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Second term.-American history, first national period, 1789-1820, 3; modern history, 3; philosophy of history, 3; international law, 5; military science, 2.

Third term.-American history, second national period, 1820-1865, 3; modern history, 2; American law and jurisprudence (Professor Wilson), 5; finance and political economy, 5; preparation of thesis.

PRESIDENT CHARLES KENDALL ADAMS.

In the year 1885 Professor Charles Kendall Adams, who, since 1881, had been non-resident lecturer on history in Cornell University, was called from his resident professorship in the University of Michigan to succeed President White at Ithaca. Mr. Adams was appointed not only to the presidency but to the same professorship of history which Mr. White had so ably filled. With this appointment the historical department of Cornell University found itself planted a second time upon a corner-stone taken from the University of Michigan. The best experience of the latter institution in teaching history was thus again removed to the Ithaca foundation. From the first annual report of President Adams (1886) it appears that two of the special courses of lectures, which had been prepared at the University of Michigan, were given last year to students at Cornell. The subjects were (1) Theories and Methods of English Government; (2) Political History of England since the Napoleonic Wars. For the year 1886-'87 President Adams announces a course on the Rise of Prussia, which is also a portion of Cornell's inheritance from Ann Arbor.

With President Adams there came to Cornell University one of his special students, Mr. F. H. Hodder, who has given satisfactory instruction in general history and in elementary political economy, preparatory to the more advanced economic courses of Dr. Henry Carter Adams, who, since 1881, has spent half the university-year at Ann Arbor and the other half at Ithaca.

PROFESSOR HERBERT TUTTLE.

Although appointed to teach politics and international law, Professor Tuttle has devoted no little attention to the interests of history at Cornell University. He has been, from the time of his appointment in 1881, a representative of this subject, pre-eminently from a scientific and from a European point of view. He has devoted himself with great energy and decided success to writing the history of Prussia from a critical and unbiased standpoint. To aid in the prosecution of this important task, President White early saw to it that the University library was properly supplied with the necessary original materials, without which an attempt to write Prussian history in Ithaca would have been impossible. Aside from this literary work, Professor Tuttle has given systematic instruction in English constitutional history, and in the year 1885-286, he gave a new and highly successful public course on European 757 ED, No. 2——11

History in the Eighteenth Century-a course which was the natural outgrowth of his studies in Prussian history. He has taken an active part in the historical seminary, where he suggested the following topics in the year 1886: (1) The Family, Clan, and Tribe; (2) Rousseau's Social Contract; (3) Federal Government; (4) Forms of Government; (5) Forms of Representation; (6) Constitution of Legislatures; (7) The Veto Power; (8) The Cabinet in England and America; (9) The Township; (10) Municipal Government; (11) The Civil Service; (12) The Jury System; (13) Appointment and Tenure of Judges; (14) Sources of Law; (15) Roman and Common Law; (16) The State and the Army.

Mr. Tuttle has recently, 1887, been made professor of the History of Political and Municipal Institutions and of International Law at Cornell University.

A VISIT TO PRESIDENT ADAMS' SEMINARY.

In company with President Adams and Professor Tuttle, the writer visited the seminary-room where the special and more advanced work of these two professors with their students is done. The room, which is high and well ventilated, adjoins the main library of the University, and is therefore most convenient for the prosecution of quiet, secluded studies within reach of adequate supplies of books and documents. The works most needed for frequent reference in English history, to the extent of about two thousand volumes, including, for example, Hansard's Debates, are kept upon open shelves in the seminary-room. There are the usual long tables, arranged T fashion, for the greatest convenience of the greatest number. The tables are provided with drawers, which lock, and each student is sovereign proprietor of his own place at the table. Around this friendly board graduate students, and seniors, competent and willing to elect the seminary course, assemble two hours each week for the discussion of original papers. The kind of topics treated is shown in the preceding list prepared by Professor Tuttle. Members of the seminary and other privileged students have access to the room during library hours, which are from 9 a. m. to 10 p. m. Besides the special collection of books employed in research, there are about one hundred and fifty periodicals, historical, political, literary, &c., kept in the seminary-room in their respective pigeon-holes. Besides a few interesting portraits which adorn the walls, the most noticeable work of historical art is a remarkably fine cast of the imperial statue of Augustus Cæsar, a cast presented to the University by a class of recent graduates. The gift was designed to form the beginning of a museum of plastic art, an idea which every historical department should foster in connection with a museum of archæology. If art is truly the very flower of history, as Herman Grimm well says, then historical teachers should foster the growth of its products as they do the collection of books and manuscripts; for, after all, the writing of history and even the preparation of historical theses is, or should be, an artistic process. Good form,

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whether in men, statues, books, things done or said, is always a source of inspiration to students.

ADDITION OF SOCIAL SCIENCE TO HISTORY AND POLITICS.

The most notable recommendation made by President White, toward the close of his régime in Cornell University, was that, in 1884, for the institution of "a course of practical instruction calculated to fit young men to discuss intelligently such important social questions as the best methods of dealing practically with pauperism, intemperance, crime of various degrees and among persons of different ages, insanity, idiocy, and the like." He first suggested the course in 1871, in language well worthy of perusal. (See University Register, 1871-'72, p. 44.) Such a course was authorized by the trustees, and has since been conducted by a non-resident professor, Mr. Frank B. Sanborn, secretary of the Massachu setts Board of Charities and of the American Social Science Association. Not only were lectures given upon the subjects proposed, but, at the close of each week Mr. Sanborn visited, with his class of students, some instructive institution in the vicinity of Cornell University. They studied the local charities and punitory methods of the surrounding county; they went to the reformatory institution at Elmira, the lunatic asylum at Ovid, the State prison at Auburn, &c. Such excursions led to what President White well called "laboratory work in social science." Such methods have long been practiced by the pupils of Le Play in France, and Conrad in Germany; it is high time for their more general introduction into the American system of student-training. The best modern practice of European countries in the settlement of social questions is now a matter of history, of quite as much importance, perhaps, as the dynasties of Egypt or of Babylon.

The importance of instruction in social science was emphasized by Carroll D. Wright, president of the American Social Science Association, at its Saratoga meeting in 1886. He would have the subject taught, not only in colleges, but in high schools, in upper grammar schools, and even in Sunday schools.

MUSEUM OF ART AND ARCHEOLOGY.

In the original plan for the organization of Cornell University, President White declared that "the University can never attain to the proportions we hope for it without some collections illustrative of the great arts of architecture, sculpture, and painting. While galleries of statues and paintings by artists just now in fashion are too expensive to be thought of, art collections of far greater educational value can be formed at an outlay comparatively trifling. The collections of casts at the German University at Bonn, and in the institutions at Boston, Ann Arbor and Toronto; the collections of photographs and medallions illustrating architecture and sculpture, and the collections illustrating the his

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