Decadence in Italy and rise of French painting; Classicists of the First Empire; Romanticists and New-Greeks; Realists and Naturalists-peasant painters; the figure under the Semi-Classicists and history painters.

HISTORY OF ARCHITECTURE,

By Prof. A. D. F. Hamlin, Ph.D.

Part I.-The meaning and genesis of styles. Egyptian architecture, tombs and temples. Assyrian mounds and palaces. Greek temples; the three orders. The Romans and their art; Roman construction; complex planning. Early Christian and Byzantine architecture; dominical churches. Romanesque architecture. The principles of Gothic architecture; French and English cathedrals. Part II-Italian Gothic architecture. The Tuscan style. The Renaissance; revival of classic studies. Palaces and churches of Florence; Rome and its palaces; St. Peter's; Venice, Verona and Genoa. The Decline. The Renaissance in France; Châteaux and churches. The Louvre and Tuileries. The Renaissance in England and Germany. Architecture of the seventeenth and eighteenth centuries. The classical revivals. The nineteenth century; Greek and Gothic revivals; archæology. Metallic architecture. Recent American architecture; present tendencies.

History and Social Science.

THE BEGINNINGS OF MODERN HISTORY,

By Prof. E. L. Stevenson, Ph.D.

This course is a study of the Renaissance and Reformation periods. The rise of the spirit of liberty and individualism; the revival of learning and the delight in beauty, manifesting itself in the Renaissance of painting, sculpture and architecture; the invention of printing; the great voyages and discoveries; the formation of modern nationalities; the beginnings of the modern physical sciences. The Renaissance and Reformation were closely related. The latter will be studied from the religious, political and social standpoints. The sources for the history of the period will be studied so far as is possible.

THE FRENCH REVOLUTION,

By Prof. E. L. Stevenson, Ph.D.

The Revolution will be studied in its relation to France and to the other European states. Attention will be directed to its causes, remote and immediate; to the course of affairs from the opening of the States General, through the Reign of Terror; to the rise of Napoleon and to his career as affecting society; the politics and the geography of Europe; to the men, measures and particularly constitutions of France through a quarter of a century.

THE FORMATION AND ESTABLISHMENT OF THE UNITED STATES AS A NATION,

By Prof E. L. Stevenson, Ph.D.

The course will consider the causes tending to produce union among the American colonies, the rise of the national idea, the formation of the constitution, the development of the nation during the first twenty-five years of its existence. It will also be a study of prominent men and their measures contributing to the establishment of the constitution.

THE EASTERN QUESTION,

By Prof. James F. Riggs, D.D.

Asiatic Empires, the Orient of to-day; Mohammed and Mohammedanism; the Arabs and the Caliphate; the Byzantine Empire and the Turkish conquest; Constantinople, its characteristics, topography, architecture and population; the Ottoman Empire, mingling of races, the Sultan and his subjects; balance of power in theory and practice, causes which led to the outbreak of 1853; the Crimean war, Sebastopol, the Black Sea fleet, and the treaty of Paris; English power in India, rivalry between Great Britain and other states, the Sepoy mutiny; the Russo-Turkish war of 1877; Egypt, Mohammed Ali, and the Suez Canal; the revolution of 1882, and the present outlook.

VITAL FORCES IN MODERN HISTORY, (6)

By Prof. James F. Riggs, D.D.

History as a fine art, and history as a moral science, nature of historical evidence; beginnings of modern life, republics of Italy, free cities, their guilds, wealth, etc.; the educational uprising, universities, inventions and discoveries; balance of power as a political dogma; re-organization of society by the double process of decay and growth; unification of Italy, the romance and the tragedy of Italian history.

THE PROTESTANT REFORMATION, (6)

By Prof. James F. Riggs, D.D.

Causes; social and political re-organization, papal system and monastic system, the revival of learning; reform in Germany, life and triumphs of Martin Luther; in Holland, relation to Spain, William the Silent; the "Thirty Years War," Gustavus Adolphus, Richelieu, treaty of Westphalia; reform in England, Tyndale and the Bible, Queen Mary and Queen Elizabeth, Oliver Cromwell; consequences of the Reformation.

SOCIOLOGY,

By Rev. George Hubbard Payson, A.M.

The aim of this course in the science of society is to study the principles upon which modern social reforms may be securely based, and present-day civic problems successfully solved. The following topics will be discussed: The problem of the country town; the city center; immigration; industrial

life, capital and labor; Sunday rest and the working-day; poverty and charity organization; crime and prison reform; the liquor power and the temperance problem; the family, marriage and divorce; government, citizenship, civics and municipal reform; the school and the new education; the church, Christian co-operation, the signs of the times, the Gospel for to-day.

THE BIBLE AS LITERATURE,

Literature.

By Prof. James F. Riggs, D.D.

What is meant by "Biblical research?" What is the proper field of literary criticism in Scripture? Genuineness, authenticity, authority. The booktrade in ancient times, the classics and their preservation. Characteristics of Hebrew and Greek thought and language; remarkable blending of the two in the New Testament. Spirit of the Old Testament prophets, their duties, writings, and influence. Synagogue literature in the time of Christ. Writings of the Apostles. When and how were the copies made? The Christian canon. Monkish pen men and manuscript transmission; Constantine and his fifty copies. The New Testament manuscripts which now exist, their character and value. The three Synoptic Gospels, and the socalled Synoptist problem. The fourth Gospel, and the conflict regarding it. The Pauline literature, its character and value. Biblical theology and Biblical dogmatics, how do they differ? The "Versions" in the technical sense; modern scholarship and the Revision of 1881.

SOME REPRESENTATIVE NAMES IN ENGLISH LITERATURE,

By Prof. A. V. Williams Jackson, Ph.D., L.H.D.

An introductory course in which characteristic names and works are selected to represent the various epochs in English literature from the Anglo-Saxon period to modern times. The design of the lectures is to teach method, to stimulate thought, and to arouse interest for pursuing the subject further.

SHAKSPERE AND THE ENGLISH DRAMA,

By Prof. A. V. Williams Jackson, Ph.D., L.H.D.

The historical development of English dramatic literature until after the days of Shakspere. The course deals with the drama in general, its rise in England. Shakspere, his predecessors and successors, and gives a sketch of the Elizabethan stage and companies of players.

SHAKSPERE,

By Homer B. Sprague, Ph.D.

Cradle and school-or early environment; poverty, veal, matrimony-or foundations; birch, legal tape, venison-or escapades; matchlock and sword-or military elements in Shakspere; poet's heart vs. philosopher's

bacon-or authorship; love, sin, sorrow-or mytery of the sonnets; pen and pencil-or minor poems and style; fun, frolic and Falstaff-or wit and humor; forge and foundry-or character creation; fairness, sight, insight, power-or pre-eminence; diary, and classification-or behind the scenes; religion, politics, limitations-or the man and his mission.

A CENTURY OF ENGLISH POETRY,

By Prof. T. M. Parrot, Ph.D.

A sketch of the growth and development of English poetry from the fresh start under Wordsworth's leadership to the present day. The last lecture is a review, comparing and contrasting the two periods into which the century naturally falls. An effort is made to fix and portray the personality of each poet noticed as the key to his work. The work of each in turn will be considered as a whole, its main characteristics pointed out, its contribution to the general development noticed, etc. Special and detailed work may be done by the student.

THE POETS OF OUR CENTURY,

By Prof. Louis Bevier, Jr., Ph.D.

This course consists of two parts, each containing six lectures. Part I.— The Victorian Poets, treating particularly Tennyson, Browning, Mrs. Browning, Rossetti, Morris and Swinburne. Part II.-The American

Poets, particularly Bryant, Whittier, Longfellow, Holmes, Lowell and Lanier. The course deals with each poet from the evolutionary standpoint, treating as far as possible his relation to the particular environment of his time and place, and the general environment of his culture. It is illustrated by readings from the best and most characteristic works of each poet.

MODERN FRENCH LYRIC POETRY, (6)

By Edwin B. Davis, B.L.

The object of this course is to trace the development of modern French lyric poetry, and to establish its relations with the important phases in the evolution of thought and character in France. The principal literary schools and epochs of the nineteenth century will receive special treatment, including romanticism, realism-and so-called naturalism—and symbolism. Illustrative quotations will be presented from Lamartine, Victor Hugo, de Musset, de Vigny, Gautier and others.

THE GREEK POETS,

By Prof. Louis Bevier, Jr., Ph.D.

The course consists of two parts, each of six lectures. Part I.-The Epic and Lyric, discusses the rise and development of the Greek literature, and treats particularly of Homer, the great Epic poet, and of Pindar, the greatest Lyric poet of Greece. Part II.-The Attic Drama. The purpose of this

will be to trace the formation of the drama as a literary type, to define its position in Greek literature, and to make the audience acquainted with a few of the greatest extant Greek dramas. The Greek stage, costumes, actors, etc., will be described, and at least one play of Aeschylus, Sophocles, Euripides and Aristophanes will be fully outlined. Illustrated by stere opticon.

Philosophy and Pedagogy.

THE WORLD'S GREAT THINKERS,

By Prof. Jacob Cooper, D.D., D.C.L.

A course of lectures on mental philosophy, treating the subject historically. Introduction. Wonder originated philosophy, seeking reality under phenomena. Socrates-the talker; Plato-the ideal philosopher; Aristotlethe logical systematizer; Lucretius-the skeptic, Cicero-the dealer in second hand; Abelard-the lover, Aquinas-the hair-splitter; Descartesthe renovator, Spinoza-the pantheist; Leibnitz-the universal genius, Pascal-the thinker; Kant-the transcendentalist; Hegel-the obscure, Schopenhauer-the pessimist; Bacon-the philosophic statesman, Lockethe sensationalist; Hume-the agnostic, Berkeley-the idealist; Reid-the philosopher of common sense, Schleiermacher-the philosopher of religion; Hamilton-the critic, Porter-the expositor.

HOW WE KNOW,

By John B. Thompson, D.D.

This introductory course on psychology includes these topics: The six senses; sensation, illusion, hallucination, feeling, attention, consciousness; space, time, cause, identity and similarity, perception: memory, association, dreams, somnambulism, hypnotism, imagination; reasoning, judgment, the concept, deduction, induction; the beast mind, the human mind.

EDUCATIONAL EPOCHS,

By Prof. Eliot R. Payson, Ph.D.

This course aims to give a general view of the curriculum, of educational theories and practices, and of the labors of great educators at different periods. Striking innovations and curious customs will be noticed. Among the topics studied will be education among the Greeks and Romans, and the Jews; the university era; the bearing of the Renaissance and of the Reformation upon education; the educational reformers of the seventeenth century; the schools of the Jesuits; Pestalozzi and universal education; Froebel and self-activity; Herbart; the progress of education in the United States; some present problems.