VI. The Puritan Colony at Annapolis, Maryland. By Daniel R. Randall, A. B. (St. John's College). June, 1886. 47 pp.

VII, VIII, IX. History of the Land Question in the United States. By Shosuke Sato, B. S. (Sapporo); Ph. D. and Fellow by Courtesy (J. H. U.). July-September, 1886. 181 pp.

X. The Town and City Government of New Haven. By Charles H. Levermore, Ph. D. (J. H. U.); Instructor in History, University of California. October, 1886. 103 pp.

XI, XII. The Land System of the New England Colonies. By Melville Egleston, A. M. (Williams College). November and December, 1886.

Fifth Series.-Municipal Government and Institutions.-1887.

I, II. City Government of Philadelphia. By Edward P. Allinson, A. M. (Haverford), and Boies Penrose, A. B. (Harvard). January and February, 1887. 72 pp. III. City Government of Boston. By James M. Bugbee. March, 1887. 60 pp. IV. City Government of St. Louis. By Marshall S. Snow, A. M. (Harvard); Professor of History, Washington University. April, 1887. 40 pp.

V, VI. Local Government in Canada. By John George Bourinot, Clerk of the House of Commons of Canada. May and June, 1887. 73 pp.

VII. The influence of the War of 1812 upon the Consolidation of the American Union. By Nicholas Murray Butler, Ph. D. and Tutor in Columbia College. July, 1887. 30 pp.

VIII. Notes on the Literature of Charities. By Herbert B. Adams. August, 1887. IX. Predictions of Hamilton and De Tocqueville. By James Bryce. September, 1887. City Government of Baltimore. By John C. Rose, B. L. (University of Maryland,

School of Law).

City Government of Chicago. By F. H. Hodder, Ph. M. (University of Michigan); Instructor in History, Cornell University.

City Government of San Francisco. By Bernard Moses, Ph. D.; Professor of History and Politics, University of California.

City Government of New Orleans. By Hon. W. W. Howe.

City Government of New York. By Simon Sterne and J. F. Jameson, Ph. D.; Associate in History (J. H. U. ).

The completed series have been bound into volumes bearing the following special titles:

Volume I.-Local Institutions. 479 pp.

Volume II.-Institutions and Economics. 629 pp.

Volume III.-Maryland, Virginia, and Washington. 595 pp.

Volume IV.-Municipal Government and Land Tenure. 610 pp.

EXTRA VOLUMES OF STUDIES.

The monthly monographs, which are pamphlets averaging 50 pages in length, have proved inadequate to supply a channel of publication for more extended works undertaken in connection with the historical department. Accordingly a series of extra volumes has been instituted, ranging from 200 to 500 pages. In this extra-volume series have appeared the following contributions to historical and political science: Extra Volume I.-The Republic of New Heaven: A History of Municipal Evolution. By Charles H. Levermore, Ph. D., Baltimore. Extra Volume II.-Philadelphia, 1681-1887: A History of Municipal Development.

By Edward P. Allinson, A. M. (Haverford), and Boies Penrose, A. B. (Harvard). Extra Volume III.-Baltimore and the Nineteenth of April, 1861. By George William Brown, Chief Judge of the Supreme Bench of Baltimore and Mayor of the City in 1861.

II.

UNDERGRADUATE DEPARTMENT.

Experience at the Johns Hopkins University has shown the advantage of the co-operative method for undergraduate classes with a short period of time at their command, who nevertheless desire to cover a goodly stretch of historical territory. The method, in its practical operation, consists of a division of labor in a class guided by an instructor who undertakes to direct special work into co-operative channels. The students, while to some extent upon the common ground of text-books or prescribed authors, and while taking notes upon class lectures of a special character, carry on investigations in close connection with the general course. Written reports are submitted, first to the instructor, and are then presented, either wholly or in part, to the class, who take notes and are examined upon these co-operative studies in the same way as on material presented by the teacher.

STUDENT LECTURES.

An interesting and valuable practice has gradually grown up among undergraduate students of historical and political science at the Johns Hopkins University, namely, that of students lecturing to their own class upon subjects connected with the course. The practice originated sev eral years ago among undergraduate students of history and international law; it was the natural outgrowth of the topical method of study. It is a practice considerably different from that of reading formal essays, which often prove very burdensome to a class of intelligent pupils. The idea of oral reports with the aid of a brief or of a few notes, or, best of all, of an analysis written upon the blackboard, led the way to the preparation of a regular course of co-operative lectures by members of a class working conjointly with the instructor. Greater dignity was given to the efforts of students by asking them in turn to come to the front, to the map or blackboard. For the time being the student became the teacher. Pretensions were seldom made to original investigations in preparing for such a class lecture. The understanding was that stu dents should collect the most authoritative information upon a given subject and present it to his fellows in an instructive way. This natu rally implied the selection of the best points of view and the omission of all irrelevant matter. The success of the lecturer turned, not upon his occupying the time by reading an encyclopædic article, but upon his kindling the interest of his classmates and keeping their attention to the end.

PREHISTORIC TIMES.

An experiment was tried with a class of undergraduates (Freshmen) who were just beginning their study of history by following a course of introductory lectures on the Origin of Civilization. In connection

with the instructor's course, which concerned more especially the Stone Age and the Development of Early Society, such topics as the following were assigned to individuals for study and report: Clubs and Batons; Stone Knives; Axes; Spears and Sceptres; Origin of Fire; Origin of Clothes; the Hunting and Fishing Stages of Society; the Plough and the Beginnings of Agriculture; Bread and the Cultivation of Cereals; Evolution of the House; Boats and their Improvement; Barter; the Art of Counting; Origin of the Alphabet; Picture-Writing; Pottery, &c. The youths appointed to these tasks were referred to such authorities as Tylor, Lubbock, Lyell, Wilson, Evans, Geikie, Peschel, Keary, Abbot, Short, Jones, et al., whose writings were placed upon a reservation in the library. The appointees quickly found their way into the pith of these books, or such parts of them as concerned the subject in hand. The reports made to the class in the shape of offhand lectures were really of surprising interest to the audience. So well did the experiment succeed that a few of these Freshmen were persuaded to give brief addresses to the Matriculate Society (embracing all undergraduate students who are candidates for the degree of A. B.) upon a series of connected topics pertaining to the Stone Age, namely, the Social Condition of Primitive Man, his Moral and Religious Condition, his Knowledge of the Useful Arts, Evidence as to the Antiquity of Man, &c. These addresses partook of the nature of a discussion of Primitive Man from special points of view. The remarks made were by no means essays committed to memory, but rather the easy utterance of minds well stored with facts. The naturalness of the efforts and the absence of all attempts at Sophomoric eloquence were quite noteworthy.

As further illustrations of the kind of subjects investigated by undergraduate students at the Johns Hopkins University, who were working in a co-operative way with their instructors, the following select lists may suffice. It should be understood that in each class, namely, in Church History, the Italian Renaissance, the German Reformation, in the History of France and England during the Middle Ages, and in the History of Political Economy, the teacher gave systematic instruction by lectures or otherwise, and that the investigations carried on by students had direct connection with the class-course. The following lists are old, but they will serve to illustrate an idea.

CHURCH HISTORY.

Influence of Jewish Ceremonial upon the Christian Church; Influence of Greek Philosophy upon Christian Thought; Influence of Roman Institutions upon the Church; the Apostolic Fathers; the Greek Apologists; the Latin Apologists; Saint Ambrose; Chrysostom; Saint Jerome and the Vulgate; Saint Augustine and the City of God; Nestorianism; the Clergy and the Laity; the Office of Patriarch; Metropolitan Centres of Church Life; Origin of the Papacy; Artistic Rep

resentations of the Growth of the Ecclesiastical Constitution; Leo the Great; Extension of Church Authority into England; Conversion of Germany; Relation of Charles the Great to the Papacy; Otto the Great; International Position of the Holy Roman Empire of the German Nation; Constitution of the Empire; Territorial Claims of the Empire; Gregory VII and the Countess Mathilda of Tuscany; the Normans in Sicily; Frederick Barbarossa and his Relations with Italy; Arnold of Brescia; Points of Conflict between the Empire and Papacy; Fall of the Hohenstaufen Emperors; the Great Councils of the Fifteenth Century.

THE ITALIAN RENAISSANCE.

Greece in the Middle Ages; Revival of Greek Ideas in Italy; Poggio's Study of Roman Antiquities and his Discovery of Classic Manuscripts; Dante's De Monarchia; Petrarch's Relation to the Revival of Learning; Boccaccio's Influence upon Literature; Laurenzo Valla and Humanism in Rome; the Platonic Acadamy and Humanism in Florence; the Revival of Roman Law; Mediæval Universities; Natural Science in the Middle Ages; Recent Vindications of Lucretia Borgia; the Political Merits of Cæsar Borgia; Modern Views of Machiavelli; Savonarola; Lorenzo di Medici; Alexander VI; Julius II; Leo X; the Building of St. Peter's.

THE GERMAN REFORMATION.

The German Humanists, Reuchlin and Melanchthon; Ulrich von Hutten and Franz von Sickingen; Erasmus and his Praise of Folly; the English Humanists, Grocyn, Linacre, and John Colet; More's Utopia; English and German Translations of the Bible; the Ideas of Wyclif and how they came to Bohemia; John Huss; the Relation of Peasant Revolts to the German Reformation; Character of Luther as revealed in his Table Talk; Roman Catholic Estimates of Luther; Character of Charles V; Character of the German Princes; Political Elements in the German Reformation; Protestantism in Italy; Catholic Reformation; Ignatius Loyola; the Council of Trent; the Peace of Augsburg.

FRENCH AND ENGLISH HISTORY-MEDIÆVAL PERIOD.

Cæsar's Conquest of Gaul; Life in Gaul in the Fifth Century; Monastic Life in Merovingian Gaul; the Northmen; Cnut and Harold Haardrada; Lanfranc and Anselm; the Bayeux Tapestry; Domesday; Results of the Crusades; Origin of Feudalism; Mediæval Cathedrals; Scriptoria and Chronicles; Conquest of Wales; the Coming of the Friars into England; Law-Courts, circa 1200, in England; the Albigenses and the Crusade against them; Military and Religious Orders; Montfort in Gascony; London in the Fourteenth Century; Robert Bruce; Life on the Roads in England in the Fourteenth Century; the Popes at Avignon; Froissart; Wyclif's Bible; the Paston Letters; Par

liamentary Antiquities in the Fourteenth and Fifteenth Centuries; Comparison of the Characters of Louis XI, Henry VII, and Ferdinand of Aragon; the States General of 1468 and 1484; the Relations of France and Scotland in the Fifteenth Century.

INTERNATIONAL LAW AND POLITICS.

Another phase of co-operative student-lectures at the Johns Hopkins University is that represented by an undergraduate class pursuing a systematic course of instruction upon the Historical Development of International Law. The instructor considers such topics as the Intertribal and Intermunicipal Relations of the Orient (Evolution of the Family, Tribe, Village, and City; Wars, Forays, Women Capture, Slave Trade, and Commerce); the Intermunicipal Life of the Greeks (Federation of Demes and Cities, Hegemony, Insopolity, Municipal Hospitality, Oracles, Games, Festivals, Arbitration, Leagues, Relations with Persia and Rome); Rome, the civitas mundi (imperial tendency of Roman Institutions, Roman Law, Jus Gentium, Fetiales, Treaties, Roman Municipia, Italian Republics); International Position of the Mediæval Church (Municipal Origin of Church Government, Papal Rome, Church and State, Church Authority, Interdicts, Councils); Origin and Tendencies of Modern International Law (Italian Beginnings, Commercial Law of Italian Republics, Intermunicipal Relations, Invasions of Italy, Rise of the State System, Venetian Ambassadors, Thirty Years' War, Hugo Grotius, Puffendorf, Vattel, Wheaton, Lieber, Bluntschli). In connection with this historical survey of the growth of internationality a series of historical and institutional lectures is usually given by members of the class; and, in connection with the exposition of Bluntschli's code of the Modern International Law of Civilized States, a similar course of student-lectures is sometimes given on Modern International Politics. The following select titles will indicate the character and scope of the two courses. The subjects vary in different years:

I. Historical Course.-Carthaginian Commerce; Carthaginian Treaties; Grecian Economics; Grecian City Government; the Aristocratic Character of Roman Institutions; the Roman Municipal System; International Influence of Roman Ethics; International Influence of the Church; International Influence of Chivalry and of the Crusades; Theories of Church and State; Phases of City Government in Florence; the City Government of German Free Cities and the Rhenish League; the Hanseatic League; the Government of the Swiss Cantons; the Federation of Switzerland; the Estates of Holland and their Federal Relations.

II. Political Course.-England in Egypt; the International Association for the control of African Trade and the River Congo; France in the Tonquin; the Opening of China; Character of Chinese Diplomacy; the Opening and Recent Progress of Japan; Relations between