and spur on more. Both parties being represented neither could complain."

The principle involved in these recommendations, namely, a representative treatment of American history and of political economy was carried out in the latter department in that double system of lectures by Dr. Henry Carter Adams and the Hon. Ellis Roberts, representatives respectively of free trade and protection. Although the system was criticised at the time in an article published in The Nation, entitled "A Duplex Professorship," it has been practically essayed in recent years by Harvard University and Yale College, which both secured the services of Professor Robert Thompson, of the University of Pennsylvania, to represent economic interests not already advocated. It may, however, be seriously questioned whether partisan interests in political economy have really any more fitting place in university circles than have sectarian interests, against which President White led one of the modern crusades.

The first foundations for a chair of American History in Cornell University were made the very year of President White's recommendation, 1871-72, in the election of Professor George Washington Greene "to one of the chairs of American History, and the purchase of Presi dent Sparks' library in American History" (Cornell University Register, 1871-'72, p. 45). Professor Greene, of East Greenwich, R. I., was a non-resident lecturer during one trimester, either fall or winter, from 1871 to 1874-75. The only evidence available respecting the character of his course is the following examination paper, set in the second term of Senior year, 1873-74:

PROFESSOR GREENE'S EXAMINATION IN AMERICAN HISTORY.

1. What four nations laid claim to the territories which ultimately became the United States?

2. Upon what principle did each found its claim?

3. What was the original object of the colonization of Virginia?

4. What that of New England?

5. What where the three forms of the relations of the colonies to the mother country?

6. How did alienation begin?

7. Explain the connection between the Stamp Act and the battle of Lexington.

8. Through what channel did the colonists receive their specie?

9. Give the story of the Hutchinson letters.

10. What was the civil government of the Revolution?

11. What was the first great financial error of the Revolution?

12. What was the fundamental error with regard to the army of the Revolution?

13. Who was the great diplomatist of the Revolution?

14. Name some authors and their works.

15. What two foreign officers rendered the most important services during the war of Independence?

16. What was the early life of Jean de Kalb?

17. What two schools of military tactics were represented in the American Army? 18. What was the approximate number of German mercenaries?

19. What was De Kalb's commission from Broglie ?

Professor Greene's connection with Cornell University ceased in 1874-75. From his time until the appointment of Professor Moses Coit Tyler in 1881, American history was represented as well as the circumstances allowed by Professor Dwight's lectures on American Consti tutional Law and History; by Professor Wilson's course of forty lectures on American Law and Polity; and by Professor Russel who gave regular class instruction in the history of the United States, During the absence of President White as minister to Germany, Mr. Russel read the president's lectures on Medieval history to the seniors and gave them two terms in the history of their own country, besides his regular work in Roman history. As acting president of the univer sity in 1880-'81, he reported to the trustees that Mr. John Fiske gave that year seven lectures on American History, while Goldwin Smith gave five on the Constitutional History of England.

PROFESSOR MOSES COIT TYLER.

In 1881, the year in which Professor Russel withdrew from Cornell University to take the vacant chair of Professor Dinan in Brown University, Mr. Tyler was appointed "Professor of American History and Literature." Since 1867 he had been professor of rhetoric and English literature in the University of Michigan, where he had already won fame for his special work in the history of American literature, and where he was deservedly popular by reason of his interest in every progressive movement. He was the champion of the students in the gymnasium cause, and he was on the affirmative side of the long mooted question of admitting women' to the University, which was decided in 1870, as Judge Cooley said, without causing a ripple on the surface of university matters, and with "no evil results whatever." In 1873 Professor Tyler and President Angell, of the University of Michigan, were both present at the laying of the corner-stone of Sage College for women, who were now to be admitted to Cornell University, Both the professor and the president declared their unqualified belief in the wisdom of this new departure. Mr. Tyler took for his text the words of Frederick Robertson, "Save yourself from all sectarianism," and applied this principle, upon which both the University of Michigan and that of Cornell had been founded, to education. He showed clearly that, as there could be no fencing off sections of knowledge, whether the classics, the modern lan

1 Students of this great question, which has been favorably decided by Michigan and Cornell Universities, will find very suggestive ideas upon the subject, pro and con, (1) in the report made to the regents of the University of Michigan, when the subject of the admission of women to academic training was first proposed in that State; (2) proceedings at the laying of the corner-stone of the Sage College of Cornell University, Ithaca; University Press, 1873, which contains, pp. 71 to 134, the report submitted to the trustees of Cornell University, in behalf of a majority of the committee on Mr. Sage's proposal to endow a college for women, with a most remarkable array of facts vs. opinions; (3) the annual reports of the president (Barnard) of Columbia College in recent years, particularly that of 1881.

guages, or the natural sciences, to be the exclusive field for academic culture, so there should be no limitations of persons in education. The great idea of the founder of Cornell University-" where any person can find instruction in any subject "-was logically applied to sex, the "most arbitrary species of educational sectarianism."

SUCCESS OF WOMEN IN THE STUDY OF HISTORY.

One excellent literary result of Professor Tyler's call to Cornell-an essay by one of his lady pupils-happened to fall into the hands of the present writer, who, for historical profit and pedagogical experiment, read the paper to the members of his seminary of history and politics in Baltimore. The members knew nothing and guessed nothing as to the author, least of all that the paper was written by a woman. The subject was "Bacon's Rebellion," in Virginia in 1675, and it was written from the best sources then available, before Mr. Eggleston's discovery of new material in London, by Miss Mary E. B. Roberts, when a student at Cornell University. She is now an assistant of Miss Coman, professor of history in Wellesley College, Massachusetts. These two young teachers, the one a graduate of the University of Michigan and the other of Cornell University, both with special attainments in history, have now united the experience derived at two universities for the promotion of history in a special college for women. Miss Freeman, the president of Wellesley College, and formerly its professor of history, was a graduate of the historical department of the University of Michigan, as was also her predecessor, Mary D. Sheldon, author of "Studies in General History" (Boston: D. C. Heath & Co., 1885). Still another graduate from that department is Miss Lucy M. Salmon, author of a valuable monograph on the "History of the Appointing Power of the President," which George William Curtis said "is by far the most thorough study of the subject, historically, yet made in this country; and its conciseness and mastery of an immense detail, of which I know something by experience, are remarkable." This monograph was published by the American Historical Association (Volume I, Paper No. 5, G. P. Putnam's Sons, New York, 1886). For the year 1886-'87, Miss Salmon was appointed fellow in history at Bryn Mawr, that new and well-equipped college for women near Philadelphia, and she has recently been made professor of history in Vassar College. From an historical point of view, it would therefore appear that the Michigan and Cornell experiment has been attended with successful results.

PROFESSOR TYLER'S COURSES AND METHODS.

In a private letter to the writer of these sketches, Professor Tyler thus describes his course and methods of teaching: "Perhaps it may be a peculiarity in my work as a teacher of history here that I am permitted to give my whole attention to American history. At any rate, this fact enables me to organize the work of American history so as to

cover, more perfectly than I could otherwise do, the whole field, from the prehistoric times of this continent down to the present, with a minuteness of attention varying, of course, as the importance of the particular topic varies.

"I confess that I adopt for American history the principle which Professor Seeley, of Cambridge, is fond of applying to English history, namely, that while history should be thoroughly scientific in its method, its object should be practical. To this extent I believe in history with a tendency. My interest in our own past is chiefly derived from my in. terest in our own present and future; and I teach American history, not so much to make historians as to make citizens and good leaders for the State and nation. From this point of view I decide upon the se. lection of historical topics for special study. At present I should describe them as the following: The native races, especially the moundbuilders and the North American Indians; the alleged Pre-Columbian discoveries; the origin and enforcement of England's claim to North America, as against competing European nations; the motives and methods of English colony-planting in America in the seventeenth and eighteenth centuries; the development of ideas and institutions in the American colonies, with particular reference to religion, education, industry, and civil freedom; the grounds of intercolonial isolation and of intercolonial fellowship; the causes and progress of the movement for colonial independence; the history of the formation of the national Constitution; the origin and growth of political parties under the Constitution; the history of slavery1 as a factor in American politics, culminating in the civil war of 1861-265. On all these subjects, I try to gene. rate and preserve in myself and my pupils such an anxiety for the truth that we shall prefer it even to national traditions or the idolatries of party.

"As to methods of work, I doubt if I have anything to report that is peculiar to myself or different from the usage of all teachers who try to keep abreast of the times. I am an eclectic. I have tried to learn all the current ways of doing this work, and have appropriated what I thought best suited to our own circumstances. As I have students of all grades so my methods of work include the recitation, the 1 Special students of history at Cornell University enjoy exceptional advantages for the study of the history of slavery, which will some day be considered more from an economic and social, and less from a moral and political point of view. Scientific studies of the subject of slavery have already begun at the Johns Hopkins University, and this note is to remind all students of the subject that the late Rev. Samuel J. May, of Syracuse, gave to the library of Cornell University his large and remarkable collection of books and pamphlets on slavery and the history of the anti-slavery movement in England and in this country. This collection has been further enriched by gifts from Mr. Richard D. Webb, of Dublin, Ireland; Mrs. Elizabeth Pease Nichol, of Edinburgh, Scotland; Mr. Charles Francis Adams; the Rev. Adin Ballou; the Rev. Samuel May, jr. ; and many others. The University library at Ithaca; the Public Library of the city of Providence; and the public and private libraries of Washington, D. C., are the best places in the United States for the study of the "peculiar institution."

lecture, and the seminary. I have found it impossible by the two former to keep my students from settling into a merely passive attitude; it is only by the latter that I can get them into an attitude that is inquisitive, eager, critical, originating. My notion is that the lecturing must be reciprocal. As I lecture to them so must they lecture to me. We are all students and all lecturers. The law of life with us is cooperation in the search after the truth of history."

PRESENT STATUS OF AMERICAN HISTORY AT CORNELL.

In the first annual report of Charles Kendall Adams, the successor of Andrew Dickson White as professor of history in the University of Michigan, and afterwards as professor of history and president of Cornell University (1885), may be found the first instructor's report of American history, and, indeed, of all special branches of instruction at Cornell, signed in each case by the representative man. This is another Michigan feature of university administration introduced by President Angell at the beginning of his régime. While there are some objections to the method on general grounds, it is eminently satisfactory from the standpoint of an individual department, which thus secures an adequate representation of its condition and necessities.

Professor Tyler's report showed that, during the academic year 1885-'86 his classes numbered as follows:

PROFESSOR TYLER FAVORS STUDY BY TOPICS.

In his special report Professor Tyler says: "The one portion of my work during the year which has been the least satisfactory to me in its results was that in Von Holst. I introduced the work as an experiment. After two terms I convinced myself that I can get better results in other ways than in recitations from that author or from any other. It may be due to my own limitations as a teacher, but I can get far more work out of my pupils, even along the lines of Von Holst's volumes, can do more to quicken independent thinking on their part and to arouse in them enthusiasm for historical study, by setting them to the investigation of leading historical topics than by their learning of the contents of any one book for the purpose of reciting it to me. I do not ignore the necessity and the value of regular drill in learning and reciting history on the part of students in a certain stage of development. All my other work implies that when they come to me they have passed beyond that stage."