of history, an impulse which was soon to be communicated to the youth of Michigan. Returning homeward by way of the south of France and there reviewing the splendid monuments of Roman architecture, Mr. White became more than ever impressed with the significance of Roman influence in European civilization. His love of art, and especially of architecture, was increased by a further study of medieval cathedrals and town halls.

In the summer of 1856, after nearly three years abroad, Mr. White attended the reunion of his class at Yale. "While lounging with my classmates in the college yard I heard some one say that President Wayland, of Brown University, was speaking in the alumni hall. Going to the door, I looked within; and saw upon the platform an old man, heavy-browed, with spectacles resting upon the top of his head. Just at that moment he said, very impressively, that in his opinion the best field of work for graduates was in the West; that the country was shortly to arrive at 'a switching-off place' toward good or evil; that the West was to hold the balance of power, and to determine whether the country should prove a blessing or a curse in human history; and he upheld the claims of the West upon the best work of college men." Mr. White says that speech settled a great question for him. "My old Yale friends," Mr. White continues, "were kind enough to tender me a position for the building up of their school of art; but my belief was in the value of historical studies. The words of Wayland rang in my ears, and I went to the University of Michigan. The work there was a joy to me from first to last. My relations with my students of that period, before I had become distracted from them by the cares of an executive position, were among the most delightful of my life. And then began, perhaps, the most real part of my education. I learned the meaning of the proverb docendo disces. I found active, energetic Western men in my classes, ready to discuss bistorical questions; and I found that, in order to keep up my part of such discussions and classroom duties, I must work as I had never worked before. The education I received from my classes at the University of Michigan was perhaps the most useful of all."

Mr. White was called to the professorship of history and English literature, made vacant by the resignation of Dr. Haven. The effect of Professor White's historical lectures at Ann Arbor was most remarkable. It was like the coming of the Greek Chrysoloras from Constantinople to Florence, from the East to the West. The American professor brought the Renaissance to a new world, to the great Northwest. He came in the first flush of early manhood from the great centers of European culture and politics. He felt the joy of existence, the stir of the world. His lectures communicated his own feeling to the students of the University. All felt as Ulrich von Hutten, the humanist, said of the revival of learning: Minds are awakening; studies are blooming; it is a joy to live.

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Charles Kendall Adams, a favorite pupil of Mr. White and his successor both as professor at Ann Arbor and as president at Ithaca, thus writes concerning this wonderful spring-time of historical culture in the University of Michigan: "He came to Ann Arbor fresh from European studies, and he entered upon his labors with that peculiar enthusiasm which is instantly caught by students, and is perhaps the most successful element of all good teaching. His instruction in history was a genuine revelation to those who had been accustomed to perfunctory text-book work and the hearing of dry and colorless lectures. The exceptional excellence of his instruction consisted largely of the spirit which he infused into his students. He had in a remarkable degree the rare gift of seizing upon the most important principles and causes and presenting.them in such a manner as to illuminate the whole course of events with which they were connected. He not only instructed, but, what was even more important, he inspired. While he remained in his chair perhaps no study in the University was pursued with so much enthusiasm by the mass of students as was that of history."

In a private letter to the writer of this report President Adams says: "President White, in 1857, brought an enthusiasm to his new chair that sent a sort of historical glow through all the veins and arteries of the University. This was done mainly through his lectures, which combined instruction and inspiration in a very remarkable degree." It seems like descending from Olympus to come down from these heights of personal observation to a documentary study of details. In the catalogues for the first decade after Professor White's coming there are but few changes in the general plan of work, which was well developed as early as 1859. "In this department" (History), says the catalogue for that 66 year, an effort will be made First, to conduct the student through a careful review of General History; Secondly, To exercise him in origi nal investigation and close criticism of important periods and noted characters; Thirdly, To give some insight into the Philosophy of History." The most noteworthy and patriotic addition to this general plan was introduced in the following year, 1860, just before the outbreak of the civil war, when it was proposed "to lay the foundation for a thorough study of the political and constitutional history of our country." This was one of the first steps towards the introduction of American history as a distinct branch of instruction in our Northern States.

PROFESSOR WHITE'S ORGANIZATION OF THE HISTORICAL DEPARTMENT. It is worth while to notice the details of Professor White's general plan of historical study, for no department of history or political science can ever be properly organized without regard to the best experience and without the most careful attention to elementary facts.

To those students who entered the University without classical preparation, Professor White recommended "an acquaintance with one or all of the following works": Gibbon's Decline and Fall of the Roman Em1 Richardson and Clark, College Book, p. 348. C. K. Adams on the University of Michigan.

pire, Grote's History of Greece, Arnold's History of Rome, Merivale's History of Rome, Merivale's Rome under the Cæsars. Provision was made for ancient history in the classical course by Professors Boise and Frieze, not only by the reading of classical historians, Xenophon, Thucydides, Livy, and Tacitus, but also in the Greek department, by required English essays on historical topics and in the Latin department by lectures on the history, literature, and antiquities of Rome. There appear to have been no requirements in classical history for admission to the University until the year 1868, under the régime of Professor C. K. Adams, but ancient and modern geography were early exacted.

During the first semester of the first year Modern History was studied with Lord's Manual for the text-book, which for a short time, was exchanged for Weber's Outlines, which had been translated for American students by Professor Bowen of Harvard College; but the use of Lord was soon resumed. The second semester of the first year was given to the completion of Modern History, with Mignet's History of the French Revolution for a hand-book. This author, Mr. White continued to recommend to his students as long as he lectured on History at Cornell University. Ancient History, with Schmitz's Manual, was also studied the second semester of the first or Freshman year. Schmitz was a pupil of Niebuhr, and settled in Edinburgh as a teacher of the classics, where he became an exponent of German views of Roman history, second only to Dr. Arnold of Rugby. In connection with these studies, Professor White made his classes pay the closest attention to physical, political, and historical geography, the very best foundation for all historical study.

To students of the second year no formal instruction was at first given; but, after 1860, Professor White appears to have condensed his course in Modern History and to have transferred it from Freshman year to the second semester Sophomore year, using Robertson's Introduction to the Life of Charles V and Lord's Modern History for textbooks. Meantime the professor extended historical work to the first year of the scientific department, employing Greene's History of the Middle Ages for the first semester, and, for the second, the same authors as for the second semester in the Sophomore course, namely, Robertson and Lord. In connection with the regular course of the first and second years were recommended the following books: Bancroft's History of the United States; Ranke's History of the Popes; D'Aubigné's History of the Reformation; Robertson's Life of Charles V; Hume, from Henry VII to James II; Macaulay's Essays; Vaughan's History; Macaulay's History; Hallam's Constitutional History of England; Thiers' History of the French Revolution.

During the third year, instruction was given to both classical and scientific students in the philosophy of history, with Guizot's History of Civilization in Europe as a text-book. The use of this valuable work, which has probably been used more than any other text-book for advanced or senior courses in American colleges, undoubtedly best rep

resents the transition of Professor White's own historical training at Yale, enlarged by travel and European culture, to a western environment. Undoubtedly he taught Guizot with a fresh and truly catholic spirit, giving life to the great subject which the French author expounds, and a broader horizon to historical study than American students had ever known. In connection with the third year's work were recommended, as almost indispensable, Guizot's History of Civilization in France, that larger and yet more special work than Guizot's Lectures on Civilization in Europe, together with Sir James Stephen's Lectures.

The fourth year, during the first semester, History was offered by Professor White as an elective to both classical and scientific students, and it is safe to presume that they all took it. In this series of lectures on general history it was the Professor's aim "to group naturally and bind firmly the facts and thoughts brought out during the previous course." He also gave a course of lectures, the second half-year, to graduate students, candidates for the master's degree, upon the History of England, with special reference to the growth of the British Constitution. It was here, in his general and special courses for advanced students, that Professor White's best and most original historical work was done. Here was brought forth the fruit of his own special studies on the history of England, Italy, France, and particularly of the French Revolution. Here, undoubtedly, was first begun the careful preparation of those comprehensive and suggestive lectures on the continental history of Europe, represented in their full development by the elaborate collections of published briefs or topics, which have been examined by the writer of this report with great interest and profit.

During the second semester of senior year, both classical and scientific students, and also candidates for the master's degree, were offered an elective in constitutional history and constitutional law by Professor T. M. Cooley, of the Law School. The design of the course was "to illustrate English and American Constitutional Law by its history; to explain the guarantees of civil and religious liberty in America; and to point out the line of division between the national and State constitutional powers." The scientific development of these early courses by Judge Cooley the world now enjoys in his great treatise on Constitutional Limitations and in his Hand-book on the Constitution.

PROFESSOR CHARLES KENDALL ADAMS.

In 1861 Charles Kendall Adams was graduated, as a bachelor of arts, from the University of Michigan. The following year he took a graduate course, and one year later was employed as instructor in History and as assistant librarian in the University. In 1864 he became instructor in Latin as well as in History. The first noticeable modification of the historical department, after the entrance of Mr. Adams, was the introduction of Eliot's or Patton's History of the United States for the second semester of the Freshman scientific course. Modern History

(Lord and Robertson) was crowded back, for scientific students, into the first semester, and Medieval History was dropped altogether. 1866, Professor White's name1 disappears from the faculty of instruction and Charles K. Adams appears as assistant professor of History and Latin. The following year, 1867-'68, he was made professor of History and entered upon the full inheritance of honors and responsi bilities left him by Professor White, president of the newly founded Cornell University.

Important modifications in the historical work at the University of Michigan followed the appointment of Professor Adams. In 1868 History was again emphasized in the requirements for admission to the University. A knowledge of the outlines of Roman history from the foundation of the city to the battle of Actium, and of Grecian history from the beginning of the Persian war to the death of Alexander, was exacted. Not only classical history, but the history of the United States to the close of the Revolutionary war was demanded. This combination of ancient and modern requirements was a great step forward; indeed, it was a greater advance than most American colleges have since made. Physical geography, with ancient and modern political geogra phy, was one of the subjects for examination by the historical department-a natural and proper arrangement. Even candidates for the scientific courses were required to pass an historical examination, at first upon the history of the United States, but finally upon some manual of general history, like Swinton's, Anderson's, or Freeman's General Sketch of European History.

Greater attention was given to ancient history during the first half of the academic, and even in the beginning of the scientific, course. Smith's Greek History and Liddell's or Merivale's Roman History were taught to Freshmen by the professors of the Greek and Latin languages, respectively. More and more stress appears to have been laid upon this work. "During the first two years of the course," the catalogues repeat, "an effort is made to give the student, by means of lectures as well as text-books, as clear an insight as possible into the political life and institutions of Greece and Rome, from their foundation to their decline." So much importance did Professor Adams attach to classical institutions of government that he finally embraced them in one of his advanced courses. To Sophomores Modern History was soon offered as an elective, in place of the Calculus, during the greater part of the second semester. The course consisted of daily lectures on the period from the Revival of Learning to the close of the Thirty Years' War. The Juniors entered upon their scholastic inheritance, the Philosophy of History, or Guizot's History of Civilization in Europe, with the par1 Professor White did no work at the University of Michigan after 1862, except to deliver one course of twelve lectures. Mr. Adams was appointed Instructor in 1862, and Assistant Professor in 1864. Professor White's name was retained in the hope that he would yet return; and it was not till he was appointed President of Cornell University that he insisted on the acceptance of his resignation.