allel use of Hallam and Robertson. Professor Adams gave his class familiar lectures on historians and historical books, a course which probably evolved into his useful Manual of Historical Literature. At first the Juniors had only a six weeks' course in History, but it was soon extended to a daily exercise throughout the first semester. At first, the Seniors for two hours a week, the second semester, had lectures from Professor Adams on the Growth of Liberty in England, and on the Characteristics of the Constitution of the United States. This work developed in 1871 into an elective course, occupying the entire Senior year. It became the stronghold of the historical department, and ultimately ⚫ embraced three main subjects: (1) The Government of Great Britain; (2) The Governments of the Larger Nationalities of Continental Europe; (3) The political History of the United States. TABULAR VIEW OF HOURS IN HISTORY, 1873–74. In the president's report to the board of regents for 1873-74, may be found the department report of Professor C. K. Adams, of that year, showing the following tabular view of the amount of history studied by each of the four classes in their respective general curricula, whether the regular classical course, the Latin and scientific, or the scientific. The figures indicate the total number of hours, lectures, or recitations given to each historical group during each semester. Of course many of the groups were united for convenience in giving instruction. Indeed it has never been the policy of the University of Michigan to separate classical and scientific students. The following tabular view shows the total number of hours in history given to each general curriculum; also the number of hours required and the number of hours elective, in 1873-'74: DEVELOPMENT OF THE HISTORICAL DEPARTMENT. The study of history became entirely optional in the University of Michigan as early as 1878. The popularity of historical courses is indicated in the report of student attendance for the following year (president's report, 1879, page 36): Mediæval History (Professor Adams).. General modern history (Professor Adams)........ General history of England, 1485-1660 (Assistant Professor Pattengill) 57 68 41 49 Political history of the United States, 1607-1783 (Assistant Professor Demmon). 43 Total 36 67 19 18 471 The historical instruction given by Assistant Professors Demmon and Pattengill was provisional until the appointment of a regular assistant professor in history. Mr. Demmon taught also rhetoric, and Mr. Pattengill belonged to the Greek department. Assistant Professor Hudson began his special work as the regular associate with Professor Adams in 1879–280. The general character of his work was class instruction in fields of English and American constitutional history, preparatory to the more advanced courses of Professor Adams. Mr. Hudson gradually developed a course of lectures and recitations, three hours a week, upon the political and constitutional history of England. The first semester was devoted to the period of constitutional formation; the second, to the period of development. This course preceded the seminary course of English constitutional history by Professor Adams, which will be specially described in its own place. Professor Adams meantime expanded his earlier course on the "Government of Great Britain" into two special courses; one for three hours a week, first half year, on the history of the English Government since the close of the Napoleonic wars; the other, two hours a week, second half year, on Theories and Methods of the English Government. On the side of American History, Professor Adams retained the introduction to and conclusion of the whole subject. The first semester he gave a course of two lectures a week on the Political History of the American Colonies, from the settlement of Virginia to the close of the Revolutionary war. This work was required before Professor Hudson's course could be taken. Two hours a week were then offered by Professor Hudson on the Constitutional History of the United States, the course extending throughout the year. Von Holst was used as a textbook. A seminary course in American Constitutional History was then offered by Professor Adams to those students who had completed the preliminary work in United States History and who had also taken two courses of English or general European History. The elements of constitutional law, with Cooley's text-book, were taught for two hours a week by Professor Hudson to students who had taken at least one course in American History. In the field of European History, in addition to the regular English courses, Professor Adams gave for two hours a week during one semester the old course on the History of Civilization in the Middle Ages, with Guizot as a text-book. Professor Hudson lectured upon the general History of Continental Europe, from the Reformation to the French Revolution, two hours a week for one semester, and Professor Adams, for the same amount of time, upon the Rise and Development of Prussia, from its earliest history down to the present times. As a general introduction to the study of modern politics, Professor Adams treated in a lecture-course, three hours a week for one semester, the History of Political and Social Institutions, from the adoption of the Constitution of Solon to the period of the Reformation. This course formed a good beginning to the general history of Continental Europe, of which the rise of Prussia was the ending. The growing popularity of the historical department is indicated by the article on History, in the University journal called The Chronicle for April 3, 1880. "The courses in history are becoming the most popular electives in the university. This marks a growing change in the idea of what an education should consist." THE SEMINARY METHOD. In the president's report to the board of regents for the year 1871-'72 is the first printed account of the seminary method as introduced into the university by Professor C. K. Adams. Under the head of "Changes introduced during the year," the professor reports to the president as follows: "Ever since my observation of the methods pursued in Europe, I have desired to introduce into the historical courses of the University of Michigan something akin to the Historische Gesellschaft of the German universities. At the beginning of the past year a favorable opportu. nity seemed to present itself. After consultation with the president of the university, and with the faculty of our department, I met the members of the senior class and explained the purpose of the experiment.. It was found that twenty-seven members of the class desired to take an extended course of historical study, even in addition to the regular work of the senior year. After this expression the faculty decided to place this course in history among the elective studies.1 "It was determined that the work of the semester should be devoted to the study of the Growth of the British Constitution. Twelve questions, embracing topics of most importance from the period of the Saxons to the reform of 1832, were given to the class, together with numerous references to the best authorities in the university library. The class was divided into sections of from six to ten members each, in order that the work of each member might, as far as possible, be under the direction of the professor. Each section came together once a week for a session of two hours, when one of the members was required to read a carefully prepared essay on the question before them, and each of the other members was called upon to give the results of his own study of the same subject. In this manner the class gained a good knowledge of the leading events in the growth of the English constitution and, what was perhaps of scarcely less importance, acquired a more or less intimate acquaintance with the best works that have been written on the civil and political history of the Anglo-Saxon race. "In the second semester the same course was pursued in studying the Constitutional history of our own country. The topics assigned embraced not only the Constitution of the United States, but also a comparison of its chief characteristics with those of the leading political constitutions, both ancient and modern. These discussions, of course, took the class into a somewhat general study of the fundamental principles of political philosophy. "The success of the experiment was greater than could have been anticipated. The enthusiasm of the students in investigating the va rious subjects assigned was worthy of all commendation. I have no hesitation in saying that of the historical work done in the university under my direction, that of the graduating class, pursued in the method described, has been the most satisfactory. Though the organization of the class has added very largely to the amount of instruction demanded, I cannot but think that the enthusiasm and the success with which the historical studies of the year have been pursued fully demonstrate the practicability and the wisdom of this method of instruction.” In the calendar of the University of Michigan, for 1875-'76, is another printed account of the seminary features of the senior elective course in history. The calendar says, pp. 40-41: "Those electing this senior course are grouped in sections of twelve or fourteen students each, for the purpose of historical investigation. At the first meeting of the 1 In 1873-74 nearly all the studies of senior year were made elective (see president's report, 1874). In 1878 President Angell said, "In all the courses, save the engineering courses, it is possible for the student every term to elect some study." The study of history was made entirely optional that year. class in each semester a series of historical questions are assigned, with numerous references to historical authorities. Each of the questions occupies the attention of each section of the class for one week. Every student is required to read before the class, in the course of the semester, one thesis and one critique, the thesis being on one of the historical questions, and the critique being on a thesis presented by one of the other members of the class. Every student is further required to investigate each week the question for that week, and to come to the class prepared to give the results of his investigation. The questions considered during the first semester are on the Constitutional History of England; those during the second are on the Constitutional History of the United States."1 TOPICS IN ENGLISH CONSTITUTIONAL HISTORY. A representative set of topics in English Constitutional History, as developed by several years' experience in seminary work, may be found in the calendar of the University of Michigan for 1881-'82, page 76. The 1 In the Michigan University Chronicle for October 18, 1879, is the following student comment upon the seminary method: "The Historical Seminary is the name by which the work in English Constitutional History is now dignified. It is intended only for advanced students, giving them every opportunity for individual investigation of authorities, and for free discussion of the social and political advances made by the English at various times. The class is divided into sections of suitable size, which meet once a week for two hours. At each meeting one of the members of the class reads on essay on the question for the day. He is followed by a critic, who examines the historical points made, and passes judgment upon them. This part of the exercises lasts about three-quarters of an hour, and the remaining time is devoted to extemporaneous discussion, in which every member of the section is expected to participate. This course, we think, is one of the best offered in the curriculum to those interested in historical study, and that it is appreciated is evinced by the fact that the sections are filled to their utmost capacity. The advantages of this method of work are many. In the first place it furnishes relief to students wearied with the routine of recitations and lectures. They are not compelled to commit so many pages of a text-book, or undergo the drudgery of taking notes, but may plunge to their heart's content into the rich stores of historical literature and think, formulate opinions, compare people with people and age with age-in short, become historical philosophers. This, of course, gives breadth to the mind. After the student has formed his conclusions, comparison with the views of others strengthens, reverses, or modifies them as their truth or falsity is established. Again, the clashing of mind against mind, and the opportunity of improving ourselves in extemporaneous speaking must not be lost sight of, especially when so few students are found in the literary societies. The work has been made more pleasant and profitable by the revision to which the syllabus has been subjected since last year. We are not only referred to the authorities on each question, but their character is briefly indicated, so that what the student wants may be found without searching through volumes on the subject. The credit which is given in this course is not at all commensurate with the labor required to do it justice. A credit of only two-fifths is given, while it requires more study than is given to some subjects in which a credit of a full course is given. But though that conservative body which rules over our destinies has not smiled upon the proposal to increase the amount of credit two-fifths, we trust that they will give those who have elected this study credit for the pure devotion to historical truth which has led them to take the course with this drawback." |