp: positive forces. *1 The parlements’' of the eighteenth century: how they called attention to flagrant evils and proposed “ funda- mental laws ” ; report of the Cour des Aides. 2 Influence of English writers and English history. 2, The destructive and constructive results of the writers: Montesquieu’s The Spirit of Laws; attack on every form of tyranny by Voltaire; Social Contract, Rous- seau ; Diderot, Quesnay etc. ; the new school of economists. 4 Effects of the American Revolution, the state constitu- tions and the federal constitution. 5 How a conscious desire for liberty, equality and fraternity developed in France. E Attempts at reform under Louis XVI down to 1789. 1 Louis XV Ts character and lack of qualifications for lead- ership; his marriage to Marie Antoinette. 2 Critical condition of national finances; threats of national bankruptcy. 3 Turgofs financial policy and economic reforms (1774- 76) ; the hostility of all classes forced his dismissal. 4 NeckeVs attempted reforms (1776-81) ; Calonne (1783- 87) ; Assembly of the Notables (1787) ; Brienne. 5 Rebellion of the parlement of Paris, the first signifi- cant instance of resistance to royal tyranny; recall of Necker. 6 The states general summoned to meet at Versailles May I, lySp; its history and character; how elected; the cahiers and their historical significance. Map: France in 1789, showing political and customs lines. F France under states general, national assembly and legisla- tive assembly, iy8p—p2. I Beginnings of the Revolution and the destruction of the old regime. a Opening of the states general, May 5, 1789; struggle over organization and voting; Sieyes’ pamphlet; Mirabeau; popular optimism and royal indecision; 62 THE UNIVERSITY OF THE STATE OF NEW YORK third estate declared itself the national assembly on June lyth; famous tennis court oath of June 20th; king legalized the national assembly on June 27th and it adopted the title constituent assembly. h Royal reaction and dismissal of Necker July nth answered in Paris by the storming of the Bastille July 14th and in rural districts by popular out- breaks against feudalism; establishment of the national guard in Paris; a new flag. c Social revolution of August 4th; Count of Artois and reactionary courtiers fled from France. d Popular suspicion of the king and queen; scarcity of bread; mob of women march from Paris to Versailles October ^th and 6th; royal family forced to remove to Paris; assembly followed. 2 Making of a new constitution for France. a Determination to have a constitution revealed in the tennis court oath. b Declaration of the rights of man proposed by Lafay- ette in imitation of American usage; contents, c The constitution was slowly elaborated by the adop- tion of articles during 1789, 1790 and 1791 ; revised and codified as a single document in 1791 and accepted by the king; two fundamental principles: sovereignty of the people and separation of powers; France a constitutional monarchy ; powers of the king ; a suspensive veto ; legislature a single chamber; limited franchise; an elective judiciary; 8^ departments for local government ; defects of the constitution. d Other important legislation; confiscation and sale of the church lands; civil constitution of the clergy; the nonjurors; the assignats or paper money, e Continued flight of the nobles ; flight of the king June 20, lygi ; effect — the creation of a republi- can party; unpopularity of Marie Antoinette. / Constituent assembly adjourned September 30, 1791 ; the self-denying ordinance. 3 Progress of the revolution under the legislative assembly {October i, lypi—September 20, ijp2). SYLLABUS IN HISTORY 63 a Character of members; hostility of Jacobins and Girondists. h Decree against the nonjuring priests vetoed by the king; rebellion in the Vendh; decree against the emigres vetoed by the king; abolition of the terms “ Sire ” and “ Your Majesty ” in addressing the king; decline of the assignats; increase of the legislative power at the expense of the executive. c Opposition to the revolution outside of France; Dec- laration of Pillnitz August 27, 1791 ; its effect on popular feeling in France; parties unite to declare war on Austria April 20, 1792; Robespierre’s opposition; “the country in danger” decree; Jacobin outbreak against the king June 20, 1792; Manifesto of the Duke of Brunswick July 25, 1792; the “Federates” of July 14, 1792 and the Marseillaise. d Insurrection of August 10, 1792 and its results; the revolutionary commune of Paris; suspension of the king ; a constitutional convention called ; uni- versal franchise proclaimed. e Foreign invasion produces panic in Paris ; Marat and the press ; Commune organizes the September massacres; Prussians checked at Valmy Septem- ber 20, 1792. G France under the national convention (1792—95); the first republic. 1 Parties and leading men in the convention. 2 That “ royalty is abolished in France ” unanimously voted September 21, 1792 and the French republic decreed; the “ Year I trial and execution of Louis XVI. 3 A committee of general security, a committee of public safety, and a revolutionary tribunal created to save the republic from internal enemies; an army of 300,000 voted to meet the foreign foes — Austria, Prussia, Eng- land, Russia, Spain, Holland and the German and Italian states ; victories and conquests of the “ volun- teers of 1792”; Dumouriez; how the revolutionary ideas were spread into other countries. 4 Civil war threatened by the struggle between the bour- geoisie and the proletariat, the Girondists and the 64 THE UNIVERSITY OF THE STATE OF NEW YORK Jacobins; insurrection of June 2, 1793 organized by the commune, expelled the Girondists from the con- vention; Girondists supported by 60 out of 83 departments. 5 Democratic constitution of 1793 drawn up by the con- vention to placate discontented factions; provisions; provisional suspension. 6 Meanwhile government of France in hands of a strong provisional government ; branches ; committee of gen- eral security, committee of public safety, revolutionary tribunal and representatives on mission; purpose and activity of this governmental machinery ; system based on fear; famous law of “suspects”; terror the order of the day; execution of the queen October 16, 1793; the radical commune dominated the convention ; repub- lican calendar and worship of reason; Danton advo- cates moderation; his arrest and execution; dictator- ship of Robespierre ; festival of the Supreme Being June 8, 1794; the law of Prairial and ‘'The Great Terror” ; overthrow and execution of Robespierre July 27, 1794; reaction. 7 The convention framed the constitution of the “ Year III” (1795) ; a> bourgeois republic; legislature of two houses; the directory; decrees of the two-thirds ; out- break of October 5, 1795; Bonaparte's “whiff of grape shot” ; convention dissolved October 26, 1795. 8 Peaceful achievements planned by the convention; metric system; codification of laws; system of primary and secondary education; the normal school, polytechnic school, law and medical schools of Paris, conservatory of arts and crafts, the national archives, the museum of the Louvre, the national library and the institute. Which ones have been permanent? Library and notebook topics: (o) Thomas Jefferson in France; (&) Benjamin Franklin in France; (c) Expulsion of the Jesuits from France; {d) What people in England thought of the revolution in France; {e) The life of Lafayette; (/) The trial of Louis XVI; {g) Why the French hated Marie Antoinette; {h) The life of Mirabeau, Dan- SYLLABUS IN HISTORY OS ton and Robespierre compared; (i) Changes in dress and address under the convention; (;) Life of Charlotte Corday. H The Directory (October 27, 1795-November 19, 1799). 1 Prussia, Spain and Holland had made peace with the convention; the Batavian republic. 2 France still at war with England, Austria, Piedmont and the lesser German states ; campaign against Austria led by Generals Jourdan and Moreau north of the Alps and General Bonaparte through northern Italy. 3 Napoleon Bonaparte: nationality; early life; education; at siege of Toulon; attitude toward the revolution; marriage; personal appearance and habits ; his oppor- tunity in 1795; his first campaign in Italy; Sardinia forced to make peace in May 1796; Austrians driven out of Italy; fate of Venice; treaty of Campo Formio (October 1797); Bonaparte’s return to Paris; sent to Egypt May 19, 1798 to attack England, the only re- maining enemy of France; experiences and cause of failure; his return to France. 4 Unpopularity of the directory; Austria and Russia joined England in a new coalition against France; French driven out of Germany and Italy and new invasion of France threatened; coup d'etat of General Bonaparte on November 9 and 10, 1799; Directory overthrown; popular approval; consulate established. Ill The Napoleonic era ( 1799 - 1815 ) and its world results. A The consulate (1799-1804). 1 The constitution of the year VIII (1799); authorship; executive power in hands of three consuls ; Napoleon first consul and real head of the new republic ; council of state, legislative body and senate; prefects; sub- prefects and mayors; fiction of popular government kept up, but Bonaparte was a real sovereign. 2 War against the second coalition; Moreau sent to attack the Austrians on the Rhine ; Bonaparte’s second Italian campaign; Marengo and Hohenlinden; Treaty of Lune- ville February 9, 1801 with Austria; Treaty of Amiens March 1802 with England; new boundaries for France. 66 THE UNIVERSITY OF THE STATE OF NEW YORK 3 The interval of peace (1801-3); reconstruction of French institutions; the fruits of the revolution accepted; Napoleon championed equality and frater- nity but was the enemy of liberty in every form; policy of conciliation toward all factions and parties; liberal treatment of nonjuring priests and emigres; concordat with the pope; church controlled by the state; system of national education reorganized ; pub- lic improvements ; royalist plots and conspiracies; exe- cution of the Duke d’ Enghien; colonial projects; sale of Louisiana to the United States (1803). B The Napoleonic empire (1804—15). 1 In 1802 Napoleon made consul for life with the right to name his successor. 2 To meet the interests of the French people the Senate approved a new constitution making Napoleon emperor of the French in 1804. “ I found the crown of France lying on the ground and I picked it up with my sword.’’ Napoleon took Caesar and Charlemagne as his models; how old Europe regarded the new emperor; his court. 3 The empire a period of uninterrupted war; general causes; England the constant enemy; sea power versus land power; renewal of war with England (May 1803) ; Malta; Hanover seized; coast blockade; prepa- rations to invade England; Napoleon weak on the ocean; Battle of Trafalgar (1805) ; England builds up a new coalition with Russia, Austria and later Prussia. 4 Napoleon's imperial campaigns (1805-7) • (^') CLgainst Austria (1805); capitulation of Ulm; Battle of Aus- terlitz; end of the Holy Roman Empire; Francis II as “ Emperor of Austria ” ; the Confederation of the Rhine; (b) against Prussia (1806); Battle of Jena; (r) against Russia (1807) ; Battle of Eylau; terms of the Treaty of Tilsit. 5 Napoleon's ''continental system": purpose; difficulty in execution; its effects on European powers. 6 National uprisings against Napoleon (1808—12). a The Spanish revolt (1808—9) ; importance of Spain and Portugal to Napoleon’s plans; Joseph’s troubles; Napoleon in Spain; how the opposition SYLLABUS IN HISTORY 67 to Napoleon in Spain differed from previous opposition. b The Austrian revolt (1809) ; Austria’s hopes; Battle of Wagram; Napoleon’s second marriage; his annexations; his position in Europe in 1810; ele- ments of weakness in his empire. c Opposition of Russia; Napoleon’s invasion of Russia (1812); purposes; causes of failure; effects on Napoleon’s power. d Uprising in Prussia (1813); social and military reforms in Prussia; Frederick William Ill’s proc- lamations ; beginnings of the War of Liberation.*’ Map: Europe in 1811 at the height of Napoleon’s power. 7 The dozvnfall of Napoleon (1813-15). a Battle of Leipsic (1813) ; its importance for Napo- leon and Europe. b Elba (1814); invasion of France by the allies; exhaustion of France; desertions from Napoleon; Napoleon’s abdication; the Congress of Vienna; how Napoleon lived at Elba; the first restoration; the charter of 1814; opposition to the Bourbons. c Waterloo (1815) ; Napoleon’s return and reception; the “hundred days”; the army of Napoleon; the “Acte additionel ” ; Battle of Waterloo (June 18, 1815) ; Napoleon’s second abdication ; the treaties of Paris; the second restoration, d St Helena (1815—21) ; how Napoleon passed the days of his exile ; his character ; his place in history. C Permanent contributions of the French Revolution and Napo- leonic era to the world’s civilization ; as shown by the initiation or acceleration of the following: I Political a Repudiation of divine right monarchy. b First modern European experiment in the demo- cratic republican form of government. c Exercise of popular franchise. d Written constitutions. e Liberty in thought, speech, assembly, press, worship and property. 3 68 THE UNIVERSITY OF THE STATE OF NEW YORK / Codification of laws. g The right of revolt against tyrannical rulers. 2 Social a The overthrow of feudalism. b The ascendancy of the middle class. c A new freedom for the common people. d The birth of new schemes for social reconstruction. e The proclamation of “ equality ” and “ fraternity ’h 3 Economic a Destruction of old gilds and freedom of labor. h National industry encouraged and protected by tariffs. c Rise of the capitalist class and labor problems. d Preparations for the industrial revolution. 4 Educational a Proclamation of the theory of public education for all children. h Pounding of educational agencies. c The beginnings of modern science. d The rise of a new literature. 5 Religious a Religious liberty and toleration. b Example set for the separation of church and state. c Beginnings of higher criticism. IV The period of reaction; restorations and repression after 1815 , A Metternich. 1 The life and ideals of Metternich. 2 His attitude toward the Erench Revolution. 3 His theory of government and political methods. B The Treaty of Paris (1814) ; its provisions and importance C The Congress of Vienna and its work (1814-15). 1 Leading representatives present ; its character; methods of work. 2 DUhciilty of its problems; legitimacy and '^compen- sations/' the principles on which its settlements were based. 3 Commanding position of Austria; how Talleyrand secured the recognition of France as a great power. 4 Prohibition of slave trade the chief constructive reform. SYLLABUS IN HISTORY 69 5 Scttlemenfs ; The Germanic Confederation; the Italian states; the Netherlands ; Szmtzerland ; the Scandina- vian states; Poland and Saxony ; colonial adjustments. 6 Disregard of democracy and nationalism ; undoing of the work of the congress during the following century. Map: Europe in 18 ly after the Congress of Vienna. D International alliances and congresses to prevent revolutions and to preserve the peace of Europe. 1 The Holy Alliance (September 26, 1815) ; its purpose and effects. 2 The Quadruple Alliance (November 20, 1815) ; its pro- visions. 3 Congresses: Aix-la-Chapelle (1818); Troppau (1820); Laibach (1821); Verona (1822). 4 Systematic repression of liberalism: the protocol of Troppau (1820) ; the doctrine of intervention; Eng- land’s attitude; France; Monroe Doctrine (1823). E The Bourbon restoration in Erance (1814—30). 1 Louis XVIII and the charter (1814). 2 Ultra-royalism and the “ white terror.” 3 Charles X (1824—30) ; the clergy and the nobility. F The Bourbon restoration in Spain. 1 Ferdinand VII (1814-33) suppressed the constitution of 1812. 2 Press gagged ; liberals imprisoned ; inefficient and tyran- nical rule. G Portugal was under the control of England, and Italy was dominated by autocratic Austria. H Reaction in England under the rule of the old Tories (1815-30). 1 British government reactionary at home, but liberal abroad, 2 Powers and influence of the nobility; inclosures and the corn laws ; the established church. 3 Inadequacy of the representative system; true interests of the people neglected. 4 Adoption of repressive measures; the Six Acts (1819). I Russia I Alexander I (1801-25) abandons experiments in liberal administration. 70 THE UNIVERSITY 01- '] 11 e’ STATE OF NEW YORK 2 Continued reaction under Nicholas I (1825-55). J Maintenance of autocracy in central Europe. 1 Austrian dominio 7 ts ; MetternicEs political laboratory ; Austria’s power in Europe. 2 Prussia under Frederick William III (1797-1840). 3 The German Confederation; why formed; weaknesses of the central government ; the Carlsbad decrees (1819) ; governm.ent in the small German states. K General conclusions ; how autocracy was being undermined everywhere. V The industrial revolution and the growth of democracy (18I5-A8). A The industrial revolution ; its hnportance ; hozv it differed from American and Fre^tch Revolutions ; conditio^is in agri- culture and industry zvhich preceded it. 1 Started in Great Britain; then spread to the United States, France, Germany and other parts of the world; still in progress. 2 Causes: discovery of nezv forces and processes and mechanical inve?itions ; zvater fra^ne, coal, iron, steam and electricity. 3 Principal mechanical improvements : spimzing and weav- ing — Kay’s fl}'-shuttle (1738), Hargreaveses spinning jejiny (1770), Crompton’s spinning mule (1779), Cartwright’s pozoer loom (1785) and Whitney’s cotton gin (1792) ; in the use of steam — Watt’s steazn engine (1769), Fidton’s steajnboat (1807), Trevitnick’s loco- motive (1803), Stephenson’ s locojnotive, Fondon Times printmg press (1814) etc.; in transportation — canals, railroads, steamships ; in the use of elec- tricity — Morse’s electric telegraph (1832); in farm machinery — McCormick’s reaper ( 1831 ) . 4 Econoznic effects: expansion of industry and comznerce ; foundation of England’s supremacy ; capitalism and the factory system; increase of wealth. 5 Social effects: grozvth of cities; degradation and oppres- sion of the laborers ; woman a 7 zd child labor; rise of socialism. 6 Political effects: people demand rights and larger share of govez'nment ; policy of repression follozved by that of nonmterference ; in England parliamentary reform SYLLABUS IN HISTORY 71 (1832), municipal self-government (1835) and repeal of the corn lazvs; in France revolutions of 1830 and 1848; in Germany economic union through the Zoll- verein (1833) ; and in the United States a nezv nation- alism through the agricultural- development of the South, immigration and manufactories in the North, and turnpikes, canals and raihuays opening up the West. B The political revolutions. 1 Revolution in Spain (1820) ; constitution of 1812 restored; inquisition and religious orders suppressed; clerical counter-revolution; Congress of Verona voted to intervene (1822) ; French army restored absolutism (1823)- 2 Revolt of most of the Spanish- American colonics betzveen 1804 and 18 2 g. Causes: American, French and Span- ish revolutions ; corrupt and inefficient Spanish colonial rule. Established republics patterned after the United States, European despots determined to crush the revolution in the colonies; opposition of Great Britain; the Monroe Doctrine issued in 182^ to protect repub- lican institutions in the Nezv World. 3 Revolution in Portugal (1820) ; causes and results, Brazil became an independent empire in 1822, a republic in 1889. 4 Revolutions in Italy: in Naples (1820) inspired by the Spanish revolt ; Carbonari ; crushed by Austrian troops; in Piedmont (1821), suppressed by Austrian and Russian armies. 5 The Greek Revolution (1821—29) : rebellion against the Turks in 1821 ; enthusiasm of European peoples; inter- vention of Russia, England and France ; a new policy; naval battle of Navarino; withdrawal of England; Russia defeated the Turks; Treaty of Adrianople and independence of Greece (1829) ; beginning of the near eastern question. 6 The Revolution of 1830: reasons for its appearance first in France; the July revolt and the overthrow of Charles X ; wFy the central powers under Metternich did not intervene; new constitution; rule of Louis 72 THE UNIVERSITY OF THE STATE OF NEW YORK Philippe (1830—48). Spread of the revolution over Europe : causes ; results ; Belgium separated from Hol- land and its independence guaranteed by the powers; Polish movement crushed by Russian autocracy; futile uprisings in Germany and Italy because of predom- inance of Austria ; aided the great reform bill in 18 y2 in England and the emancipation of slaves in her colo- nies in i8gg; in the United States the triumph of the new democracy of the Middle West in the election of Andrew Jackson; political reforms and the growth of abolition societies. 7 The Revolution of 1848 : persistence of the principles and ideas of the earlier revolutions ; why it broke out in France; arbitrary rule and zveak foreign policy of Louis Philippe; Guizot; political parties; the Social- ists; Louis Blanc; fusion of all parties against the despotism of the king; “reform banquets”; the Feb- ruary outbreak ; overthrow of Louis Philippe ; the con- stituent assembly; the second republic (1848-52), first phase: problems of the working class; second phase: the ''June Days’" and the triumph of the middle class; the new constiUition; election of Louis Napoleori as president. 8 Spread of the revolution over Europe; in Prussia; Berlin riots ; the constitution of 18 jo; effort to make Ger- many a republic or a limited constitutional monarchy; the Frankfort parliament; liberal movement thwarted by Austria and Prussia; in the Hapsburg dominions conflict between democracy and nationalism ; revolts in Vienna, Hungary, Bohemia and Italy ; political changes and social reforms; accession of Francis Joseph; revolts put down by force and absolutism restored; beginnings of constitutional government in Sardinia (1848); the Hungarian constitution (1848). 9 The Chartist movement in England; the people’s parlia- ment and second petition in 1848; movement sup- pressed; the new Dutch constitution of 1848; how the revolutions of 1848 affected the United States ; German migration to the United States. 10 General conclusions; where the revolution of 1848 suc- ceeded and where it failed ; reasons. SYLLABUS IN HISTORY 73 Map work: Map of Austria-Hungary showing the vari- ous races. Library and notebook topics: (o) The national workshops in Paris; (b) Louis Blanc; (c) Students in the German revolution of 1848; (d) The life and services of Carl Schurz; (e) Louis Kossuth. C Period of formation of constitutions. 1 In the United States: the state constitutions ; the federal constitution; their effect on Europe and the rest of the world; Latin-American constitutions. 2 In France: comparison of the revolutionary constitu- tions of 1791, 1793 and 1795; the Napoleonic consti- tutions; the charter of 1814; the constitution of 1830; and the constitution of 1848; significance of all these changes ; effects on other countries. 3 In England the great reform bill of i8g2, the municipal reform act of 1835 ; Lord Durham’s Report on Canada — the Magna Charta of the colonies ” — led to respon- sible government in all British white colonies. 4 In the Iberian peninsula the constitution of 1812 the basis for liberalism; restored in Spain in 1820; the consti- tution of 1834; the Portuguese constitution of 1822; the constitution of 1834. 5 In Italy: the constitution of 1820 in Naples; constitution of 1848 in Sardinia; constitutions of 1848 in the republics of Venice, Florence and Rome; the Sardin- ian constitution the basis for modem Italy. 6 In central Europe : constitution of the German Confed- eration (1815-67) compared with the American Articles of Confederation; the Zollverein (1818-42); liberal constitution for a federal empire (1848) ; radical constitution proposed for Prussia (1848) but replaced by a constitution granted by the king (1850) ; a liberal constitution granted to Hungary (1848) ; the Austrian imperial constitution (1848) ; constitutions in the small German states in 1848; swept away by reaction. 7 In the small European states : Denmark granted a con- stitution by the king in 1849; Belgian constitution of 1831; the Dutch constitution of 1848; Swiss constitu- tion of 1848. 8 General conclusions. 74 THE UNIVERSITY OF THE STATE OF NEW YORK T) The rise of socialism. 1 Impetus from the French Revolution for the reconstruc- tion of society ; effect of the later revolutions ; effect of the industrial revolution; Babeuf. 2 The Utopians : Saint-Simon, fought in the American Revolution and helped in the French Revolution; his New Christianity urged a new system of society; Charles Fourier, his scheme of communal living; the Brook Farm in America; Robert Owen devoted his life and fortune to social reforms ; his communistic colo- nies; his New Harmony Colony in Indiana in 1825; he coined the word “ socialism.” 3 Louis Blanc (1811-1882) wrote '‘The Organisation of Labor ” in 1839, urged the state to create “ social work- shops ” in the revolution of 1848. 4 Karl Marx (1818-1883), the father of modern socialism, and Friedrich Engels (1820-1895) wrote the famous “ Communist Manifesto ” in 1848 — "" the hirth-cry of modern socialism ” ; Marx expelled from Germany in 1848; his later life; Das Kapital; the “ International.” 5 Spread of socialistic ideas among the working class; its social and political residts. 6 Anarchism and syndicalism; Proudhon; Bakunin. E Social, economic, religious and educational reforms in Great Britain. 1 Reforms under the Tories to 1830; revision of the crim- inal code in 1823 and the death penalty replaced by milder punishment in about one hundred cases ; law permitting workingmen to organize to fix wages and hours of labor but not to strike; disabilities of Non- conformists removed (1828) ; Catholic emancipation act of i82g; Irish relief act (1838). 2 During the Whig ministries (1830—41) and the Peel min- istry (1841-46): abolition of slavery (1833); penny post (1840); the factory act (1833); the poor law (1834); employment of boys, girls and women in mines prohibited (1842) ; ten hour act (1847) 1 repeal of the corn laws (1846) ; significance of these reforms; voting national funds for public education. i li i I SYLLABUS IN HISTORY 75 3 Contrast between the era of reform in England and con- ditions in continental Europe where revolutions and new constitutions measure the progress of reforms. F In the United States there arose a new sense of respon- sibility of the national and local governments for the general welfare of the people; rise of governmental, charitable and correctional institutions ; laws releasing debtors; temperance societies; growth of abolition societies; laws to protect children and workers; organi- zation of missionary societies; the opening of institu- tions of higher education to women; public school systems and state universities. G How all these forces helped democracy to undermine autoc- racy. VI The development of nationalism after 1848. A Nationalistic strivings before 1848. 1 Influence of the American and French Revolutions. 2 Nationalism a factor in the overthrow of Napoleon. 3 The Congress of Vienna ignored the principle of nation- alism; Metternich ; hostility of the autocratic rulers.. 4 Distinct efforts for national unity in the various revolu- tions in France, Germany, Italy, Greece, Belgium, Poland etc. 5 The patriotic literature, especially in Germany and Italy. 6 Secret societies like the Carbonari and the Burschen- schaft. 7 Disastrous effects of race nationalism in the revolution of 1848 in Austrian Empire in defeating democracy. B France under Louis Napoleon (1848—71). 1 Brief review of the history of France from 1815 to 1848. 2 The second French republic (1848-52) : election of Louis Napoleon as president; his previous career and ideas; champion of law, order and nationalism ; old-age pen- sions for workingmen (1850); economic interests of middle class protected ; privileges of Catholic clergy restored; law restricting franchise (1850) opposed by Louis Napoleon : Coup d'etat of December 2, 18 ji approved by popular plebiscite ; the new constitution promulgated January 1852. 3 The second empire (1852-70) : December 2, 1852 Louis Napoleon became Emperor Napoleon III ; period of 76 THE UNIVERSITY OF THE STATE OF NEW YORK popularity of the second empire (1852-60) ; working- men permitted to organize cooperative societies (1863) and the legal right of labor unions to strike recognized (1864) ; free trade and commercial prosperity ; begin- nings of a French empire — Algeria (1857), Cochin China and Annam (1858), Cambodia (1863), Mexican entei-prise (1861-67); the Crimean War (1854-56); Italian intervention (1859) 5 of clerical and repub- lican hostility to Napoleon III ; revised constitution of 1870; public improvements and peacefid achieve- ments; war vvath Germany to preserve the second empire; defeat and overthrow of Napoleon III. C The unification of Italy. 1 Preparation for the unification of the Italian states ; the work of Napoleon; the futile national uprisings against Austria in 1830 and 1848; the Carbonari; the projects of Mazzini and Gioberti ; Charles Albert of Sardinia and the constitution of 1848. 2 CavouPs wise planning for a successful unification: (a) military and economic participation in the Crimean War; preparation of Sardinia for leadership under Victor Emmanuel (1849-78) ; (b) the cooperation of all Italian states under Victor Emmanuel; (c) military alliance with France under Napoleon III to drive Aus- tria out of Italy; how these plans were accomplished. 3 The Austro -Sardinian War (1859); how Cavour forced Austria to declare war; congress proposed by Russia and England to settle Italian afifairs ; Franco-Italian victories; Franco- Austrian peace of Villafranca (July II, 1859) ; Lombardy granted to Sardinia; Savoy and Nice ceded to France (March 24, i860). 4 The second step in unification: Garibaldi conquered Sicily and Naples ; Victor Emmanuel marched by land to Naples; a plebiscite added the tzvo Sicilies to the kingdom of Sardinia; Victor Emmanuel II proclaimed king of Italy by the first Italian parliament at Turin February 18, 1861. 5 The third step in unification: as compensation for alli- ance with Prussia in the Austro-Prussian War of 1866, Italy secured Venetia. SYLLABUS IN HISTORY 77 6 The fourth step in unification: during the Franco-Prus- sian War the Italians took Rojne and by a popular plebiscite annexed it to Italy and proclaimed it as the capital. 7 The fifth step: the entry of Italy in the worla war in 191S lo complete her national unity on iUe Austrian frontier. Map: Italy, showing progress of unification (1848-yi) . D The unification of Germany under the leadership ofi Prussia and Bismarck. 1 Preparation for German nationalism: weakness of the German confederation; growth of German liberalism culminating in the revolution of 1830 and especially in the revolution of 1848; the failure of the Frank- fort parliament to create a constitutional state in Ger- many ; the Zollverein and its unifying influences; beginnings of the industrial revolution ; the gradual ascendancy of Prussia over Austria as the controlling power in German political and industrial affairs; the effect of the unification of Italy; the accession of Wil- liam I as king of Prussia (1861) ; army reforms; Bis- marck appointed prime minister of Prussia (1862). 2 Bismarck's plans for the unification of Germany under Prussian leadership : (a) to create a powerful military machine in Prussia ; his arbitrary treatment of parlia- ment ; {b) to use the army to increase Prussia’s polit- ical power and territory; policy of “blood and iron”; (c) to drive Austria out of German politics; {d) to unite Germany under Prussian rule; {e) to make Prussianized Germany the dominant power in Europe. 3 War with Denmark over Schleszvig-Holstein (1864): causes ; attitude of European powers ; why Austria joined Prussia in the war; division of the spoils of war. 4 Austro-Prussian War (1866). Bismarck’s agreement with Napoleon III and the treaty of alliance with Italy; causes of the war; South German states; easy Prussian victory ; Treaty of Prague (August 23, 1866) ; terms ; formation of the North German Confederation 78 THE UNIVERSITY OF THE STATE OF NEW YORK (1867); constitution; alliance with the South Ger- ' man states ; the consolidation of the institutions of the * new federal state. ' 5 The Franc o-Priissian War (1870-71): causes; the Ems i dispatch; German successes; Treaty of Frankfort (May 10, 1871); terms; seizure of Alsace-Lor- ; raine; the indemnity; coronation of William I as em- ' peror of Germany at Versailles, January' 18, 1871 ; : formation of the German Empire ; constitution; terms 1 ; under which the South German states entered the ' union; Prussianizaiion of the German Empire; hege- | mony of the German Empire in Europe. \ Map: Germany in 1871, showing progress of unification ^ (indicate Zollverein). E Formation of the dual monarchy of Austria-Hungary. ' 1 Composite racial character of A±u.stria-Hungary ; com- parison with other European nations ; no national unity | or patriotism ; Metternich held in check all strivings for democracy and nationality before 1848. 2 Revolution of 1848 was both dem.ocratic and national- ^ istic; various nationalistic uprisings only temporarily j successful ; restoration of absolutism ; constitutional government within the states, i860. 3 Loss of Italian possessions: Lombardy (1859); domi- nance in central Italy; Venetia (1866) ; Trentino and Triest. 4 Driven out of the Germanic Confederation by Prussia in 1866. ’ j 5 The Ausgleich in 186/: union between the Austrian Empire and the kingdom of Hungary ; character of the government and political institutions of the two states; personal union under Francis Joseph (1848-1917). 6 Deep discontent of the Slavs and the Italians. 7 In industrial development, political liberty and social reforms Austria-Hungary lagged far behind France, England and the United States ; compulsory elemen- tary education in Austria (1869); many perplexing, unsolved problems. 8 Interest in the Balkans; Berlin Congress (1878) ; Bosnia and Herzegovina occupied (1878) ; annexed (1908). SYLLABUS IN HISTORY 79 ¥ The consolidation of Russia. 1 Nicholas I (1825-55) • the foe of democracy and prog- ress, and champion of an intense narrozv nationalism ; Treaty of Adrianople added Georgia and other prov- inces of Caucasus to Russia (1829) ; protectorate over Rumania; crushed Polish revolution (1831); helped Austria crush Sardinian revolt (1848) and the Hun- garian Republic (1849) ; ambition to rule the Balkans; defeated by France and England in aspiration to gain Constantinople in the Crimean War (1854—56). 2 Alexander 11 (1855-81); reforms; emancipation law freed the serfs on private estates (1861) ; serfs in domestic service freed in 1863; crown serfs freed in 1866; results; new code of laws based on models of western Europe (1864) ; local self-government through the Zemstvos (1864); educational reforms; partial freedom of the press ; internal improvements. 3 Reactionary measures: Polish revolt crushed (1863); powers of the Zemstvos curtailed ; rigorous censorship of the press ; infamous “ third section ” of secret police of Nicholas I revived ; modern science and social studies excluded from schools ; army reorganized and com- pulsory military service adopted (1874); fleet built on Black sea contrary to Treaty of Paris (1856) ; Russo-Turkish War (1877-78); terms of Treaty of San Stephano (March 3, 1878) ; opposition of England and Austria; Berlin Congress (1878); rise of revolu- tionary parties; Nihilists; anarchists; socialists; terror- ists; assassination of the czar (1881). G Dismemberment of the Turkish Empire and the rise of Balkan national states. 1 Rivalry of the interests of the European powers in the Ottoman Empire. 2 Growth of nationalism in the Balkans among peoples under Turkish rule — Serbs, Bulgars, Rumanians, Greeks, Armenians and Jews. 3 Beginnings of separation : independence of Montenegro (1799) ; independence of Greece (1829) ; “ unredeemed Greece ” ; Otto of Bavaria first constitutional king of Greece (1832) ; deposed (1862) ; George I elected king (1863) i acquisition of Ionian islands; Thessaly added 8o THE UNIVERSITY OF THE STATE OF NEW YORK (i88i) ; Rumanian provinces granted autonomy under Russian protection (1829); autonomy recognized by European powers (1862) ; autonomy of Servia granted (1830) ; Turkish soldiers withdrawn (1867).' 4 England dominant power in Balkans and Turkish Empire (1855-65) ; ‘'Sick man of the East” ; Crimean War preserved the integrity of Turkish Empire ; Treaty of Paris (1856). 5 Rnsso-Tnrkish War (1877—78); Russia the “big brother” of small Balkan states; Treaty of San Stephana (1878); settlements; opposed by England and Austria; Congress of Berlin (1878) revised treaty; Montenegro, Servia and Rumania declared entirely independent ; Bulgaria lost eastern Rumelia and Macedonia but granted autonomy; Austria-Hun- gary given right to administer Bosnia and Herzegovina and special privileges in Novibazar; England was granted the right to occupy Cyprus ; Russia secured Bessarabia and some Armenian districts ; Greece’s pos- session of Thessaly was legalized and the “ integrity ” of the Turkish Empire was guaranteed; the near-east- ern question not solved by the congress. H The unification of the United States. 1 Grozvth of sectionalism between the North and the South; economic and social divergences; question of the con- stitutional power of Congress over slavery and the tariff; Missouri Compromise (1820). 2 The tariff controversy; nullification ordinance of South Carolina (1832). 3 Slavery controversy ; abolition agitation; annexation of Texas; Mexican War; compromise of 1850 and fugi- tive slave lav/; Kansas-Nebraska act (1854); Dred Scott decision (1857) ; John Brown raid (1859) ; presi- dential election of i860. 4 Civil War (1861-65) ; secession movement; formation of the Confederate constitution ; military events ; Lincoln and abolition of slavery ; triumph of the unionists ; a new nationalism. 5 Reconstruction of the South; amendments to the consti- tution ; formation of the “solid south”; undoing of reconstruction ; the race problem. SYLLABUS IN HISTORY 8i 6 Social, industrial and educational progress. I Awakening of China and modernization of Japan. 1 Early history of China ; advent of European traders; the opium war (1840-42); treaties of Tientsin and Peking, 1858-60; foreign aggressions of Russia, Japan, Germany, France and England threaten the integrity of China; the Taiping Rebellion; nationalis- tic and reform movements in opposition to the Man- chu dynasty. 2 Early history of Japan; Commodore Perry's visit (1853) ; his treaty (1854) ; Great Britain, Holland and Russia demand concessions; new treaties (1858) ; armed inter- vention of Great Britain (1863); bombardment of Shimonoseki by England, France, Holland and the United States (1864) ; results; Japanese revolution of 1867-68; end of Shogunate (1867); the ''enlightened ruler" Mikado Mutsuhito (1867-1912); abolition of feudalism (1871) ; reforms; Europeanization of Japan — learning, religion, liberty, law codes, written consti- tution, parliamentary government, internal improve- ments; first railway (1872). J Progress of the Latin- American republics. 1 Reasons for slow development: small European popula- tion, landed aristocracy, and lack of capital ; Indians and negroes; general character of civilization. 2 “ Revolutions ” and foreign adventurers ; ten Latin- American republics in 1830, twenty in 1914; Central America Federation (1838-47) divided into five small states ; Bolivar’s Great Colomibia split into four states — Colombia; Venezuela (1829), Ecuador (1831), and Panama (1903); eastern part of Haiti became Santo Domingo (1844) ; possessions of England, France, Holland and Denmark; governmental problems; civil wars; cultural progress; nationalistic strivings; devel- opment of constitutional government and free political institutions; French intervention in Mexico (1864-67). K General conclusions about the history of the world for the third quarter of the nineteenth century. 82 THE UNIVERSITY OF THE STATE OF NEW YORK VII National imperialism. A The British Empire. 1 The Crimean War and the integrity of Turkey. 2 The American Civil War; attitude of classes in England; the Alabama claims. 3 Reform movements: (Select typical reforms and show their significance.) a Political reforms: reform hill of i86y; the ballot act (1872) ; Gladstone and the reform measures of 1884 and i88g; count}' councils act (1888) ; parlia- ment act of igii; the English government and political parties; payment of members of parlia- • ment; universal adult suffrage. b Social reforms: factory legislation (1878 and 1901) ; minimum wage for miners (1912); workmen's compensation act (1905) ; trade disputes act (1906) ; old-age pensions act (1908) ; small hold- ings act (1907) ; labor exchange act (1909) ; national insurance act (1911); housing and town planning act (1909) ; Lloyd George’s land reform (1913-14) ; rise of the Labor party; protection of trade unions. c Educational reforms: the board schools (1870) ; the educational act of 1902 and its opponents; educa- tional act of 1906; Irish University established (1908) ; educational act of 1917. d Religious reforms: the state church ; compulsory church rates abolished (1868) ; disestablishment of the state church in Ireland (1869); degrees of Oxford and Cambridge opened to those of all religious faiths (1871); burials act (1880); new oath for George V (1910) ; state church disestab- lished in Wales (1914). e Reforms in Ireland: Irish church act (1869) ; Irish land acts; Gladstone’s home rule bill ; local govern- ment ; Irish nationalism and agitation for self- government; home rule bill of 1914; opposition of Ulster Unionists; Irish insurrection (April 1916) ; the Irish and the world war. 4 The self-governing colonies: (a) The Dominion of Can- ada; rebellion (1837); Lord Durham’s report; repre- sentative self-government (1847); British North American act (1867) ; opening of the West, (b) The SYLLABUS IN HISTORY 83 Commonwealth of Australia: settlements and growth; federation act of 1900; social legislation. (c) The Dominion of New Zealand: settlements; social and political experiments. {d) The Union of South Africa: Dutch settlements; English possession (1814); the Boer War (1899-1902); federation act of i^op; relation of these colonies to the United Kingdom. 5 Projects for imperial federation and defense; these col- onies in the world war; representation at the peace conference. 6 Other colonies; crown colonies; British West Indies, naval stations, chartered companies, protectorates and spheres of influence. 7 The Empire of India: history; the sepoy mutiny (1857} ; crown replaces East India Company; Empire of India (1877) ; native opposition; Indian Councils act (1909) ; the industrial revolution in India; India and the world war; problems for the future. B The German Empire after i8yi. 1 Constitution and government ; the imperial government — emperor; bundesrath and reichstag ; autocratic features of the system; consolidation of the empire; law codes. Governments of the separate states — Prussia, Bavaria, Saxony and the lesser states. 2 Development of political parties : chief parties ; the Social Democratic party. 3 The chancellorship of Bismarck (1871-90) ; the Kultur- kampf ; protective tariffs; attack on socialism ; state socialism — sickness and accident insurance, and old- age pensions; foreign policy; beginnings of a colonial empire; the league of the Three Emperors; the Triple Alliance. 4 The reign of William II (1888-1918) ; retention of most of Bismarck’s policies ; growth of industries and com- merce; state socialism; municipalities; financial uni- formity ; railways ; communication, forestry etc. ; Ger- man navalism and militarism ; Turkey and the Balkans; Berlin to Bagdad railway and Middle Europe ” scheme; elections of 1907; Tangier and the Algeciras Congress (1905-6) ; the Casablanca affair (1908) ; the Agadir incident (1911) ; the military budget of 1913; Pan-Germanism; European hegemony ; world dominion. 84 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Germany and the world war for democracy. See topic X. C France under the third republic. 1 The provisional republic (1870-75); the government of national defense (1870-71); the national assembly (1871-75); presidency of Thiers; Treaty of Frank- fort; the Paris commune ; the recovery of France from the effects of the Franco -Prussian War. 2 Republic or monarchy? Presidency of MacMahon (1873-79) 1 constitution of the third republic (1875) 5 Gambetta and the defeat of the Monarchists. 3 The republic under Republicans: bourgeois character of the new regime; repression of clerical and military opposition; legislation increasing indwidual liberty and local self-government; Ferry’s school laws (1881- 86) ; revision of the constitution (1884) ; the Boulanger episode; the Dreyfus affair; associations act (1901); separation of church and state (1905); expansion — the new colonial empire ; growth of socialism and social legislation; nationalization of railroads, old-age pen- sions, etc. ; army and navy ; Alsace-Lorraine ; foreign affairs; the Dual Alliance and the Triple Entente. 4 The French government and political institutions ; parlia- mentary rule; numerous political parties; instability of cabinets with stability of policy. 5 France on the eve of the world %var for democracy. See topic X. D The expansion of the Russian Empire. 1 Thwarted in her drive for Constantinople by the Crimean War (1854-56), Russia turned her attention toward the East; conquest of Siberia ; China forced to cede Amur valley to Russia in i860; settlements; Vladi- vostock; the Trans-Siberian Railroad; Manchuria and Port Arthur; Turkestan and Afghanistan; partition of Persia. 2 Maintenance of autocracy under Alexander III (1881- 94) ; opposition to ideas of western Europe ; Pan-Slav- ism and the “ Russianization ” of all races within the empire; the industrial revolution; rise of a rich middle class ; the Dual Alliance. 3 The reign of Nicholas 11 (1894-1917); continuation of autocracy and reactionary policies; development of political parties ; opposition of lesser nationalities — SYLLABUS IN HISTORY 8s Poles, Finns, Jews etc.; constitution of Finland abro- gated (1899) ; the Russo-Japanese War (1904-5) ; its unpopularity at home; the revolutionary movement of 1905; the imperial duma and its work; social and politi- cal unrest; the emigration movement. 4 Russia at the outbreak of the world war for democracy. See topic X. E The dual monarchy of Austria-Hungary. 1 Government and political institutions: the joint rule — executive, legislature, laws, foreign affairs, army; the state governments ; relations of state to church. 2 Population : different races and proportional numbers. 3 The Austrian Empire: conflict of Germans, Italians and Slavs; extension of suffrage (1906) ; social legislation; “ Germanism ” ; the Triple Alliance. 4 The kingdom of Hungary: conflict of nationalities — Magyars, Slavs and Rumans; “ Magyarization ” ; restricted suffrage; Magyar nationalism versus Aus- trian imperialism. 5 Ambitions to rule the Balkan states ; fear of Russia ; annexation of Bosnia and Herzegovina (1908) ; pro- tection of Germany ; the “ Greater Servia ” movement. See topic X. 6 Austria-Hungary and the world war for democracy. See topic X. F The kingdom of Italy. 1 Gcvernmcni and political institutions ; position of the papacy; electoral reform (1912). 2 Problems after unification: development of a common patriotism ; North and South ; law and order ; illiteracy ; finance and taxation ; emigration ; church and state. 3 Economic and social progress: agriculture; industry and comm.erce; water power and electricity; weekly day of rest for workers (1908); social and maternity insur- ance ; emigration ; labor riots and strikes ; general strike (1914). 4 Foreign policy: Triple Alliance; “Italy unredeemed" ; desire for a colonial empire; Eritrea; conquest of Tripoli and Cyrenaica (1912); amibitions in the Bal- kans and x\sia Minor. 5 Condition of Italy when the world war for democracy began. See topic X. 86 THE UNIVERSITY OF THE STATE OF NEW YORK G The Spanish kingdom. 1 Establishment of constitutional monarchy; reign of Isabella II (1833-68); factional struggles between Carlists and Republicans ; disorder and military dicta- torship (1868-74); restoration of the Bourbons; Alfonso XII (1875-85) ; the constitution of 1876. 2 Government and political parties; reign of Alfonso XIII (1902 ); the Spanish- Am eric an War (1898); loss of colonies; significance ; economic, political and ecclesi- astical problems. H The Portuguese republic. 1 Decline of the monarchy; modifications of the charter of 1826; reign of Maria II (1834-53); Miguelists and Republicans ; financial disorders ; dictatorship of Franco. 2 Establishment of the republic; revolution of 1910; con- stitution and governiTient ; separation of church and state; free public education (1911); colonial empire; economic, political and ecclesiastical problems. I The smaller continental European states. 1 Holland lost Belgium (1830) ; constitution of 1848; rule of William III (1849-90); popular education; exten- sion of suffrage (1887 and 1896) ; army reforms (1898 and 1912) ; economic prosperity ; colonial possessions; fear of Germany; Wilhelmina (1898 ). 2 Belgium: the Flemings and Walloons; neutralisation of Belgium; Leopold II (1865-1909) ; free public schools (1879); extension of suffrage (1893); plural voting and proportional representation; economic prosperity; King Albert (1909 ); compulsory military service (1913) ; colonial empire. 3 Swit:::erland : constitution of 1848; government ; initiative and referendum; military system; economic conditions ; the refuge for political exiles from all countries. 4 Denmark: constitution of 1849; loss of Schleswig-Hol- stein; revision of the constitution (1866); establish- ment of democratic government; economic develop- ment ; Greenland and Iceland. 5 Sweden and Norway: united in 1814; Norway demo- cratic, Sweden aristocratic ; in 1866 Sweden became a constitutional monarchy; reign of Oscar II (1872- 1907) ; by popular vote Norway became independent SYLLABUS IN HISTORY 87 (1905) under Haakon VII; democratic progress in Sweden and Norway; economic development. 6 The Balkan states: by i8/8 Greece, Servia, Montenegro and Rumania had gamed complete independence of Turkey and Bulgaria was an autonomous state under the suzerainty of Turkey; Alexander of Battenherg made Prince of Bulgaria, 1878; constitution with equal suffrage; Eastern Rumelia joined Bulgaria; Bulgaria declared hex independence of Turkey (1908) under Tsar Ferdinand; plans for a Greater Bulgaria; Rumania eager to annex Bukowina and Transylvania; Pan-Hellenism in Greece; Servia becomes a kingdom in 1882; Peter restored the constitution (1889) i anti- Austria policy; Montenegro granted a constitution in 1905 by Nicholas, who assumed the title of king in 1910. The Balkan Alliance (1912) ; the first Balkan War (1912) ; causes and results; Treaty of London (1913) ; the second Balkan War (1913); unsatisfactory settle- ments; prepare for future trouble ; Albania an inde- pendent principality. Rival interests of Russia, Austria-Hungary and Germany in the Balkans. Map: Rise of the Balkan states to 1914. 7 The Turkish Empire. a Congress of Berlin (1878) reduced the size of Tur- key but secured no adequate reforms ; growth of disorder; Armenian massacre (1894); Germany replaced England and Russia as the leading power in Turkey; William IPs visits (1889 and 1898); concession for the Bagdad Raihvay (1899); “Young Turks''; the revolution of igoQ and deposition of Abdul Hamid; Pan-Islamism; Bos- nia and Herzegovina lost (1908); further losses in the two Balkan wars. b Condition of Turkey at the outbreak and at the end of the World War. J The empire of Japan (see VI, I, 2, page 78). 1 Government and political institutions. 2 The industrial revolution ; its social and political results. 88 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Japanese imperialism: Chino-Japanese IV ar (1894-95); annexation of Formosa; the Russo-Japanese War (1904-5) ; Treaty of Portsmouth (1905) ; annexation of Korea (1910) ; alliance with Great Britain (1902) ; Japan a world pozver; army and navy ; agreement with the United States. 4 Conditions at the beginning of the world war for democ- racy. See topic X. K The republic of China (see VI, I, i, page 78). 1 Size, population and institutions of China. 2 Foreign encroachments: Russian; Korea recognized by Japan as an independent nation (1876); Chino-Jap- anese War (1894-95) and the treaty of Shimonoseki (1895) ; revision of the treaty by Russia, Germany and France; gains of Germany, France and Russia (1897- 98); Germany seized Kiao-Chau (1897); England occupied Wei-hai-wei (1898); Russo-Japanese War (1904-5); Korea and Mongolia; French in Indo- China ; the British in Burma and Tibet ; the far eastern question'' ; “spheres of influence'’ ; com- mercial and industrial development ; the Boxer rebel- lion (1900) ; the open door policy. 3 Reforms and political changes; reform edicts of Emperor Kwang-su (1898) ; enforced reforms of Empress Tzu- hsi (1902-3); the Chinese revolution against the Manchus (1911) ; establishment of the Chinese repub- lic (1912) ; presidency of Yuan-hung (1916) ; political,, economic and educational problems. 4 China and the World War ; Shantung. L The United States becomes a zvorld power. Treat briefly as a survey of progress from isolation to world interests. 1 The territorial expansion (1803-53) ; the industrial revo- lution; the new imperialism ; purchase of Alaska (1867); annexation of the Hawaiian islands (1898); S panish- American War (1898), Porto Rico, Guam and the Philippine islands; Samoan islands acquired (1900) ; purchase of Virgin islands; foreign investments; “dollar diplomacy”; the Panama canal (1907-14). 2 Political, social and educational changes. 3 Condition of the United States at the outbreak of the world war for democracy. See topic X. SYLLABUS IN HISTORY 89 M The Latin- American republics, 1 The twenty Latin-American states: size, population, political institutions, wealth and industries. 2 The '‘A.B.CT powers. 3 Economic dependence of Latin- America; foreign invest- ments and trade opportunities. 4 Governmental, industrial, social and religious problems. Latin- America and the Monroe Doctrine ; recent changes. N General conclusions: the clash of rival imperialistic and com- mercial interests among the nations of the earth. VIII Spread of European ciyillzztion ever the world, A General character of the movement from the sixteenth to the twentieth century. The old colonial movement and the new imperialism. B Fundamental causes. 1 Economic: trade, colonies, markets, raw materials and investments. 2 Patriotic: national imperialism; desire to increase politi- cal power ; planting of dependent colonies of home people; increase of national wealth; spread of national institutions ; outwitting rival powers ; fields for home capitalists. 3 Religious: particular sects desired new homes where they could practise their faith without restraint; desire to transplant state churches; Christian missions. Catho- lic and Protestant. C Europe in America. 1 Original settlements of France, England, Spain, Portugal, Holland, Sweden and Germany. 2 Planting and development of institutions ; predominantly Anglo-Saxon in North America; Latin in Central and South America ; how American institutions gradually came to differ from those in the mother countries. 3 Growth of political independence first in North America, then in South America ; the Monroe Doctrine and its results; Alaska; Spanish- American War; the Virgin islands ; possessions in America of England, France and Holland and their institutions. 4 Emigration from Europe to America and its results; travel of Americans to Europe and its residts. 5 Character of present civilisation of Anglo-Saxon and Latin America. 90 THE UNIVERSITY OF THE STATE OF NEW YORK 6 Resemblances and differences of European and American civilization. Map: North and South America in 1920. D Europe and America in Asia. 1 The industrial revolution, the growth of nationalism and the new imperialism mark a new epoch in and furnish new motives for world expansion in the nineteenth century. 2 In the nineteenth century the powerful influence of European and American expansion revolutionizea Siberia, China, Japan, India and Persia and tended to reduce Asia to a position of economic and political dependence upon Europe and America. (“ The White Man’s Burden.”) 3 Possessions and influence in Asia of Great Britain; Rus- sia; France; Germany; Italy; Holland; the United States ; the '' Open Door policy; the Philippines ; effects upon Asiatic institutions ; emigration of Asiatics to other parts of the world and its results ; future prob- lems ; the '^Monroe Doctrine of the Far East.” Map: Asia in 1914. (Teachers should show by map or otherwise changes to 1920.) E Europe and America in Africa. 1 The partition of Africa among European powers in the nineteenth century. 2 White settlements in South Africa: the republics of Transvaal and Orange Free State; climate and natural resources; the Boer War. 3 Turkey's loss of control of northern Africa — Egypt, Tripoli, Tunis, Algeria and Morocco, 4 Portugal’s early explorations and present possessions. 5 Early activities of the Dutch and the loss of their settlements. 6 England captured Cape Colony in 1806 but most of her possessions in Africa have been secured since 1870; Cecil Rhodes; Livingstone and Stanley; present possessions ; the South African Union; Cairo to Cape railroad; colonial government. 7 French possessions in Africa; the Anglo-French agree- ments of 1890, 1899 and 1904; the Fashoda incident. SYLLABUS IN HISTORY 91 8 How Germany acquired her colonies in Africa; Liide- vitz; the Anglo-German agreement of 1890; the Morocco question; Germany's possessions in 1914; character of her colonial government ; effect of the world war. 9 Italian possessions in Africa; the war with Turkey in 1911. 10 Belgian possessions ; the Congo Free State. 11 Spanish possessions. 12 The republic of Liberia under the protection of the United States (1847); intervention in 1910. Map: Africa in 1914. (Teachers should show by map or otherwise changes to 1920.) F Australia and Oceania; interests of the various world powers in 1914. G General conclusions. IX International relations. A Governmental provisions for the conduct of foreign affairs in the various European national and imperial states; control of foreign relations in the United States. B The regulation of international affairs and the guaranty of national security through international alliances. 1 The French Revolution and foreign relations; the early policy of the United States. 2 The Napoleonic era: coalitions formed against Napo- leon; coalitions formed by Napoleon; the first Treaty of Paris (May 30, 1814) ; the second Treaty of Alli- ance against France (November 20, 1815). 3 The Metternich era: the Holy Alliance (September 26, 1815) ; the Concert of Europe; the principle of inter- vention; the Monroe Doctrine; the revolutions of 1820, 1830 and 1848. 4 After 1848: the theory of balance of power; the rise of Italy and Germany as powers; the various wars; League of the Three Emperors; the Triple Alliance; the Dual Alliance; the Anglo- Japanese Alliance; the Triple Entente; the Balkan alliances; world dominion; alliances in the world war for democracy. 5 Secret treaties and alliances, and public democratic agree- ments. C International congresses. 92 THE UNIVERSITY OF THE STATE OF NEW YORK 1 The Congress of Vienna (1814-15) and the settlement of Europe. 2 The Congresses of Aix-la-Chapelle (1818),- Troppau (1820), Laibach (1821) and Verona (1822) and the suppression of internal revolts. 3 The Congress of Paris (1856) and the near eastern question. 4 The Congress of Berlin (1878) and the Balkan states. 5 Minor conferences ; the participation of the United State^ in the Conference of Algeciras (1906) to settle the Morocco dispute. 6 The Paris Peace Conference, 1919. D International diplomacy since 18 yo. 1 Struggle of Germany for the hegemony of Europe and world leadership: the primacy of Germany in Europe under Bismarck (1871-90); Austrian interests turned toward the Balkans ; new German imperialism under William II; Hohenlohe’s ''forceful^' world policy (1894-1900) ; competition for colonies; the German navy and army; diplomatic crises — in Africa and the Near East; Pan-Germanism and foreign propaganda; South America; the Ear East; defence reactions in European states against German hegemony. 2 England's foreign policy: noninterference in European continental politics so long as control of the seas and colonial power were not involved; ‘'splendid isolation ” (1890-1904) ; beginnings of English apprehension of the coming conflict zvith Germany ; faihire of Anglo- German adjustments ; Anglo-Japanese alliance (1902) ; Anglo-Erench (1904), Anglo-Italian, and Anglo- Russian (1907) agreements ; the Triple Entente (1907) ; "a century of peace" zvith the United States 3 France's foreign policy: the recovery of Alsace-Lor- raine ; the Dual Alliance; policy of expansion in Africa; conflict with Italy over Tunis adjusted in the Franco-Italian agreement (1902); quarrels with Eng- land over Africa and Indo-China; the Fashoda incident (1899); the Anglo-French Entente Cordiale (1904); Franco-Spanish agreement (1904) ; Delcasse’s isola- tion of Germany; conflict vAth Germany over Morocco-Tangier (1905), Casablanca (1908) and Agadir (1911) ; the Franco-German convention, 1911. SYLLABUS IN HISTORY 93 4 Russia's foreign policy: plans for expansion in the Turk- ish Empire checked by the Crimean War (1854-56), the Congress of Berlin (1878), the Balkan Wars, and opposition to Austro-German projects in the Near East; conflicts in northeastern Asia with Japan and China; Russo-Japanese War (1904-5); Russo-Jap- anese agreement (1910) ; conflict with England in Persia and central Asia; Russo-British agreement (1907) ; Pan-Slavism. 5 Austro-Himgarian foreign policy: expansion in the Balkans; open route to Salonica ; annexation of Bosnia and Herzegovina (1908); conflict with Russian inter- ests in the Balkan states ; the two Balkan wars ; close alliance with Germany — almost a dependency ; con- flicts with Italy and growing estrangement. 6 Italian foreign policy: conflict with France over Tunis settled in the Franco-Italian agreement (1902); Italia irredenta and the eastern coast of the Adriatic bring complications with Austria; the Mediterranean “an Italian lake ” ; expansion in northern Africa ; war with Turkey (1911) ; relations with North and South Amer- ica owing to large emigration. 7 Foreign policy of Japan: expansion to the Asiatic con- tinent ; desire to control China ; conflict with Russian policies in the Far East ; the “ open-door ” policy ; a Japanese Monroe Doctrine ; Anglo-Japanese Alliance (1902); Korea annexed (1910); the Philippines; the Pacific ocean; the question of Japanese emigration to the United States and to the British Empire. 8 The foreign policy of the United States: the netv impe- rialism; purchase and conquest of territory; a world power; the Spanish- American War (1898) ; disputes with England over Canada and V enesuela settled hy arbitration ; the new meaning of the Monroe Doctrine ; P an- Americanism ; relations with Japan; relations with Germany ; policy in reference to China; how the United States is an African, Asiatic and South American power; the Panama canal; at the conference of Alge- ciras (1906) ; Mexico. 94 THE UNIVERSITY OF THE STATE OF NEW YORK 9 The smaller powers; the small European states’ fear of the militarism, navalism, nationalism and imperialism of the great powers; rival nationalistic ambitions of the Balkan states and their relations to Turkey, Russia, Austria, and Germany ; the interests of Belgium and Portugal in Africa; Sweden’s fear of Russia; Hol- land’s interests in the East Indies; the desire of subject nationalities like the Poles, Jugo-Slavs, etc. for inde- pendence; the relations of the Central and South American States toward the United States. lo General conclusions. E The growth of closer international relations. 1 Preparatory conditions: annihilation of distance; devel- opment of communication; growth of a world busi- ness ; interchange of ideas through travel and the press ; spread of the Christian religion ; inventions and discoveries ; schools and universities ; wars and con- quests ; a multitude of voluntary international organi- zations for all sorts of purposes. 2 Officially recognized international agencies: international law; congresses and conferences; treaties and conven- tions; the Geneva Convention (1864) and the Red Cross Society; the Hague Peace Conferences (1899 and 1907) ; the Hague Court; the International Prize Court; arbitration agreements ; the International Postal Union; the International Board of Agricidture ; the Pan-American Union; etc. 3 Proposals for the federation of the states of the world; elimination of war and the guaranteeing of the peace and security of all peoples; the Holy Alliance (1815) ; Victor Hugo’s “ United States of Europe ” ; schemes and programs of various peace societies and endow- ments; various projects for the settlement of interna- tional disputes and conflicts through the creation of international diplomatic and judicial machinery; plans to replace or to supplement the nationalistic organiza- tion of the world by adequate international govern- mental machinery ; a “ World State,” “ The Society of Nations,” “Federation of the World,” “The Parlia- ment of Man,” “ The United States of the World,” etc. ; “ The League to Enforce Peace.” “ The League of Nations.” SYLLABUS IN HISTORY 95 Map: C ommercial map of the world. X The world war for democracy. Note: — Topics X and XI (pages 95-112) are analyzed much more fully than other periods because of the difficulty of finding this material in avail- able form elsewhere. Teachers should lay stress upon the causes and results but are urgently warned not to attempt to teach all the details. , A Remote causes. 1 The persistence of medieval types of absolute and auto- cratic government ; and predominance of a powerful nobility in (a) Germany, {b) Austro-Hungar}', (t:) Russia. 2 The growth and spread of democratic government through the influences of the English Revolution, the American Revolution and the French Revolution. 3 The world zvar as the latest clash betzveen these tzvo forces; autocracy and democracy. B Contributory factors in Europe and the world. 1 Aggressive nationalism; the ‘^Pan” movement: (a) Pan-Germanism, {b) Pan-Slavism, (t:) Pan-Islamism, etc. 2 The determination to widen the boundaries of national states so as to include groups of kindred peoples under neighboring states, or to rectify previous zvrongs: Greater Servia, Greater Bulgaria, Greater Greece. xXlsace-Lorraine, Italia irredenta, etc. 3 Desire for an outlet to the sea: Servia and the Adriatic, Russia and Constantinople. 4 The new imperialism inspired by excessive nationalism: Ambition. a To ozvn colonies in the backzvard parts of the zvorld ; example: Germany in the Near East and in Africa. Her “ place in the sun ” to secure supplies of raw materials for home industries, to open new markets, to provide for surplus population, to furnish oppor- tunities for the investment of capital, etc. b To gain zvorld trade, c To enrich the citizens and the state, d To secure political pozver. 5 The rapid growth of rival armaments. a Inspired partly by the desire to realize national ambi- tions and partly by the example and fear of pow- erful neighbors. THE UNIVERSITY OF THE STATE OF NEW YORK h The mad race for militarism begun by Germany in 1862; followed by Austria in 1868; France in 1872; Japan in 1872; Russia in 1874;. and Italy in 1882. (1) Compulsory military service. (2) Enormous appropriations of money; the Ger- man budget of June 30, 1913. (3) Construction of military strategic railroads. (4) Relative strength of the European armies in 1914. c The struggle for naval supremacy. (1) England’s two-nation policy. (2) Germany’s refusal to accept England’s naval proposals (1912). (3) The United States, Erance, Japan, Italy, Russia etc. d The philosophy, political science and educational propagandism justifying militarism and navalism. The Zabern incident (1913). 6 The creation of a false type of dogmatic, intolerant patriotism. a The press, literature, song and education. b Chauvinism, Jingoism etc. 7 The clash of rival interests in world trade. 8 The balance of power in Europe ; secret diplomacy. a The Triple Alliance. b The Dual Alliance and Triple Entente. c Cumulative effects of foreign relations after 1900: first Morocco crisis (1905-6); Tangier incident; Algeciras conference; crisis over Austria’s annex- ation of Bosnia and Herzegovina (1908) ; German kaiser’s ‘‘shining armor” stand; second Morocco crisis (1911); Agadir affair (1911); threat of war; unsympathetic attitude of Germany and Austria tov/ard Italy in war with Turkey (1911- 12) ; the Bagdad Railway and “ Middle Europe ” projects of Germany thwarted by the two Balkan Wars (1912-13); conflict of interests between Germany and Austria-Hungar}^, and Russia in the Balkans; and with England in Asiatic Turkey; threat of Austria to make war on Servia; general results of these international rivalries. SYLLABUS IN HISTORY 97 9 Lack of international agencies adequate to settle interna^ tional disputes involving national honor, “ vital inter- ests,” etc. ; failure of Hague conferences. 10 The hatreds, fears, misunderstandings, rivalries and jealousies growing out of the foregoing conditions. C Immediate causes of the outbreak of the war. 1 Growing hostility between Servia and Austria. a Austria’s project for an opening to Salonica. b Austria’s annexation of Bosnia and Herzegovina (1908). c Germany’s plan for the Berlin-Bagdad Railway, d Servia’ s ambition for a '' Greater Servia ” with an opening on the Adriatic thwarted by Austria and Italy; backing of Russia; Servian revolutionary societies. 2 Assassination of the Austrian Crown Prince Francis Fer- dinand and his wife at Sarajevo, June 28, igij. a Effect on Austrians and Servians. b Attitude of Germany and Russia, c Austrians harsh and humiliating idtimatum, July 24, ipi4; provocative terms, d Servia’ s reply. (1) Accepted eight out of the ten demands. (2) Qualified refusal of remaining two demands; suggested reference to the Hague Tribunal or to the great powers. e Austria declared the reply to be unsatisfactory. / Efforts of Great Britain, Russia and France to mediate. g Specious demand of Germany that the war he '' localized.” h Austria declared war on Servia (July 28, 1914) ; Belgrade bombarded (July 29-30). 3 Secret preparation of Germany during July for a world war. 4 Russia announced partial mobilization along the Austrian border July 29th ; general mobilization of the Russian army Jvdy 31st. 5 German ultimatum to Russia July 30th, followed by decla- ration of war August ist. 6 Germany demanded of France to know her attitude “ in case of war between Germany and Russia,” July 31st; 98 THE UNIVERSITY OF THE STATE OF NEW YORK her reply was that “ France would do that which her interests dictated,” August ist; war declared on France by Germany August ^d. 7 Attitude of England. Italy's assurance to France. 8 German responsibility for the war. Germany's state- ment. D Germany violated the neutrality of Luxemburg and Belgium. 1 Belgium made a '‘perpetually neutral state" by treaty of London (1839) ; Luxemburg neutralized by Treaty of London (1867) 1 action of the Hague Convention (1907). 2 Luxemburg invaded by German troops, August 2d. 3 Germany demanded permission to pass through Belgium, August 2d; Belgium refused to "sacrifice the honor of the nation and betray their duty toward Europe," August gd; German armed forces entered Belgium August 4th; Belgium appealed to Great Britain, France and Russia for aid in repelling the invaders. 4 Great Britain's ultimatum to Germany followed by a dec- laration of war, August 4th. a The "scrap of paper" utterance, b Great Britain's reasons for entering the zvar. c German bids for English neutrality. E Rapid spread of the war area. 1 Montenegro declared war as an ally of Servia, August 7th. ^ 2 Japan declared war August 23d because of a Alliance with Great Britain (1902). b Germany’s ousting Japan from Port Arthur (1895). c Germany’s seizure of Kiao-Chau in China (1897). 3 Allies declared war on Turkey November 4-5. 4 Italy declared war on Austria May 23, 1915- a Italia irredenta. The eastern shore of the Adriatic. b Importance of Italy's entrance into the war. 5 Bulgaria attacked Servia October 13, 1915 and the Allies declared war on Bulgaria October 16-19, 19 ^ 5 - 6 Portugal drawn into the war through alliance with Great Britain, March 9, 1916. 7 Roumania attacked Austria-Hungary August 27, 1916. 8 The United States declared war on Germany April 6, 1917. SYLLABUS IN HISTORY 99 a American opinion at outbreak of war confused as to merits and issues. b Conflicting sympathies of hyphenated groups, c President Wilson's proclamation of neutrality, Au- gust 4, 1914. d Growing hostility toward Germany and Austria on account 0/(1) the invasion of Belgium, (2) atroc- ities, (3) interference with American relief work in Belgium under Hoover, (4) sinking of the Lusitania. e Controversy over international law (i) with Great Britain over blockade, contraband, mails etc. (2) with Germany over munitions, submarine sinkings, intrigues and conspiracies. f Unsuccessful peace overtures (i) by Germany, De- cember 12, 1916; no terms disclosed; (2) by Presi- dent Wilson, December 18, 1916; answer of Allies based on reparation, restoration and security." g In a speech to the United States Senate President Wilson suggested a peace guaranteeing the fol- lowing principles: (1) “That governments derive their just powers from the consent of the governed/* (2) Nations should adopt a Monroe Doctrine for the world. (3) Freedom of the seas. (4) “A moderation of armaments which makes of armies and navies a power for order merely.’* (5) The creation of an international force to guar- antee the peace and security of the world. h The ''Zimmerman note ” and its effects on the United States. i Germany's notification of the resumption of ruthless submarine warfare, January 1917. (1) German ambassador dismissed and diplomatic relations severed, February 3, 1917- (2) A policy of armed neutrality recommended to Congress, February 26, T917. j President Wilson urged the recognition of a state of war with Germany, April 2, 1917 ; voted by the Senate April 4th, by the House April 6th. lOO THE UNIVERSITY OF THE STATE OF NEW YORK k War declared against Austria-Hungary December 1917. Greece deposed King Constantine and joined the Allies June 12, 1917; Siam, China and Brazil entered the war against the Teutonic Allies; Bolivia, Peru, Uruguay, Ecuador etc. severed dip- lomatic relations. F Relative strength, resources and ideals of the two groups of belligerents. 1 Territory. 2 Population. 3 Military and naval preparations. 4 Control of natural resources and wealth. 5 Civilization. a Government, political science aijd philosophy. b Religion and morality. c Education. • d Industrial and social progress. G The leading military events of the war (1914-18). 1 Germany's general plan of action in 1914. a To crush France by a powerful blow through Belgium. b To turn on Russia and defeat her. c To destroy Great Britain. 2 First year of the war (August 1914-July 1915). a The German dash through Belgium for Paris; Ger- mans held ten days before Liege ; Germans defeated at the Battle of the Marne (September 6-10, 1914) ; trench warfare. b German conquest of Belgium; fall of Antwerp (October 9, 1914) ; effort to reach Calais failed; Y pres; sufferings of Belgium, c Russian invasion of Germany checked at Battle of Tannenberg (August 29, 1914) ; Russian invasion of Galicia successful by March 1915. d German counter invasion of Russia; capture of War- saw (August 4, 1915) ; invasion checked on the Rigor-Vilna line; Russians driven out of Galicia by Germans and Austrians (May-June 19 ^ 5 )- e Dardanelles campaign begun February 1915 and abandoned December 1915. / Italians establish southern battle line. May 23, 1915; capitulation of Gorizia (August 9, 1916). SYLLABUS IN HISTORY lOI 3 Second year of the war (August 1915-July 1916). a Trench warfare on the western front; attack on Verdun, begun February IQ16, failed; " They shall not pass second German failure, ^ New Russian drive on the eastern front (June 1916) failed to accomplish much. c Few changes on the Italian front. d In the Balkans, Germans, Austrians and Bulgarians conquered Servia; Montenegro and northern Albania overrun; Anglo-French forces at Salonika marched north to aid Servia but driven back. 4 Third year of the war (August 1916-July 1917). a On the western front: Battle of the Somme (July 1916) relieved pressure on Verdun and caused the retirement of the Germans to the Hindenburg line in March 1917; devastation of the 1000 square miles evacuated; British offensive of April-June 1917 led to capture of Vimy ridge but was checked before Lens and St Quentin. ^ In the Balkans Roumanian troops invaded Transyl- vania but were soon driven back ; Bucharest entered by Teutons (December 6, 1916) and nearly all Roumania soon conquered; Greece joined the Allies. c Resistance on the eastern front was broken by the Russian Revolution; new drive into Galicia inspired by Kerensky (July 1917) failed; Russian army demoralized. d Entry of the United States into the war (April 6, 1917) ; conscription and training of a large army; General Pershing and staff reached Paris June 13, 1917, 5 The fourth year of the war (August 1917-July 1918). a The Italian disaster (October-November 1917) ; drive checked at the Piave river. b English victory in the “ Battle of the Tanks ** at Cambrai (November 1917). c Roumania forced to sign a peace treaty (May 6, 1918) . d British capture of Jerusalem (December 10, 1917)* 102 THE UNIVERSITY OF THE STATE OF NEW YORK e German victory in Battle of Picardy (March 1918) ; Germany's last desperate attempt to crush the Allies before the Americans arrived;^ Battle of Flanders (April 1918) ; unity of Allied command under Foch; Battle of the Aisne (May 1918) ; Battle of the Oise (June 1918) ; German drive checked; part played by the Americans in halting the Germans. 6 The fifth year of the war ( August-No vember ii, 1918). a Great German drive culminated at the Marne and retreat began July 2y, igi8. b Soissons recaptured by Allies (August 2, 1918) ; General Foch made marshal of France. c Allied offensive continued with remarkable successes from August to November ipi8; the United States had 1,390,000 soldiers in France by August 17, 1918; President Wilson signed the “man power bill" August 31, 1918; the “ Hindenburg line" reached September 10, 1918 and passed; Ameri- cans took St Mihiel (September 12, 1918) and Sedan (November 6, 1918). d Italian advance on the Piave front (October 25- November 2) and capture of Trent (November 3) forcing Austria-Hungary to ask for armistice, amounting to unconditional surrender, e Armistice signed with Germany (November ii, 1918). 7 The war in Asia and Africa. a Japanese captured Kiau-Chau (November 7, 1914) and seized German islands north of the equator; Australia captured German islands in southern Pacific. b The British invaded Mesopotamia; Turks captured General Townsend and 10,000 soldiers at Kut-el- Amara (April 1916) ; a second British expedition under General Maude took Bagdad (March ii, 1917) ; Palestine taken by the British, c Grand Duke Nicholas invaded the Caucasus in 1916 and captured Erzerum. SYLLABUS IN HISTORY 103 d The German colonies in West Africa were seized by the French and British (1914-15) ; German South- west and Southeast Africa captured by the Boer generals, Botha and Snuts, by early 1917. 8 Naval operations during the war. a Services of the British fleet to the allied cause. (1) Rapid mobilisation at the beginning. (2) Germany's commerce swept from the seas. Her fleet forced to retire into Kiel harbor. (3) Blockade of the German coast; foreign sup- plies cut off. b Germany's reply to British blockade was a declara- tion of the blockade of the entire British coast. (1) Use of the submarine to enforce the blockade. (2) When Germany commandeered the food sup- ply of the country, England declared food a contraband of war; Germany answered by announcing the waters about the British Isles a war zone"; England replied by extending the blockade so as to regulate commerce with neutral countries near Ger- many. c Assistance of the French, Japanese, Italian, Russian and American navies, d Naval battles. (1) German victory off the coast of Chili (No- vember 1914). (2) English victory near the Falkland islands. (3) Battle of Jutland (May 31, 1916) ; victory claimed by both sides; England’s mastei*y of the seas unbroken. e Loss of allied shipping by German submarines and raiders: over 12,800,000 gross tons of allied and neutral shipping sunk between August 1914 and January 1918; 6,600,000 tons built to replace the loss ; decline of losses and increase of new ships in 1918; part played by the United States. H End of the world war. I Peace proposal of Pope Benedict XV (August i, 1917). a To substitute moral for physical force in interna- tional relations. 104 the university of the state of new YORK b To widen the sphere of arbitration, c To establish freedom of the seas. d To renounce indemnities except when “-particular reasons justified them. ^ To evacuate occupied territories. /To apply the principle of self-determination to dis- puted territories. 2 President Wilson^s reply for the Allies (August 27, 1917). a Drew a distinction between the German government and the German people. Made it clear that nego- tiations with the irresponsible, autocratic German government were impossible, b These ideas were elaborated into the famous “ four- teen points'' (January 8, 1918). c Supplemented by additional statements. (1) Address to Congress (February ii, 1918) giving the simple and obvious" test of four principles. (2) Mount Vernon address (July 4, 1918). ''The reign of law, based upon consent of the governed and sustained by the organized opinion of mankind." 3 Reply of the Central Powers to the pope’s note (Sep- tember 20, 1917). a Declared themselves in sympathy with the proposals to substitute moral for physical force in interna- tional affairs and to obtain the freedom of the seas. b Chancellor von Hertling replied to President Wil- son’s note (January 25, 1918). ( 1 ) The “ fourteen points ” covered. (2) Germany determined to retain Alsace-Lor- raine. (3) The Russian, Italian, Balkan and Turkish frontiers were matters for local settlement. c Chancellor von Hertling’s address to the Imperial Reichstag (February 25, 1918). ( 1 ) Replied to President Wilson’s four principles. (2) Answer to English war aims. (3) Explanation of Germany’s war aims in Russia. SYLLABUS IN HISTORY 105 4 Lloyd George's statement of war aims (January 5, 1918). a Turkey to be restricted to territory predominantly Turkish. b Alsace-Lorraine question to be “ reconsidered.” c Belgium to be completely restored in every possible way. d Balkan states to be restored. e Fate of German colonies to be decided according to the wishes of the natives. / A league of nations formed to preserve peace. 5 ’Russia’s attempt to secure a general peace. a Kerensky’s efforts to obtain peace. b Trotsky’s note to the Allies offering an armistice (November 22, 1917). c Trotsky’s note to the Allies requesting participation in an armistice (December 6, 1917). d Russia’s “ basic principles ” for peace (December 22, 1917). e Replies to the Russian offer. 6 The surrender of the Central Allies: a The unconditional surrender of Bulgaria, b The collapse and surrender of Turkey, c Austria-Hungary signed an armistice of uncondi- tional surrender (November 3, 1918). d Germany asked President Wilson to arrange for a discussion of an armistice (October 6, 1918) ; signed November ii, igi8. I The Paris Peace Conference (January 18, 1919). 1 Membership and organization; the supreme council. 2 Signing of treaty at Versailles, June 28, 1919. 3 Terms of the treaty with Germany. 4 The League of Nations. 5 The American senate refused to ratify the treaty without reservations. 6 Treaty with Austria, signed at St Germain, September 19, 1919. 7 Treaty with Hungary, signed June 4, 1920. 8 Treaty with Bulgaria, signed November 18, 1918. 9 Treaty with Turkey, signed August 10, 1920. J Revolution in central Europe. I The overthrow of the Hohenzollerns in Germany and the creation of a republic. I06 THE UNIVERSITY OF THE STATE OF NEW YORK 2 The dissolution of the dual monarchy and the creation of four new states. 3 The continuance of turmoil and confusion following these changes. Map: Europe in ip20. Note. Current events should be taught, but the teacher should indicate that judgments formed now may be modified by new evidence. K Some possible changes growing out of the world war. 1 Political. a Decline of the autocratic type of government, b The triumph of democratic political institutions. c An effort for open diplomacy in international rela- tions. d The extension of the arbitration principle. e A vindication and guarantee of the rights of small nations. / The defeat of aggressive imperialism. a The establishment of peace and good will among the peoples of earth. h The development of a sense of solidarity of interests among all peoples. i The creation of a higher type of nationalism. 2 Economic and industrial. a The increase of cooperation in industry. b Mechanical inventions and discoveries. c The experiment of national control of natural resources and public utilities. d Governmental regulation of prices of commodities, quantity of goods consumed, the output of fac- tories, etc. e The coordination of capital, hand and brain labor in great governmental enterprises. / The entrance of woman into different fields of in- dustry and a demonstration of her efficiency in industry. g The development of a higher standard of living through an increase in wages. 3 Social. a A successful experiment in democratic conscription for military and industrial service. b The demonstrated advantage of local, national and international cooperation. SYLLABUS IN HISTORY 107 c The growing convictions of the cumulative evils of war on present and succeeding generations. d A tendency toward the voluntary utilization of great fortunes for the welfare of the state. e The raising of vast sums of money for humanitarian purposes to alleviate the ravages of war. / The inculcation of lessons of thrift and economy. g The spirit of self-sacrifice. 4 Religious and educational. a A general awakening to the value of education. b The growth of a world public opinion. c The rise of new spiritual and moral values. d A new emphasis on physical as well as mental and moral education. e Higher standards of truth and honesty in human relationships. XI The Russian revolution, A The conditions in Russia when the world war broke out in IQ14. 1 The government. a The czar and his advisers. b The duma. c Local government. 2 Social, economic, educational and religious conditions. B The part played by Russia in the opening years of the world war. C Causes of the revolution. 1 Negative forces. a The corruption and inefficiency of the autocratic government. b The economic and social inequalities and evils. c The machinations of the pro-German party at the court. 2 Positive forces. a The success of the revolution of 1905-06. b The activities of the liberals among the nobles, the middle class and the common people. c The democratic influences of western Europe and America. d The industrial revolution; its effects on the working classes. I08 THE UNIVERSITY OF THE STATE OF NEW YORK e The organization of party groups with definite programs. ( 1 ) The Octobrists ; moderates who looked to Prussia as a model. (2) The Cadets — constitutional democrats, who took England as a model. (3) The Social Democrats — the followers of Karl Marx. (4) The Social Revolutionists who wanted a . democratic republic. (5) The Peasants’ Union; “The whole land for the whole people.” D The outbreak of the revolution. 1 Special committee of defence met at Petrograd {Feb- ruary 14, 1917). 2 The Nobles' Congress was held at Moscow February 14, ipiy; denounced the “ dark forces ” and demanded reforms. 3 The prorogued duma met February 27, 1^17. a Attacks on the government began at once, b The food situation grew more serious; crowds of starving people in Petrograd stormed bread fac- tories and bakeries (March 7, 1917) ; mounted dragoons called out but refused to fire on the people. c Strikes by transportation union, metal workers,- etc., March 8, 1917. d Duma’s proceedings showed a very hostile attitude toward the government (March 9-10, 1917), hence the czar ordered the temporary dissolution of duma March ii, 1917; duma revolted and refused to adjourn. e Three days of fierce street fighting in Petrograd {March 11-14, 1917), between the people and the government ; ^00,000 soldiers went over to the people; the union of all liberal parties against the government. f Duma issued official report (March 14, 1917) announcing the establishment of a provisional government. g Czar Nicholas II abdicated {March 15, 1917)^ SYLLABUS IN HISTORY 109 E The provisional government {March 14-November 7, 19^7) • 1 Leaders: 'Prince Lvoff, Milukof, Kerensky. 2 Series of reforms announced the latter part of March. a Constitution of Finland restored. h Autonomy granted to Poland. c Anti- Jewish laws repealed. d Civil, political and religious liberty decreed. 3 Determination to carry on the war against the Central Powers announced. 4 Local government throughout Russia in the hands of soviets, or councils of workingmen, peasants and soldiers. 5 The Petrograd Council of Workingmen^ s and Soldier s 7 Delegates soon became a rival of the provisional government ; The Commune of the Russian Revolution. a Championed revolutionary social changes. (1) Distribution of land among the peasants. (2) Workingmen’s control of the factories. b Demanded an immediate general peace on the basis of ''no annexations and no indemnities'* and the right of "self-determination" for all peoples. (1) Led to demoralization of the Russian armies. (2) Soldiers began to elect their own officers. c Struggle between (i) the communistic Bolsheviki, who desired the immediate and complete realiza- tion of their ideals, and (2) the socialistic Men- sheviki, moderates who stood for a minimum of the socialist ideal. 6 The reorganization of the provisional government. a Milukof and Gutchkof accused of being imperialists and compelled to resign (May 16, 1917). b Replaced by Socialists. c Kerensky made minister of war. (1) Opposed a separate peace with Germany. (2) Demanded a conference of the Allies to formulate war aims. (3) Started a new drive into Galicia (July 1917) ; its failure. I lO THE UNIVERSITY OF THE STATE OF NEW YORK d Kerensky made head of the provisional government (July 20, 1917). (1) The peace plan of the Petrograd council adopted. (2) Mutiny and desertion in the armies. (3) Growth of disorganization and anarchy throughout Russia. (4) Independence declared by various nationali- ties ; Finns, Poles, Ukranians. (5) Class war against ^‘Bourgeois'* property owners. e Rise of opposition to Kerensky and the provisional government, {i) hy the radical Bolsheviki, (2) by the counter-revolutionists under General Kornilof. f Riga captured by the Germans (September 3, 1917). g Fall of Kerensky and the provisional government (November 7, 1917). F The rule of the Bolsheviki (November 7, 1917). 1 Nicholas Lenine as premier and Leon Trotsky as foreign m, inis ter. 2 Announced their program as: a An immediate democratic peace. h Confiscation of landed estates and division of land among the people. c Calling of a constitutional assembly. d Lodging of final authority in the soviets. 3 Peace parleys. a Armistice signed between the Bolshevik government and the Central Powers {December 5, 1917) at Brest-Litovsk. b Treaty of peace signed by the Central Powers with the Ukraine (February 9, 1918) at Brest-Litovsk. (1) Independence of Ukraine recognized. (2) Free trade established. (3) Arrangements for the delivery of agricultural and industrial products to the Central Powers. c Negotiations for peace continued between Russia and the Central Powers with dramatic interruptions from December 16, igiy to March j, 1918 when the Bolshevik government was compelled to sign the treaty of Brest-Litovsk ; terms: SYLLABUS IN HISTORY III (1) Russia forced to give up Finland, Esthonia, Livonia, Courland, Poland and Lithuania. Loss of 500,000 square miles of territory and 66,000,000 people. (2) Ukraine recognized as- an independent republic. (3) Batum, Erivan and Kars in the Caucasus ceded to Turkey. (4) Bolsheviki promised to stop propaganda in the ceded regions. d Three supplementary treaties signed at Berlin between Germany and Russia (August 27, 1918). e Ejfect of these treaties on ability of the Central Powers to continue the war, new burden imposed upon the western Allies. 4 Difficulties encountered by the Bolshevik government in attempting to establish the communist regime, a Internal opposition from (i) the supporters of the old regime, including the imperial family, reac- tionary nobility and higher clergy; (2) the advo- cates of a constitutional monarchy, chiefly the middle class and liberal nobility; (3) the moderate Socialists. b External opposition from (i) the Central Powers who sought to use the revolution for their own selfish projects; (2) the Jugo-Slavs; (3) the western Allies, who desired to restore the east- ern battle line: declared their intention to coop- erate with Russian forces opposing the Bolsheviki August 22d. c The internal enennes of the Bolsheviki were sup- pressed by (i) the organization of a revolutionary army called the “Red Guard”; (2) by terror, intimidation, confiscations etc.; (3) the execution of the czar July igi 8 . d The external enemies were met by force. (i) Assassination: the German ambassador von Mirbach was killed at Moscow (July 6, 1918) ; the German commander in the Ukraine was slain at Kiev (July 1918). II2 THE UNIVERSITY OF THE STATE OF NEW YORK (2) War: the invasion of German troops was resisted by the Red Guard. Lenine declared that a state of war existed with the western Allies (July 29, 1918). (3) Allied troops, including Americans, landed at Archangel (August 2, 1918). (4) American troops landed at Vladivostok to cooperate with Japanese, British, French, Italian and Chinese troops in preventing the control of Siberia by the Bolsheviki. (5) Trotsky elected president of the supreme war council in Russia to repel the invaders. 5 “ Bolshevism — its nature, purposes and methods.” a Political institutions of the Soviet Republic. h The social and economic revolution attempted. c Religious and educational ideals. 6 Failure of allied embargoes and counter-revolutionary movements to defeat Bolshevism. 7 War with Poland. G The spread of Bolshevism to central and western Europe. H Problems still confronting Russia. XII A survey of contemporary civilization. A Political. I The greatest single force in the world is the sovereign state. a Characteristics. h Classification of sovereign states. (1) Republican or monarchial according to char- acter of executive. (2) National or imperial according to territory and people. (3) Democratic or autocratic according to the power of the people to decide governmental questions. c Number and character of states. (1) The 1,700,000,000 people on earth organized politically into fifty or more sovereign states. (2) Those created during the world war. (3) About thirty republics, including about half of the population of the world. SYLLABUS IN HISTORY II3 ■ (4) Remainder are monarchies more or less lim- ited by constitutional and parliamentary checks; some of these, like Great Britain, Norway and Italy, very democratic. (5) Tendency everywhere to replace autocratic by democratic states. 2 Extension of franchise. a Causes of growth since the American Revolution. ( 1 ) Influence of Christianity on the conception of brotherhood. (2) Influence of the French Revolution; ‘‘liberty, equality, fraternity.” (3) The industrial revolution. (4) The various political revolutions. (5) Changes growing out of the world war. b The political emancipation of women; its results. c Significance of these democratic changes. 3 The political constitution as a foundation of the state today. 4 New conception of the scope and function of government. a The old idea of government as a mystery conducted for the benefit of the ruling class disappearing. b The new idea of government as a seiwant of the people gaining ground rapidly. (1) Grows out of mutual interdependence of indi- viduals. (2) People perform duties and secure rights through government. (3) The government helps where the individual can not help himself. (4) Governmental means of cooperation among individuals. c To meet the great human needs today governments are confronted by many serious problems scarcely thought of formerly. 5 Growth of international relations. a Widespread need for world order, world justice and world security. b Consciousness of necessity for world organization has already created many agencies for world govern- ment. THE UNIVERSITY OF THE STATE OF NEW YORK II4 (1) Official agencies. (2) Unofficial agencies. (3) Inadequacy of the institutions already estab- lished. c Numerous plans for furtherance of world organi- zation. d Effects of the world war. Refer to topic X. B Social and economic. 1 Rapid extension of the industrial revolution over the world. a States in which industry has been most highly developed. h States in which industry has been only partially developed. c Portions of the earth where industry is undeveloped. 2 General effects of the industrial revolution on a The growth of democracy, nationalism, imperialism and internationalism. b The development of a spirit of cooperation between (i) employer and (2) employee. c Poverty and other social problems. d Social legislation and reforms. e Stimulation of discoveries and inventions. / Increase of world trade and commerce. g Educational institutions and programs. 3 Proposed socialistic and communistic schemes for im- proving organized human society, a The varying groups and different schemes. h Reasons for strength of socialism in industrial centers and its weakness elsewhere. c Its political effects. d Its social and economic influence. e Its weaknesses as shown by its opponents. / Its failure in the world war. ' ' i 4 Human welfare and humanitarian activities. a War on poverty; official and private efforts. b Legislation for improving the condition of the poorer classes. (1) Hours, wages, safety appliances, compensa- tion, pensions etc. (2) Sanitation, housing, insurance, education etc. SYLLABUS IN HISTORY II5 c Protection and education of children. d Care of the unfortunate and criminal classes. e War on disease. / Efforts to solve the liquor problem, immorality etc. g Public and private charities and relief work. h International agreements to mitigate the horrors of war. 5 The woman movement. C Educational. 1 The dissemination of intelligence and enlightenment over the world one of the big problems of our age. a Illiteracy in the various states of the world. b Agencies at work to improve conditions. 2 Tendency toward secularisation and democratizdtion of popular education. a Where the most progress has been made. b Work still to be done. 3 Various kinds of educational agencies at work. a Public school systems. b Private schools. c Higher education. d Industrial, technical and professional schools. e Libraries, museums etc. / The press, theater and church. g The fine arts. 4 Effects of all these educational agencies on our civili- zation. D Importance of the new science. 1 New conception of the earth’s origin; the new geology; Lyell’s “ Geological Evidences of the Antiquity of Man.” 2 The theory of evolution; biology and anthropology; Buff on and Lamarck; Charles Darwin (1809-82) and “ natural selection ” ; Wallace ; Huxley ; Spencer ; Vries ; Haeckel ; Gray and Fiske. 3 New theories of matter and power; chemistry, physics, mineralogy and astronomy ; Lavoisier ; Dalton and the atomic theory; synthetic chemistry in Germany; applied chemistry; the nature of heat and light explained; the development of electricity; Galvani and Volta; Davy; Ampere and Arago ; Faraday and Edison ; the “ Hert- zian waves ” ; Roentgen and the X-rays ; radio-activity ; ii6 THE UNIVERSITY OF THE STATE OF NEW YORK Curie, Joule and Kelvin; the telescope, spectroscope and photography in astronomy. 4 The cellular theory of life; Pasteur and bacteriology. 5 The advances in medicine and surgery; the germ theory of disease; Doctor Koch and tuberculosis; antitoxins; von Behring and Park; preventive hygiene; Doctor Warren’s use of ether in surgery; Lister and anti- sepsis ; sterilization. 6 Applied science has added new processes to manufacturing and mining ; improved transportation and communi- cation; increased the comforts and conveniences of modern life in a thousand different ways and enabled man to live a happier and more useful life. 7 The new social sciences — economics developed by Bentham, Malthus, Ricardo, John Stuart Mill, Marx and others; sociology by Comte and Spencer; political science; philosophy and psychology; and the. new history. 8 Science in the World War. E Religious. 1 Religion as a factor in the civilization of the world today. 2 The great religions of the earth. a Christians : 565,000,000. (1) Roman Catholics: 273,000,000. (2) Eastern Orthodox: 120,000,000. (3) Protestants: 172,000,000. b Confucianists and Taoists: 300,000,000. c Mohammedans: 222,000,000. d Hindus: 219,000,000. e Buddhists: 138,000,000. / Shintoists : 25,000,000. g Jews: 12,000,000. h Geographical location of these great religions. 3 Religion as a civilizing world force. a Permeating law and government. h As an educational power, c As a force for social betterment. As a force inculcating ethical standards. e Missionary endeavors and their results. 4 Some problems confronting different religions. a Separation of church and state. b Growth of toleration and religious freedom. SYLLABUS IN HISTORY II7 XIII Review and summary, A Review the leading political, economic, social, educational and religious facts of the period from 1789 to 1919. B Point out the old forces that persisted throughout all or a portion of this period. C Emphasize particularly the new forces that appeared during this period. D Show the conflict between the old forces and the new forces and indicate : 1 To what extent the new forces have triumphed. 2 The problems awaiting partial or complete solution. E Indicate the fundamental characteristics of civilization today and compare them with the characteristics of the civiliza- tion before 1789 in order to understand in what particular institutions progress has been made. Suggested Readings Major sequence, course B World history, iy 8 p-ip 20 Abbott, W. C. Expansion of Europe. Holt Beer, G. L. English Speaking Peoples. Macmillan Belloc, Hilaire. French Revolution. Holt Bourinot, Sir J. G. Canada. Story of the Nations series. Putnam Bourne, H. E. Revolutionary Period in Europe. Century Bracq, J. C. France Under the Republic. Scribner Bryce, James. William Ewart Gladstone. Century Bullard, Arthur. Diplomacy of the Great War. Macmillan Burke, Edmund. Speech on Conciliation with America. Holt Chitwood, O. P. Immediate Causes of the Great War. Crowell Collier, Price. England and the English from an American Point of View. Scribner Germany and the Germans. Scribner Davis, W. S. Roots of the War. 1870-1914. Century History of France. Houghton Dawson, T. C. South American Republics, 2 v. Putnam Dickens, Charles. Tale of Two Cities. Houghton Douglas, R. K. Europe and the Far East. Putnam Emerson, R. W. Representative Men. Macmillan Erckmann-Chatrain. Conscript. Scribner; Burt; Dutton Waterloo. Scribner; Dutton Fife, R. H. German Empire Between Two Wars. Macmillan Il8 THE UNIVERSITY OF THE STATE OF NEW YORK Garlanda, Frederico. New Italy. Putnam Gibbons, H. A. New Map of Europe. Century New Map of Africa. Century New Map of Asia. Century Giles, H. A. Civilization of China. Holt Gooch, G. P. History of Our Time. 1885-1911. Holt Hankey, D. W. A. A Student in Arms. Dutton Hassall, Arthur. The French People. Appleton * Hayes, C. J. H. Political and Social History of Modern Europe. 2 V. Macmillan Brief History of the Great War. Macmillan British Social Policies. Macmillan Hazen, C. D. Europe since 1815. Holt Fifty Years of Europe. 1870-1920. Holt Alsace-Lorraine under German Rule. Holt Modern European History. Holt Headlam, J. W. Bismarck and the Foundation of the German Empire. Putnam Hill, D. J. Rebuilding of Europe. Century Hillis, N. D. Great Books as Life-Teachers. Revell Holland, R. S. Builders of United Italy. Holt Holt & Chilton. History of Europe from 1862 to 1914. Macmillan Hornbeck, S. K. Contemporary Politics in the Far East. Appleton Howe, F. C. European Cities at Work. Scribner Hughes, Thomas. Life of David Livingstone. Macmillan Hugo, Victor. Les Miserables. 2 v. Dutton Johnston, R. M. French Revolution. Holt Napoleon 1 . Holt * Lowell, E. J. Eve of the French Revolution. Houghton McCarthy, Justin. Short History of Our Own Times. Harper McKinley, A. E. ed. Collected Material for the Study of the War. Reprinted in an enlarged form from the History Teachers Magazine. McKinley Pub. Co. Malherbe, Henry. Flame That Is France. Century Masefield, John. Gallipoli. Macmillan War and the Future. Macmillan Mathews, Shailer. French Revolution. Longmans Myers, Victoria. Queen and Empress Mitchell, S. Weir. Adventures of Francois. Century; Grosset *Books marked with a star should be purchased first and duplicate copies are desirable. SYLLABUS IN HISTORY 1 19 Moran, T. F. Theory and Practice of the English Government. Longmans Morganthau, Henry. Ambassador Morganthau’s Story. Doubleday Morley, John. Edmund Burke. Harper Morris. French Revolution Munro, W. B. Government of European Cities. Macmillan Ogg, F. A. Governments of Europe. Macmillan Economic Development of Modern Europe. Macmillan Social Progress in Contemporary Europe. Macmillan Oman, C. W. C. England in the Nineteenth Century. Longmans Orczy, Emma. Scarlet Pimpernel. Doran Orsi, Pietro. Modern Italy. Putnam Parkman, M. R. Fighters for Peace. Century Priest, G. M. Germany since 1740. Ginn Reinsch, P. S. World Politics. Macmillan Richards, L. E. Florence Nightingale. Appleton Robertson, W. S. Rise of the Spanish American Republics. Appleton Rose, J. H. Rise of Democracy. Duffield Revolutionary and Napoleonic Era. Putnam Ross, E. A. Changing Chinese. Century * Schapiro, J. S. Modern and Contemporary European History. Houghton Seeley, J. R. Expansion of England. Little Seignobos, Charles. History of Contemporary Civilization. Scribner Political History of Europe since 1814. Holt * Seymour, Charles. Diplomatic Background of the War. Yale Univ. Press Skrine, F. H. B. Expansion of Russia, 1815-1900. Putnam Slater, Gilbert. Making of Modern England. Houghton Sloane, W. M. The Balkans; a Laboratory of History. Metho- dist Book Concern Smith, Munroe. Bismarck and German Unity. Lemcke Sweet, W. W. History of Latin-America. Abingdon Press Thackeray, W. M. The Four Georges. Dutton Thayer, W. R. Throne Makers. Houghton Germany vs. Civilization. Houghton Life and Times of Cavour. Houghton. 2 v. *Books marked with a star should be purchased first and duplicate copies are desirable. 120 THE UNIVERSITY OF THE STATE OF NEW YORK Tickner, F. W. Social and Industrial History of England. Longmans Tout, T. F. Greater Britain Trevelyan, G. M. Garibaldi and the Thousand. Longmans Turner, E. R. Europe, 1789-1920. Doubleday Wallace, W. K. Greater Italy Wells, H. G. Mr Britling Sees It Through. Macmillan *Woodworth, W. H. Short History of the Expansion of the British Empire. Putnam. * Books marked with a star should be purchased first and duplicate copies are desirable. SYLLABUS IN HISTORY I2I Course C Major sequence or minor sequence Third year, first and second terms (see paragraph in black face type on page lo) : AMERICAN HISTORY; PEOPLE, INSTITUTIONS AND GOVERNMENT I The Americans — A nation of immigrants, A Europe {the continent from which the American race sprung) about 1500. (Review course A, XX, B, 4, page 40). 1 The commercial situation. a The rapid development of commerce with the East from the time of the Crusades. b The commercial crisis produced by the Turks. c The known world before 1492. 2 The intellectual situation. a The spirit of inquiry pervading Europe; the Renais- sance. b The available geographical facts and theories aiding Columbus. c The inventions which prepared the way for Columbus. Z The wonderful expansion of the known world about 1500. a The voyages of Columbus, Cabot and Cortereal. b The work of Da Gama and Magellan. B The opening up of America (1500-1700). 1 The rivalry of European nations in American exploration. 2 The special work done by Spain, France, England, Holland. C Causes of the first immigration to America (1600-1700). 1 The religious revolution in Europe. a Its origin in Germany in the time of Martin Luther (1517)- b The rise of Protestantism in England, Scotland, France and Holland. c America, a place of refuge for persecuted sects — Puritans, Catholics, Quakers, Huguenots and Palatine Germans. 2 Economic and social conditions in England and Europe. a The overcrowding of population in the cities. ' b The wretched condition of the peasantry. c The ambition for better business prospects. 122 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Political conditions in England (1603-88). a The misrule of the Stuarts ; coming of the Puritans. h The rise of parliamentary opposition, led by the Puritans. c The Puritan Revolution; coming of the Cavaliers. 4 Political conditions in France under Louis XIV ; coming of the Huguenots. D Character of the immigration of colonial times. 1 Its diversified nature, representative of many nations and classes of society. 2 The rapid merging of the diverse racial elements with the English stock. 3 The quality of the colonial immigrant — predominantly vigorous, industrious, law-abiding, intelligent, religious. 4 Enforced immigration ; the negro, the indentured servant, the convict. 5 The influence of the colonial immigrant in shaping American ideals. E Evolution of the first typical American — the western pioneer of the revolutionary period. The prerevolutionary period ; western migration beyond the Alleghenies. F Immigration to the United States between ifSg and i 8 po. 1 Nationalities — chiefly from western and northern Eu- rope: Irish, German, Scandinavian. 2 Causes. a In Ireland : political, social, economic discontent. b In Germany: chiefly political discontent. c In the Scandinavian countries : economic discontent. 3 Results. a A factor in the settlement of the Middle West. b The strengthening of the cause of the Union in the Civil War. c Abundant labor for developing industries, transpor- tation etc. in the North. d Growth of urban population. e A large influence in our political life. f Further influence on the national character. G Immigration to the United States since i 8 go. I Its character as contrasted with the earlier immigration. Chiefly from southern and eastern Europe and from the near Orient: Poles, Magyars, Slovaks, Russians, Jews, Italians, Greeks, Syrians etc. SYLLABUS IN HISTORY 123 2 Amount. “ 20,000 have arrived in New York harbor in a single day.” — Haworth. 3 Cause; chiefly economic. 4 Effects. a Evils. (1) Difficulties of assimilation: the great num- bers ; less like the original American stock. (2) Growth of foreign centers and settlements in our cities and rural districts. (3) Political effects: the lowering of the qualifi- cations for the franchise; the failure of many to seek citizenship. (4) Complication of our educational problem. (5) Blurring of our national ideals. (6) Enormous increase in the difficulties of the problems of dealing with crime, de- linquency, insanity, feeble-mindedness, pau- perism, illiteracy, city congestion. (7) Increase of economic problems, such as (a) lowering of wages and standard of living; {h) evils of the padrone and sweating sys- tems; (c) problems of unemployment. h Values. (1) Cultural. Influence on music, art, architect- ure and literature. (2) Industrial. Made possible the rapid devel- opment of our natural resources, indus- tries and public improvements ; mining, lumbering, manufacturing, canals, rail- roads. Chart showing immigration, 1825-1920. H Immigration as a present-day problem. I Restriction of immigration. a The present immigration law. h American interests opposing and favoring the restric- tion of immigration. c The value of restricting immigration by (i) the literacy test, (2) a permanent immigration com- mission, (3) a percentage basis. d The special problem of oriental immigration. 124 THE UNIVERSITY OF THE STATE OF NEW YORK 2 Americanizing the immigrant. a Influence of the public schools. b The common service and sacrifice for his adopted country and its ideals. c Other agencies. “ I was told while in Syria that in America money could be picked up everywhere. That was not true. But I found that infinitely better things than money — knowledge, freedom, self-reliance, order, cleanliness, sovereign human rights, self-government, and all that these great accomplishments imply — can be picked up everywhere in America by whosoever earnestly seeks them. And those among Americans who are exerting the largest influence toward the solution of the immigrant problem are, in my opinion, not those who are writing books on ‘ good citizenship,’ but those who stand before the foreigner as the embodiment of these great ideals .” — Abraham Rihbany. SYLLABUS IN HISTORY 125 II The rise and progress oif democratic institutions in the United States, A The meaning of the word democracy.” 1 An analysis of Lincoln's famous definition, Government of the people, hy the people, for the people.” a Meaning of each phrase. 2 The significance of the statement, The achieving of de- mocracy is a process, not an event.” a A gradual development of better laws and organiza- tion. h A gradual process of development of national char- acter: a spirit of cooperation, equal opportunities for all, self-confidence, toleration, respect for the man who makes his way, the dignity of work, common-sense, wisdom in judging public affairs. 3 America, a land of experiments m democratic institu- tions. “ For three centuries this continent has been a great laboratory for succeeding generations of Europeans. Experiments in church and state and society, in religious liberty and democracy, which could not easily be per- formed in the old world a world too crowded for experiments in high explosives — could be carried on in comparative safety in the wide, open spaces of Young America. It is not so much that we were a unique people as that we had a unique opportunity. So it came about that the French reformers of 1789 found inspiration in the American Revolution; that half a century later Euro-pean thinkers like Alexis de Tocqueville were encouraged by our experiments in religious liberty to believe that religion might live without the support of the state ; that in our own time we have been hoping to make a real contribution to the safety and progress of European democracy.” — Greene, in The History Teachers Magazine, September igiy B The rise of democracy in colonial times. 1 Political beginnings. a Representative government on a geographical basis in Virginia (1619); established everywhere prior to the Revolution. h The Mayflower compact, the first experiment in co- operative political effort (1620). c The New England towns; direct democracy. d Written constitutional government and full man- hood suffrage in Connecticut. 2 Religious beginnings. a Partial toleration in Maryland; complete religious freedom in Rhodj Island. b Separation of church and state in Rhode Island and Pennsylvania. 26 THE UNIVERSITY OF THE STATE OF NEW YORK c Gradual abolition of religious qualification for voting and office holding in the other colonies. 3 Social, educational and economic beginnings.. a Rise of a public school system in Massachusetts and in New York. h Quaker ideas of brotherly love ; Quaker attitude toward crime and its punishment. c Georgia as a place of refuge for the unfortunate. d Labor conditions, north and south. 4 Gradual growth in power of the colonial assemblies. a Contests between the governors and the assemblies ending in popular victories. b Value as a training for self-government. (1) Maintained the interest of the people in public affairs. (2) Developed a spirit of independence. (3) Trained a body of men in the conduct of gov- ernment. (4) Produced such popular government as existed nowhere else in the world. Note : The teacher should emphasize the steady growth toward popular government although noting the existence of political and social inequalities and narrow religious views. C The French-English wars (1689-1763); their influence upon democratic development. (Review course A, XXIV, A, 4, page 46.) 1 The number, causes, both European and colonial ; com- parison of combatants ; terms of final peace. 2 The influence of the struggle upon the democratic devel- opment of America. a The concentration of Britain on domestic and war interests until iy 6 g, making her pay indifferent attention to colonial affairs, and leaving the colon- ists great freedom in managing their own political and economic life. b The growing consciousness among the English col- onists of solidarity of interests developing out of their common tasks and association in the war. c The removal of a pozverful (Trance) enemy from the American continent, making the colonists feel more independent of English support. SYLLABUS IN HISTORY 127 D The forces working for and against union up to 1775. 1 The forces tending toward union. a A common language. h A common heritage of English institutions, ideas and ideals. c Protestantism the prevailing faith. d Common antagonism toward England’s interference with their economic interests. 2 The forces working against union. a The fear that centralization of government would mean opportunity for England to control ; the Albany Congress (1754) and the attitude of the colonies toward Franklin’s plan of union. h An intense local patriotism, or pride in the indi- vidual power of each colony. E The American Revolution, a great step toward world democ- racy, 177^-178^. "'A natural conflict between tzvo ideals and two groups &f interests ^ — Greene. 1 American ideals. a Colonial interpretation of the English constitution, that the colonies were bound to England by per- sonal union with the crown rather than by legis- lativ^e union through parliament. (1) No taxation except by their own colonial legislatures. (2) Self-government through ‘‘ charter rights.” h An alert insistence upon ” rights of Englishmen.” c Belief in freedom of trade. 2 English ideals. a General ideals. (1) A unified imperial organization. (2) Representation in parliament on a class basis, rather than on a geographical basis and according to population. (3) The development of the mother country through control of colonial trade. “ Much less arbitrary and oppressive than similar colonial regulations made by France and Spain for their American possessions.” b Conflicting party ideals. (i) Tory ideal, passive obedience to king. 128 THE UNIVERSITY OF THE STATE OF NEW YORK (2) Whig ideal, legislative supremacy of par- liament in its relation to the crown; Pitt, Burke, Fox etc. (3) The Whigs and Tories in America; numerical proportion of Patriots and Loyalists. 3 The two “ heralds ” of the Revolution. a James Otis and writs of assistance. b Patrick Henry and the parson’s cause. 4 The chief acts which caused the revolt, 176^-y^. a The attempt to enforce navigation and trade laws; writs of assistance; “the Gaspee affair.” h Taxation. c England’s effort to control American courts through appointment and pay by the crown of judges and court officials. d Interference with charter rights. e Quartering of troops. / The disposal of the lands west of the Alleghenies. g The accumulation of grievances when George III, through bribery, gained control of parliament; the prohibitory acts, Burke’s grand penal bill. 5 The opening of the fight, Lexington and Concord, Bunker Hill, Dorchester Heights, Fort Moultrie. 6 The significance of the Declaration of Independence, 1776. a The immediate circumstances that impelled the issu- ing of the Declaration. (1) The king’s proclamation that the Americans were rebels. (2) The sending of the Hessian troops. (3) The feeling that it would strengthen the popu- lar cause by leaving no way for retreat or compromise. (4) Difficulty of securing foreign loans and alliances. h The doctrines and statements of the Declaration. (1) Doctrine of equality — all men are created equal. (2) Doctrine of inalienable rights — life, liberty and the pursuit of happiness. (3) Doctrine of the social compact — ^govern- ments are set up to attain above ends. (4) Powers of government rest on the consent of the governed. SYLLABUS IN HISTORY 129 (5) The right to overthrow a government sub- versive of the above ends, but not for light and transient causes. (6) Statement of grievances justifying the revo- lution. (7) Declaration: “that these united colonies are, and of right ought to be free and inTie. {b) The theories from a historical and practical standpoint. (3) “The tariff of abominations” {1828). (a) The reasons for passing it; Calhoun’s exposition and protest (1828). (&) South Carolina’s nullification (1832). (c) Jackson’s characteristic action; the Force bill (1833). (4) The compromise tariff of 18 e Jackson and the overthrow of the United States Bank. (See IV, D, i, page 178.) (1) Causes of Jackson’s hostility to the bank. (2) Jackson’s attack on the bank. (3) The removal of the deposits : the “ pet banks.” (4) Jacksonian policy continued under Van Buren; the independent treasury. O The great westward movement (1812-30) following the War of 1812. I ^ts many causes: the blockade, the agricultural advan- tages, the liberal government land policy, desire for greater political freedom, native restlessness, slavery. 136 THE UNIVERSITY OF THE STATE OF NEW YORK 2 Its results. a Internal improvements : the Cumberland road, the Erie canal. b Strengthening of the spirit of nationalism. c Rapid admission of new states. d More democratic development of the western state institutions. e A new race developing rapidly — the American type. Map: United States in 1825, showing leading roads and waterways. F The development of our federal court system, during the period from 1800 to i82g. 1 The importance of the appointment of John Marshall to the Supreme Court (1801). 2 The early uses of the power of impeachment, their value in strengthening the judiciary and in strengthening the power of popular government. 3 The rapid growth of the implied powers of the consti- tution under Supreme Court decisions — a great nationalizing influence. a Marbury vs. Madison. h McCulloch vs. Maryland. c Gibbons vs. Ogden. Q The beginning of slavery as a national question (1820). 1 The attitude of the nation on this question in 178^, as shown (o) in the constitutional convention; {b) in the country at large. 2 The influence of the industrial revolution; the cotton gin 1793. 3 Slavery previous to 1820. 4 The first great national crisis on the slavery issue (1820). a The desire of Missouri to be admitted as a slave state. b Opposition in the North; economic rather than moral reasons predominating; free labor vs. slave labor. c The Missouri Compromise. R The ex'tension of slavery becoming the great moral issue of democracy (1841-60). I The rise of the abolition movement. a William Lloyd Garrison and the founding of th : Liberator** (1831). SYLLABUS IN HISTORY 137 h Moh violence in the North against the abolitionists ; the martyrdom of Love joy. c Slavery petitions in Congress (1836-37) ; gag-reso- olutions'*] the attitude of Calhoun and of J. Q. Adams. d The influence of the abolitionists in arousing public opinion on the moral issue of slavery: (1) Attitude ‘of the Quakers. (2) Discord within the churches. e Literature of the movement; the poems of Whittier and of Lowell ; the orations of Phillips. 2 Southern desire for more slave territory; economic and political reasons. Map: United States east of the Mississippi, showing dates when each state adopted manhood suffrage. 3 The rapid acquisition of territory by the United States in this period, bringing the question of slavery-exten- sion vitally before the nation. (For details, see topic on the “ Foreign relations of the United States.’^) a The annexation of Texas (1845). b The Oregon Treaty (1846). c The treaty following the Mexican War (1848). 4 The Wilmot proviso, “the turning point in the history of slavery.*’ 5 The election of 1848, a time of political confusion; the position of the various parties on the slavery question. 6 The question of slavery extension approaches its crisis. “An irrepressible conflict between opposing and endur- ing forces.” — William H. Seward, a The Compromise of 1850 and its results, particularly with reference to fugitive slaves and the Missouri compromise ; great debate in the Senate. b The election of 18^2; reason for the success of the Democrats. c The Kansas-N ebraska bill and the struggle for Kan- sas; ''popular sovereignty*' (1854-61). d The election of 1856; the organization of the Repub- lican party founded on a great moral issue, e The Dred-Scott decision (1857) i pronouncement that slave holders could take their human chattels into any territory. 138 THE UNIVERSITY OF THE STATE OF NEW YORK f The Lincoln-Douglas debates, 18 j8; Lincoln’s atti- tude toward (i) enforcement of the fugitive-slave law ; (2) slavery within the states. g The John Brown raid. h The influence of Uncle Tom's Cabin, Helper's Impending Crisis" and Seward's Higher Law" doctrine. 7 The election of Abraham Lincoln (i860). a Lincoln's early career and qualifications for his great task. b Reasons for his nomination and election. Note: Emphasize Lincoln’s campaign speeches; Cooper Union address typical. S The secession movement (1860-61). 1 Attitude of the Secessionists (i860). a Their grievances. b The attitude of their leaders; their political ambi- tions; no compromise; threats of secession before the election of Lincoln. c Their arguments defending secession. 2 Attitude of the Unionists (i860). a Their grievances; their failure to appreciate the southern economic problem. b Their arguments against the right of secession. 3 The two fundamental causes of secession: (a) the system of slavery, (b) the doctrine of state sovereignty. 4 Attempts at compromise after Lincoln’s election. 5 The secession of South Carolina and six other states before Lincoln's inauguration ; failure of the North to realize the gravity of the situation. T The Civil War (1861-65); the second ''critical period" of our history. 1 Preliminaries of the great struggle. • a Lincoln’s selection of his advisers. b The activities of the South. c The fall of Fort Sumter and Lincoln’s first call for volunteers ; the effects on the North and the South. d The indecision of the “ border states.” e The formation of the confederate government ; the states which finally joined the Confederacy. 2 Comparison of the resources and strength of the com- batants. SYLLABUS IN HISTORY 139 a Advantages of the North. (1) A long-established government. (2) Population, wealth, natural resources, manu- factures, railroads. (3) Free labor, immigration (contrast with slave labor in the South). (4) Great leaders: Lincoln, Seward, Grant, Chase. b Advantages of the South. (1) Unity of feeling. (2) Topography of the theater of war. (3) Previous military training of leaders. (4) Sympathy of European governments. (5) Great leaders: Lee, Stephens, Stonewall Jackson. Progress of the strife. a The opening events of 1861. (1) The Battle of Bull Run. (2) The Trent affair. h The campaign of 1862. (1) In the West. (a) Opening of the upper Mississippi; Forts Henry and Donelson; Shiloh; Corinth. {h) Opening of the lower Mississippi; New Orleans. (2) In the East. (a) The Peninsular campaign. {h) The first attempt to transfer the war to the North: Antietam, Fredericks- burg. c The Emancipation Proclamation (^January 186^). (1) Events leading to emancipation. (2) Lincoln’s position on the slavery question; his “ paramount object.” (3) Limitations as to area and time. (4) Its results as a war measure; influence on English sentiment. d The further use of his war powers by the President. (1) The suspension of the right of habeas corpus. (2) The commandeering of railroad property. 140 THE UNIVERSITY OF THE STATE OF NEW YORK (3) The censorship of the telegraph and of the press. e The crisis of i86j. (1) In the East: failure of the second attempt to transfer the war into the North; Chancel- lorsville, Gettysburg. (2) In the West: opening of the central Missis- sippi, Vicksburg; control of eastern Ten- nessee; Chickamauga, Chattanooga. f The fight on the sea. (1) Policy of privateering inaugurated by the South: results. (2) Establishment of a blockade by the North: results. (3) The fight between the Monitor and the Mer- rimac (1862). (4) The career of the Alabama; its sinking by the Kearsarge (1864). (5) The capture of Mobile bay (1864). g The campaign of 1864. (1) Union victories in the East. (a) Grant's campaign against Richmond. {h) Sheridan in the Shenandoah valley. (2) Other Union victories. (a) Sherman’s march “ from Atlanta to the Sea.” {b) Thomas’s campaign against Hood, its importance. h The end; the Surrender of Lee at Appomattox ; the generous terms (1865). 4 The results, a The cost: (i) in health, life, wealth; (2) in the murder of Lincoln. h The results: ( 1 ) Changes in the written constitution : amend- ments 13, 14, 15. (2) Changes in the unwritten constitution: war powers of the President, new powers as- sumed by Congress (greenbacks etc.). (3) Political results: end of secession doctrine. SYLLABUS IN HISTORY I4I triumph of nationalism, Republican party comes into power, “ the Solid South/’ (4) Economic results : protective tariff, banking act of 1863, greenbacks, the New South. (See IV, Economic Development of the United States.) (5) Social results: abolition of slavery, moral effects of the struggle, the human sacrifice as a loss to civilization. 5 Lincoln, the ideal American; an interpreter af the Ameri- can spirit. a His personality: (i) Physical appearance, (2) political sagacity, (3) charity, (4) simplicity, (5) sense of humor, (6) keen judgment of human nature, (7) faith in a higher power. h His conception of government: belief in (i) a responsive and responsible government, (2) sacred- ness of obedience to law, (3) the inviolability of the Union. c His attitude toward society: (i) respect for the common man, (2) equality and brotherhood of man. Map: United States 1861-65, showing free states, loyal slave states and the Confederacy. Campaigns of the Civil War. U Reconstruction Period: problems, national and sectional, 1865- 1877. 1 A statement of the problems of reconstruction. a The question of the * constitutional status of the seceded states. b Provision for the political status and welfare of the emancipated negro. 2 A statement of the principles and policies of reconstruc- tion as advocated by Lincoln; by Johnson; by Congress. (Contrast the attitude of Grant and Lincoln, with that of the majority in Congress.) '3 The actual process of reconstruction, a The steps taken in the process. b The conflict between President Johnson and Con- gress. 142 THE UNIVERSITY OF THE STATE OF NEW YORK c The thirteenth, fourteenth and fifteenth amendments and their relation to reconstruction. 4 The struggle of the South for white supremacy. . a Conditions leading to organized lawlessness in the South. (1) The military reconstruction. (2) The freedman and the ballot — the premature gift of democracy in the hands of the unpre- pared negro. (3) The “carpet-bag” government. h The Ku Klux Klan: purpose, expansion, methods, dissolution, and later history. c The force bills (1870, 1871). d The return to control of the southern whites. (1) The general amnesty act. (2) The intimidation of negro voters. (3) Restoration of home rule (1870-77) and final withdrawal of troops by Hayes (1877). 5 Southern problems resulting from the reconstruction policy. a The race question in politics ; “ the solid South.” b Effort to revise the state constitutions so as to restrict negro franchise. 6 Other national problems of the reconstruction period (1865-77). a Financial reorganization; industrial adjustment. (See also the outline on economic development.) (1) Reduction of the debt. (2) Lowering of the tariff. (3) Retirement of the greenbacks; question of resumption of specie payment (1879). (4) The panic of 1873. b Diplomatic adjustments following the war. (See III, I, page 166.) (1) The problem of French control in Mexico. (2) The settlement of difficulties with England. c The party situation; and growing political corruption. ( I ) The party situation immediately following the war. (a) The demoralization of the Democratic party due to the slavery contest and the Civil War. SYLLABUS IN HISTORY 143 {h) The sources of strength of the Repub- lican party at this time. (2) Corruption in public affairs, national, state and city. (o) The general causes: the logical result of the development of the “ spoils system ” ; and the temporary result of the distraction of war, of the reconstruction period, and of indus- trial expansion. {h) The special case of the large northern cities: their rapid growth; the fran- chise evil; the Tweed ring in New York; the Philadelphia gas ring. (c) The railroad boom and the politicians. (3) Democratic victories in the election of 1874. (4) The disputed election of 1876. V The reunited nation at the dawn of a new era; the gradual awakening to the need of reform in our industrial and political democracy (1877-98). 1 The transition time (1877-85). a Characteristics of the period (the administrations of Hayes, Garfield and Arthur). (1) The party situation; the disappearance of old issues ; looseness of party lines ; factional strife. (2) Eight years of comparative inaction. h The crisis election of 1884. (1) The demand of the times for reform; the Mugwump movement ; the Prohibitionists. (2) The careers and characters of the two nomi- nees, Blaine and Cleveland ; character of the campaign. (3) Significance of Cleveland’s election. 2 Civil service reform. a Review the development of the '' spoils system ” and its resulting evils. b The failure of the attempt at reform under Grant; reasons. THE UNIVERSITY OF THE S^ATE OF NEW YORK c The Pendleton act and establishment of the Civil Service Commission (1883) ; effects of the Blaine- Conkling feud and murder of Garfield. d The steady progress of the reform after 1883; the special work of Cleveland and Roosevelt; munici- pal and state civil service reform. e Present civil service laws; their value and defects. Greater development of civil service in Great Britain. 3 The movement for ballot reform throughout the country. (See also the outline on government development.) a The old way of voting and its attendant evils. b The adoption of the “Australian” ballot; the use of the voting machine. c “ Corrupt practices ” acts passed by various states. d Agitation for primary reform and the short ballot. 4 Reforms relating to the office of President. a The passing of the presidential succession act and of the electoral count act. b The repeal of the tenure of office act. c Revival of the power of the executive under Cleve- land, and its growth under Roosevelt and Wilson. 5 The beginning of economic reform; tariff; currency; trusts; labor organizations. (The teacher should dis- cuss the subjects only briefly here, simply using them to show the trend of democratic thought and action at the period. The detailed discussion should be left for the outline on economic development.) a The tariff. (1) The problem of reducing the war tariff. (2) Cleveland and the tariff. (3) The triumph of protectionism (1888-90, the Harrison administration). (а) Character and methods of the victo- rious party; dominance of the “ma- chine ” politicians ; the methods of Speaker Reed. (б) The McKinley tariff (1890) ; the reduction of revenue without the sacrifice of protection; the reci- procity clause. SYLLABUS IN HISTORY 145 (4) The reaction of sentiment on the tariff (1892). (a) The election of Cleveland on the tariff issue. (b) The Wilson-Gorman act, its enact- ment without Cleveland’s signature''. (c) The loss of revenue resulting from the lowering of the tariff. (5) The Dingley act (1897); its character (the McKinley administration). (6) The tariff question at the close of this period (1898). (a) One section of the people maintained that the high protective tariff helped to increase the power of the trusts and to raise the cost of living. (b) Another part of the people argued that high protection insured the country’s prosperity and kept wages high. b Currency reform. (i) A brief summary of the movement for inflation of the currency (1873-96). (a) The causes. (b) The greenback movement. (c) Beginning of the free-silver movement: history of the silver dollar up to 1873; the “crime of 1873”; the demand for “ free-coinage ” ; the Bland- Allison act (1878). (d) The Sherman silver purchase act (1890); purpose; results. (e) The panic of 1893; causes, foreign and domestic. (/) The repeal of the Sherman act; value. (2) The Bryan-McKinley campaign (1896). (7) The proposal for the unlimited coin age of silver at a ratio of 16 to i. [b) The spectacular features of the campaign : “ You shall not pres? down upon the brow of labor this crown of thorns. You shall no^ 146 THE UNIVERSITY OF THE STATE OF NEW YORK crucify mankind upon a cross of gold/'’ — William J. Bryan. {c) The abandonment of party lines for sectional voting. (3) The financial law of 1900; triumph of the gold standard; the disappearance of the silver issue. c The trusts. (1) The rise of capitalistic combinations, rail- roads and manufacturers ; causes and results. (2) The oldest of the so-called trusts, the Standard Oil Company, 1882. (3) The beginning of the fight against the trusts. (a) The Interstate Commerce Commission (1887). (b) The Sherman antitrust law (1890). (4) Situation at the close of this period; the ineffectiveness of these laws for many years. “ Few measures have received so much earnest and discriminating atten- tion from Congress ; none have been more consistently upheld by the courts. But for a long time the executive branch failed to supply the needed push.” — Ogg: National Progress. d Labor organization. (1) Beginning of labor organization in the United States ; causes ; purpose. (2) The rise to power of the American Federation of Labor about 1886. (3) Strikes; the first great strike; the railroad strike of 1877; the growing evil. (4) The question raised by the Pullman strike (1894). (5) The Erdman arbitration act (1898); its fair success. W The rise of our colonial empire. (Influence of ordinance of 1787, page 131.) I The beginning of our colonial empire. a Our first possessions outside of the present boundaries of the United States. (For details, see the outline on Foreign relations, page 167.) (1) Alaska, acquired 1867. (2) The Tutuila islands, acquired 1878-99. No definite colonial policy until 1898. SYLLABUS IN HISTORY 147 2 The place of the S panish- American War i8p8 in the development of American democracy. (For details of the war, see outline on Foreign relations.) a Its significance as a war for the protection of the human rights of an oppressed neighbor, b The protest by a part of the people that the results of the war made the United States an imperialistic nation. c The abandonment of our policy of isolation, d The development of a democratic colonial policy. ^ The policy toward territories and dependencies as adopted by the United States after i8p8. a The governmental questions involved. (1) The constitutional basis of the control of this empire. (a) Power of Congress to “dispose of and make all needful rules and regula- tions respecting the territory or other property of the United States.” {b) The authority which Congress exer- cised as part of national sovereignty to acquire territory. (2) The constitutional question: “does the Con- stitution follow the flag?” (3) The location of the administrative authority. (a) “ In the early stages of our colonial policy the President was practically the dictator of colonial administra- tion.” — Young. {b) Note the efficient and progressive ad- ministration throughout those earlier stages. (4) The granting of self-government. (a) The problem rendered complicated by the different grades and types oi civilization involved. {b) The difference of opinion on this ques tion in the Democratic and Repub lican parties. b The granting of territorial government to Hawai,, Alaska and Porto Rico. (For details of acquisi- tion, see outline on Foreign relations.) 148 THE UNIVERSITY OF THE STATE OF NEW YORK (1) Alaska. (o) The i our earliest govern- ment. (b) The disv^overy of gold (1898) ; the coTfeJitry’s rapid growth. (c) The government’s efforts to protect its resources from speculators; govern- ment ownership and operation of railroads in Alaska. (d) Its formal organization as a United States territory; present conditions. (2) Hawaii. (a) Its annexation in 1898; cause. (For details of controversy preceding an- nexation, see outline on Foreign relations ; and note in this connection the “ cry against imperialism ’’ in Cleveland’s time.) (b) Its organization as United States terri- tory with citizenship (1900). (3) Porto Rico (1898). (o) Partial self-government (1900). {b) Legislature fully elected by the people, universal manhood suffrage, and American citizenship granted (1917). c Our colonial policy in the Philippines (1898). (i) The Philippine islands (1898). (a) The pacification and civilizing of the natives. {b) The establishment of material pros- perity ; good roads, city improve- ments, artesian wells, harbors etc. (c) The establishment of an educational system, “ perhaps our most im- portant work from the viewpoint of a democratic colonial policy.” — Flick. (d) The organization of a judicial system; of a sound financial system; of pro- gressive local government. SYLLABUS IN HISTORY 149 (e) The central government as first estab- lished ; the later progress toward self-government. (/) The question of the granting of inde- pendence; the problem involved. d The Panama Canal Zone: the type of government established; special reasons, e Our policy of protectorates. (1) What the term implies; Cuba, Panama and Nicaragua virtual protectorates. (2) Cuba. (a) The governmental and military rela- tions of the United States and Cuba since 1898. {h) The policy of reciprocity established (1903)- (r) The problem of the future. (3) Panama and Nicaragua: cause. (4) Santo Domingo (1907) and Haiti (1916); financial supervision; police control. (5) The question as to how far a policy of pro- tectorates may be democratic. f Our Caribbean sea policy as it relates to our colonial empire. (For details, see outline oln Foreign relations, pages 169, 170.) (1) A brief summary of the events connected with the establishment of our control of the Caribbean sea. (2) Its democratic and imperialistic phases. Map : The Caribbean sea and its shores showing American possessions and protectorates. X The United States in its relations with the American continents. i The development of our Monroe Doctrine in its relation to democratic ideals. a Elements, both of self-interest and brotherhood, involved in the establishment of the Monroe Doctrine. b The imperialistic tendencies read into it before i860. (1) The doctrines of “paramount interest” and of “manifest destiny.” (2) Sectional interests affecting it; our desire for Cuba; the Ostend manifesto (1854). THE UNIVERSITY OF THE STATE OF NEW YORK c The preservation of the Latin-American republics through our enforcement of it with the silent aid of the good will of England and her navy. (For important instances of the application of the Mon- roe Doctrine since 1823, see outline on Foreign relations, pages 165, 168.) d The present-day tendency to extend the principles of the Monroe Doctrine. (i; Its retention as originally understood, for application to the less developed countries of Latin America. (2) The substitution of a Pan-American doctrine in our relation to the leading countries of Latin America; the fraternal rather than the paternal idea. (Note in this connection, President Wil- son’s request for Pan-American coop- eration in helping him to solve the Mexican problem of 1914-16.) 2 Mexico and the United States. a A brief summary of the history of Mexico’s rela- tions with the United States, and the present situ- ation. (For details, see the outline on Foreign relations, pages 166-67.) b The conflicting American opinion concerning the value of (1) The policy of noninterference, or of “watch- ful waiting ” as adopted by the Wilson ad- ministration. (2) The imperialistic policy of a protectorate. Y The United States in its relations with the East. (For histori- cal details, see outline on Foreign relations, pages 167-68.) I Our pride in a The restoration of the indemnity to China after the Boxer revolt. b The “ open-door ” policy of John Hay. c The opening up of Japan to western civilization, d The agreement with Japan about immigration, e Our successful mediation in the Russo-Japanese War. SYLLABUS IN HISTORY I5I 2 Our conservative attitude as shown in a The Chinese exclusion act. b The refusal of the privilege of naturalization to Asiatics. c The laws against the Japanese passed by the state of California. Map: The Pacific ocean showing trade routes. Z The United States in the early years of the twentieth century (1901-17)- 1 General characteristics of the period. “ It was a time of national restlessness and awakening, of sham reaction against the old order of business, politics, and government which was fast- ened upon the preoccupied and unsuspecting nation in the great epoch of material prosperity from the late seventies to i8go,” — Ogg. 2 The character of the old order against which the aroused public opinion was rebelling. “ The rise of powerful industrial and commercial corporations ; control of government by these corporations rather than by the people; shaping public policies and decisions of public questions under the impetus of business considerations, with only now and then a touch of idealism; pre- valence of and indifference to corruption; smug materialism which saw little to be aimed at or hoped for save immediate well-being measurable in dollars and cents." — Ogg. 3 Roosevelt. (1901-9). a His early career; his personality b His work for civil service reform (1) The many positions placed under the Civil Service Commission. (2) The punishment of “ grafters.” (3) The reform of the consular service. c The stimulation to the conservation movement under his leadership. (For further discussion, see outline on Economic development.) (1) The reclamation of arid and swamp lands, and the building of huge reservoir dams. (2) The encouragement of agriculture; country life commission. (3) The increase in the number of national parks and forest reserves. (4) The law for the preservation of Niagara Falls. (5) The pure food law (the conservation of human life). 152 THE UNIVERSITY OF THE STATE OF NEW YORI. (6) The withdrawal from sale of a vast amount of coal lands by executive order. (7) The detection and punishment of widespread land frauds. (8) His project for the conservation of water- ways ; the Inland Waterways Commission (1907). “ Our magnificent river system, with its superb possibilities for public usefulness, was dealt with by the national government, not as a unit, but as a disconnected series of pork-barrel proMems, whose only real interest was the effect on the reelection or defeat of a congressman here and there.” — Roosevelt. (9) His effort to get state cooperation in the con- servation movement; the calling of the national conference of state governors. d The war on the tntsts becomes a great national movement. (For further discussion, see outline on Economic development.) (11) Review the beginning of this struggle, and note again the point made, that the great need was for a forceful executive who would undertake this task. (2) The strengthening of the Interstate Com- merce Commission; the right to fix rates, etc. (3) The antitrust investigations and, suits. (4) The growing discussion among the people as to whether monopolies should be regulated or destroyed; the stand taken by the two leading political parties. “ The great service of Roosevelt in dealing with corporations was not the galvanizing of the Sherman law into life, nor yet the securing of new legislation, but the bringing of the people to the view, hitherto but imper- fectly conceived, that capitalistic combination is not an evil per se, and that any proper system of restraint must be continually readapted to changing economic conditions.” — Ogg. e The question of the position of labor organization in the public life of the nation. (1) The great anthracite coal strike, 1902; the action taken by President Roosevelt. (2) The establishment of the Department of Com- merce and Labor (1903). (Call attention to the earlier creation of a Department of Agriculture (1889).) SYLLABUS IN HISTORY 153 (3) The changing policy of the American Feder- ation of Labor. (a) Its definite entrance into the field of politics (1906). (b) Cause of this action; its effort to legalize the boycott, and to restrict the use of the injunction. (c) The question before the people to decide, the exact legal status of or- ganized labor. (Call attention here to the position of organized labor in English politics.) / A summary of Roosevelt's services as President. His influence on our foreign and colonial policy, on American thought and ideals and as a party leader. 4 The Taft administration; a period of Congressional leadership (1909-13). a Attempts to carry out Roosevelt's policies. Railroad legislation. (1) Mann-Elkins act, 1910. (2) Physical valuation of railroads, 1913. (3) Railroads divorced from competing water carriers, 1912. h The President’s views on trusts and his trust prose- cutions. (1) The Sherman law should be upheld; but should be supplemented by a system of vol- untary federal incorporation. (2) Judicial decisions in test cases. (o) Standard Oil Co. decision, 1911. (h) American Tobacco Co., 1911. c Attitude on judicial appointments; conservati -m. d Conservation. (1) Surface title separated from title of under- lying minerals. (2) Appalachian Forest Reserve act, 1911. The movement toward economic reform, 1902-13 ; reform legislation. 154 THE UNIVERSITY OF THE STATE OF NEW YORK (i) Postal savings bank system, 1910. (2j Parcels post, 1912. (3) Department of labor established, 1913. (4) Children’s bureau established, 1911. f Taft’s foreign policy; dominated by desire to pro- mote peace and international good will. (1) Attempted reciprocity with Canada, 1911. (2) Arbitration treaties with France and England, covering “ all justiciable disputes.” (3) Friendly relations with South America. a Taft though regarded as progressive tended, because of temperament and judicial training, to be conservative. (1) His attitude on the Payne-Aldrich tariff. (2) The Winona Speech. (3) Attitude toward the Ballinger-Pinchot con- troversy. (4) His veto of Democratic and insurgent meas- ures; a victory for conservatism. 5 The Progressive party movement (1912); primarily a split in Republican party, but drawing many from other parties. a Causes. (1) Discontent with the Taft administration. (2) Objection to the methods used by the national Republican convention in nominating Taft, rather than Roosevelt. (3) The conservative platform adopted by the Republican convention. (4) The action taken by the Democratic conven- tion in (a) adopting a liberal platform; and (b) in putting up a strong nominee for presidential candidate. (Note in this connection the previous career of Woodrow Wilson.) b The forming of the Progressive party by the Roose- velt Republicans. ( 1 ) Its platform of social, political and economic reforms. (2) Its candidates : Roosevelt and Johnson. SYLLABUS IN HISTORY 155 c The significant election returns (1912). (1) The split in Republican ranks bringing the triumph of the Democrats under Woodrow Wilson; the first success of the Democrats since the Cleveland administration (1893- 97 )- (2) The popular vote for Wilson was 6,293,454, for Taft 3,484,980, for Roosevelt 4,119,538, for Debs (Socialist) 900,672. (3) The increase of the Socialist vote, interpreted by the Socialists as showing a dissatisfac- tion with the other leading parties. d The importance of the movement in forcing the adoption of more liberal policies in the older par- ties. e The subsequent decline of the Progressive party. 6 The development of socialism in the United States up to 1912. Note. In developing this topic the teacher should clearly indicate that most of the social and industrial reforms for which the Socialists claim credit have been brought about by other agencies, notably reform movements within the two great political parties, an awakened civic conscience, a growing com- munity of interest between labor and capital, a rebirth of spiritual life within the church and a multitude of organizations for social service. a The origin of socialism in Germany and France, b The nocture of socialism. Its development as an eco- nomic theory. (1) Its fundamental aim “the joint owner- ship by all the members of the community of the instruments and means of production and distribution.” (The name is used to include a great vari- ety of social theories and reforms which have more or less of this character.) (2) Except for this fundamental aim. Social- ists differ radically among themselves on other phases of socialistic thought. c Leading types of socialists. Revolutionary vs. evolutionary socialists. (2) The direct vs. the indirect actionists. (3) The internationalists vs. the nationalists. THE UNIVERSITY OF THE STATE OF NEW YORK 156 d Examples of socialistic or communistic experiments: Virginia and Plymouth Colonies, New Harmony, Indiana; Oneida Community. Reasons for failure. e Dangers, (i) The overthrow of law and order by revolutionary methods. (2) Minority rule over the majority. j The Socialist political party. (1) Its development up to 1912. (2) Its registered vote in 1912 in comparison with the other parties. (a) Many, not socialists, voting that ticket as a means of rebuke to the two older parties. {h) Many, believing in socialist principles, not voting that ticket, because of its domination by fanatical foreigners with no understanding of American ideals. (3) The interpretation that tyranny might supplant democracy if socialistic doctrines should prevail. g Present-day experiments in liberal government accomplished by the Republican and Democratic parties ; the parcels post, government regulation of railroads, public utilities and industries. (Com- pare with experiments in England, France, Bel- gium, Germany.) y The continuance of the reform movement during the first term of Woodrow Wilson (1913-17). (For further details, see the outlines on Economic and Social development.) a Tariff revision under Wilson's leadership (see page 154, g). (i) The occasion for reviving the custom of the President reading his message before Con- gress. (2) Wilson's charges of a tariff lobby: the lobby investigations. SYLLABUS IN HISTORY 157 (3) The Underwood tariff act (1913); its gen- eral characteristics : revenue duties, exten- sive free list, competitive tariff rates, the income tax to make up for loss of revenue. (4) The establishment j some months later, of a tariff commission: purpose. h Reform of the hanking and currency system. (1) Summarize in general the defects of the old system. (2) The federal reserve act (1913); its general principles, organization, effects. c Trust regulation. (1) The Federal Trade Commission established in (ipi4); purpose. (2) The Clayton antitrust act (1914) ; an effort to make prosecution of the trust more effective. d Labor organizations and the government. (1) The power of labor influence in passing im- portant measures. (a) The act creating a Department of Labor (1913). (b) The clauses in the Clayton antitrust act defining the legal status of labor and exempting unions from prosecution under it. (c) Welfare acts, such as the seaman^s welfare act, the child labor act, the employee’s compensation act. (d) The act adding a literacy test to im- migration restrictions ; the law passed over the President’s veto. (2) A new power given to the head of the De- partment of Labor, in the Newlands arbi- tration act (ipzj), “to act as mediator and to appoint commissioners of conciliation in labor disputes whenever in his judgment the interests of industrial peace may require it to be done.” THE UNIVERSITY OF THE STATE OF NEW YORK (3) Labor crisis (1916-19). (a) The railroad situation, and the pass- ing of the Adamson eight hour law ; its significance. {h) Steel strike 1919, its significance. (c) Other recent labor disputes. e The welfare of the farmer begins to draw the atten- tion of the government ; the passing of the rural credits act (ipi 6 ). S The re election of Woodrow Wilson in 1916; issues in- volved. a Reform legislation. b Mexican policy. (For details, see the outline on Foreign relations.) c The attitude of the United States toward the great European war. d Socialist vote cut down one-third. 9 The demand for reform of political misrule, and for increased popular control over the instrumentali- ties of government becoming a widespread national movement during the period ipoi-iy. (This topic should simply be summarized here, and its fuller discussion left for the outline of our governmental development. The teacher should recall to the pupibs mind the beginning of this movement in the earlier era (1877-98). a The limitation of the Speakers power and the reorganization of the committee of rides of the House of Representatives (1910-11). b The growing resentment against lobbying in all our legislatures, both national and state. c The rapid spread of the short ballot and direct primary. (The first statewide primary laws, Minnesota 1901, Wisconsin 1903.) d State after state passing laws requiring the publicity of campaign funds, and corrupt political practices acts. e The growing advocacy of direct democracy” in the initiative, referendum and recall. SYLLABUS IN HISTORY 159 / The growing number of experiments of govern- ment by commission/^ g The adoption of the popular election of senators; the seventeenth amendment. h The extension of the suffrage; the woman suffrage movement ; the nineteenth amendment. 10 The demand for greater government activity in promot- ing the general welfare. (The topic should simply be summarized here, and its fuller discussion left for the outline of our economic and social develop- ment.) a The demand for a more equitable distribution of tax- ation; the income, corporation and inheritance taxes; sixteenth amendment, b The increasing number of public service projects, like the postal savings banks. c The protection of women and children in both our industrial and social life. d The protection of the laboring man in industrial life, e The effort to eliminate the evils of the middleman in industry. f Welfare activities, the movements for the elim- ination of the causes of poverty and crime, g The eighteenth amendment. Map: United States in ip 20 , showing acquisitions of terri- tory, with dates. AA America fighting the battles for world democracy (1917—18). (See III, R, page 172.) 1 The world menace of autocracy and militarism, as it be- ' came gradually known to the American people (1914-17) ; militant democracy fighting for preser- vation. a The life-and-death struggles of the two great Euro- pean democracies, France and England, b America's gradual awakening to the truth that their cause zvas her own. c The extent to which American interests were jeopar- dized by the wrongful acts of Germany, d The United States accepting the challenge; the dec- laration of war (1917). 2 Democracy on trial at home ; our domestic war problems. a Mobilization problems. l6o THE UNIVERSITY OF THE STATE OF NEW YORK (1) America's traditional objection to a large standing army, hut interest in an efficient navy; our task to surmount military unpre- paredness; the democratic nature of our selective draft act. (2) Our industrial mobilization, b Regulative measures. (1) The conservation of food and fuel; govern- ment regulation; the attitude of cooperation rather than of compulsion. (2) Transportation and communication; govern- ment control of railroads, telegraph and wireless. (3) The employment problem: the necessary widening of the work of women ; the neces- sary restriction on nonproductive industry; the popular cooperation of the people in the measures. (4) The censorship of the press; the opposition of radical elements. c Dealing zvith the opponents of zvar. (1) The government treatment of traitors and slackers. (a) The aliens and the Americans with pro-German sympathies who tried actively to aid the enemies' cause. (b) The people who regarded America as simply a place to live in for eco- . nomic advantages, and who had no appreciation of the obligations of citizenship. (2) The attitude of the socialists; two factions. (a) Those who opposed the war on the mistaken theory that it was waged by governments, under the control of capitalists and materialists. (h) Those who championed the war as a war of democracy against autocracy. (3) The special problem of the pacifists. SYLLABUS IN HISTORY i6i (a) The patriotic pacifists — those who backed the government without reservation after the war broke out, submitting loyally to the will of the majority. (b) The “conscientious objectors” — those who refused to fight but did help the cause in peaceful ways. (Note the fine work done by the Quakers as ambulance drivers and hospital help- ers; the teacher should call atten- tion to the disgraceful abuse of the term “conscientious objectors” by the slacker.) (c) The “militant pacifists” — (those who desired to resist the Government actively after war broke out in de- fence of their belief. (The teacher should call attention to the fact that while many of these ultraradicals considered that they were serving humanity’s cause by suffering “ martyrdom ” for their belief, many of them were hypocrites.) d War -finance. (1) '‘The Liberty Loans”; the wonderfully unanimous response. (2) The war taxes: bearing heavily upon large fortunes, and upon the excess war profits. e Humanitarian measures. (1) The work of the Red Cross. (2) Religious organizations: Y. M. C. A., Y. W. C. A., K. of C., Y. M. H. A., the Salvation Army, etc. (3) Government welfare work: camp welfare, insurance, housing, allotments for depend- ents, rehabilitation of the disabled soldiers. 3 American problems of reconstruction; economic, social, political, educational, religious. 1 62 THE UNIVERSITY OF THE STATE OF NEW YORK III The foreign relations of the United States. A The strained relations with foreign powers at the time of the election of Washington (1789). 1 Quarrel with Spain concerning the navigation of the Mississippi. 2 Bitterness between England and the United States, because of a England* s refusal (i) to pay compensation for negroes stolen by the British army in 178 g; (2) to withdraw British troops from the forts on the Great Lakes. b America’s refusal (i) to enforce payment to British creditors; (2) to compensate Loyalists for injuries inflicted. B A general European war bringing important results to United States. 1 The breaking out of the French Revolution (1789-93). 2 The war between France and England {1793-1802) and its results to United States. a The question of the obligation of the United States to help France because of the treaty of 1778. (1) Washington’s neutrality proclamation {April 1793), its justification and importance ; the origin of our doctrine of isolation. (2) The trouble with Genet. b Interference with neutral trade by France and Eng- land and its results. (1) Acts of England especially irritating. {a) Seizure of American vessels carrying goods to the enemy. {b) Refusal to permit trade with French West Indies. (c) Search of American vessels, and im- pressment of seamen. (2) Jay’s treaty with England (1794) bringing temporary settlement ; its unsatisfactory conditions ; its value. (3) The X. Y. Z. affair, resulting from attempt | to make satisfactory terms with France. 1 SYLLABUS IN HISTORY 1 63 (a) Effect of Jay’s treaty upon the attitude of France. (b) The insult to our commissioners by the French directory. (c) John Adams’s war message to Congress. (d) Naval warfare (1798) without formal declaration. (4) Treaty with Napoleon, first consul (1801) 3 The purchase of Louisiana from Napoleon (1803). a Napoleon forces Spain to cede Louisiana to him (1800). h America's alarm. (1) Fear that we would lose right of navigation of Mississippi, and right of deposit at New Orleans granted to us by Spain in 1795. (2) Fear of having a more powerful neighbor west of us. c Napoleon's reasons. (1) For desiring Louisiana from Spain. (2) For wishing to sell it to the United States, d The treaty of purchase. (1) The cost. (2) Boundaries intentionally left indefinite, later leading to (a) seizure of West Florida from Spain (1811); {h) compromise with Spain by giving up claim to land west of Sabine river, for privilege of purchasing East Florida (1819). e Important world results. Power of the United States greatly increased in extent of territory and industrial opportunities, and in strengthened power of central govern- ment. 4 Increasing seriousness of attacks upon neutral trade dur- ing the Napoleonic-English Wars . a Military situation abroad: “neither could strike the other directly.” (1) England's complete supremacy on the sea. (2) Napoleon master of ports and lands of west- ern Europe. 6 64 THE UNIVERSITY OF THE STATE OF NEW YORK h English orders in council and French decrees. ( 1 ) England’s attempt to prevent colonial supplies reaching Napoleon and his allies.- (2) French attempt to crush England’s continental trade. c Impressment trouble greatly increasing ; the Ches- apeake affair. d Amefica's retaliatory measures. (1) The embargo (1807). (2) The nonintercourse act (1809). (3) Macon’s bill, no. 2 (1810). 5 The War of 1812 against England. a The events precipitating war. ( 1 ) The fight between the “ Little Belt ” and ‘‘ President.” (2) The Tecumseh revolt. (3) The rise of the Young Republicans, led by Henry Clay. b The declaration of war (the Northeast voting against the measure). c Comparative strength of the combatants, d Significant events. (1) Failure of the invasion of Canada. (2) Hull’s surrender of Detroit; Perry’s victory on Lake Erie. (3) The Niagara and Champlain campaigns. (4) The navy and the privateers. (5) The burning of Toronto and Washington. (6) The victory of Jackson at New Orleans. e The treaty of Ghent (1814). (1) Reasons why both sides desired peace. (2) Reason why treaty failed to specify objects for which the war had been fought. / The effect of the war upon the world standing of America. 6 The Barbary War (1815). a Increase of piracy during the Napoleonic Wars. b Our refusal to pay tribute upon the high seas. 7 Evidence of greater respect soon shozvn in a More favorable commercial relations with England, and Treaty of 1818. SYLLABUS IN HISTORY 1 65 h Favorable treaty with Spain concerning Florida (1819). c Attitude of England toward the Monroe Doctrine. C America's doctrine of isolation as developed between i/Sp and 1815. 1 Its establishment through a Washington's neutrality proclamation (1793). b Washington's Farewell Address (1796). 2 Its acceptance as a national doctrine by Jefferson in his inaugural address, ''peace, commerce, and honest friendship with all nations, entangling alliances with none." 3 The use of the principle in the Monroe Doctrine. D The Monroe Doctrine (1823) (see page 134, M). 1 The circumstances leading to its promulgation. a Spain's colonies win freedom during the Napoleonic Wars and after. b The plan of the Quadruple Alliance, c The danger from the encroachment of Russia in the north. 2 The attitude of England at the time of its publication. 3 The principles proclaimed in Monroe's message (the disputed authorship of the message). 4 The imperialistic tendencies read into it before i860. a The doctrines of “ paramount interest ” and of “ manifest destiny.” b Sectional ambition affecting it ; our desire for Cuba ; the Ostend manifesto. E The W ebster- Ashburton Treaty (1842). F The Oregon Treaty (1846). 1 The original extent of the Oregon country. 2 Our treaty of joint occupation with England (1818). 3 American versus English claims. 4 The election of 1844; reasons for the campaign cry " 54-40 or light." 5 The treaty of compromise. G The Mexican War (1846-48). I Events leading up to the war. a The secession of Texas from Mexico, b The annexation of Texas to the United States with a boundary line disputed by Mexico. THE UNIVERSITY OF THE STATE OF NEW YORK 2 Parties opposed to the war, mainly those ' who were against the extension of slavery. 3 Parties favoring the war. a Those with the ambition of increasing our Pacific coast line, and of dominating the continent, h Those desiring more land for the extension of slavery. c Those who resented the insults offered the United States by Mexico. 4 The immediate occasion of the opening of hostilities; the President’s power to precipitate war before a formal declaration by Congress. 5 A summary of the residts of the campaigns of Taylor, Scott, Fremont, Kearny. 6 The terms of the Treaty of Guadalupe-Hid algo (1848). y The results. a Further extension of our territory on the Pacific coast. b The great increase of wealth; soil, minerals etc. c The stimulus to American inventive genius to solve the problems of irrigation, and of the crossing of the Rockies. d The resulting slavery crisis. e The inheritance of Mexican hostility. H The Gadsden purchase (1853). I Our relations with Europe during the Civil War (1861-65). 1 Belief of the South that cotton was king,'' and so would bring recognition of her independence from Europe. 2 The attitude of England. a The attitude of the English laboring classes; of the upper classes. b Recognition of southern belligerency by the English government (May 1861). (1) Northern resentment. (2) Southern disappointment. c England's refusal to recognize the independence of the South; the Emancipation Proclamation. 3 The attitude of other European states. a Recognition of southern belligerency by France (May 1861). b Sending of the Russian fleet to New York harbcr ; reasons. SYLLABUS IN HISTORY 167 4 The Trent Affair: its relation to the principle of “right of search.” 5 The building of Confederate ships in England to he used as privateers. a The protest of the American ambassador, b The case of the Alabama, c The Geneva award. J The purchase of Alaska (1867) ; cause; the settlement of the boundary dispute with England; its present-day value and marvelous development. K The settlement of the fisheries disputes. 1 The New Foundland fisheries. a The treaties of 1783 and of 1818. b The Treaty of Washington (1871). c The disagreeable situation following the lapse of the Treaty of Washington (1881). d The final settlement by Hague Court decision (1910). 2 The Bering sea seal fisheries. a Congress declares Bering sea a closed sea (1899). b Seizure of British vessels (1886, 1889). c Arbitration of dispute; importance; decision against United States (1893). d Agreement with Great Britain (1911). T The beginning of our Pacific ocean interests. 1 Samoa. a A coaling station obtained in Pago Pago harbor (1878). b The establishment of a joint protectorate for Samoa with Germany and Great Britain, 1889; the reasons; its dissolution (1899). c Tutuila island given to the United States (1899). 2 Hawaii. a The native government; the increasing number of American residents. b The revolution of 1893 ; the raising of the American flag; the submission of a treaty of annexation to the Senate by President Harrison. c Cleveland’s withdrawal of the treaty; his recognition of the new republic (1894); the cry against im- perialism. d The annexation of Hawaii, 1898; cause. i68 THE UNIVERSITY OF THE STATE OF NEW YORK M The development of the Monroe Doctrine since the Civil War. 1 The Maximilian affair in Mexico (1866). a The overthrow of the Mexican republic during the Civil War by Napoleon III of France, b The action taken by the United States and its results. 2 The Venezuela boundary dispute with England (1896). a The long duration of the dispute, b England’s aggressive act, and refusal to arbitrate, c Cleveland’s message to Congress, d England consents to arbitrate. Terms of decision. 3 The Venezuela debt controversy ; the action taken by President Roosevelt toward Germany’s aggressive acts ; the submission of the controversy to the Hague Court (1902). 4 The question of the debts of Santo Domingo and Haiti. a President Roosevelt’s plan of taking charge of the customs of Santo Domingo (1905). b The same plan followed by President Wilson in Haiti (1916). 5 The present attitude toward the Monroe Doctrine. a The misconceptions of the doctrine in Europe and Latin America. b The rapidly developing prosperity, civilization and power of many Latin states, c The growing spirit of fellowship among the states of the American continents, due to the Pan- American congresses ; to the establishment at Washington of the Bureau of American Repub- lics; to their common interests in connection with the great European war. d The growing Pan-American ideal, e The Monroe Doctrine and the League of Nations. N The United States becomes a world power. I Reasons. a Settlement of states rights and slavery develop national unity. b Growth in production of raw material and manu- factured articles demanded by foreign markets. c Investments of American capital in foreign countries and European investments in America. SYLLABUS IN HISTORY 169 2 The S panish- American War (1898) ; causes. a The long -continued misrule of Spain in Cuba, h The many interests of the United States injured in Cuba during the constant disorders, c The blowing up of the Maine in Havana Harbor. 3 The attitude of Europe. a The misinterpretation of our motives by most of Europe. b England's good-will. 4 Comparison of the combatants. 5 Summary of military results on land and sea. 6 The terms of peace. y The far-reaching results. a A large increase of territory: Porto Rico; the Philip- pines; Guam. b The Philippine problems: its government; its future position in relation to the United States ; the dangers of our country being involved in the Far Eastern quarrels. c The protectorate of Cuba: our frequent need to interfere to prevent permanent disorder; present conditions. d The colonial policy adopted in Porto Rico: its desire for United States citizenship (granted 1917). O The growth of our Caribbean sea policy. I The building of the Panama canal. a Early attempts of the French to build a canal, b The Clayton-Bulwer Treaty (1850); Hay-Paunce- fote Treaty (ipoi). c The canal act (igo2). d The construction of the canal. (1) Purchase of the right from the French company. (2) The Colombia negotiations; their failure. (3) Roosevelt's prompt recognition of the Pan- ama republic; reasons he assigned. (4) The purchase of the canal zone (igo^). (5) The solving of engineering difficulties under Goethals; the solving of sanitary problems under G or gas. e The free tolls controversy with England; its solution, f Importance of the canal to the United States; mili- tary, commercial. 170 THE UNIVERSITY OF THE STATE OF NEW YORK g World importance: commercial and military; the questions of neutralization. 2 The necessity for a Caribbean sea policy. 3 General principles of the policy. a Nonrecognition of purely revolutionary governments, b Discouragement of foreign concessions, c Policy of establishing protectorates secured by treaty (Haiti ipi6). d Supervision of -finances {Santo Domingo, Nicaragua) . e Preemption of all canal routes (Nicaraguan treaty, 1916). f Securing of strategic points to protect the Panama canal from foreign attacks {purchase of Danish West Indies, the Virgin islands, igi6). P The Mexican problem of today. I The events in Mexico which have brought a problem for America to face, a The rule of Diaz. (1) Its good and bad characteristics. (2) The demands of the reformers : the restoration of the republican constitution; the division of the great landed estates; the abolition of serfdom; the ending of the practice of grant- ing concessions to foreigners. (3) The overthrow of Diaz by the reform leader, Madero (1911). b The state of revolution: the brief, disorderly rule of Madero; his assassination by the Huerta faction; the Huerta autocracy; the civil war between the factions of Huerta, Carranza, Villa; border dif- ficulties; 'murder of foreigners; overthrow of Carranza (1920). c The policy of the United States under Wilson's leadership. (1) Nonrecognition and ‘'watchful waiting.” (2) The Tampico incident; American occupation of Vera Cruz; our withdrawal. (3) The unsuccessful attempt at mediation of the A. B. C. countries. (4) The calling of a Pan-American Conference ; its recognition of Carranza, 1915. SYLLABUS IN HISTORY 1 71 (5) The Villa raid, ipi6; the American punitive expedition led by Pershing ; Carranza* s in- terference with the expedition, d Pro-Germanism in Mexico during the great European war. 2 Difficulties that confront Mexico in the attainment of a stable government. a No unified population; the present hostile racial ele- ments. b Slight native development of natural resources; the many foreign concessions at present, c Absence of a numerous property-owning class; present peonage on the great landed estates, d Religious and educational problems, e The lack of experience in self-government, f Absence of a strong feeling of national unity. Q Our relations with far-e astern powers. 1 Our relations with China. a The Boxer revolt (1900) : its cause, the international relief and punitive expedition, the later return to China of America’s share of the indemnity de- manded; China’s present use of the returned money. b Our ” open door** policy for China: the preserva- tion of the integrity of China by John Hay, our great Secretary of State under Roosevelt. c Refusal of Government backing for American capi- tal in a six-power loan to China, d Recognition of the Chinese republic (1915) ; its unstable condition. e China joins the allied cause- in the great European war. 2 Our relations with Japan. a The opening up of Japan to western civilization by Commodore Perry, 1853-54. b The rapid rise of Japan to the position of a world power. c The Japanese emigration to Hawaii, the Philippines, California. d The causes of friction between the United States and Japan. 172 THE UNIVERSITY OF THE STATE OF NEW YORK (1) The legislation of California against the Japanese; the conflict between state and federal sovereignty involved in this ques- tion. (2) The United States immigration and natural- ization laws. (3) Japanese resentment of Americans open- door'’ policy for China; the desired Jap- anese '' Monroe Doctrine ” for Asia. (4) The ''yellow peril" sentiment and the ."jingo" press of both America and Japan. 3 Future problems for America in her relations with the East. a The control of the carrying trade of the Pacihc. b Just commercial arrangements with Japan and China, c The granting of immigration and naturalization rights to Asiatics. d The question of freedom for the Philippines. R The great European war (1914). 1 The causes of the European strife: immediate and under- lying. 2 America's effort to maintain neutrality. a The interference with neutral trade as first estab- lished by England and Germany: the question of international law. b Our troubles with England. (1) The seizure and retention of American ships carrying suspected contraband. (2) The interference with our mails. c Our troubles with Germany and Austria. (1) The submarine tragedies; their terrible toll of life; the Wilson notes, the final " barred " zone decree of Germany; the perfidy of Germany. (2) The spy system, its dangers and results. (3) The Zimmerman note. Its effect upon Amer- ican sentiment. 3 The American declarations of war against Germany, April 6, and Austria-Hungary , Dec. J, igij. SYLLABUS IN HISTORY 173 a The immediate cause: German interference with “ freedom of the seas '' and other violations of in- ternational law. h The fundamental cause: to help in the defeat of Ger- man autocracy ■ and militarism and to defend America from a possibly victorious Germany. 4 The progress of the strife after America joined the allied cause. a The exhaitstion of France and England; their great need of our aid. h The great German drive of the spring of igi8 ; the great allied drive of the summer and fall of that year. c The problem of giving the right aid to Russia; the action taken. d The surrender of Bulgaria. e The request of Germany and Austria for an armistice on the basis of the Wilson terms of peace*' ; the allied reply. f The end of the strife. 5 The peace terms. S America's part in the international peace movement. 1 The cause of international arbitration. a Earliest arbitration treaties (1897-1905). b Roosevelt's offer of the services of America to bring an end to the Russo-Japanese War (1905) ; the acceptance. c Second Hague conference (1907). d The liberal arbitration treaties with France and Eng- land by Taft. e Our use of the Hague tribunal. 2 The reciprocity movement ; the attempted reciprocity treaty with Canada. ^ The celebration of a century of peace with England in 1914. 4 The proposed League to Enforce Peace. a Wilson’s five requirements for American cooperation. b Proposed organization and methods. 5 The League of Nations. 174 THE UNIVERSITY OF THE STATE OF NEW YORK IV Economic history of the United States. A Preliminary principles and definitions. Note: Before taking up the study of this topic proper, the teacher should take time in class to clear up the mean- ing of the following terms: 1 Definition of economics. 2 Definition of the usual four divisions of economics: (a) consumption, (b) production, (c) exchange, {d) distribution. (It is important that the pupil under- stand clearly the distinction between exchange and distribution.) 3 The meaning of the stages of economic history: {a) The hunting and fishing stage, {b) The pastoral or nomadic stage, (c) The agricultural stage, (d) The handicraft, or trades and commerce stage, (e) The industrial stage — its four chief characteristics : ( i ) the application of steam power to manufacture (1769- 1830) ; (2) the application of steam power to trans- portation (about 1825-70) ; (3) the concentration of industry through the development of great corporations (1880-1900) ; (4) the application of electric power to industry. B Consumption. 1 Purpose of consumption — the satisfaction of human wants. , 2 Human wants. a Kinds. (1) Elementary: the necessities, food, clothing, . shelter. (2) Acquired: those which man acquires with the grozvth of civilization. b The increase in human wants. Compare, for example, the wants of the American Indian with those of the early New England colonists; also the wants of the latter with those of the average American citizen of today. 3 Distinction between economic goods and free goods. 4 Kinds of goods consumed; definitions and examples. a Free goods. b Economic goods, including personal services. SYLLABUS IN HISTORY 175 5 Principles of consumption; explanations and examples. a Regularity of consumption; compare the consumption of the primitive man with that of the modern man in this respect. Primitive man starved one day and gorged the next. b Variety in consumption. Compare for example, with respect to variety, the food and clothing consumed by the people at different periods of our history. 6 Some important questions growing out of increased con- sumption. a The waste of luxury. ** Luxury consists in any consumption of commodities and services which is seriously out of proportion to the service that it enables the consumer to return to society, but which is not of necessity directly injurious to the consumer .'' — Ely. b The vjaste of harmful consumption. When a nation devotes a large amount of its labor and capital to the production of commodities which, in their consumption, cause more misery than happiness, and weaken the nation's future resources of energy and intelligence, there is a departure from economic consumption so serious as to call for the severest condemnation." — Ely. c The economic importance of housekeeping. C Production. (Preliminary topic: Physical resources of the United States — soil, climate, minerals etc.) T Colonial industries to about iy6o. a Agriculture: principal farm products; the difficulties which confronted the farmer; adaptation of European seeds to American soil and climate ; rude implements, etc. b Lumbering and the production of forest products, such as naval stores, tar, pitch, rosin, hemp etc. c Fishing, hunting and trapping. d Shipbuilding ; its extent and importance. e Industries of the northern colonies contrasted with those of the southern. f Household industries ; for example, spinning, weav- ing, tailoring, dyeing, tanning, soap and candle making, etc. Compare the medieval manor, the southern plantation and the pioneer household with the modern home with respect to their self- sufficiency. g Some reasons why manufacturing of goods outside the home was not carried on to any great extent. THE UNIVERSITY OF THE STATE OF NEW YORK 2 The industrial revolution. Changes in the methods of production of the later eighteenth and early nineteenth centuries. a In England. (1) The invention of the steam engine; and the application of steam power to industry. (2) The invention of textile machines; the spin- ning jenny and the power loom. (3) The change from household manufacture to the factory system, h In America. ( 1 ) Similarity to the industrial revolution in England. (2) Attempts of England to restrict manufactures in the United States. (3) Spinning and weaving machines how intro- duced into the United States. (4) The cotton gin. (5) The beginnings of the factory system; the transition from household manufacture to the new order. (6) Industrial results of the War of 1812. (7) The inventive genius of America. 3 The outstanding features of the development of manu- facturing from the industrial revolution to the present. a The era of the small producer and free competition to about 1880. h Logical results of the factory system of production. ( 1 ) So-called “ cut throat ” competition, reaching its climax in the decade 1870-80. (2) Large scale production; its meaning and characteristics, 1880 to the present, c A study of some large-scale manufacturing concerns; for example, iron and steel plants, packing houses, automobile concerns, etc. d Large-scale production and the utilization of by- products. 4 Epoch-making events in the history of American agri- culture. SYLLABUS IN HISTORY 177 Note: With the exception of the advance in the produc- tion of cotton following the invention of the cotton gin, and the iron plow it may he noted that no marked progress in agriculture occurred until the second quarter of the nineteenth century. a Inventions. For example, the mower, the reaper and binder, the threshing machine, the cream separator, the steam plow, the gasoline engine, the tractor, the electric motor, etc. b The application of science to agricultural methods. (1) Study of the chemistry of soils and the reclamation of abandoned farms by the application of proper fertilizers. (2) The improvement of old species and the pro- duction of new species in plant and animal life. {Study, for example, the extension of the wheat belt and the work of Luther Burbank.) (3) The destroying of pests as, for example, by the spraying of fruit shrubs and trees. (4) The preservation of birds, as an aid to plant life. c Specialization; distinction between “general farm- ing ” and specialized farming, as dairying, fruit growing, production of cereals, truck farming, di7 farming, etc. d The reclamation of waste land by systems of drain- age and irrigation. e Agricultural education. (1) Development of agricultural colleges. (2) Introduction of agriculture in the high schools. (3) The study of plant life and gardening in the elementary schools. (4) State and federal experimental stations. f The importance of agriculture as compared with the other leading industries. 5 Brief consideration of other productive industries and their relative importance, as mining, lumbering, fishing. (These topics should be developed with special refer- ence to local industries.) 178 THE UNIVERSITY OF TFIE STATE OF NEW YORK D Exchange. Leading facts in the historical development of the means of exchange of economic goods. Note: While exchange is in reality a part of the work of production, the teacher will doubtless find it less confusing and more profitable to the pupil to teach its history as a separate topic. Preliminary 0 u tlin e : The machinery of exchange may he outlined as follows: (i) money and credit; (2) means of transportation and communication ; (3) weights and measures; (4) stock and produce exchanges; (5) consuls who act as com-^ mercial agents for their governments in foreign coun- tries; (6) middlemen of all sorts, including retail and wholesale dealers. I Growth of the means of exchange of economic goods, a Money. ( 1 ) Its meaning and functions. (2) Trade hy barter in the colonies. (3) Articles used as money (often called “com- modity money”) in the colonies; for ex- ample, beaver skins, tobacco, rice, corn, wampum. (4) Massachusetts, the first colony to issue paper money, often called “credit money.” (5) Continental currency of the Revolutionary period. (6) .Establishment of a national coinage system in 1792 and the coinage of gold and silver on the principle of a double standard at a ratio of fifteen to one. b Credit and banking; the leading facts concerning the three financial systems that have prevailed in the United States: (1) The United States Bank (first and second); its origin, history and overthrow. (2) The independent treasury system; its origin and history, including such topics as : the financial chaos under state banks regime (1836-40); the establishment of subtreas- uries ; the national bank act of 1863 ; de- monetization of silver (1873) ; the Bland- Allison silver act (1878); the Sherman act SYLLABUS IN HISTORY 179 (1890) ; the “ 16 to I ” campaign of 1896; the currency act of 1900, establishing the single gold standard; Aldrich-Vreeland emergency currency act (1908). (3) The federal reserve act (1913) ; its purposes and plan of organization; its steadying influence during the financial strain of the world war. c Meaning and causes of financial panics, illustrated by a study of the financial panics of 1837 and 1897; frequency in our history. Brief history of transportation, a Colonial transportation. (1) Trade routes: Indian trails and portages, wagon roads, national waterways ; foot, canoe, horse, wagon and sail. (2) The great difficulty and expense of transport- ing goods. b Three important periods of transportation. (1) The turnpike period; from the Revolutionary War to the War of 1812. (a) Location and construction of some of the more important turnpikes of this period, especially in New York State. (&) Comparative cost of transportation by turnpike and by water. (2) The river and canal period, about 1816-40. {a) The invention of the steamboat and the increase in river trade. (Special attention to great river systems as highways of transportation.) (&) Beginnings of canal building. (c) The construction of the Erie canal; its immense importance in opening up the old Northwest, cheapening freight transportation, causing growth of cities, etc. (d) The “mania for canal building*’ which followed. (3) The railway period, from about 1840 on. [80 THE UNIVERSITY OF THE STATE OF NEW YORK j (a) The beginnings of railway building j 1828-40, (Before 1840 railways did i not seriously compete with the canals j and rivers.) (b) The geography of the country made i the railroad absolutely necessary to j the full development of the far West and other sections. (c) Principal railroads and total mileage I at the time of the Civil War. i (d) Intense activity in railroad building (1860-80) ; the first great conti- nental railways. Governmental en- couragement. (e) Leading facts in railway development since 1880. c Electric railway and motor truck transportation, d The Barge canal. e Telegraph, telephone and wireless as an aid to trans- portation and commerce. 3 The development of American commerce. a Period of colonial commerce (1607-1763). (1) Intercolonial commerce, including river, lake and coastwise trade. {a) Trade of the northern and middle colonies with the southern colonies ; inland and coast routes ; articles exchanged. {h) Fur trade between the colonists and the Indians ; its relation to westward ex- ploration and settlement; and also to the French and Indian War; the Great Lakes as trading routes during the colonial period. (c) Restrictions placed on intercolonial trade by the mother country; pur- poses and results. {d) Intercolonial tariffs; purposes and re- sults. (2) Colonial foreign trade. SYLLABUS IN HISTORY l8l (a) Early commercial freedom of the col- onies; complete exemption from trade restrictions ; for example, Plymouth, Virginia and Maryland Companies: (b) Cromwell’s navigation act (1651) ; how it encouraged colonial foreign com- merce. (c) The navigation acts; chief provisions and purposes. (d) Results of the navigation acts; illegal trade with the West Indies, etc. (e) The “three-cornered” trade between the colonies, the West Indies and Africa; New England and the slave trade. (/) Condition of foreign trade at the close of the French and Indian War. b The struggle for commercial independence (1763- 93 )- • (1) Decline of our foreign trade during this period; leading causes. (a) England’s radical change in her col- onial policy ; the abandonment of Walpole’s policy of “ salutary neg- lect ” and the strict enforcement of the navigation laws. (b) The New American navigation act (1789). (c) Failure of Congress to secure commer- cial treaties with France, Holland, Spain and Portugal. (d) Congress’s lack of power to regulate either interstate or foreign trade. (2) The remedy; adoption of the constitution, due largely to commercial causes. (a) The dominance of the commercial factor in securing the adoption of the constitution; study the Alexandria Convention (1785), the Annapolis Convention (1786), and the Federal Convention (1787). 1 82 THE UNIVERSITY OF THE STATE OF NEW YORK | I ! (b) The new constitution gave Congress ! fnll power to regulate both interstate \ and foreign commerce ; this proved i one of the strongest forces in stabil- izing the new government and in se- curing the perpetuity of the Amer- ican republic. c Commercial expansion during the great continental '■ war (1793-1815). (1) Interstate commerce. (a) Insignificance of interstate trade, due to lack of manufacturing in the states, poor means of transportation, high freight rates. {b) The flatboat trade on the Ohio and Mississippi rivers. (c) Increase in the coastwise trade. (2) Growth of American foreign trade to 1805. (a) Effect of the great European war on our foreign trade; rapid growth of foreign trade to 1805. {b) The first tarifif act (1789); purpose, results. (c) Direct trade with China; growth of Chinese trade. {d) Renewed increase of trade following the reopening of the European war in 1803. (3) The hostile attitude of foreign countries to- ward our commerce during 1805-12, es- pecially of Great Britain and France; use of embargo and nonintercourse acts; pur- poses and results. d A period of reorganization and great fluctuations in American commerce (1815-66). (i) Brief survey of the development of interstate trade as influenced by (a) The building of canals. (b) The construction of turnpikes; for example, the Cumberland road. (r) The caravan trade; the old Santa Fe trail. SYLLABUS IN HISTORY . 1 83 {d) The development of steam navigation on our rivers, lakes and along the coast. “ By 1856 the steam tonnage of the Mississippi and her tributaries equaled the total steam tonnage of Great Britain.” (e) The improvement of rivers and harbors under appropriations authorized by Congress. Decline of river trade. (/) Railroad building. Foreign commerce (1815-66). (a) Conditions following the War of 1812 and leading to the enactment of the tariff of 1816. (b) Causes of the decline of foreign trade, both exports and imports (1818-30) ; consider especially the panic of 1819, the tariff of 1816 and in- creased competition of foreign merchants and shipowners. (c) Causes of increased foreign trade (1830-36); results of the panic of 1837- (d) Remarkable expansion of foreign trade (1840-61) (except for brief inter- ruption during panic of 1857) ; causes may be outlined as follows: (i) rapid growth of territory and popula- tion, (2) development of railroads, telegraphs and steam navigation, (3) foreign wars and famines, (4) dis- covery of gold in California, (5) repeal of British corn laws, (6) the Walker tariff of 1846, (7) better banking facilities, (8) negotiation of commercial treaties. Note that dur- ing this period the first of our reci- procity treaties was made, namely, with Great Britain, 1854; note also the development of commerce with Mexico, Central and South America. {e) Trade conditions during the Civil War. 184 THE UNIVERSITY OF THE STATE OF NEW YORK e Commercial expansion (1866 to the world war). Beginning with the laying of the Atlantic cable in 1866, the development of every means of com- munication and transportation has been greater during this period than ever before. It is the Age of Electricity. These conditions have had an important bearing on the expansion of Amer- ican commerce. (1) Domestic or internal trade. (a) Growth of interstate trade during this period. {b) Great excess of domestic over foreign commerce. (c) The interstate commerce act (1887) and supplementary acts; purposes and main provisions. (2) The more important features of our foreign commerce. {a) Steady growth with but slight inter- ruptions; increase of our manufac- tured exports. (b) Excess of our agricultural exports over our manufac hired exports. (c) The balance of trade during the early and later years of this period. (d) Character and relative importance of our trade with the following coun- tries: Great Britain, Germany, France, Netherlands, Italy, Belgium, {e) Effects of high tariffs on our trade with Russia and Austria-Hungary. (/) Relative importance of our trade with Europe, Asia, Africa. (g) Slow growth of our trade with Mexico, Central and South America up to 1 8 go; causes; effects of the Pan- American Congress and the negotia- tion of reciprocity treaties. (h) Other important matters of this period affecting our commercial expansion: The establishment in igo^ of a De- partment of Commerce with its head SYLLABUS IN HISTORY 185 a ranking officer in the President's cabinet; the spread of commercial education; the failure to teach our commercial agents the Spanish and Portuguese languages so as to give them better commercial opportuni- ties in South American countries; the building of the Panama canal; purpose, results. f American commerce and the world war. (1) Consideration of the question; the extent to which commercial causes led the United States to enter the war. (2) Creation of a shipping board; its purposes and achievements. (3) The story of our foreign commerce during the war. (4) Beginnings of a new era in commercial affairs and international law and diplomacy. 4 Weights and measures (notebook topic). a Necessity of standard weights and measures as part of a system of exchange. b Origin and history. c Adoption by the United States. 5 Stock and produce exchange. a Meaning of “ stock exchange ” ; good and bad fea- tures. b Brief history of the New York Stock Exchange as a typical illustration. c Meaning of produce exchange ” ; good and bad features. d Brief history of the Chicago Produce Exchange as a typical illustration. 6 Consuls. a Origin and meaning of the office of consul. b The constilar system of the United States ; brief his- tory and its importance in connection with our foreign commerce. 7 Middlemen. a Meaning and examples: distinction between whole- salers and retailers; stockbrokers etc. THE UNIVERSITY OF THE STATE OF NEW YORK l86 b The importance of middlemen in carrying on the work of exchange; examples from our history showing the relation of middlemen to the indus- trial and commercial growth of our country; the early fur trader, the country storekeeper of early days, some of the great merchants and foreign traders of our history. c An examination of the cause and the justice of the ill feeling often expressed against the '‘middle- man.” 8 Some problems growing out of production and exchange, a Growth of the problem of business organization for the ownership, control and management of the producing and carrying industries. (1) Simplicity of early business organization; the individual owner and manager; the appren- ticeship system. (2) Partnership organization. (a) Characteristics. (b) Role it has played. (c) Displaced by. (3) The corporation. (a) Origin and characteristics. {b) Advantages and disadvantages. (c) Their possibilities led to. (4) Combinations (trusts). (a) Origin in the waste of competition. {b) Economies. (c) Advantages: to owners; to society. (d) Their powers lead to. (5) Monopolies. (a) Principal kinds. (1) General welfare monopolies: patents, copyrights, trade- marks. (2) Special privilege monopolies: those based on public fran- chises ; those based on private grants. SYLLABUS IN HISTORY 187 (3) Natural monopolies: those aris- ing from limitation of raw material; those arising from peculiar characteristics of the business itself ; those arising from secrecy. (b) Evils of. (c) Proposed remedies: enforced competi- tion; public control; public owner- ship. b The problem of conservation of natural resources. (1) The reclamation of abandoned farms; causes of loss of fertility. (2) Reclamation of desert and swamp lands. (3) Conservation of forests, minerals, water power. 9 How these questions are linked up with the problem of trusts and monopolies. a Danger of land monopoly; does our history point to a possibility of such land monopoly as exists in England and Scotland? b The problem of our merchant marine and the exten- sion of our foreign markets. (1) A brief sketch of our merchant marine with tables or diagrams showing its checkered career, causes of its success at some periods and its great decline at others. Proposed means of building up our merchant marine, including the chief provisions of the foreign registry act and emergency shipping act. (2) The need of an extension of our foreign mar- kets; some reasons for our failures in this direction, for example, lack of a large efficient merchant marine; failure to keep up with our rivals in commercial educa- tion and training; failure to adapt our- selves to the habits and prejudices of foreigners ; effect of “ trade-unionism,” etc. E Distribution I Factors which aid in the production of wealth and which are therefore entitled to share in the proceeds of industry. THE UNIVERSITY OF THE STATE OF NEW YORK l88 a Land, o^ften called a natural agent, which forms the basis of all wealth, receives rent, b Labor which adapts the materials of nature to the satisfaction of human wants, receives wages, c Capital which is wealth used in production, receives interest. d The entrepreneur or manager, who organizes and conducts an industry, receives for his managing ability, profits. e Government, zvhich furnishes the conditions under which production may be carried on, receives taxes. Note: Careful distinction should be made between economic rent and the term rent used in its .every day sense. 2 Property. a Its meaning; distinction between private and public property. b Origin of property. c Relation of property to our economic life; its importance. 3 Land and rent. Land a Private ownership of land; its origin, b Ownership of land among the American Indians; tribal rather than personal ; compare with Ger- manic tribes and other primitive peoples. c Methods by which the colonists secured the Indians’ land. d Land ownership in colonial times ; small farms ; plantations ; patroon estates ; the “ commons ” of New England towns. e The United States Government as a land owner; the fofiner saying, Uncle Sam is rich enough to give us all a form/' f The governmenf s methods of disposing of its lands and of opening up new territory; for example, (1) railroad grants, (2) the homestead act; desert land act; recent acts. g Work of the federal and state governments in the reclamation of waste lands. h Lands now owned by the federal government. SYLLABUS IN HISTORY 189 i Lands now owned by New York State. Rent a Distinction hetzveen economic rent and the term rent as ordinarily used, b Hozv economic rent arises. ( 1 ) From difference of fertility of soil. (2) From difference of location, c Landlord and tenant; meaning. d Conditions affecting the value and rent of farm lands; fertility, access to markets, etc. e Conditions affecting the value and rent of urban land. f The increase of land values. (1) By improvements made by the ozvner. (2) By society; meaning of the expression “un- earned increment” ; take the purchase of Manhattan island from the Indians for $24 and its present value as an example; the theory of the single tax ” ; arguments for and against ; brief account of Henry George. g Small farms versus large land holdings; ownership of land by syndicates; present conditions in our country in these respects. h Lrivate ownership of natural resources by cor- porations. Consideration of g and h from the standpoint of economic rent and the concentration of wealth. 4 Capital and interest. Capital a Land and labor the primary factors in production; capital (often called the “ tools of production ”) a secondary factor, produced by the application of labor to the resources of nature; examples : fac- tories, machinery etc. ; origin of capital, thrift. b Scarcity and ozvner ship of capital in early colonial days; capital under the apprenticeship system. c Great changes in the importance and ozvnership of capital grozving out of the application of steam to industry and the rise of the factory system; study the transition from the period of household indus- try to the factory system; the present coopera- 190 THE UNIVERSITY OF THE STATE OF NEW YORK tive ownership of capital; banks, insurance com- panies, benevolent and religious societies as in- direct employers. d The rise of a wage-earning class who work with the capital; that is, the tools of production, be- longing to the employer. e The necessity of a wage system for the remunera- tion of labor; the worker no longer has what he produces; he receives money wages instead of economic goods. / Study local industries as illustrations. Interest a Why interest is paid for the use of capital. b Methods of accumulating capital for purposes of production: (i) by individuals; (2) by banks; (3) by stock companies; (4) investment, insur- ance and other companies; explanations and ex- amples. c Rates of interest in different states ; usury laws ; conditions affecting the rate of interest ; compare, for example, rates of interest in the west in pioneer days with the rates in the east. 5 Labor and wages. Labor a Labor, in an economic sense, includes not only those engaged directly in production, as farmers and factory workers, but also those who aid indirectly in production, as merchants, doctors, teachers etc. b Brief study of occupations ; for example, the number and character of occupations in colonial times; effect on occupations of (i) the rise of the factory system and the division of labor; (2) inventions. c Origin and character of our labor force; (i) native labor; (2) foreign labor. d Classification of laborers: the professions; captains of industry or entrepreneurs; skilled labor; semi- skilled labor; unskilled labor; relative importance in developing our resources and in the progress of our country. Wages a Classification: salaries, fees, commissions, wages; meaning and examples. SYLLABUS IN HISTORY 191 h Relative compensation of the different kinds of labor mentioned under d above. c Hours of labor; effect of inventions, improved meth- ods and labor-saving devices on the length of the working day; compare, for example, the hours of labor in the early period of our history with those of the present. d Organized labor; meaning; pertains chiefly to wage earners engaged in the industries; gradual change of the “ trades union ” into the “ labor union ” and “ industrial unions ” ; the reasons for such change. e The labor union; purposes; advantages and disad- vantages ; brief history of some of the great labor organizations, for example, American Federation of Labor, the United Mine Workers. / "" Organized capital ” in its relation to organized labor; the two illustrating the necessity for coop- eration between capital and labor. 6 Managing ability and profits. Managing ability Business managers and captains of industry, often called entrepreneurs ; their importance in modem business and industry ; study several conspicuous examples in American history. Profits a Distinguish between profits and interest. b The large profits which often go to managing ability; why; effect on the concentration of wealth during the last half century. 7 Government and taxes; also other government income. Government a Reasons why government requires a share in the proceeds of production: to provide, for example, security of the individual citizen ; protection of property rights ; education ; care of the poor and unfortunate; army and navy. b The taxing units: federal government, state govern- ments, local governments — county, city, town, school district. c Public debts — national, state, local; for what pur- poses incurred; examples. 192 THE UNIVERSITY OF THE STATE OF NEW YORK Taxes a Definitions: tax; taxation; eminent domain; requi- sition. Difference between taxation and robbery; evils of excessive taxation. b Principles of taxation; what constitutes a just tax? c Kinds of taxes; definitions. (1) Direct taxes: property tax, income tax, in- heritance tax, poll tax. (2) Indirect taxes: excise taxes, customs duties. d Other sources of government income: (1) From government ownership of public lands and public industries. (2) Fees and special assessments. (3) Miscellaneous — gifts, fines, forfeits, escheats etc. (4) Temporary revenues (to be repaid) : loans by bond issues and by treasury notes; Liberty Bonds, War Savings Stamps. Brief history of federal and state taxation. Federal a Constitutional taxing power of the Federal Govern- ment. b Forms of taxation most used by the Federal Govern- ment: (1) Customs duties; distinction between absolute free trade, tariff for revenue only, and tariff for protection; brief history of the tariff as a source of revenue. (2) Excise taxes; history and importance as a source of revenue. (3) The federal income tax; history and present importance as a revenue measure. c War taxes with special reference to the world war. State and local State a Forms of taxation used by state governments: (1) General property tax. (2) Inheritance tax. (3) Corporation tax. (4) Mortgage tax. (5) Franchise tax. ( 6 ) Poll tax. (7) Licenses. (8) Income. SYLLABUS IN HISTORY 193 Local (1) General property tax. (2) Licenses. (3) Fines. (4) Special assessments. Some problems growing out of the distribution of wealth. Distribution, dealing as it does with the distribution of wealth and of personal and family incomes, is itself one of the greatest problems of economics. Here belong the economic phases of the struggle be- tween labor and capital ; illustrated by : (1) Strikes, boycotts, the closed shop, sabotage, syndicalism, collective bargaining, etc. (2) The power of organized capital, the lockout, the open shop, individual bargaining, the sweat shop, etc. (3) Poverty which entails such economic loss and waste upon society and the State. The study of these questions should be approached with an understanding and a comparison of the value and justice of prevailing ideals of what constitutes fair distribution; for example the following: “ Suggested ideals of distributive justice, etc.” (1) The commercial ideal: high rewards for persons of special ability, attainment or position. (2) The communistic ideal: equal division of all goods, or division according to the maxim : “ From everyone according to his ability; to everyone according to his needs.” (3) The socialistic ideal: to everyone according to his labor-service to society. (4) The democratic ideal: to everyone according to the value of his services. The above brief statement of the several ideals of dis- tributive justice is designed to suggest the difference of viewpoints rather than to afford an adequate description of each. Communism and socialism really differ not so much in ideals as in the social mechan- isms by which they hope to reach the ideal result. The stated ideals of the socialistic and democratic system are somewhat similar, but are to be distin- 194 THE UNIVERSITY OF THE STATE OF NEW YORK guished in that (a) socialism requires some govern- | mental appraisal of labor-service, while competition I in a democracy furnishes at least a tangible criterion of service in terms of exchange-value; (b) essen- tially different economic programs are advocated as the means of attaining them. SYLLABUS IN HISTORY 195 V Social development in the United States. Men form groups and act as one, partly by instinct and partly as the result of intelligent deliberation and planning. The most important factor in producing social phenomena is a common need that can best be met by cooperative action. Introduction. Meaning of social development: it has to do more particularly with those institutions and influences which affect the daily life of a people; it deals with the ctcstoms and habits of in- dividuals in their daily intercourse and group activities; in its broader sense it includes economic as vOell as political relations; in its nar- rower sense, as used in this topic, it lays the emphasis on those social activities which are in the main nonpolitical and noneconomic. In discussing social institutions, however, economic and political forces must be taken into account as modifying influences. The principal social institutions from this point of view may be outlined as follows: (a) the family, {b) educational institutions, (c) relig- ious institutions; {d) social service institutions, (e) other social influences. A The family. 1 Preliminary view; some types of homes in the United States today. a Mainly under rural influences. (1) Home of the prosperous farmer who lives near good roads, railways, schools, tele- phones, and gets daily mail. (2) Home of the poor negro of the South. (3) Home of the ‘‘poor white'' in the mountains. (4) Home of the ranchman or large wheat grower of the West. b Homes mainly under urban or social influences. (1) The city home of wealth and luxury. (2) City home of the “middle class." (3) Home of the city man who does night work; for example, bakers, policemen, railway men, telegraph operators, glass and steel workers in mills, etc. (4) The tenement home. (5) Home where the mother is the bread-winner. (6) Home where the children are the bread- winners. 2 Standard of living; meaning; EngeFs law. 3 Importance of the home ?ts the foundation social unit of the state. T 196 THE UNIVERSITY OF THE STATE OF NEW YORK It is impossible to overestimate the importance of the home in the American system of society and government. The good home fosters every vital principle upon which American institutions rest. Of all schools it is the best and the most far-reaching in its influence. Such a home teaches the Galilean principles of love, self-sacrifice and devotion better than any church; and it stands as the Nation’s mightiest protest against every form of social evil. The well-organized American household is a most perfect type of government. There is not a principle which makes for strong, efficient citizenship that is not taught and daily exemplified in such a family organization — justice, equality, the rights of property, the care and pro- tection of the weak and unfortunate, respect for law and order, cooperation for the common good — every citizen .virtue flourishes here. 4 Pioneer home life, a Study of the colonial New England home. h Study of home life on a southern plantation in colo- nial days. c Characteristics of the home life of the western pioneers. d Virtues and traits of character developed by pioneer life; their influence on our history; conspicuous examples. Plardships they endured. 5 Home life as modihed by inventions ; homes of the indus- trial stage of our history. a Compare the conveniences and comforts of the home of the average wage earner today with those of the worker of the handicraft period of our history. b Trace the changes in home life brought about by inventions; for example, friction match, cook stoves, spinning and weaving machines, sewing machine, washing machines, oil lamps, electric lights, the vacuum cleaner. 6 Home life as modified by state interference. a The laissez-faire as distinguished from the active policy of government. b The active policy of government applied to the home; some examples: building codes, plumbing and wir- ing, fire protection, water and lighting regulations, care of garbage, quarantine, medical inspection, etc. 7 Home ozunership. a Advantages to the family and the community of home ownership. b Home ownership in our earH history; disappearance of the ''old homestead.'* SYLLABUS IN HISTORY 197 c Declining percentage of home owners during the last half century; causes; serious results. 8 Some dangers which threaten the modern home. a Frequency of divorce; due to some extent to lax marriage and divorce laws and to a lack of uniformity of such laws in the several states. b The growing tendency of families to live in hotels and boarding houses. c Neglect of the home by fathers and mothers, owing to business and social affairs. d The increasing employment of v/omen in business and industry. e Failure to give the mother proper state aid when she is left as the only support of her children. / Luxury etc. B Educational institutions. Introductory topic: the importance of education among a self-governing people. The school is the auxiliary institution founded for the purpose of reinforcing the education of the four fundamental institutions of civilization. These are the family, civil society (devoted to providing for the 'wants of food, clothing and shelter), the state, the church. The characteristic of the school is that it deals ■with the means necessary for the acquirement, preser- vation and communication of intelligence. The difference between the part of education acquired in the family and that part of education acquired in the school is immense and incalculable. The family arts and trades, manners and customs, habits and beliefs, form a sort of close-fitting spiritual vesture : a garment of the soul always worn, and expressive of the native character not so much of the individual as of his tribe or family or community. . . . This close-fitting garment of habit gives him direction but does not give him self-direction or freedom. He does what he does blindly, from the habit of following custom and doing as others do. But the school gives a different sort of training; its discipline is for the freedom of the individual. . . . The discipline of the school forms a sort of conscious superstructure to the unconscious basis of habits which have been acquired in the family. I The origin and development of the people’s schools, a Beginnings of public education. ' (i) In Virginia (1616-20). (2) In New Netherlands (1638). (3) In Massachusetts (1635) : the Boston Latin Grammar School. h Educational development in the colonies; character and examples. c Growth and influence of the academies. (i) Decline in efficiency of the colonial grammar schools toward latter part of the eighteenth century. THE UNIVERSITY OF THE STATE OF NEW YORK 198 (2) Rise of the academy; the successor of the old grammar school and the forerunner of the high school; the undisputed leader in second- ary education from the Revolution to the middle of the nineteenth century. d The educational revival; influence of Horace Mann. (1) Deplorable condition of the common schools for a half century or more following the Revolutionary War; inefficiency of the dis- trict schools, lack of preparation of teacher; general attitude toward schools and teachers ; rate bills, etc. (2) Sketch of Horace Mann; his work as secretary for twelve years of the Massa- chusetts board of education; his reforms typical of the leading improvements made in common school education to 1850 or later. e Main features in the growth of public schools in the United States since the Civil War. (1) Elementary education. (a) Rural: the district school system; organization; subjects; defects; changes in many states to the town- ship system. {b) Elementary education in villages and cities : the graded system ; the kinder- garten ; the primary school ; the gram- mar school ; plan of organization and administration. (2) Secondary education: the origin, rapid growth and importance of the modern high school; organization, courses of study, and equip- ment of an up-to-date city high school; specialized high schools, for example, man- ual training and commercial high schools. (3) The junior high school: recent origin; organ- ization; problems it seeks to solve, f Other important topics in public education. (1) The spread of compulsory education; reasons; usual provisions. (2) The education of defectives. SYLLABUS IN HISTORY 199 (3) Night schools, vacation schools, continuation schools. (4) The Americanization movement. (5) Education of the negro and the Indian. (a) Tax-supported negro schools. {b) Noted private institutions for negro education. (c) Indian schools and reservations. (6) The preparation of teachers. (a) Normal schools. {h) Professional training in colleges. (c) The licensing of teachers. (7) Classification and importance of present-day private schools. (8) Meaning and classification of ‘‘free schools.'' 2 Higher and special education. Introductory topic: meaning and necessity of higher education. a Principal colonial colleges: Harvard, William and Mary, Yale, Princeton, University of Pennsyl- vania, Columbia, Brozvn, Rutgers, Dartmouth, b The modern college and 'university. (1) Number, equipment and influence. (2) Tendency toward practical and vocational education. c Professional education. 3 Technical and agricultural education. 4 Other educational influences. a Educational extension ; meaning and importance. b Newspapers and periodicals. c Learned societies and associations. d Lyceums, popular lectures, museums. e Patriotic societies. 5 Division of state and federal pozfers with reference to education. a Support, organization and administration of educa^ tion mainly a function of our state governments, b The United States Bureau of Education; United States Commissioner of Education; origin; func- tions. 8 200 THE UNIVERSITY OF THE STATE OF NEW YORK c Tendency of the Federal Government to assume a larger part in education; this tendency as affected by the world war. 6 History of New York’s educational system. a Early Dutch and English schools. h The University of the State of New York, (1) Establishment (1784) and original purpose. To revive King’s College and to promote the establishment of schools and colleges. (2) Its development into a federation of secondary schools and higher institutions. c Establishment of elementary schools. (1) Act of 1795. (2) Creation of (a) State Superintendent of Com- mon Schools (1812); {h) Department of Public Instruction (1854). d The University of the State of New York and the Department of Public Instruction consolidated (1904). (1) Control of all educational activities in the State. (2) The Board of Regents. (a) The Commissioner of Education. {h) Departments and divisions. (c) Local school officers. e History of the establishment of free schools in Nezv York State. C Religious institutions. Introduction. Importance of religion and morality in advancing the welfare of society and in insuring the perpetuity of the state. “ Moral and religious needs are inherent in the social nature of man and are closely related to each other. They depend upon the fact that men feel the need of con- trolling and regulating their action by some influence outside of themselves.” Religious teaching recognizes and develops the spiritual nature of man. 1 Influence of religious motives in the discovery and settle- ment of America. 2 Religious influences during colonial times. a Examples of religious intolerance. SYLLABUS IN HISTORY 201 b Growth of religious toleration and the establishment of the principle of the separation of church and state. 3 Complete religious freedom established by the federal Constitution. 4 The United States a Christian nation; meaning of this expression. a Its fundamental moral laws founded upon the teachings of the Bible, b Origin of the term Christian. c Examples to show to what extent our moral laws are founded in teachings of the Bible. 5 Religious toleration a characteristic of democracy ivith a growing tendency toward church federation. 6 The influence of the church in: a Raising political standards. b Improving economic conditions and raising the standard of living among the poor, c Social reforms (more fully outlined under the topic Social service institutions). 7 Tendency of the modern church to lay its chief emphasis on moral rather than doctrinal matters, a Moral teaching. (1) The Golden Rule. (2) Loyalty, justice, charity, b Social teaching. (1) The worth and dignity of the individual. (2) The brotherhood of man. D Social service institutions. 1 Public. a Tendency of government more and more to assume responsibility for the social welfare of its citizens, b Health and protection of the community, c Recreation: playgrounds, parks etc. d Care of defectives, e Administration of charities, f Education. (Outlined above, pages 197-200.) 2 Private. a Religious in character; for example, Y. M. C. A., Y. W. C. A., Salvation Army, K. C., Y. M. H. A., etc. 202 THE UNIVERSITY OF THE STATE OF NEW YORK E Other private institutions mainly social and recreational: theaters, lodges, clubs etc. F Military and patriotic societies. G Great social reforms; completed or in progress. 1 The abolition of slavery. 2 Prohibition of the liquor traffic. 3 Child labor, with special reference to the federal child labor law. 4 Enlightened attitude of the state toward its unfortunate citizens. a Reform in prison administration, b Treatment of juvenile delinquents: juvenile courts, probation officers, industrial schools, social settle- ment houses, etc. 5 Improvement in labor conditions : factory inspection, sanitation, shorter hours, welfare work, workman's compensation laws, health insurance, etc. 6 Impetus given to more healthful, wholesome living by our participation in the world war for democracy. 7 Social and political progress during our history marked by the gradual increase in the rights granted to women: in regard to a Civil rights, property rights, education etc. b Political rights: voting and holding office. The war on poverty. 1 Growing realization of the disastrous effects of poverty on physical, intellectual and moral development, espe- cially under slum conditions. 2 Note that much of the work along social lines seeks to remove the causes of poverty and squalor. I Relative importance of the state government and the national government in the various lines of social development under our system of political organization ; this should be kept con- stantly in mind in the study of our social development as it gives the pupil a correct understanding of the proper func- tions of state and nation tinder our arrangement of divided powers. SYLLABUS IN HISTORY 203 VI The governmental development of the United States, The teacher of government should remember that it is something more than a collection of facts that he should impart. The result of his teaching should be not only knowledge but the development of an active civic consciousness. A Popular government as the highest political ideal of society. (The teacher may find it best to give this in lecture form at the beginning of the study of American gov- ernment.) 1 Our English inheritance. a The ideal of self-government in local affairs, origi- nating in Saxon England, and retained after the Norman Conquest, 1066. b The ideal of trial by a jury-court of one's peers; established in England by Henry II, about 1166. c The ideal of the right of the people of protection from the arbitrary government of officials; the Magna Charta, 1215; the Petition of Right (1628). c? “ No taxation without representation”; the model parliament (1295). e Representative government under a strictly limited executive; the Glorious Revolution of 1688: Bill of Rights (1689). 2 Development of thought upon the origin and purpose of government during the seventeenth, eighteenth and nineteenth centuries. a The ‘'divine right'" theory of the Stuarts and Louis XIV. h The opposing democratic theory that government was created by society for the protection and zvel- fare of society and individuals, c The need for emphasis of the fact that the primary purpose of government is “ good government," not “ self-government." 3 Democratic government, still on trial before the world. a Democratic government, on a large scale, of recent origin: English democracy, practically established, i68g, in America, in France, began in 1793. b The two great types of democratic government ; Eng- land and France, centralized cabinet government ; The United States, a federal system of common- 204 THE UNIVERSITY OF THE STATE OF NEW YORK wealths organized on the principle of giving cer- tain powers only to the central government. 4 Note the warnings and advice given the young American democracy (see Washington’s Farewell Address). B Citizenship in our democracy. 1 The meaning of '‘citizen'' as defined in our constitution. 2 The process of naturalization; the restrictions ; the neces- sity of stimulating an appreciation of the value of citizenship. 3 Voting in its relation to citizenship. a Voting, not considered as a right of citizenship in the past; the origin of this attitude, b Restrictions upon voting in the colonies in 1776. c The provision for voting made by the constitution, d Later development of suffrage in the United States. (1) Gradual, granting of full manhood suffrage, hastened by the rise of the factory system (1815-45). (2) The granting of the voting right to declarant citizens in certain western states in the pre- Civil War period; reasons: dangers. (3) The granting of suffrage to the negro: the fourteenth amendment : the fifteenth amend- ment ; the later attempts of the South to restrict negro franehise. (4) The woman suffrage movement. 4 Discussion of citizenship as a right or privilege. 5 Rights, deities and obligations of citizenship in our democracy. a The distinction between civil and political rights, b The distinction between rights of state, and of United States citizenship, c Rights ( 1 ) The fundamental legal rights of protection for life and property; protection from arbitrary government. (Note: *‘Magna Charta rights,” or rights of Englishmen ” ; also our American bill of rights ” in federal and state constitutions.) (2) Moral rights; the rapidly widening claim of right to equal opportunities for health, edu- cation and general welfare. I SYLLABUS IN HISTORY 205 (Have the pupil enumerate many examples of what our government is now doing for us in this line.) d The reasons why the obligations of citizenship are more compelling in a democracy than in an autocracy. The duties of citizenship are always equal to its rights; duty is largely matter of morals. e Duties and obligations. (1) Legal requirements: obedience to law, jur)' and military service. (2) The moral obligations of intelligent under- standing of our government and its ideals; active cooperation and interest in the wel- fare of the government (note what high school pupils can do today, tomorrow, next year) ; a proper democratic attitude toward one’s fellow citizens and their interests. 6 Training for citizenship in our democracy. a The important influence of the American home. ( 1 ) Obligation of right marriage, so that the chil- dren of the nation may' have in'telligent parents, and a happy, healthful environment in which to live ; marriage regulation, mothers’ pensions, etc. (2) Training of children in the democratic virtues : respect for authority, voluntary obedience, honesty, self-control, cooperation, respon- sibility to obligations. b The part played by the public school in civic training. (i) Universal education, a developing American ideal. (a) Origin of the public school system in colonial times; how supported. (b) The compulsory school attendance law : first opposed as undemocratic ; pres- ent-day requirements. (c) Free high schools, a growth since the Civil War; reason for some present- day opposition to them; their neces- sity. (d) Free universities: in how far an actu- ality ; the ideal for the future. THE UNIVERSITY OF THE STATE OF NEW YORK )6 (2) The educational ideal for the public school I systems of our democracy. j (a) A sound body, as the basis for a sound i mind. I {b) A well-rounded general education, for the development of a broad-minded intelligence and morality in its citizens. (c) A clear teaching of national American ideals. (See topic on American ideals.) ^ {(i) A knowledge of American government : functions, machinery, administration, problems to be solved ; and the devel- opment of an active civic conscious- ness. (e) The present-day question of the place for technical training in our schools. “A citizen should not only be good, but good for something,” c The part played by the boys and girls themselves, d The call of the times for (1) Public-spirited citizens; the fight is on for democracy, within as well as without. (2) Enlightened public opinion. (3) Proper patriotism. (a) The abandonment of extreme individ- ualism ; and the cultivation of a strong community spirit of coopera- tion. (b) False ideas of patriotism: race hatred, national jealousy, the feeling that the individual code of honor does not apply to the state. (r) Loyalty to one’s country is as essential as loyalty to one’s parents. C Popular control of government. I Nomination, election and appointment of public officials, a Nomination: historical development, present pro- cedure. (1) No uniform method at first; sometimes by Congressional, or State legislative caucus or informal gatherings. (2) The rise of the nominating convention in Jackson’s day ; cause, machinery of a nomi- SYLLABUS IN HISTORY 207 nating convention ; the history of the party primary; its defects. (3) The movement for primary reform; primaries brought under state control ; direct pri- maries — time of holding, organization, value, defects. (4) The use for party conventions under the direct primary system. (5) The reformed national nominating conven- tion; the presidential preference primaiy^; the organization and work of the conven- tion. b Election of public officials. ( 1 ) hlolding an election ; time, registration, process of voting, counting the votes, the “Aus- tralian ballot,” the voting machine, the long and short ballot. (2) Problems of nomination and election; gerry- mandering, proportional representation, cor- rupt practices, the grounds for choice as to what oflices should be elective and what appointive. c Appointment of public officials. ( 1 ) Comparison between the appointing system of state and national government. (2) The removal of appointive officers; recall. (3) Civil service reform in national, state and local government. Political parties. a The necessity for political parties in democratic gov- ernment. b A comparison of our two-party system with that of the manifold party system of France. c The value of third parties in our country’s histor}L d Party organization and work, e Party finance. f Parties and public office — elective and appointive, g The boss and the machine; the value of the boss ; a comparison of the boss with the English prime minister and party whip. h The question of the independent voter versus the '‘straight party ticket'* man. 208 THE UNIVERSITY OF THE STATE OF NEW YORK D American governments at work. I Local governments. The natural method of approach is for each teacher to deal with his own locality, town, city or village, first. The problem of town and city differ in degree more than in kind; each has to operate through legislation and administration, the differences arising in the varied needs of these communities. The volume of needs to be met is greater in city than in village, yet each organized community has distinct needs ; the work of its political organization is to meet these needs, first by pass- ing suitable measures, then by putting them into effect, and lastly by providing a judiciary to judge of their infractions. a Local governments in colonial times. (1) Town system of New England and county system of the South. (2) The mixed system of the middle colonies. (3) Their retention today. b Local governments today; note that these are gov- ernments of delegated powers only with an in- creasing tendency to “ home rule.” (1) The town: In New England, the original unit of government; in New York, a rural com- munity with very simple political organiza- tion. The needs of a rural community, police, roads, care of poor, etc. (The teacher should not find it hard to make his own manual of officials and duties, of jus- tices, and of town board or town meeting.) (2) Governments of a municipal character: here the people live more closely together ; special needs arise requiring broader governmental services; there is an expansion of the ma- chinery of government. The village: classes in New York State: legislation through representatives and ref- erendum. (A teacher in a village has con- crete material to illustrate officials, police justices, etc. ; for the rest there is an account of the village type in any compendium in civics.) SYLLABUS IN HISTORY 209 The city: classes of cities in New York State ; centralization in city government and through the short ballot, the commission form of government and the city manager plan. (a) Administration in our cities, each city, and in some measure each village, deals with the following problems of administration : the preservation of peace and order ; the police ; the pro- tection of property and persons ; the preservation of health; education; public works; roads and buildings; art and esthetic development ; city planning and the improvement of city and county for future generations ; charities and corrections. (3) The county: division largely judicial; a con- venient grouping of local units for carrying out common needs ; for example, poorhouse, county jail, etc. Officials to carry on county work, board of supervisors to act for the whole county. (4) Ordinance-making of local governments. Legislative powers delegated to counties and municipalities in the constitution or in the statutes. Methods of legislation in the county ; town meetings and their legisla- tive processes ; municipal legislation ; boards of aldermen, city councils and com- missions. (The discussion of legislation for a state applies with equal force to that for a municipality as to number of the cham- bers, sessions, methods of organization, and the nature of the output. Each teacher must adjust his discussion to the locality in which he lives, whether town, county or city.) State governments. a Origin of their organi^sation in colonial times. 210 THE UNIVERSITY OF THE STATE OF NEW YORK The three types, charter, proprietary, royal, charters of Rhode Island and Connecticut retained as state constitutions. Other states modeled on the colonial charter form. h State constitutions: adoption, revision, amendment, form. The original thirteen colonies (see outline on Democracy). Revision and amendment as pro- vided for in New York State. The form of a state constitution; bill of right and its purpose; the machinery of government; miscellaneous pro- visions and their undue growth ; method of amend- ment. c The authority of state governments; powers inherent, not delegated. Attitude of people toward state governments at the time of the Revolution. The Federal principle: reserve powers of the state; state rights until the Civil War. The extension of federal authority in war; is the tendency to increase? d Delegation hy the state governments of powers to local units. e Legislation; the exact number of senators or assem- blymen is not so important for the young citizen to know as the underlying principles for good government. (1) Direct legislation: initiative and referendum; methods and results. (2) Legislation through representatives. Organization of the legislature; methods of apportioning and electing members ; the bicameral vs. the unicameral system ; officers of the legislative chambers; committees; methods of procedure; annual vs. biennial sessions; freedom of debate; the governor’s message ; the party pledges ; the initiation of bills ; methods of drafting bills ; committee hearings and reports ; safeguards in the con- stitution and the rules ; the governor’s veto ; the test before the courts; power of the courts over legislation under our system ; SYLLABUS IN HISTORY 2II defects in the system; lack of responsible leadership (compare English prime minis- ter) ; lack of efficient drafting methods ; log- rolling and lobbying; excessive number of statutes ; special and local legislation ; temp- tation to young and inexperienced members of the legislature. f Suggested remedies: well-guarded possibilities of direct legislation; leadership by the governor and his officers; a larger amount of popular interest and a keener sense of the citizen’s responsibilities ; proportional representation; an efficient system of bill drafting. The teacher should take time to make clear the idea of law as the basis of social order using for illustration the rules of the school, and if they are available the rules enacted by the pupils’ self-gov- ernment organization or the athletic association. It is improbable that all teachers will be able to convey to pupils an adequate idea of the relation of law to peace, justice and contentment; even those teachers who have the idea clear in their own minds may not be able to convey it because of the immaturity of the pupils. But without a fair conception of law, a study of government is an aimless and a formless confusion. Compare with the English House of Commons and the English cabinet when possible. g Problems of state administration. (1) The preservation of peace and order, the police and the militia. (2) The protection of propert>" and persons. (3) The preservation of health. (4) Education. (5) Conservation and development of public re- sources, including agriculture. (6) Public works, roads and buildings. (7) Art and esthetic development. (8) City planning and the development of the city and country for future generations. (9) Charities and correction. Each of the main functions, the efficient performance of which constitutes the problem of the ministrant side of government, is studied by the class as fully as the time available permits; ^d time is saved from the discussion of machinery and organization 212 THE UNIVERSITY OF THE STATE OF NEW YORK for much fuller discussion of these functions than has heretofore been the custom. Not a few teachers find it advisable to present at this point in one meeting of the class' an outline of the organization of the federal administration, and then in the discussion of each of the functions taken up bring into the discussion the part played by the federal government as well as that by the state and the local unit in which the school is situated. The class takes up each function with the notion clearly in mind that here is a great social problem (the preservation of health, the education of citizens, the care of dependent and delinquent classes) and proceeds to study the present available methods for its solution, incidentally learning something of the difficulties in the way of the organization of public activities, the selection of officials and the securing of public support for efficient servants who are not also efficient politicians. It is of course impossible for all of any class to study all the functions of government thoroughly, and it is unnecessary that this be done. The object sought is not information about these func- tions, but a conception of the way the government works — a vital grasp of the thing from an observation of its detail. One small group of pupils in a class takes up the organization for the care of health, and reports on this to the class. They study what is done by the local board of health, the powers of the board, its relation to the state board, the relation of both to federal organs such as the Public Health Service of the Treasury Department. They know something of pure food activities of the Department of Agriculture, and of the State; the quarantine laws; and the like. They thus grasp as fully as children of their age can, the complicated system of health administration and form some idea of the pernicious influence of that type of politician who thinks any faithful hench- man is suitable for a job in the health department. It is advisable to specialize a part of this work when possible by the discussion of some epidemic or nuisance with which the pupils are acquainted in their home lives. Another group of the same class may study and report on the educational function. There is no more illuminating subject for our general purpose. The cost of the schools as represented in the city, the state and the federal budgets; the powers of the local boards ; of the State Commissioner of Education ; the service ren- dered by the federal bureau, with its splendid system of collecting and distributing information. The overlapping of functions and the resulting waste of energy when various units proceed to the collecting of information on the same subjects, here appear. Under SYLLABUS IN HISTORY 213 the growing activities of the schools, such' as school lunch rooms, playground equipment, etc., there is introduced an elementary dis- cussion of the problems of public versus private control. (The public educational institutions are contrasted with the private ones. Lunch rooms conducted by the school are contrasted with lunch rooms to which pupils might go in the vicinity which are conducted by private persons. Paternalism is explained to some extent in the discussion of the compulsory education law, and the requirements that the health of the pupils be cared for. Hear the group on this subject with the group studying health, and some interesting discus- sion generally results.) h Defects in our system. (1) Failure of citizens to go to the polls. (2) The spoils system still surviving in the civil service. (3) The long ballot which makes intelligent elec- tion impossible. (4) The popular indifference to efficiency in public and private affairs. (5) Public ignorance of the nature of the work of government and therefore inability to judge . the nature of the public service required. (6) Tendency of the federal government to en- croach on the powers of the states. i State and local courts: the system of appeals makes these virtually one system ; they certainly should somewhere be shown on a chart. (i) Organization of the courts. (a) The system and basis of graded courts: minor courts, county courts, state courts, special courts — probate, claims, juvenile etc. (b) Officers of the courts; judges; func- tion of the judge fully set forth; methods of selection; length of term; salary; removal; juries; kind of juries, their origin and the function of each; methods of selection; prose- cutors and public defenders ; other officers, clerks, recorders etc. ; the bar and legal ethics. 214 THE UMIVEKSJTY OF THE STATE OF NEW YORK (2) rrocediire : criminal procedure, eivil pro- eeditre. (3) Defects in our system: prolonged litigation, expensive litigation, complicated and tech- nical processes. (4) Proposed remedies. (a) A higher type of judge, by appointment instead of election ; by a public opin- ion demanding a better type of judge. (b) Simplitication of our rules of practice. (c) A more intelligent system of legislation which may produce laws that are intelligible. Pupils should visit a court room when possible. If this is not possible, the teacher should make plain to them in outline under a and b, such elements as the complaints, the answer, the charge to the jury and the like. A well-conducted mock trial is found to be useful for this. Attention will be centered on tliese steps as parts of an effort to secure justice; not as a part of a formidable and elaborate system to be mastered in all its details. y The execution of the lazv and the administration of public affairs. (i) The machinery of adfninistration.^ (a) For the state as a whole: The gov- ernor; method of nomination and election^ ; party machinery ; party activity ; ballots and ballot laws ; primary system ; other state officials ^As far as is practicable, the information under (i) is graphically presented in charts. No more time is given in class to recitation about machinery than is necessa^ to stimulate the pupil to remember the important facts. Gen- erally the interest of the work conducted as this outline indicates is sufficient to accomplish this purpose. It is particularly important for the success oi the work that the teacher feel obliged to teach only the facts that he knows, and he should know them so well as not to have to refer to his text. He should be content to teach the government of the local unit and state in which his school is situated; and if he does not know the organization of these he should make an earnest effort during some summer vacation to learn them thoroughly. He should not hesitate to say frankly that he does not know all about the complicated mechanism of government, but is willing to help the pupils to learn as much of it as they wish to learn. He will of course avail himself of the help to be got from the published reports of public officials of his locality and state. Many helpful pictures may be obtained and some lantern slides are available for an occasional illustrated lecture. ^ Here is presented the organization of political parties in the state under consideration, with the relation of this organization to the national parties. The methods of nominating and electing public servants may here be made clear SYLLABUS IN HISTORY 215 and their selection; the short ballot system ; the permanent civil service ; the difference between policy deter- mining officials and civil servants; some idea of the history of the merit system; the difficulties placed in the way of the system by the defects of human nature ; boards, commissions, and general confusion, (b) For the county: The officers and their selection. (c) For the town: The officers and their selection. (d) For the city: Under the old system; the commission plan of mayor and council; the city manager plan. 3 The federal government. a Tendency toward centralization (see above), b Our system of separation of powers as opposed to responsible leadership in other countries, c See outline on Democracy ” for (1) Origin of the constitution. (2) Its central principles. (3) The three great compromises. (4) The bill of rights. (5) The unique functions of the Supreme Court. (6) The adoption of liberal interpretations. d Federal legislation. (1) Evolution of the federal constitution, under public opinion (the unwritten constitution). (2) Evolution of the constitution under judicial interpretation. (3) Probable future development of the constitu- tion. (4) Federal statutes. Review organisation of the legislative proc- ess as outlined under '' State Government F Powers of Congress under the Constitu- tion.'^ ^ The preamble and an outline of the constitution are to be learned. The constitution itself is not to be memorized but carefully studied. Studying many books about a constitution which is not read is a common practice, but one that can not be defended. 2I6 THE UNIVERSITY OF THE STATE OF NEW YORK Rapid growth of these powers through custom and judicial decision. The present tendency of development. The basis of argument for local self-govern- ment as opposed to centralization in legisla- tion. e Federal courts. ( 1 ) Origin and growth of the Federal courts. (a) Jay’s attitude toward their functions. {h) Marshall and his work. (c) Popular! confidence in the federal courts. (2) Review the organization and procedure of the judiciary as outlined binder state govern- ment. (3) Relation of the federal to the state courts as regards authority and fields of activity. Illustrate with one or two examples of conflict. (4) Compare the federal judges with those of the states as regards reputation and efficiency; and explain the advantages held by tne federal judges, f Federal administration. Review the discussion of the state adminis- tration substituting the President for the Governor. ( 1 ) Currency and banking. (a) A medium of exchange. {b) A means of securing an elastic cur- rency. (c) Government supervision. (d) The national bank act. (e) The federal reserve. (2) The army and navy. (3) The postal service. (4) Promotion of commerce and industry. (5) Government of dependencies. Review the administration of territories by our government since the ordinance of 1787. The American colonial policy is altruistic, not one of exploitation. SYLLABUS IN HISTORY 217 Discuss the holding of dependencies in the light of the principles of the Declaration of Independence. (6) International affairs. (a) The President and the Secretary of State. (b) The diplomatic system: its purpose, its origin and growth, its relation to spoils and patronage, methods of improving the diplomatic personnel ; the consular system: its purpose, its personnel and present weakness, the need of the merit system in this service. {c) Our foreign policy: entangling alli- ances; the Monroe Doctrine; Pan- Americanism ; the open-door in the East ; our best ideals of treating weaker nations ; international arbi- tration; the idea of a federation of the world for international law, a court to interpret it, and sufficient force to have the court’s awards respected. g Recent expansion of federal powers, including our government during the world war. 2i8 THE UNIVERSITY OF THE STATE OF NEW YORK VII American id eats, A subtle^ matter this, for it is not a question of just what we have been, i nor yet of just what we have done. It is a question rather of what in our |i more earnest moments, we have honestly imagined ourselves to be, or per* baps better still, of what we have believed that we should strive for. Introduction. There are several reasons for presenting this , topic. 1 To furnish a summary of the more important American i political, economic and social ideals. > 2 To test the ability of the pupil to trace the influence of : these ideals in American history. 3 To get from the pupil an expression of opinion as to ! which, if any, of the ideals here set down are (i) unworthy; (2) losing their influence; (3) in process of formation; (4) peculiarly American. 4 To have the pupil point out any conspicuous examples — national, state or local — where the people have failed to live up to their ideals ; also to suggest ideals that may have been omitted. 5 To furnish the young citizen with a standard of citizen- ship which may prove a valuable guide in the per- formance of his political and civic duties. A General ideals — fundamental; political and social. 1 “All men are created equal.” 2 'Fhe right of the individual to life, liberty and the pursuit of happines.s. 3 Governments “ derive their just powers from the consent of the governed ” ; “ government of the people, by the people, for the people.” 4 The right of the people to alter or abolish their govern- ment and to institute a new government. 5 No taxation without representation. 6 Free speech. 7 Freedom of the press. 8 Freedom of religion. 9 Right of the people peaceably to assemble and to petition the governmeiit for a redress of grievances. 10 The right of a person accused of crime to a speedy and public trial by jury; to be informed of the nature and cause of the accusation, and to be confronted by the witnesses against him. 11 The right to the writ of habeas coi*pus. SYLLABUS IN HISTORY 219 12 The individual not to be twice put in jeopardy of life or limb for the same offence ; no ex post facto laws ; nO' bills of attainder, 13 The right to private property. 14 The sacredness of contract obligations. B Political 1 Foreign — national. a Liberty and independence; freedom from submission to any outside power. b No entangling alliances. c Freedom of the seas. d The Monroe Doctrine. e No secret treaties. / Justice toward all nations, the weak as well as the strong. g Respect for treaty obligations. h Respect for international law, both in peace and in war. i Peace so long as it can be maintained with justice and honor. j Championship of oppressed peoples. k Respect for the opinions of others. I A liberal immigration and naturalization policy. m Arbitration of international disputes. n Right makes might. 0 Protection of the American citizen in his rights the world over. p No wars for conquest. q Just and friendly trade relations. r Democratic home rule in our colonies. Extension of the arbitration idea among the nations of the earth, with a view to the forming of a public opinion for the preservation of peace and the development and enforcement of inter- national law. 2 Domestic — national. a A sound money system and the maintenance of a high standard of national credit. b An efficient postal system for the convenience and enlightenment of all the people, r The promotion of science and the useful arts. 220 THE UNIVERSITY OF THE STATE OF NEW YORK d Subordination of the military to the civil authority; no large standing army. e Military service in war in accordance with the prin- ciple of the selective draft.*' f No titles of nobility or class distinctions. g Government by public opinion; the rule of the majority; universal citizen suffrage. h The party system of government. i Loyalty and patriotism as the cornerstone of our Republic. j Domestic tranquillity. k Public office a public trust; the public official the servant of the people; nonpartisan administration of the civil service. I The powers of government divided into three co- ordinate branches — law-making, law-judging, law-enforcing; a “government of checks and balances.’* ' 3 Domestic — Union. (Ideals embodied in the relations existing between the several states and the federal ; union.) a A divided sovereignty — certain sovereign powers delegated by the several states to the federal gov- ernment; all other sovereign powers retained by the states. / h The policy — particularly with reference to terri- tory lying contiguous to the Union — of erecting colonies into statehood. c The perpetuation of democracy — the guaranty t v the federal government of a republican form of government to every state in the Union. d The equality of the several states ; “ full faith and credit shall be given in each state to the public acts, records and judicial proceedings of every other state ” ; the Senate of the United States shall be composed of two Senators from each state; “ No preference shall be given by any regu- lation of commerce or revenue to the ports of one over those of another.** (An example of the recognition of the rights of small states.) SYLLABUS IN HISTORY 221 e Such a division of powers between the federal gov- ernment on the one hand and the several states on the other, as to leave both the national govern- ment and the state sovereign in its particular field, thus cultivating a double patriotism. j Competitive progress in political and civic affairs by leaving each state — though a member of the Union — yet supreme in its own field, with free- dom to work out in its own laboratory experiments in political, social and economic science for its own benefit and for an incentive to progress to its sister states. g Equality of citizenship : The citizens of each state shall be entitled to all privileges and immunities of citizens in the several states.” h The supremacy of the constitution and all laws and treaties made under its authority ; “ anything in the constitution or laws of any state to the con- trary notwithstanding.” i The indissolubility of the Union ; liberty and union, now and forever, one and inseparable.” y Freedom of interstate trade. Domestic — state and local. a All political powers, except those delegated to the Union, reside in the states. h Keeping government close to the people; the dis- tribution of powers to manage local affairs among the subordinate local units — county, city, town- ship, village, school district ; m micipal “ home rule.” c Nonpartisan government of the local units. d Universal citizen suffrage. e The secret ballot in all elections; honesty and fair play in politics. '/ An organized state militia. g Reform in state and city government ; the punish- , ment of graft. h Efficiency and honesty in government through the fixing of official responsibility. i Government regulation of trusts and monopolies. / Government of checks and balances. THE UNIVERSITY OF THE STATE OF NEW YORK C Economic. 1 Recognition of the institution of property; right of the individual to acquire and hold property; right of the political unit to hold property. 2 Property not to be taken away without just compensa- tion. 3 That all property should bear its just share of the ex- penses of government: taxes on real estate, personal pi-operty, inheritances, and incomes. 4 The encouragement of thrift. 5 The encouragement of small private holdings in land. 6 General welfare as the economic goal ; a fair distribution of the social income according to individual worth. 7 Government regulation of public utilities. 8 Large scale production. 9 A high standard of living. 10 Recognition of the worth and dignity of labor. 11 Conservation of natural resources. D Social; educational; religious. 1 The proper care of unfortunates and defectives. 2 The emphasis on service rather than on riches or pleasure. 3 The practice of the Golden Rule. 4 Recognition that public property is to be used for the good of society. 5 Cooperation for the social welfare. 6 The greatest good to the greatest number. E Social — educational. 1 Universal, free, compulsory elementary education. 2 Free secondary education for all who may avail them- selves of its advantages. 3 The same educational opportunities open to both sexes. 4 In general, the same educational opportunities open to all citizens, from the kindergarten through the university. 5 Special training for teachers. 6 Separate schools with specially trained teachers for all defective classes. 7 Night schools and continuation schools for the educa- tion and assimilation of immigrants and for all whose earlier education has been for any cause neglected. 8 General recognition and application of the principle that the safety and perpetuity of our democracy rests upon the education of all Its citizens. SYLLABUS IN HISTORY 22^ F Social — religious. 1 The right of every individual to his own religious opin- ions and beliefs. 2 The separation of church and state. 3 Recognition of the importance of religious education through the agency of church organizations in the development of the individual and in the progress and stability of the state. Suggested Readings Major sequence, course C, II, III Abbott, L. F. Impressions of Theodore Roosevelt. Doubleday Andrews, C. M. Colonial Period. Holt Andrews, E. B. United States in Our Own Time. Scribner Andrews, Mary R. S. Perfect Tribute. Scribner Atherton, Gertrude. Conqueror. Macmillan ; Grosset Babcock, K. C. Rise of American Nationality. Plarper Barnes, James. Hero of Erie. Appleton Bassett, J. S. Short History of the United States. Macmillan Our War With Germany. Knopf Beard, C. A. Contemporary American History. Macmillan Becker, Carl. The United States, an Experiment in Democracy. Harper Beer, G. L. English Speaking Peoples. Macmillan Bicknell, Edward. Territorial Acquisitions of the United States. Small Bouton, A. L. Lincoln-Douglas Debates. Holt Bradford, Gamaliel, jr. Confederate Portraits. Houghton Portraits of American Women. Houghton Union Portraits. Houghton Briggs, L. M. ed. Noted Speeches of Daniel Webster, Henry Clay and John C. Calhoun. Moffat Brigham, A. P. Geographic Influences in American History. Ginn Brown, W. G. Stephen A. Douglas. Houghton Use with life of Lincoln for a study of the Lincoln-Douglas debates. Andrew Jackson. Houghton Bruce, H. A. Daniel Boone and the Wilderness Road. Macmillan Bryce, James. South America. Macmillan The chapter on the Panama canal. American Commonwealth. Macmillan The abridged and revised edition. 224 THE UNIVERSITY OF THE STATE OF NEW YORK Burgess, J. W. The Middle Period. Scribner Use with Wilson’s Division and Reunion. The Civil War and the Constitution. Scribner For comparative study of the characters of Lincoln, Douglas and Davis. Reconstruction and the Constitution. Scribner Use with Dunning’s Reconstruction. Burton, T. E. John Sherman. Houghton Carter, C. F. When Railroads Were New. Plolt Chambers, R. W. Cardigan. Harper Cheyney, E. P. European Background of American History. Harper Churchill, Winston. Richard Carvel. Macmillan; Grosset Crisis. Macmillan; Grosset Crossing. Macmillan; Grosset Cleveland, Grover. Presidential Problems. Century Coolidge, A. C. United States as a World Power. Macmillan Coolidge, L. A. U. S. Grant. Houghton Dewey, D. R. National Problems, 1885-1897. Harper Dodge, T. A. Birdseye View of Our Civil War. Student’s ed. Houghton Drake, S. A. Making of the Great West. Scribner Dunning, W. A. Reconstruction, Political and Economic. 1865- 77. Harper Du Puy, W. Uncle Sam’s Modern Miracles. Stokes Earle, A. M. Colonial Days in Old New York. Scribner Home Life in Colonial Days. Macmillan Child Life in Colonial Days. Macmillan Stage Coach and Tavern Days. Macmillan Eggleston, Edward. Beginners of a Nation, Appleton Eggleston, G. C. A. Rebel’s Recollections. Putnam Eliot, C. W. Four American Leaders. Amer. Unitarian Assn. Elson, H. W. History of the United States. Macmillan Side Lights on American History. Macmillan Farrand, Max. Development of the United States from Colonies to World Power. Houghton Finley, J. H. French in the Heart of America. Scribner Finley & Sullivan. American Democracy from Washington to Wilson. Macmillan Fish, C. R. American Diplomacy. Holt Development of American Nationality. Amer. Book Co. Fiske, John. American Political Ideas. Houghton American Revolution. 2 v. Houghton Beginnings of New England. Houghton , SYLLABUS IN HISTORY =^Fiske, John. Critical period of American History. Houghton Discovery of America. 2v. Houghton Dutch and Quaker Colonies in America. 2 v. Houghton New France and New England. Houghton Old Virginia and Her Neighbors. 2 v. Houghton War of Independence. Houghton Ford, Paul L. True George Washington. Lippincott Fosdick, Harry. Challenge of the Present Crisis. Association Press Franklin, Benjamin. Autobiography. Houghton; Ginn Frederic, Harold. In the Valley. Scribner Fuller, H. B. Speakers of the House. Little Garland, Hamlin. Life of Grant. Doubleday Genet, E. C. C. War Letters. Scribner Gerry, Mrs Margarita. Toy Shop. Harper Gilman, Bradley. Robert E. Lee. Macmillan Glasgow, Ellen. Battle Ground. Doubleday ; Burt Grady, Henry. New South. Merrill Griffis, W. E. Story of New Netherland. Houghton Hagedorn, Hermann. You Are the Hope of the World. Mac- millan * Boy’s Life of Theodore Roosevelt. Harper Hale, E. E. Man without a Country, v. e. Philip Nolan’s Friends. Little Hall & Chester. Panama and the Canal. Newson •Hall, J. N. High Adventure. Houghton Halsey, F. W. Old New York Frontier. Scribner Hapgood, Norman. Abraham Lincoln. Macmillan George Washington. Macmillan Hart, A. B. American History Told by Contemporaries. 4 v. Macmillan Formation of the Union. Longmans Monroe Doctrine. Little Slavery and Abolition. Harper Source Book of American History. Macmillan Haworth, P. L. United States in Our Own Times, 1865-1920. Scribner Hill, F. Decisive Battles of the Law (The John Brown trial and the impeachment of President Johnson). Harper Hitchcock, Ripley. Decisive Battles of America. Harper *Books marked with a star should be purchased first and duplicate copies are desirable. 226 THE UNIVERSITY OF THE STATE OF NEW YORK Horne, C. F. History of the State of New York. Heath Hosmer, J. K. History of the Louisiana Purchase. Appleton Hunt, Gaillard. John C. Calhoun. Jacobs James, J. A. Readings in American History. Scribner Johnston, Alexander. History of American Politics. Revised by Sloane and Daniels. Holt Johnston, Mary. Lewns Rand. Houghton; Grosset Jones, C. L. Carribean Interests of the United States. Appleton Krafft & Norris. Sea Power in American History. Century Long Roll. Houghton Latane John H. America the World Power, 1897-1907. Harper From Isolation to Leadership. Doubleday United States and Latin America. Doubleday Laut, A. C. Conquest of the Great Northwest. Doran Lecky, W. E. H. American Revolution. Appleton Edited by Woodburn. Leonard, A. R. ed. War Addresses of President Wilson. Ginn Lincoln. Selections From. Amer. Book Co. Edited by Draper. Lingley, C. R. Since the Civil War. Century Lodge, H. C. Alexander Hamilton. Houghton Daniel Webster. Houghton George Washington. Houghton Lodge & Roosevelt. Hero Tales from American History. Century McCall, S. W. Thomas B. Reed. Houghton MacDonald, William. Documentary Source Book. Macmillan From Jefferson to Lincoln. Holt McKinley, A. E. Collected Materials for the Study of the War. Reprinted from the History Teachers Magazine. McKinley Pub. Co. McLaughlin, A. C. Readings in American History. Appleton Confederation and Constitution. Harper McMaster, J. B. United States in the World War. 2 v. Appleton Daniel Webster. Century Merwin, H. C. Thomas Jefferson. Houghton Mitchell, S. Weir. Hugh Wynne. Century Morgan, James. Abraham Lincoln, the Boy and the Man. Grosset Morse, J. T., jr. Abraham Lincoln. 2 v. Houghton Thomas Jefferson. Houghton Benjamin Franklin. Houghton Muzzey, D. S. Readings in American History. Ginn *Books marked with a star should be purchased first and duplicate copies are desirable. SYLLABUS IN HISTORY 227 National Board for Historical Service. War Readings. Scribner Nicolay, Helen. Book of American Wars. Century Our Nation in the Building. Century Nida, W. L. Story of the World War. Hale Book Co. Sidelights on the War. Hale Book Co. '^Ogg, F. A. National Progress, 1907-1917. American Nation Series, v. 27. Harper Olcott, C. S. William McKinley. 2 v. Houghton Old South Leaflets. Directors of Old South Work ^Oliver, F. S. Alexander Hamilton. Putnam Page, T. N. Red Rock. Scribner Paine, R. D. Fighting Fleets. Houghton Palmer, Frederick. America in France. Dodd Parker, Sir Gilbert. Seats of the Mighty. Burt Parkman, Francis. Oregon Trail. Little Paxson, F. L. Last American Frontier. Macmillan Peck, H. T. Twenty Years of the Republic, 1885-1905. Dodd Perkins, J. B. France in the American Revolution. Houghton Powers, H. H. America and Britain. Macmillan American Era. Macmillan America among the Nations. Macmillan Pryor, Mrs Roger. Reminiscences of Peace and War. Macmillan ; Grosset Rhodes, J. F. History of the United States. 8 v. Macmillan Civil War. Macmillan Riverside History of the United States. 4 v. Floughton Roberts, E. H. New York. 2 v. (American Commonwealth Series.) Houghton 'i^Roosevelt, Theodore. Winning of the West. 6 v. Sagamore ed. Putnam Naval War of 1812. 2 v. Sagamore ed. Putnam Autobiography. Macmillan America and the World War. Scribner Fear God and Take Your Own Part. Doran Foes of Our Own Household. Doran ^Rothschild, Alonzo. Lincoln, Master of Men. Houghton Honest Abe. Houghton Rowell, C. W. Leaders of the Great War. Macmillan Schouler, James. Reconstruction Period. Dodd Volume 7 of Schouler’s History of the United States. Use with Rhodes, Dunning and Burgess. *Books marked with a star should be purchased first and duplicate copies arc desirable. 228 THE UNIVERSITY OF THE STATE OF NEW YORK Schurz, Carl. Henry Clay. 2 v. Houghton Semple, E. C. American History and Its Geographic Conditions. Houghton Shepherd, W. R. Latin America. Holt Sparks, E. E. Men Who Made the Nation. Macmillan Expansion of the American People. Scott, Foresmau National Development, 1877-1885. Harper United States of America. 2 v. Putnam Spears, J. R. History of the United States Navy. Scribner Stanwood, Edward. James G. Blaine. Houghton Stevens, W. O. Story of the Navy. Harper Stevenson, B. E. Poems of American History. Houghton Thayer, W. R. Life and Letters of John Hay. 2 v. Houghton Theodore Roosevelt. Houghton Thwaites, R. G. The Colonies. Longmans How George Rogers Clarke won the Northwest. McClurg Trent, W. P. Robert E. Lee. Small Tuckerman, Bayard. General Philip Schuyler. Dodd “^Turner, F. J. Rise of the New West. 1819-1829. Harper Usher, R. G. Story of the Great War. Macmillan Van Tyne, C. H. Loyalists in the American Revolution. Macmillan American Revolution. Harper Webster-Hayne Debate. Houghton Williams, Sherman. New York’s Part in History. Appleton Wilson, Woodrow. Division and Reunion. Longmans •^Wister, Owen. Ulysses S. Grant. Small. * Seven Ages of Washington. Macmillan ; Grosset Pentecost of Calamity. Macmillan Straight Deal or the Ancient Grudge. Macmillan Wood, Leonard. Military Obligations of Citizenship. Prince-^ ton Univ. Press Suggested Readings Major sequence, course C, I, IV-VII 'J^'Aciams, E. D. Power of Ideals in America History. Yale Univ.. Press Adams, H. C. Description of Industry. Holt Adams & Sumner. Labor Problems. Macmillan Addams, Jane. Twenty Years at Hull House. Macmillan Andrews, M. P. American’s Creed and Its Meaning. Doubleday *Books marked with a star should be purchased first and duplicate copies- are desirable. SYLLABUS IN HISTORY 229 Antin, Mary. Promised Land. Houghton Ashley, R. L. American Federal State. Macmillan Beard & Beard. American Citizenship. Macmillan Bennion, Milton. Citizenship. World Book Co. ‘^Bogart, E. L. Economic History of the United States. Longmans Brewer, D. J. Responsibilities of Citizenship. Yale Univ. Press Bullock, C. J. Elements of Economics. Silver, Burdett Burch, H. R. American Economic Life. Macmillan Burch & Patterson. American Social Problems. Macmillan Story of Great Inventions. Harper Carlton, F. T. Elementary Economics. Macmillan History and problems of Organized Labor. Heath. Carver, T. N. Principles of Political Economy. Ginn Coman, Katherine. Industrial History of the United States. Rev. ed. Macmillan Day, Clive. History of Commerce. Longmans. Part V. Dewey, D. R. Financial History of the United States. Long- mans Eliot, C. W. America's Contribution to Civilization. Century Ellwood, C. A. Sociology and Modern Social Problems. Amer. Book Co. Ely & Wicker. Elementary Economics. Macmillan Fetter, F. A. Economics. 2 v. Century Fish, C. R. Civil Service and the Patronage. Longmans Foerster & Pierson. American Ideals. Houghton Franc, Alissa. Use Your Government. Dutton Fulton, M. G. National Ideals and Problems. Macmillan Gathany, J. M. American Patriotism in Prose and Verse. Mac- millan Gauss, Christian. Democracy Today. Scott, Foresman Giles, F. M. Vocational Civics. Macmillan Greenlaw, E. A. Builders of Democracy. Scott, Foresman Hall. Practical Sociology. Scribner Hart, A. B. Social and Economic Forces in American History. Harper Actual Government under American Conditions. Long- mans National Ideals Historically Traced. Harper Herrick, C. A. History of Commerce and Industry. Macmillan Hill, D. J. Americanism. Appleton ^ People's Government. Appleton *Books marked with a star should be purchased first and duplicate copies are desirable. 230 THE UNIVERSITY OF THE STATE OF NEW YORK Hollister, H. A. Woman Citizen. Appleton Howe, F. C. Modern City and Its Problems. Scribner Johnson. Introduction to Economics. Heath Jordan, D. S. Democracy and World Relations. World Book Co. Laing, G. A. Introduction to Economics. Gregg Lane, F. K. American Spirit. Stokes Leavitt, F. M. Elementary Social Science. Macmillan Lippincott, Isaac. Economic Development of the U. S. Appleton Long, A. W. American Patriotic Prose. Heath Monroe & Miller. American Spirit. World Book Co. Moore, J. R. H. Industrial History of the American People. i\Iac- millan Munro, W. B. Government of American Cities. Macmillan Powell, L. P. Spirit of Democracy. Rand, McNally Ravage, M. E. An American in the Making. Harper Rihbany, A. M. A Far Journey. Houghton Riis, Jacob. Making of an American. Macmillan Ross, E. A. What is America? Century Rowe, H. K. Society, Its Origin and Development. Scribner Sanford, A. H. Story of Agriculture in the United States. Heath Seligman, E. R. A. Principles of Economics. Longmans Smith, J. R. Commerce and Industry. Holt Steiner, E. A. From Alien to Citizen. Revell The Immigrant Tide. Revell Nationalizing America. Revell Taussig, F. W. Tariff History of the United States. Putnam Principles of Economics. Macmillan Thompson, C. M. Elementary Economics. Sanborn History of the United States, Political, Industrial, Social. Sanborn Thompson, C. W. New Voter. Putnam Tovme, E. T. Social Problems. Macmillan Tufts, J. H. Real Business of Living. Holt Wald, Lillian D. House on Henry Street. Holt Washington, B. T. Up from Slavery. Burt Watkins & Williams. Forum of Democracy. Allyn & Bacon White, Horace. Money and Banking. Woodburn, J. A. Political Parties and Problems. Putnam Wright, C. D.. Industrial Evolution of the United States. Scrib ner Young, J. T. New American Government and Its Work ATacmillan