Introductory.—Keynote of the period; dynastic alliances. Power of House of Hapsburg built up on political marriages, even England threatened with absorption by the Hapsburgs, as a consequence of Mary Tudor’s marriage to Philip, and though Mary’s death made “a great rent in the Hapsburg net, in which England was enmeshed” (Seeley), yet Philip long struggled to re-establish the Hapsburg dominion in England, and this, according to the fashion of the time, by marriage. “Courtships of Queen Elizabeth” begin January, 1559; Philip offers his hand to Elizabeth: “The more I reflect on this business, the more clearly I see that all will turn on the husband which this woman will choose” (De Feria). Other suitors in Hapsburg interest, Philibert of Savoy, Archdukes Ferdinand and Charles—Elizabeth encourages Hapsburg suitors—could thus keep English Catholics in hand in spite of innovations, and get better terms from France in Treaty of Cateau Cambrésis, April, 1559, France believing her supported by Spain. But England’s safety from Hapsburgs largely due to her danger from Valois. The Valois had secured Scotland, and claimed England through marriage of Mary and Francis. For Philip to overthrow Elizabeth would mean to clear the way for Mary of Scots: it was not till he could come as Mary’s heir, that he openly made war on England.
Period I. The Scotch Period, 1558-1567.
(i.) 1558-1564, in which a Basis is laid for the Union of England and Scotland.
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”:—
—K. John.
—K. Richard II.
And the passionate devotion to Elizabeth as the embodiment of the national greatness:—
—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.
| 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).
| W. H. Hutton. | - | St. Thomas of Canterbury. David Nutt. 1/-. | |
| 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.
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.
Illustrations.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? | Rome. | |||||
| 700 | |||||||
| 600 | Nebuchadnezzar. | Solon. | |||||
| 500 | Belshazzar. Temple rebuilt. Esther. |
Cyr Dar Xer |
us. Pisistratus. ius. xes. Miltiades. Themistocles. |
Expulsion of Kings. | |||
| 400 | Pericles. Socrates. Epaminondas. |
The Gauls. | |||||
| 300 | Alexander. (Ptolemies.) |
(Pyrr |
hus.) |
||||
| 200 | (Maccabees.) |
(Antio |
chus.) |
(Philip of Poly |
1st Punic War. Macedon. Hannibal.) bius. |
||
| Corinth. Carthage. | |||||||
| 100 | (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.
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.
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. Historical Charts.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.
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