Chapter X: Part I: Humanities (4)

England and Scotland both under queens; both had to choose between
a power based upon the wishes of the nation, and a power supported
by foreign help. Elizabeth chose a national position: “took a
course visibly full of danger, a course in which success was only
possible by courage and heroic endurance, but in which success,
if it came, might be splendid, and might raise the nation itself
to greatness”. Mary, on the contrary, brought her subjects under
a foreign yoke. Since Mary of Guise’s regency was a High Catholic
rule, the Reformation in Scotland took the form of a _national_
movement, and the national party turned towards England for help.
“The first achievement of Elizabethan policy lay in this, that she
called out a great Reformation party in England and Scotland at once,
and thus laid the foundation of the union of England and Scotland.”
Elizabeth’s self-justification in helping subjects against their
sovereign: that she was maintaining national independence against
a foreign power. Arran becomes Elizabeth’s suitor in Protestant
interest. January, 1560--Treaty of Berwick--importance. Elizabeth
“put herself at the head of the national religious movement in
Scotland”; “in consideration of the attempt to annex Scotland to the
French crown, she promised to aid the Scotch to drive out the foreign
invaders”. Success of Elizabeth’s policy; French troops recalled.
July--Treaty of Edinburgh ends the government of Scotland by the
French; December--death of Francis II. severs the union of French
and Scotch crowns. 1561--Return of Mary to Scotland; she refuses
to ratify the Treaty of Edinburgh, and sets to work to build up an
Anglo-Scotch party in the interest of the Counter-Reformation.

(ii.) 1565-1567, IN WHICH THE DANGER IS OF THE UNION OF ENGLAND AND SCOTLAND UNDER MARY AGAINST ELIZABETH.

1565--Marriage of Mary and Darnley--importance: Mary puts herself
definitely at the head of the Catholic party in England. 1567--Murder
of Darnley; marriage with Bothwell; Lochleven; battle of Langside;
collapse of Counter-Reformation in Great Britain; prospect in James
of a solution for England of both problems of succession and religion.

Period II. The French Period, 1567-1585.

Danger lest France or Spain, or both, make war on England to release
Mary and secure the Catholic succession, but hands of both tied at
home, and Elizabeth’s efforts directed to keeping them so. To that
end, sends help to Huguenots in Wars of Religion, and to the revolted
Netherlands.

France alarmed by victory of Lepanto (1571), makes advances to
England. Courtship of Anjou, 1570-72, and of Alençon, 1572-84.
“Matters were indeed in a critical position for England; the Ridolfi
plot was brewing, the English Catholic nobles in a ferment, and the
Pope, Philip, the League and the Guises ready to turn their whole
power to the destruction of Elizabeth.” 1572--Treaty of Blois,
pledging Charles IX. and Elizabeth to give informal aid to the
revolted Netherlands. The St. Bartholomew; marriage negotiations
interrupted. 1574--Don John, Governor of the Netherlands, grasps the
necessity of the overthrow of Elizabeth as a preliminary to reducing
the Netherlands, and aims at himself marrying the Queen of Scots and
securing England. “The true remedy for the evil condition of the
Netherlands ... is that England should be in the power of a person
devoted and well affectioned to your Majesty’s service.” 1575--The
Netherlands offer sovereignty of Holland and Zealand to Elizabeth;
she declines. 1578--Flemish appeal to Alençon to lead them; he
accepts in reliance on England; Elizabeth’s policy is that Alençon
shall be under English, not French, patronage, and she poses before
Europe as his affianced bride. 1579 and 1581--He visits England for
supplies. 1582--Alençon invested with sovereignty of the Netherlands;
Elizabeth’s connection emphasised by presence of Leicester and Sir
P. Sidney. 1584--Alençon expelled from Netherlands; his death.
“Elizabeth had begun her long marriage juggle in 1559 in hourly
danger of being overwhelmed and crushed by her own Catholic subjects
in union with one or other of her great continental neighbours. She
ended it in 1583, triumphant all along the line, with both her rivals
crippled and distracted, whilst she really held the balance of peace
and war of Europe in her hands.”

Period III. The Spanish Period, 1585-1603.

(i.) TO 1596, WHEN ENGLAND, FRANCE AND THE NETHERLANDS FIGHT SPAIN EITHER SEPARATELY OR IN A CONCERT WHICH IS SECRET.

Counter-Reformation in France represented by the League, the
anti-dynastic party; Pact de Joinville between Philip and the League,
after murder of William of Orange, for extirpation of heresy in
France and the Netherlands; importance of 1585 in English policy;
Alençon gone, Elizabeth must act openly if Netherlands are to be
saved. Only military movement as yet helping Scotch in 1561. With
1585 begins what is meant by the “Elizabethan Age”. Pause to estimate
Elizabeth’s policy. Froude finds no clue but inconsistency--really a
consistent inconsistency. Seeley’s estimate: “There are emergencies
in which a persistent abstinence from action, a kind of resolute
irresolution, is the only sound policy.... Everything at her
accession was in a sort of suspense. Whether the nation was Catholic
or Protestant, by what title she herself reigned, who would be
her own successor, and whom she should marry--all was undefined.”
Elizabeth really understood popular government; she gave her people
twenty-six years of peace, in which they learnt to know themselves
and what they wanted. 1585--Siege of Antwerp; Netherlands in
extremity; offer sovereignty to Elizabeth; she refuses; Philip
tries intimidation by wholesale arrest of British sailors; war
inevitable. Leicester’s expedition; his blunders; fall of Antwerp;
Zutphen; Elizabeth also lets loose her “Knight of the Ocean”;
Drake’s expeditions, 1577, 1585, 1587; execution of Mary Queen of
Scots. “The execution of Mary Stuart in the greatest degree, and
the campaign of Leicester in a secondary degree, together with
the adventurous voyages of Drake, brought on the open war between
Elizabeth and Philip.” 1588--Armada; causes of failure: (_a_)
superiority of English ships and English sailors; (_b_) English
guns heavier and better served; (_c_) unfavourable winds causing
delay and then destruction; (_d_) unfitness of Parma for command.
“But all said and done, the victory was one of men and tactics more
than materials.” “The Armada was not defeated by a storm, but at
Gravelines, on Monday, 29th July; and the enterprise was defeated
when Parma failed to bring up his flotilla.” Results of Armada:
(_a_) gave England a new position in Europe; (_b_) secured her from
danger of future invasion, and consequently (_c_) enabled Elizabeth
to turn her attention to the divisions that weakened the English
Church; (_d_) gave the nation leisure for the struggle between Crown
and Parliament, which only ended with William III. 1589--Elizabeth’s
Counter-Armada; Drake’s advice, “better cheap” than awaiting renewed
attack. Spain’s power broken, the religious question is fought out
on a new battle-ground; succession struggle in France; League helped
by Spain against Henry of Navarre; Arques; Ivry. 1591--English
forces under Essex to help Henry of Navarre. 1595--Henry publishes
declaration of war against Spain.

(ii.) 1596-1598. FRANCE, ENGLAND AND NETHERLANDS UNITED IN A FORMAL COALITION OF ONE CATHOLIC AND TWO PROTESTANT POWERS AGAINST THE COUNTER-REFORMATION.

1596--Elizabeth makes a formal alliance offensive and defensive with
Henry IV. and the States against Spain, and sends expedition under
Howard and Essex against Cadiz; the “Trafalgar of the Elizabethan
War” (Laughton). 1597--Essex and Raleigh make the “Island voyage”
against Spain.

(iii.) 1598-1603. COALITION DISSOLVED. PHILIP III. AGAINST ELIZABETH AND NETHERLANDS.

1598--Henry IV. deserts his allies and makes peace with Spain in
Treaty of Vervins. Philip III. continues war against Elizabeth in
order to use Ireland--in revolt--as basis of operations for the
Counter-Reformation against England. Danger from Ireland increased
by treason of Essex. 1602--Spanish expedition lands in Ireland;
joins Tyrone against Kinsale; defeated by Mountjoy. 1603--Elizabeth
increasingly hostile towards Spain till her death.

Results of Elizabeth’s Policy.

1. She gave England twenty-six years of peace, in spite of the
distracted state of things abroad, and by this means (_a_) the
religious question, (_b_) the succession question, were settled
without civil war.

2. By creating a new mental atmosphere, she gave England a new
national temper, which found expression in a national poetry.
Shakspere’s “jubilant patriotism”:--

“This England never did, nor never shall
Lie at the proud foot of a conqueror....
Come the three corners of the world in arms,
And we shall shock them; nought shall make us rue,
If England to herself do rest but true.”

--_K. John._

“This royal throne of kings, this sceptred isle ...
This precious stone set in the silver sea ...
This land of such dear souls, this dear, dear land.”

--_K. Richard II._

And the passionate devotion to Elizabeth as the embodiment of the
national greatness:--

“She shall be loved and feared; her own shall bless her:
In her days every man shall eat in safety
Under his own vine, what he plants, and sing
The merry songs of peace to all his neighbours.”

--_K. Henry VIII._

Elizabeth the Gloriana of Spenser.

3. She saved England from absorption by Spain or France, and from
fear of future invasion.

4. She created the monarchy of Great Britain by laying the basis of
union between England and Scotland.

5. She made England insular, but counterbalanced the disadvantages of
insularity by encouraging maritime expansion.

SYLLABUS OF LESSON ON RICHELIEU.

=1610.= _Louis XIII._|Difficulties of Regent Mary de Medici. “The day
|of Kings is past, that of Grandees and Princes
|has arrived.” Her Spanish policy. Concini.
=1614.=|States-General, last of old Régime. Louis
|assumes government. Fall of Concini. Rise of De
|Luynes. Queen Mother becomes centre of
|disaffection. Guise. Bouillon. Mayenne. Epernon.
|Huguenots.
=1622.=|Peace of Montpellier. Huguenots have only
|Rochelle and Montauban.
=1624.=|Entrance into power of Richelieu.
=RICHELIEU.=|Born a leader of men. Genius of conception,
|force of will. Ideal, absolutism. Obstacle,
|feudal nobility; destroys their political
|vitality by increasing power of monarchy. 1.
|Substitutes Intendants for great Governors of
|Provinces. 2. Destroys feudal strongholds. 3.
|Brings nobles under the law; duelling,
|Montmorency; peculation, Marshal de Marillac;
|conspiracy, Cinq Mars. 4. States-General never
|meet. 5. Parlements restricted to judicial
|duties. 6. Heavy taxation. Cultivates three
|powerful alliances: 1. Men of letters; 2. Favour
|of commons; 3. Love of national glory.
=Foreign |Policy.= To substitute influence of France in
|Europe for Austro-Spanish power. Founder of an
|“occidental” policy. Two things necessary: 1.
|Balance of power; 2. Mutual religious
|toleration. Difficulties at home: 1. Spanish
|sympathies of Anne of Austria; 2. Huguenot
|struggles for independence.
=Periods |of Richelieu’s Rule.=
I.|=The Valtelline Period, 1624-26.= Richelieu
|enters European politics. Importance of
|Valtelline as connecting link between Austro-
|Spanish dominions. Seized in defiance of Treaty.
|Interference of Richelieu. Huguenot revolt. T.
|Montpellier pacifying them while he concludes
|Valtelline question in T. Monzon.
II.|=Period of La Rochelle, 1626-28.= Richelieu
|crushes all opposition at home to clear his way
|for decisive interference abroad. “La
|conspiration des Dames.” Vendome in Brittany.
|1627. Buckingham’s expedition to Rhé. 1629. Fall
|of La Rochelle and Montauban.
III.|=Period of absolute supremacy at home, 1629-35.=
|Re-enters European politics, but only as a
|secondary power, in Thirty Years’ War. France
|acts again in Italy. Succession in Mantua and
|Montferrat. Valtelline question reopened, and
|again settled in favour of France. Day of Dupes,
|11th Nov., 1630. T. of Cherasco, 1631. Intrigues
|of Gaston of Orleans with enemy. Richelieu acts
|with Gustavus Adolphus, the “Protestant
|Crusader”. Interests of France move to Lorraine
|border. Death of Gustavus indirect advantage to
|France. Richelieu’s terms with Bernard of
|Weimar. 1635. France declares war against Spain.
IV.|=Period of France’s supremacy in Europe,
|1635-43.= 1636. Recovery of Corbie from Spanish.
|1638. B. Rheinfeld. Fall of Brisach. 1639. Death
|of Bernard of Weimar. “Turning point of the
|contest,” from a useful ally was becoming a
|dangerous rival. Richelieu secures Alsace.
|Conspiracy of Cinq Mars.
=1642.=|Death of Richelieu. Rise of Mazarin.

LIST OF BOOKS.

The following lists have been drawn up with the help of several
teachers of history, and are intended for the practical work of the
school. They aim at giving the chief authorities for each period,
besides other books dealing with special subjects. Where possible,
the publisher and price have been given. Those who want more
exhaustive lists and desire original authorities can find them in the
syllabuses of the University Extension Lectures.

The historical stories have been chosen from lists furnished by
pupils.

TEXT-BOOKS.

Gardiner. _Student’s History._ Longmans. 4/- a volume.

Vol. i., to 1509; vol. ii., 1509-1689; vol. iii., 1689-1885.

J. F. Bright. _History of England._ Longmans.

Vol. i., “Mediæval Monarchy,” 449-1485 (4/6); vol. ii., “Personal
Monarchy,” 1485-1688 (5/-); vol. iii., “Constitutional Monarchy,”
1689-1837 (7/6).

Ransome. _An Advanced History of England._ Rivingtons. 7/6.

Acland and Ransome. _Analysis of English History._ Longmans. 6/-.

D. Beale. _Text-book of English and General History._ Bell & Daldy.
2/6.

Taswell-Langmead. _Constitutional History._ Stevens & Hayes. 15/-.

D. Beale. _Student’s Chronological Maps_ (Charts). Bell & Daldy. 3/6.

Gardiner. _Student’s Historical Atlas._ Longmans. 5/-.

F. W. Putzger. _Historischer Schul-Atlas._ Bielefeld and Leipzig.
Verlag von Velhagen und Klasing. 2 marks.

Period 1066-1272--

Stubbs. _Constitutional History._ Frowde. Clarendon Press. 12/- each
volume.

Vol. i., to 1215; vol. ii., 1215-1399.

J. R. Green. _History of the English People_, vol. i. Macmillan. 16/-.

-- _The Making of England._ Macmillan. 16/-.

-- _The Conquest of England._ Macmillan. 18/-.

Freeman. _History of the Norman Conquest._ Macmillan. 36/-.

Lingard. _History of England_, vols. i. and ii. Duffy. Set of 10
vols. £1 10/-.

Kate Norgate. _England under the Angevin Kings._ 2 vols. Macmillan.
£1 12/-.

Mrs. J. R. Green. _Henry II._ (Twelve English Statesmen). Macmillan.
2/6.

O. H. Richardson. _National Movement under Henry III._ Macmillan. 6/6.

Stubbs. _Early Plantagenets_ (Epochs). Longmans. 2/6.

Cox. _Crusades_ (Epochs). Longmans. 2/6.

Traill. _Social England_, vol. i. Cassell. 15/-.

Thorold Rogers. _History of Agriculture and Prices_, vols. i. and ii.
Clarendon Press. £2 2/-.

Hunt. _English Church in the Middle Ages._ Longmans. 2/6.

Stubbs. Introductions to (_a_) _Gesta Henrici II._: _Benet of
Peterbro_;

(_b_) _Roger of Hoveden_ (for foreign policy) (Rolls Series).

{ _St. Thomas of Canterbury._ David Nutt. 1/-.
W. H. Hutton. { _Misrule of Henry III._ David Nutt. 1/-.
{ _Simon de Montfort._ David Nutt. 1/-.

In English History from Contemporary Writers Series.

De Joinville. _Saint Louis._ Chronicle (translated by James Hutton).
Sampson Low. 2/6.

Period 1272-1399--

Stubbs. _Constitutional History_, vol. ii. Clarendon Press. 12/-.

Green. _History of the English People_, vol. i. Macmillan. 16/-.

Lingard. _History of England_, vols. ii. and iii. Duffy. 10 vols. £1
10/-.

Author of “The Greatest of the Plantagenets.” _Life and Reign of
Edward I._ Seeley Jackson. 6/-.

Tout. _Edward I._ (Twelve English Statesmen). Macmillan. 2/6.

Longman. _Life and Times of Edward III._ Longmans. 2 vols. 28/-.

Traill. _Social England_, vol. ii. Cassell. 15/-.

Burton. _History of Scotland._ Blackwood. 8 vols. £3 3/-.

Oman. _Art of War_ (Hundred Years’ War). Fisher Unwin. 17/6.

Wakeman. _History of the Church of England._ Rivingtons. 6/-.

Stubbs. _Early Plantagenets_ (Epochs). Longmans. 2/6.

Poole. _Wycliffe and Early Movements for Reform._ Longmans. 2/6.

Freeman. _Historical Essays._ 1st series, Essay on Edward I.
Macmillan. 10/6.

Jusserand. _English Wayfaring Life in the Middle Ages._ Fisher Unwin.
7/6.

Ashley. _Economic History._ Longmans. Part i., 5/-; part ii., 10/6.

Shakspere. _Play of Richard II._

Froissart. _Chronicles._

Chaucer. _Canterbury Tales._

Langland. _Piers Plowman._

Period 1399-1485--

Stubbs. _Constitutional History_, vol. iii. Clarendon Press. 12/-.

Green. _History of the English People_, vols. i. and ii. Macmillan.
16/- each vol.

Lingard. _History of England_, vols. iii. and iv. Duffy & Sons. 10
vols. £1 10/-.

Ramsay. _Lancaster and York._ Clarendon Press. £1 16/-.

Wylie. _England under Henry IV._ Longmans. 4 vols. 10/6, 15/-, 15/-,
£1 1/-.

Church. _Henry V._ (Men of Action Series). Macmillan. 2/6.

Gairdner. _Richard III._ Longmans (out of print). 10/-.

Oman. _Warwick_ (Men of Action Series). Macmillan. 2/6.

Stubbs. _Lectures on the Study of Medieval and Modern History._
Clarendon Press. 8/6.

Seebohm. _Oxford Reformers._ Longmans. 14/-.

Traill. _Social England_, vol. ii. Cassell. 15/-.

Gairdner. _Lancaster and York_ (Epochs). Longmans. 2/6.

James Gairdner. _Paston Letters._ Constable. 16/-.

Fortescue. _Governance of England_ (edited Plummer). Clarendon Press.
12/6.

Shakspere. _Plays_: _Henry IV._, _Henry V._, _Henry VI._

Tudor Period, 1485-1603--

York Powell and Tout. Text-book, _History of England_ (Henry VIII. to
William III.). Longmans. 2/6.

Lingard. _History of England_, vols. iv., v., vi. Duffy & Sons. 10
vols. £1 10/-.

Green. _History of the English People_, vol. ii. Macmillan. 16/-.

Froude. _History of England from the Fall of Wolsey to the Armada._
Longmans. 12 vols. 3/6 each.

Hallam. _History of England_ (Constitutional). Murray. 7/6.

Busch. _England under the Tudors._ Innes & Co. 16/-.

Gairdner. _Henry VII._ (English Statesmen Series). Macmillan. 2/6.

Bacon. _Henry VII._ (edited Lumby). Cambridge University Press. 2/-.

Brewer. _Reign of Henry VIII._ Murray. 2 vols. 15/- each.

Beesley. _Queen Elizabeth._ Macmillan. 2/6.

Creighton. _Elizabeth._ Boussod. £2 8/-.

-- _Age of Elizabeth_ (Epochs). Longmans. 2/6.

-- _Wolsey_ (Twelve English Statesmen). Macmillan. 2/6.

Ranke. _History of England_, vol. ... endon Press. 6 vols. £3 3/-.

Traill. _Social England_, vols. ii. and iii. Cassell. 15/- each
volume.

Stubbs. _Lectures on Medieval and Modern History._ Clarendon Press.
8/6.

Macaulay. _Essays_ (Burleigh). Longmans. 2/6.

Seeley. _Growth of British Policy._ Cambridge University Press. 2
vols. 12/-.

Seebohm. _Oxford Reformers._ Longmans. 14/-.

Wakeman. _History of the Church of England._ Rivingtons. 6/-.

Burnet. _History of the Reformation._ Clarendon Press. 7 vols. £1
10/-.

Aubrey Moore. _History of the Reformation._ Kegan Paul. 16/-.

Froude. _English Seamen in the Sixteenth Century._ Longmans. 6/-.

Hume. _Courtships of Queen Elizabeth._ Fisher Unwin. 12/-.

-- _The Year after the Armada._ Fisher Unwin. 12/-.

-- _Walter Raleigh._ Fisher Unwin. 5/-.

-- _Philip II._ (Foreign Statesmen). Macmillan. 2/6.

Cunningham. _English Industry and Commerce._ Pitt Press. Vol. i.,
13/4; vol. ii., 15/-.

H. Hall. _Society in the Elizabethan Age._ Sonnenschein. 10/6.

Berville. _The Story of the Chevalier Bayard_ (Chronicle). Friswell.
2/6.

Stuarts and Commonwealth, 1603-1660--

Cordery and Philpotts. _King and Commonwealth_ (text-book). Seeley.
5/-.

Gardiner. _History of England_, 1603-1642. Longmans. 10 vols. 6/-
each.

-- _History of the Great Civil War_, 1642-1649. Longmans. 4 vols. 6/-
each.

Lingard. _History of England_, vols. vii. and viii. Duffy & Sons. 10
vols. £1 10/-.

Green. _History of the English People_, vol. iii. Macmillan. 16/-.

Ranke. _History of England_, vols. i., ii., iii. Clarendon Press. 6
vols. £3 3/-.

Hallam. _Constitutional History._ Murray. 7/6.

Guizot. _History of the English Revolution._ Bohn. 3/6.

-- _Life of Oliver Cromwell._ Bentley. 6/-.

Frederic Harrison. _Cromwell_ (Twelve English Statesmen). Macmillan.
2/6.

Traill. _Social England_, vol. iv. Cassell. 17/-.

Sanford. _Studies and Illustrations of the Great Rebellion._ John
Parker. 16/-.

Forster. _Sir John Eliot._ Longmans (out of print).

-- _Grand Remonstrance._ Murray. 12/-.

Church. _Bacon_ (English Men of Letters). Macmillan. 1/-.

Carlyle. _Cromwell’s Letters and Speeches._ Chapman & Hall. 2/6.

W. H. Hutton. _William Laud_ (Leaders of Religion Series). Methuen.
3/6.

Ottley. _Lancelot Andrewes_ (Leaders of Religion Series). Methuen.
3/6.

Lady Verney. _Memoirs of the Verney Family._ Longmans. 2 vols., 42/-;
vol. iii., 21/-.

The Later Stuarts, 1660-1714--

Hale. _Fall of the Stuarts_ (Epochs). Longmans. 2/6.

Morris. _Age of Anne._ Longmans. 2/6.

Lingard. _History of England_, vols. ix., x. (ends 1689). Duffy. 10
vols. £1 10/-.

Ranke. _History of England_, vols. iii., iv., v. (use for foreign
policy). Clarendon Press. £3 3/-.

Macaulay. _History of England._ Longmans. 5/-.

Hallam. _Constitutional History._ Murray. 7/6.

Lecky. _History of England in the 18th Century._ Longmans. 7 vols.
6/- each.

Green. _History of the English People_, vols. iii. and iv. Macmillan.
16/- a vol.

Traill. _William III._ (Twelve English Statesmen). Macmillan. 2/6.

Stanhope. _Reign of Queen Anne._ Murray. 16/-.

Wyon. _History of Great Britain during the Reign of Queen Anne._
Chapman & Hall (out of print). 2 vols. £1 12/-.

Leslie Stephen. _Swift_ (Men of Letters Series). Macmillan. 1/-.

Swift. _Conduct of the Allies._ Various.

Hassall. _Bolingbroke_ (Statesmen Series). W. H. Allen. 2/6.

Macaulay. _Essays_ (Temple). Longmans. 2/6.

Evelyn. _Diary_ (Chandos Classics). Warne. 1/6.

Traill. _Social England_, vol. iv. Cassell. 17/-.

Burnet. _History of His Own Times._ Clarendon Press. 9/6.

Anson. _Law and Custom of the Constitution._ Clarendon Press. Vol.
i., 12/6; vol. ii., 14/-.

Hodder. _Shaftesbury._ Cassell. 3/6.

Hanoverian Period, 1714-1815--

Skottowe. _Our Hanoverian Kings._ Sampson Low. 3/6.

Lecky. _History of England in the 18th Century._ Longmans. 7 vols.
6/- each.

Stanhope. _History of England_ (to 1783). Murray. 9 vols. 5/- each.

Green. _History of the English People_, vol. iv. Macmillan. 16/-.

Erskine May. _Constitutional History_ (from George III.). Longmans. 3
vols. 18/-.

Hallam. _Constitutional History._ Murray. 7/6.

Ranke. _History of England_, vol. v. Clarendon Press. £3 3/-.

Seeley. _Expansion of England._ Macmillan. 4/6.

Traill. _Social England_, vol. v. Cassell. 17/-.

Morley. _Walpole_ (Twelve English Statesmen). Macmillan. 2/6.

Macaulay. _Essays_ (Clive, Hastings). Longmans. 2/6.

Morley. _Chatham_ (Twelve English Statesmen). Macmillan. 2/6.

Not yet published.

Rosebery. _Pitt_ (Twelve English Statesmen). Macmillan. 2/6.

Montagu Burrows. _British Foreign Policy._ Blackwood. 6/-.

Mahan. _Influence of Sea Power on History._ Sampson Low. 15/-.

Burke. _Thoughts on the Present Discontents._ Clarendon Press. 4/6.

-- _Reflections on the French Revolution._ Clarendon Press. 5/-.

Also cheaper editions.

Carlyle. _French Revolution._ Chapman & Hall. 2 vols. 2/6 a vol.

Also cheaper issues.

Thos. Wright. _Caricature History of the Georges._ Hotten. 6/6.

LIST OF HISTORICAL NOVELS AND TALES AND POEMS

ILLUSTRATING THE PERIOD 1066 to 1815.

Period 1066-1272--

Kingsley. _Hereward the Wake_ (Last Struggle of the English).
Macmillan. 3/6.

Lytton. _Harold._ Routledge. 2/-.

M. M. Blake. _Siege of Norwich Castle_ (Struggle of the English).
Seeley. 5/-.

Henty. _Wulff the Saxon_ (written for boys). Blackie. 6/-.

-- _Winning his Spurs_ (written for boys) (Crusades). S. Low. 2/6.

Macfarlane. _Camp of Refuge_ (Hereward). Constable. 3/6.

Sir W. Scott. _Count Robert of Paris_ (First Crusade). Black. 1/6.

-- _The Betrothed_ (Henry II.). Black. 1/6.

-- _The Talisman_ (Richard and Saladin). Black. 1/6.

-- _Ivanhoe_ (Richard Cœur de Lion). Black. 1/6.

C. M. Yonge. _The Constable’s Tower_ (King John). National Society.
3/-.

-- _The Prince and the Page_ (Edward I.). Macmillan. 3/6.

-- _The Little Duke_ (Richard the Fearless of Normandy). Macmillan.
2/6.

These are children’s books.

G. P. R. James. _Philip Augustus_ (Struggle with King John). Warne.
-/6.

Tennyson. _Harold_: a drama.

-- _Becket_: a drama.

Period 1272-1399--

Jane Porter. _The Scottish Chiefs_ (1296-1314). Routledge. 2/-.

Grace Aguilar. _The Days of Bruce._ Nisbet. 2/-.

Mary Peard. _Prentice Hugh_ (Edward I.). National Society. 3/6.

M. Everett Green. _The Lord of Dynevor_ (Edward I. Wales). Nelson.
2/6.

Sir W. Scott. _Castle Dangerous_ (1306). Black. 1/6.

Henty. _In Freedom’s Cause_ (William Wallace). Blackie. 6/-.

C. M. Yonge. _The Lances of Lynwood_ (Black Prince in Spain).
Macmillan. 2/6.

Henty. _St. George for England_ (Crecy, Poitiers). Blackie. 5/-.

Conan Doyle. _The White Company_ (Black Prince in France). Smith &
Elder. 6/-.

E. Mitchell. _The Golden Horseshoes_ (Chivalry. Edward III.).
Masters. 5/-.

Everett Green. _In the Days of Chivalry_ (Black Prince). Nelson &
Sons. 5/-.

Henty. _A March on London_ (Wat Tyler). Blackie. 5/-.

-- _The Lion of St. Mark_ (Venice). Blackie. 6/-.

Lytton. _Rienzi_ (Last Tribune, 1354). Routledge. 3/6.

Sir W. Scott. _Lord of the Isles_ (Bruce).

Period 1399-1485--

James. _Agincourt_ (1415). Warne. -/6.

Henty. _At Agincourt._ Blackie. 6/-.

Mark Twain. _Joan of Arc_ (serious). Chatto & Windus. 6/-.

Author of “Schönberg Cotta Family”. _Joan the Maid._ Nelson. 4/-.

Andrew Lang. _The Monk of Fife_ (Joan of Arc). Longmans. 3/6.

Mrs. Oliphant. _Joan of Arc._ Putnam. 5/-.

Sir W. Scott. _The Fair Maid of Perth_ (Murder of Rothsay). Black.
1/6.

C. M. Yonge. _The Caged Lion_ (James I. of Scotland). Macmillan. 3/6.

Miss Wilbraham. _For and Against_ (Wars of the Roses) (out of print).

C. M. Yonge. _Grisly Grisell_ (Wars of the Roses). Macmillan. 3/6.

Lady G. Fullerton. _A Stormy Life_ (Margaret of Anjou). Burns &
Oates. 6/-.

C. M. Yonge. _Two Penniless Princesses._ Macmillan. 3/6.

Sir W. Scott. _Anne of Geierstein_ (Margaret of Anjou). Black. 1/6.

Lytton. _Last of the Barons_ (Warwick the King Maker). Routledge. 3/6.

H. Ainsworth. _The Star Chamber_ (Henry VII.). Various.

Author of “The Spanish Brothers”. _Crushed yet Conquering_ (John
Huss). Religious Tract Society. 6/-.

Sir W. Scott. _Quentin Durward_ (Louis XI. and the Scottish Guard).
Black. 1/6.

G. P. R. James. _Mary of Burgundy_ (1477). Warne. -/6.

Period 1485-1603--

Harrison Ainsworth. _The Star Chamber._ Routledge. 2/-.

Everett Green. _Evil May Day_ (1517). Nelson. 2/6.

-- _The Church and the King_ (Dissolution of the Monasteries).
Nelson. 5/-.

A. Manning. _The Household of Sir Thomas More_ (Diary of Margaret
Roper). Hall. 2/6.

Harrison Ainsworth. _Windsor Castle_ (Henry VIII.). Routledge. 2/-.

C. M. Yonge. _The Armourer’s Prentices_ (Divorce). Macmillan. 3/6.

Mark Twain. _The Prince and the Pauper_ (Edward VI.). Chatto. 3/6.

Stanley Weyman. _Francis Cludde_ (Mary Tudor). Cassell. 6/-.

Harrison Ainsworth. _Tower of London_ (Lady J. Grey). Routledge. 2/-.

Kingsley. _Westward Ho!_ (Elizabeth’s Seadogs). Macmillan. 2/6.

Sir W. Scott. _The Monastery_ (Murray’s Regency). Black. 1/6.

-- _The Abbot_ (Loch Leven). Black. 1/6.

-- _Kenilworth_ (Amy Robsart). Black. 1/6.

Whyte Melville. _The Queen’s Maries_ (Mary of Scots). Longmans. 1/6.

Eliza Pollard. _A Gentleman of England_ (Sir P. Sidney). Addison.
5/-.

C. M. Yonge. _Unknown to History_ (Mary of Scots in Captivity).
Macmillan. 3/6.

Everett Green. _Loyal Hearts and True_ (Queen Elizabeth). Nelson. 5/-.

Henty. _Under Drake’s Flag._ Blackie. 6/-.

-- _St. Bartholomew’s Eve._ Blackie. 6/-.

Robert Leighton. _Under the Foeman’s Flag_ (Armada). Melrose. 3/6.

Mrs. Marshall. _Penshurst Castle_ (Sir P. Sidney). Seeley. 5/-.

Hon. E. Lawless. _With Essex in Ireland._ Smith, Elder. 6/-.

-- _Maelcho_ (Irish Rising of 1579). Smith, Elder. 6/-.

Kingsley. _Plays and Puritans_ (Essays). Macmillan. 3/6.

Reed. _Sir Ludar_ (Ireland. Queen Elizabeth). Sampson Low. 2/6.

Charles Reade. _The Cloister and the Hearth_ (for Picture of Middle
Ages. Erasmus). Chatto. 3/6.

Mrs. Charles. _The Schönberg Cotta Family_ (Luther). Nelson. 3/6.

Author of “Mdlle. Mori”. _In the Olden Time_ (Peasant War in Germany,
1525). Longmans. 2/6.

C. M. Yonge. _The Dove in the Eagle’s Nest_ (Maximilian). Macmillan.
3/6.

G. Eliot. _Romola_ (Savonarola). Blackwood. 3/6.

Yeats. _The Honour of Savelli_ (Cæsar Borgia). Sampson Low. 2/6.

Grace Aguilar. _Vale of Cedars_ (Ferdinand and Isabella).
Groombridge. 5/-.

Gordon Stables. _Westward with Columbus._ Blackie. 5/-.

Author of “Dark Year of Dundee”. _The Spanish Brothers_
(Persecutions). Nelson. 4/-.

Henty. _By Pike and Dyke_ (Netherlands). Blackie. 6/-.

-- _By England’s Aid_ (Netherlands). Blackie. 6/-.

Liefde. _The Beggars_ (Netherlands). Hodder. 3/6.

Everett Green. _Shut In_ (Siege of Antwerp, 1585). Nelson. 5/-.

Stanley Weyman. _The House of the Wolf_ (St. Bartholomew). Longmans.
3/6.

C. M. Yonge. _The Chaplet of Pearls_ (St. Bartholomew). Macmillan.
3/6.

Stanley Weyman. _A Gentleman of France_ (Henry III. and the League).
Longmans. 6/-.

James. _Henry of Guise_ (the States of Blois. League Times).
Routledge. 2/-.

Sir W. Scott. _Marmion_ (a tale of Flodden Field).

-- _The Lady of the Lake_ (James V. and Douglas).

-- _The Lay of the Last Minstrel_ (1557).

Tennyson. _Columbus_: a poem.

-- _Queen Mary_: a drama.

-- _The Revenge_: a Ballad of the Fleet.

Period 1603-1660--

Sir Walter Scott. _The Fortunes of Nigel_ (Court of James I.). Black.
1/6.

-- _A Legend of Montrose_ (Montrose and Argyle, 1645). Black. 1/6.

-- _Woodstock_ (Cavaliers and Roundheads). Black. 1/6.

Harrison Ainsworth. _Guy Fawkes._ Routledge. 2/-.

Shorthouse. _John Inglesant_ (perfect Picture of Court of Charles
I.). Macmillan. 3/6.

Whyte Melville. _Holmby House_ (Cavaliers and Roundheads). Longmans.
1/6.

Edna Lyall. _To Right the Wrong_ (Cavaliers and Roundheads). Hurst &
Blackett. 6/-.

A. J. Church. _With the King at Oxford_ (Charles I.). Seeley. 5/-.

J. S. Fletcher. _When Charles the First was King._ Bentley. 3 vols.
31/6.

Author of “The Schönberg Cotta Family”. _The Draytons and the
Davenants_ (Civil Wars). Nelson & Sons. 3/6.

Wilkie Collins. _Hide and Seek_ (Civil Wars). Chatto. 3/6.

George Macdonald. _St. George and St. Michael_ (Civil Wars. Siege of
Raglan Castle). Kegan Paul. 3/6.

Rev. A. D. Crake. _Fairleigh Hall_ (Civil Wars). Mowbray. 2/6.

M. and E. Lee. _Rosamond Fane_ (Escape of Duke of York). Griffith &
Farran. 3/6.

Anna Glyn. _A Pearl of the Realm_ (Civil Wars. Nonsuch Palace).
Hutchinson. 6/-.

Emma Marshall. _A Haunt of Ancient Peace_ (Little Gidding). Seeley.
5/-.

Edited by Canon Carter. _Nicholas Ferrar_ (not a story; account of
Little Gidding). Longmans. 6/-.

-- _Brave Dame Mary_ (Siege of Corfe Castle). S.P.C.K. 2/-.

C. M. Yonge. _Under the Storm_ (Cavaliers and Roundheads). National
Society. 3/6.

Miss Holt. _Ashcliffe Hall_ (Cavaliers and Roundheads). Silver & Co.
3/6.

Harrison Ainsworth. _Boscobel._ Routledge. 2/-.

Emma Marshall. _The White King’s Daughter_ (Charles I.). Seeley. 3/6.

Emma Marshall. _Under Salisbury’s Spire_ (George Herbert). Seeley.
5/-.

Marryat. _The Children of the New Forest_ (Cavalier story for
children). Routledge. 2/-.

Author of “The Schönberg Cotta Family”. _On Both Sides of the Sea_
(Commonwealth and Restoration). Nelson. 5/-.

D. G. McChesney. _Miriam Cromwell’s Royalist._ Blackwood & Son. 6/-.

Miss Manning. _Mary Powell_ (Diary of Milton’s Wife). Hall. 2/6.

Field. _Ethne_ (Cromwell in Ireland). Wells, Gardner. 6/-.

Alfred de Vigny. _Cinq Mars_ (in French. Richelieu). Calmann Levy. 2
vols. 8 francs.

G. P. R. James. _Richelieu._ Warne. -/6.

Stanley Weyman. _Under the Red Robe_ (Richelieu). Methuen. 6/-.

-- _My Lady Rotha_ (Thirty Years’ War). Innes. 6/-.

Henty. _The Lion of the North_ (Gustavus Adolphus). Blackie. 6/-.

Sir W. Scott. _Rokeby_ (Marston Moor).

Browning. _Strafford._

Period 1660-1714--

Sir Walter Scott. _Old Mortality_ (Lauderdale and Claverhouse).
Black. 1/6.

-- _Peveril of the Peak_ (Popish Plot). Black. 1/6.

-- _The Bride of Lammermoor_ (1700). Black. 1/6.

-- _The Black Dwarf_ (Jacobites). Black. 1/6.

Austin Clare. _The Carved Cartoon_ (Plague and Great Fire). S.P.C.K.
3/-.

Henty. _When London Burned._ (Plague and Great Fire). Blackie. 5/-.

Harrison Ainsworth. _Old St. Paul’s._ (Plague and Great Fire).
Routledge. 2/-.

Miss Manning. _Cherry and Violet_ (Plague and Great Fire). Nimmo. 6/-.

Anthony Hope. _Simon Dale_ (Treaties of Dover). Methuen & Co. 6/-.

Edna Lyall. _In the Golden Days_ (Algernon Sidney). Hurst & Blackett.
6/-.

Emma Marshall. _Winchester Meads_ (Bishop Ken). Seeley. 5/-.

Conan Doyle. _Micah Clarke_ (Monmouth’s Rebellion). Longmans. 3/6.

M. and C. Lee. _The Oak Staircase_ (Monmouth’s Rebellion). Griffith &
Farran. 3/6.

Blackmore. _Lorna Doone_ (Monmouth’s Rebellion). S. Low. 2/6.

Walter Besant. _For Faith and Freedom_ (Monmouth’s Rebellion).
Chatto. 3/6.

Everett Green. _In Taunton Town_ (Monmouth’s Rebellion). Nelson. 5/-.

A. E. Mason. _The Courtship of Maurice Buckler_ (1685). Macmillan.
6/-.

Mary Peard. _To Horse and Away_ (Charles II.). National Society. 3/6.

Mary Rowsell. _Traitor or Patriot_ (Rye House Plot). Blackie. 3/6.

Stanley Weyman. _Shrewsbury_ (a Romance of the Reign of William
III.). Longmans. 6/-.

Henty. _Orange and Green_ (B. Boyne). Blackie. 5/-.

Emma Marshall. _Kensington Palace._ Seeley. 5/-.

Anon. _The Last of the Cavaliers_ (1688). Bentley. 6/-.

Henty. _The Bravest of the Brave_ (Peterbro in Spain). Blackie. 5/-.

M. Rowsell. _Thorndyke Manor_ (Jacobite). Blackie. 3/6.

Conan Doyle. _The Refugees_ (Revocation of the Edict of Nantes).
Longmans. 3/6.

Thackeray. _Esmond_ (Jacobites. Anne’s Reign). Smith, Elder. 1/6.

Period 1714-1815--

Sir W. Scott. _Rob Roy_ (Rising of 1715). Black. 1/6.

-- _The Heart of Midlothian_ (Porteous Riots). Black. 1/6.

-- _Waverley_ (Rising of 1745). Black. 1/6.

-- _Guy Mannering_ (1750). Black. 1/6.

-- _Red Gauntlet_ (Jacobites, 1770). Black. 1/6.

-- _The Antiquary_ (1798). Black. 1/6.

Henty. _Bonny Prince Charlie._ Blackie. 6/-.

-- _A Jacobite Exile_ (in service of Charles XII. of Sweden).
Blackie. 5/-.

-- _With Frederick the Great_ (Seven Years’ War). Blackie. 6/-.

-- _Hold Fast for England_ (Siege of Gibraltar). Blackie. 5/-.

-- _With Clive in India._ Blackie. 6/-.

-- _With Wolfe in Canada._ Blackie. 6/-.

-- _In the Reign of Terror._ Blackie. 5/-.

-- _True to the Old Flag_ (War of American Independence). Blackie.
6/-.

-- _One of the Twenty-eighth_ (Waterloo). Blackie. 5/-.

-- _With Moore at Corunna._ Blackie. 6/-.

-- _Through Russian Snows._ Blackie. 5/-.

Walter Besant. _Dorothy Forster_ (Rising of 1715). Chatto. 3/6.

Thackeray. _The Four Georges._ Smith, Elder. 1/6.

Andrew Lang. _Pickle the Spy_ (Young Glengarry. Ellibank Plot).
Longmans. 18/-.

Author of “Atelier du Lys”. _Mistress Beatrice Cope_ (Rising, 1745).
Hurst & Blackett. 3/6.

Harrison Ainsworth. _Preston Fight._ Routledge. 2/-.

Thackeray. _The Virginians._ Smith, Elder. 5/-.

Author of “The Schönberg Cotta Family”. _Diary of Mrs. Kitty
Trevylyan_ (Wesley). Nelson & Sons. 3/6.

-- _Against the Stream_ (End of 18th Century). S.P.C.K. 4/-.

Dickens. _Barnaby Rudge_ (Gordon Riots). Chapman & Hall. 2/6.

Walter Besant. _The Chaplain of the Fleet_ (Fleet Marriages). Chatto.
3/6.

Sarah Tytler. _The Huguenot Family_ (Refugees in England). Chatto.
2/-.

Fenimore Cooper. _The Last of the Mohicans_ (English and Americans).
Routledge. 2/-.

G. Parker. _The Trail of the Sword_ (French in America). Methuen. 6/-.

Emma Marshall. _The Four Reigns_ (George III. to Victoria). Seeley.
5/-.

-- _In Colston’s Days_ (Old Bristol). Seeley. 5/-.

-- _Under the Mendips_ (Hannah More). Seeley. 5/-.

Dickens. _A Tale of Two Cities_ (French Revolution). Chapman & Hall.
2/6.

Stanley Weyman. _The Red Cockade_ (French Revolution). Longmans. 6/-.

Author of “Mdlle. Mori”. _The Atelier du Lys_ (French Revolution).
Longmans. 2/6.

Harriet Martineau. _The Peasant and the Prince_ (French Revolution).
Routledge. 1/6.

M. E. Coleridge. _The King with Two Faces_ (Gustavus III. of Sweden.
French Revolution). Edward Arnold. 6/-.

Author of “Mdlle. Mori”. _On the Edge of the Storm_ (French
Revolution). Warne. 3/6.

Felix Gras. _The Reds of the Midi_ (French Revolution). Heinemann.
3/6.

Sarah Tytler. _Citoyenne Jacqueline_ (French Revolution). Chatto. 2/-.

Whyte Melville. _Sister Louise_ (French Revolution). Ward, Lock. 2/-.

C. J. A., author of “Good Fight of Faith”. _In Palace and Faubourg_
(French Revolution). Nelson. 5/-.

Author of “Atelier du Lys”. _A Child of the Revolution._ Longmans.
2/6.

F. M. Peard. _Mother Molly_ (Threatened Invasion of Napoleon). Bell.
5/-.

Conan Doyle. _Uncle Bernac_ (Napoleon). Smith, Elder. 6/-.

-- _Brigadier Gerard_ (Napoleon). Newnes. 6/-.

Tolstoi. _War and Peace_ (Napoleon’s Russian Campaign, for teachers).
W. Scott. 4 vols. 2/6 a vol.

THE TEACHING OF ANCIENT HISTORY.

By MARY HANBIDGE, M.A. (Lond.).

[General scope.]

The importance of history as a school subject has been fully discussed in an earlier section. But “history,” as taught in schools, too often connotes merely English, or, at best, modern history. Hence the necessity of asserting separately the claim of ancient history, though in the very fact that it is not a separate subject, lies its importance.

The progressive development of the human race is a scientific axiom. If we ignore the continuity of history, we tend to base our teaching only on facts, rather than on the laws which form the bond of sequence between them. Thus the sense of historical proportion is never awakened; and the girl so trained may know in detail the history of England, and the history of the Israelites, but has little idea of their relation to the rest of the modern or ancient world. The child of to-day cannot attain to a true understanding of the history and culture of her own nation unless she has some ideas of the civilisation we inherit. The Renaissance is a fact which every text-book emphasises, and every schoolgirl knows; but what does she know of its spirit? How little can she realise the enthusiasm that stirred those “spacious times” if she is an utter stranger to the “glory that was Greece, and the greatness that was Rome”! Again, in neglecting ancient history, we lose sight of the homogeneity of the human race, that oneness which Thucydides felt would make his history not merely a passing record, but a prophecy ες το αει. And in truth the ancient city states grappled with many of the social and political problems of to-day. They are set before us in miniature, we see them in their entirety, and their solution guides or warns us. The influence of capital in politics, the depopulation of country districts, the dangers of a foreign corn supply, the drifting of democracy to socialism, and the treatment of subject races, were questions of as vital importance for Greece and Rome as they are to-day. So true is Dr. Arnold’s paradox that the ancient world is the most modern of all. Thus regarded, ancient history forms a valuable mental training for upper forms, a training which, in the case of girls, is especially useful, since women too often do not realise the modern problems in which they are unconscious factors. A further advantage is the accessibility of the original authorities, even to a school class. Here at least they are not dependent on retrospective theories, but can see how the history of the day impressed the men who made it--a result not so easily obtainable in other branches of history.

[General suggestions.]

To turn to the practical teaching of the subject. From the beginning, the child must be trained to realise that the history of the world is a whole. Throughout the school, ancient and mediæval history should be taught side by side with that of England and Palestine. English history may with advantage be taught in less detail, and time thus secured for the sister subject. In French and German schools this system is definitely adopted; we append a German scheme. If possible, the subject should be in the hands of the same teacher, that the correlation of interest may be duly emphasised. In classes where reading lessons are given, poems, plays, etc., which bear upon the history, should be chosen, and may suggest subjects for composition. A geography lesson should precede the history course, and the importance of geography throughout cannot be overestimated.

[Graduated scheme. Course A. Ages 9-10.]

With young children history proper is an impossibility, but an interest in the life of the past may be awakened very early. The mental development of the child epitomises that of the race, and in the record of a nation mythology precedes history. In the lowest classes of the Cheltenham Ladies’ College a course of stories from Greek mythology has met with marked success. Quite little children know Jason, with his one sandal, as well as they do Cinderella, and Athene is a familiar friend, whose picture they recognise. Cavillers may say that we are only teaching fairy tales, but the same children grown a little older see their Athene the central point of all the glories of Periclean Athens, and find themselves in a world they know.

Such a course will begin with a talk about the Greeks and their Gods, pass on to the heroes, and end with the “Tale of Troy Divine,” the wanderings of Odysseus, and the story of Thebes; of course these will be stories pure and simple, not vehicles for any ætiological theory, and the success will depend entirely on the descriptive power of the teacher.

[Course B. Ages 10-12.]

We are now on the threshold of history, and since a child is naturally anthropomorphic, the personal element must be made the most prominent. This course will therefore consist of a series of biographies, but biographies introductory to history. The men therefore whom we choose must be men who make or mark a period, and their lives must be closely connected. For this Greek history offers greater facilities than Roman, where the personal element is weaker.

The following series is suggested:--

1. _Lycurgus_ (the dawn of history); revive knowledge of Atridæ; new Peloponnesus, _cf._ Heptarchy; Lycurgus and his laws; rise of Sparta. 2. _Solon_, lawgiver of Athens. 3. _Pisistratus_, the tyranny; rise of free Athens. 4. _Crœsus_, Cyrus, Cambyses; Asiatic Greece, connection with Bible history. 5. _Darius_ and his wrath against Athens. 6. _Miltiades_ and Marathon. 7. _Themistocles_ and Salamis. 8. _Pausanias_, victor of Platæa; his insolence and fall. 9. _Cimon_, expulsion of Persians from Ægean. 10. _Pericles_ and his Athens; Sparta’s jealousy; the war. 11. _Brasidas_ and _Demosthenes_. 12. _Nicias_ and the Sicilian expedition. 13. _Lysander_ and fall of Athens. 14. _Socrates_ and degradation of Athens. 15. _Agesilaus_ and the fall of Sparta. 16. _Conon_ and the rebuilding of the walls. 17. _Epaminondas_, the humbling of Sparta. 18. _Philip of Macedon_ and his plans. 19. _Demosthenes_ and how he failed to stop them. 20. _Alexander_.

In these two courses no text-books need be used or notes taken, but the children should be required to tell the tale of the last lesson, either _viva voce_ or in writing. The appended chart should be used throughout this course, and will show the connection with Jewish history.

[Course C.]

History of Rome to B.C. 31. We now come to history proper, necessarily in outline. This must not be mere chronology, but a series of connected pictures of events. Such dates as are given must be the dates of a century. We suggest that Rome should form the subject of this course, since in the story of the nations Rome follows Greece. Rome touches the world the children already know, as mistress of Britain, and heir of Alexander, while Pyrrhus and Philip V. of Macedon are connecting links with the Hellenistic age, as a rule a _terra incognita_. Antiochus and the Maccabees will connect it with Jewish history. For chart of connection with Course A see end.

[Course D. Ages 13-14.]

Augustus to Charlemagne. The Germans recognise the importance of this period. In England, forming as it does the link between ancient and modern history, it is taught with neither, and yet it is the key to the race question of modern Europe. We suggest a scheme whose two connecting links are: the rise of Christianity and the barbarian migrations. 1. Augustus; Tiberius; Claudius. 2. Nero; the Christians. 3. Vespasian; Titus; fall of Jerusalem. 4. Roman life; Pompeii. 5. Britain and the expansion of the empire under Trajan. 6. Marcus Aurelius; Christianity and Paganism; death of Oracles. 7. Diocletian; last persecutions of Christians; barbarians; inroads. 8. Constantine, first Christian emperor; Constantinople. 9. Julian; reaction against Christianity; Franks; Strasburg (357). 10. Alaric and Visigoths (410). 11. Attila and Huns (450). 12. Fall of empire. 13. Alexandria. 14. Theodoric and Ostrogothic kingdoms. 15. Clovis and Frankish kingdoms. 16. Descendants of Clovis; Brunhilda and Fredegond; extension of Frankish kingdom. 17. Monastic age, Celtic and Roman; Gregory the Great; rise of Papacy; Gregory and Brunhilda; Augustine. 18. Mahomet. 19. Caliphs; spread of Mahometanism in Asia, Africa, Spain. 20. Saracens repulsed (732); Charles Martel. 21. _Fainéant_ kings; mayors of palace. 22. Charlemagne. 23. Holy Roman empire.

[History for higher classes.]

In the higher classes of a school we may assume a fair knowledge of outline history. Periods bearing on the classical reading should be selected and read in detail. Typical periods as “The Empire of Athens and the Age of Pericles,” and “The Age of Augustus”.

A standard history should be worked through, and other books, notably the original historians, will be suggested. A lending library is therefore essential. An essay subject will be set in connection with each lecture to form a centre for reading.

Throughout, the importance of concrete illustrations cannot be too strongly insisted upon. In many places the lectures can be supplemented by visits to local museums, Roman relics, etc. (_e.g._, Chedworth Villa near Cheltenham, Gloucester Museum, Bath). For elder classes a visit to the British Museum would obviously be helpful, but it is wonderfully easy to interest even quite young children. A board schoolboy of eleven, who was wandering aimlessly about the Elgin room, was delighted when I showed him the Nemesis head and told him the story of the Persian Invincible Armada, which never set up its trophy.

Invaluable help can also be obtained from the Educational Museum of the Teachers’ Guild. A full catalogue is published, in which we specially notice (1) illustrations of Greek dress, which might be copied by the mythology class (Course A); (2) maps and plans, especially of Athens and Rome (Holzel); (3) coins, museum reproductions; (4) portraits; (5) lantern slides. Mention may also be made of views of the English Photographic Co., Constitution Square, Athens, who send a priced catalogue; the series of card reliefs, 6d. each, by Lecherchier, Barbe et Cie., to be obtained from the Art Schools Association, 21 Queen’s Square, Bayswater; card illustrations from Menge’s _Antike Kunst_. These illustrations would be of double value were they the permanent possession of the class-room; the class could then become really familiar with each one. It would be a great boon if a central loan collection could be formed by some such body as the Teachers’ Guild, from which illustrations of special periods could be borrowed term by term, a plan which at present is only adopted for lantern slides. This would give access to a greater selection of pictures and models than a single school can provide, and might lead to the development of the historical side of the school museum, and the consequent formation of a school archæological society.

[Maps.]

Kiepert’s wall-maps may be taken for granted. The list in the Teachers’ Guild catalogue is helpful, but a teacher must make her own period maps. (White blind holland is an excellent material.)

[Books.]

1. Text-books. (_a_) Roman. Creighton’s _Primer_; E. S. Shuckburgh’s _History of Rome for Beginners_ and _History of Rome_; Well’s _Short History of Rome_ to the death of Augustus; How and Leigh’s _History of Rome_; Mommsen’s _History of Rome_ (abridged for schools); Pelham’s _Outlines of Roman History_ (Epoch Series); Bury’s _Student’s Roman Empire_.

(_b_) Greek. Fyffe’s _Primer_; Oman’s _History of Greece_; Cox’s _General History of Greece_ (Epoch Series); Butcher’s _Demosthenes_.

(_c_) Transition. Freeman’s _Europe_ (Primer); Freeman’s _General Sketch of European History_.

2. Historical atlases. Student’s Kiepert.

3. Suggestions for school library in connection with junior courses. Miss Gardner’s _Friends of the Olden Time_ and _Rome the Centre of the World_; Church’s _Stories_; Cox’s _Tales of Ancient Greece_; Kingsley’s _Heroes and Poems_; Macaulay’s _Lays_; Hawthorne’s _Tanglewood Tales_; _Epics and Romances of the Middle Ages_ (Wagner and Anson); Lang, Leaf and Myers’ _Iliad_; Butcher and Lang’s _Odyssey_; Worsley’s _Odyssey_; Morris’ _Earthly Paradise_ and _Life and Death of Jason_; Browning’s _Balaustion_ and Aristophanes’ _Apology_; Miss A. Swanwick’s _Æschylus_; Tennyson’s _Œnone_, etc.; Milton; _Atlas of Classical Portraits_--(_a_) Roman; (_b_) Greek (published by Dent); Baumeister’s _Bilder aus dem Alterthum_.

_German Scheme for History Teaching_:--

1st year. Greek legends and German sagas.

2nd year. Pictures of ancient German and Prussian history, Cyrus to the Emperor Frederick.

3rd year. German and Prussian history, from invasion of barbarians to the Emperor Frederick.

4th year. Ancient history to invasions of barbarians (every fortnight, one hour’s repetition of German and Prussian history).

5th year. German history, from invasion of barbarians to 1648.

6th year. From 1648 to the present day, with special stress on general history of civilisation.

PARALLEL CHART FOR THE YOUNGER CLASSES.

-----+-------------------+------------------------+-------------------
Year.| Biblical History. | Greece. | Rome.
-----+-------------------+------------------------+-------------------
1400 | | |
| | |
1300 |Exodus. |Troy? |
| | |
1200 | | |
|Samson. | |
1100 | | |
| | |
1000 |David. | |
| | |
900 | |Homer? |
| | |
800 | |Lycurgus? |
| | |
700 | | |Rome.
| | |
600 |Nebuchadnezzar. |Solon. |
| | |
|Belshazzar. Cyr|us. Pisistratus. |
500 |Temple rebuilt. Dar|ius. |Expulsion of Kings.
|Esther. Xer|xes. Miltiades. |
| |Themistocles. |
| |Pericles. |
400 | |Socrates. |The Gauls.
| |Epaminondas. |
300 | |Alexander. |
| |(Ptolemies.) (Pyrr|hus.)
| | |1st Punic War.
200 | (Antio|chus.) (Philip of |Macedon. Hannibal.)
|(Maccabees.) | Poly|bius.
100 | | |Corinth. Carthage.
| |(Cleopatra.) |{Cicero. Pompey.
| | |{Julius Cæsar.
A.D. |Herod the Great. | |
|Birth of Christ | |Augustus.
-----+-------------------+------------------------+-------------------

At the beginning of Course B, Column I. (except the names in brackets) will be marked on the chart. Column II. as far as Alexander to be filled in during Course B. Column III. and the brackets of Columns I. and II. to be filled in during Course C.

TIME-MAPS.

By DOROTHEA BEALE.

The practice of representing to the eye by means of diagrams the facts of science, physical and social, is becoming more common: we have jagged lines indicating fluctuations in the winds or in the stocks. In an American record which has been sent to me, there are coloured squares representing the thousands of children who are regular in their attendance at school, black squares standing for the defaulting thousands. By such means we can see at a glance what the mind finds it difficult otherwise to realise; it furnishes a framework into which we can fit anything we wish to locate.

[Historical Charts.]

It is hardly necessary to say that for any orderly study of history it is necessary to have some scheme into which we may fit the subjects of study. As well might we expect by learning latitude and longitude to understand the position of places on the earth’s surface, as by learning dates to get a clear idea of the relative position of events in time. We want some form of map which will represent the events to the eye. Many excellent charts have been drawn up giving us parallel histories, but the great difficulty is their prodigious size. Time is one-dimensional, and if we give a small linear space to a century, and try to represent a few thousand years, the mind fails to grasp the picture; if the scale of the different periods varies, the proportion is wrong. For this reason rivers and trees of time, etc., have been more or less failures; they are useful and interesting, but the objection is, that they are either too large and detailed to be carried in the memory, or that the landmarks are too slight. The Méthode Mnémonique Polonaise, which is much used in France, was introduced to my notice, and first used by me at Queen’s College: it has the great advantage of compactness--it is in form like a geographical map. It can be adapted to various purposes, but I shall dwell now on its applications as a record of time, and show the different ways in which it can be used by little children, though it is equally well adapted for Tom Brown at Oxford (who seems to have used it) and for the mature student of history. It may be made for little ones into a system of object-lessons, or hieroglyphics, if you will, which appeal to the child’s imagination and help him to realise something of the proportion of things, and whilst looking at the world, as each of us must, from our own “pin-point,” yet see life in relation to the lives of others. It is compact; it shows at a glance the relations of events. We can have a world-map and give only the great landmarks, or we may by a map of large proportions work out to any degree of detail a short period. The plan is to make a square of ten represent a century, and each horizontal line a decade. Thus:--

++----+----+----+----+----++----+----+----+----+----++
|| 0 | 1 | 2 | 3 | 4 || 5 | 6 | 7 | 8 | 9 ||
++----+----+----+----+----++----+----+----+----+----++
|| 10 | 11 | 12 | 13 | 14 || 15 | 16 | 17 | 18 | 19 ||
++----+----+----+----+----++----+----+----+----+----++
|| 20 | 21 | 22 | 23 | 24 || 25 | 26 | 27 | 28 | 29 ||
++----+----+----+----+----++----+----+----+----+----++
|| 30 | 31 | 32 | 33 | 34 || 35 | 36 | 37 | 38 | 39 ||
++----+----+----+----+----++----+----+----+----+----++
|| 40 | 41 | 42 | 43 | 44 || 45 | 46 | 47 | 48 | 49 ||
++====+====+====+====+====++====+====+====+====+====++
|| 50 | 51 | 52 | 53 | 54 || 55 | 56 | 57 | 58 | 59 ||
++----+----+----+----+----++----+----+----+----+----++
|| 60 | 61 | 62 | 63 | 64 || 65 | 66 | 67 | 68 | 69 ||
++----+----+----+----+----++----+----+----+----+----++
|| 70 | 71 | 72 | 73 | 74 || 75 | 76 | 77 | 78 | 79 ||
++----+----+----+----+----++----+----+----+----+----++
|| 80 | 81 | 82 | 83 | 84 || 85 | 86 | 87 | 88 | 89 ||
++----+----+----+----+----++----+----+----+----+----++
|| 90 | 91 | 92 | 93 | 94 || 95 | 96 | 97 | 98 | 99 ||
++----+----+----+----+----++----+----+----+----+----++

It will at once be seen that all the numbers in the first line of a century are units, in the second tens, in the third twenties, and so on; whilst, if we look down the vertical line, all the numbers in the first row end with nought, in the second with one, and so on. The thick line is intended to help the eye; we have forty and fifty on each side of the horizontal thick line, four and five on each side of the vertical. A few minutes’ practice will generally enable the pupil to read off numbers rapidly from a blank square. He will then have to learn the position of the marks in any century, as he would learn the geography of a country, or the shape of a constellation. Take, for example, the English history of the fourteenth century. We mark Edward II., in 1307; Edward III., in 1327; Richard II., 1377; Henry IV., 1399. The dates need not be learned; we have the picture of the century in our mind and can read off the square.

++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | ● | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | ● | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ||
++====+====+====+====+====++====+====+====+====+====++
|| | | | | || | | | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | ● | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ||
++----+----+----+----+----++----+----+----+----+----++
|| | | | | || | | | | ● ||
++----+----+----+----+----++----+----+----+----+----++

Some children take much pleasure in making and painting illustrated charts. I have one on a large scale of the sixteenth century, giving the accession of Queen Mary--1553, and a picture of the Tower, to which Northumberland and others were sent. A block in 1554 tells of the executions consequent on Wyatt’s rebellion, and a dove with an olive branch of Philip’s intercession for Elizabeth--1555; there is a picture of a martyr at the stake, and a hand in the flames for Cranmer--1557; a scroll stands for the first Covenant in Scotland, and a sword for the war with France--1558; there is a heart with Calais written on it.