Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa. Copyright, 1911, McKinley Publishing Co. Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 3, 1879. Aids to the Teaching of History in this Number The American Historical Review ORGAN OF THE AMERICAN HISTORICAL ASSOCIATION F OUNDED IN 1895, by a union of American historical scholars, this journal is now in its sixteenth volume. Its numbers, issued quarterly, contain articles in European and American history, documents hitherto unpublished, reviews of books (forty or fifty in each number), and in each issue some twenty-five or thirty pages of Notes and News," personal, professional, and relative to new European and American publications, and the work of historical societies. The American Historical Association supplies the REVIEW to all its members. To others the price of subscription is $4 a year; single numbers are sold for $1; bound volumes may be obtained for $4.50. Subscriptions should be MACMILLAN COMPANY, 66 Fifth Avenue, NEW YORK sent to the The Managing Editor May be Addressed at You will favor advertisers and publishers by mentioning this magazine in answering advertisements. AMERICAN HISTORY LEAFLETS COLONIAL AND CONSTITUTIONAL Edited by ALBERT BUSHNELL HART and EDWARD CHANNING, of Harvard University These Leaflets are designed to promote the scientific method of studying history from its documents and furnish in convenient form and at a moderate price copies of original documents that have become famous in our colonial and constitutional history as the outcome of some important crisis, or as exponents of the theories underlying our form of government. Each Leaflet contains a brief historical introduction and bibliography to aid further investigation by the student. PRICE PER COPY, 10 CENTS 17.--Documents relating to the Kansas-Nebraska Act. 1854. 18.-Lincoln's Inaugural and First Message to Congress. 1861. 19. Extracts from the Navigation Acts. 1645-1696. 1.-The Letter of Columbus to Louis de Sant Angel announc- 3.—Extracts from the Sagas describing the Voyages to Vin- 4.-Extracts from Official Declarations of the United States 6. Extracts from Official Papers relating to the Behring Sea 7. The Articles of Confederation of the United Colonies of 8.-Exact Text of the Constitution of the United States. 11.-Jefferson's Proposed Instructions to the Virginia Dele- 12.-Ordinances of Secession and other Documents, 1860-1861. 13.-Coronado's Journey to New Mexico and the Great Plains. The Early History of Plymouth. Extracts from Bradford and Mont. 30. Constitutional Doctrines of Webster, Hayne and Calhoun. 31.--Extracts from John Winthrop's History of New England. 34.-Extracts from Official Documents embodying the Canal Correspondence PARKER P. SIMMONS, Publisher, 3 East Fourteenth Street, NEW YORK Solicited Indispensable Aids to the Successful Teaching of History OUTLINE MAPS The study of Historical Geography by means of the filling in of Outline Maps by the pupil, is now recognized as a necessary part of high school work in History. Many colleges are requiring similar work in their Freshman and introductory courses in History, and often it is used with profit in more advanced courses, where maps showing new historical material are to be constructed. Even in the grades it is found that much time can be gained by the use of printed map outlines, in place of the laborious map-drawing by pupils. States such as New York in the north and Louisiana in the south, require historical map work in all high school courses in history; many colleges make the filling in of outline maps a part of their entrance examinations in history; and for ten years the College Entrance Examination Board has included among its questions in history, the placing of historical data upon McKinley Outline Maps. No series of Outline Maps is so well-constructed, so conveniently prepared, so varied in its assortment, or so well adapted to different needs, as the McKinley Series of Outline Maps The Series includes large wall outline maps; desk outline maps in three sizes; envelopes of loose maps, assorted as desired; bound maps, in atlas form, for nine periods of history; bound maps, with notepaper interleaved, for six periods of history; specially bound atlases, assorted to order, for college and high school classes; and skeleton maps, with coastlines only, for elementary history and geography classes. McKinley Wall Outline Maps Size, 32x44 inches DESCRIPTION. The Wall Outline Maps show the coast-lines and rivers of the countries and continents, and, usually, the present boundaries of states, together with the lines of latitude and longitude. PRICE. Single copies, 20 cents each; ten or more copies, 17 cents each; twenty-five or more copies, 15 cents each. (Po-tage or expressage extra; postage on one map, 10 cents; on each additional map, 2 cents. The maps are shipped in stout mailing tubes.) The series of Wall Outline Maps now includes: Co-ordinate Paper-Wall Size Sheets of stout paper 32x48 inches, ruled in both directions, with blocks one-quarter inch square; serviceable in classes in economics, geography and history, for depicting lines and curves of growth or development. They may also be used for constructing chronological charts for history classes. PRICE. The same as Wall Outline Maps. 5. For Roman History. 6. For European History (375-1910 A.D.) 8. 9. SPECIAL ATLASES. In orders of 100 Atlases or McKinley Historical Notebooks The notebooks consist of the McKinley Outline Maps combined with blank leaves to constitute an historical notebook of 104 pages; the back of each map and every other sheet being left blank for class notes or comment upon the maps. FOUR BOOKS IN THE SERIES. At present there are notebooks for American History English History. Ancient History. PRICE. 22 cents (net) each. McKinley Desk Outline Maps McKinley Desk Outline Maps CONTINUED Skeleton Outline Maps COAST LINES ONLY The World, Europe, Asia, Africa, North America, South America, Australia, United States. Geographical and Historical Desk Maps The THE CONTINENTS World (Mercator's Projection), Europe, Asia, Africa, Australia, North America, South America. THE UNITED STATES United States (state boundaries and physical features), United States (state boundaries only). THE UNITED STATES IN THREE SECTIONS Eastern United States (east of Mississippi River), Mississippi Valley, Pacific Coast and Plateau States. SMALLER SECTIONS OF UNITED STATES AND OF NORTH AMERICA New England, Coast of New England (for early settlements). Middle Atlantic States, South Atlantic States, Coast of Southern States (for early settlements), Eastern Virginia (for Civil War), Mississippi Valley, Northern Section, Mississippi Valley, Northeastern Section, Mississippi Valley, Northwestern Section, Mississippi Valley, Southern Section and Texas, Southwestern United States, Cuba, Philippines, Massachusetts, Michigan, New York (state of), Pennsylvania, Texas, Gulf of Mexico, Panama, etc., West Indies, Canada. EUROPE AND ITS LARGER DIVISIONS SMALLER EUROPEAN DIVISIONS DOUBLE SIZE. 10x15 inches; 85 cents a hun- Samples of any of the above publications will be cheerfully furnished, to any teacher, upon request. Ready September 1st, 1911: The McKinley Series of Blackboard Wall Outline Maps. The World, the Continents, the United States, England, the Mediteranean World and others. Based upon the excellent plates of the McKinley Wall Outline Maps, and containing more historical detail and greater accuracy than any other series. Price, mounted upon plain rollers, about Three Dollars each, net. The McKinley Publishing Co. 5805 Germantown Avenue Philadelphia, Pa. Volume II. Number 8. PHILADELPHIA, APRIL, 1911. $1.00 a year 15 cents a copy The Doctor's Dissertation in Modern European History* BY PROFESSOR CHARLES M. ANDREWS, YALE UNIVERSITY. It is my purpose to speak briefly to-day of some of the advantages and difficulties that are bound to accompany the efforts of American students in dealing with subjects for doctoral dissertations, selected from the field of modern European history, meaning thereby the modern history of England and the European continent. It is a field that has not hitherto played a very conspicuous part in the selection of subjects for doctor's theses, and has been to a considerable degree overshadowed by medieval history and American history, two fields that have been deemed generally more important and better adapted for the purpose in hand. But, like Spanish American history, which is looming up as a phase of history likely to attract an increasing number of students in the future, modern European history is certain to take its place among the leading fields of research as deserving greater recognition than it has hitherto received. To the student living and working in America there are manifest advantages in the selection of a subject that relates to the history of another country than his own. It has been evident for some years that students trained in American graduate schools were in danger of confining their attention too exclusively to American history. In so doing they fail to round out their own mental development in four respects: 1. They miss the educational broadening which comes from handling a subject that lies outside the country where they live, and of whose life they are a part; and they cannot obtain this enlargement of their historical point of view by the ordinary process of studying European history. 2. They miss the mental and professional discipline which comes from handling a subject in another language than their own, and by just so much they bring upon all Americans the charge of being, as they undoubtedly are, an underlanguaged people. 3. They miss the training of their imaginative faculties among the most important of all our faculties for the writing of history-in that they are not called upon often enough to interpret the ideas and traditions, the spirit and the purpose, of another people whose history is different from their own, and whose aims and methods cannot be understood by experience gained in a democratic world like ours. 4. Lastly, the student who works only in American history misses the beneficial influence, not only of travel and experience abroad, but, even more, of contact with historical scholars and historical methods of other countries, a useful asset to those who desire to further the cause of historical writing and teaching at home. A student who has lived and labored in England, France or Germany, not * A paper read before the American Historical Association at Indianapolis, 1910. as a tourist, but as a worker, is bound to gain new ideas regarding history as a whole. These advantages accrue to the student of medieval history as well as to the student of modern history, but, as between the two subjects, modern history shows some points of superiority over medieval history. As a rule, work in the history of the last three centuries demands greater comprehensiveness of treatment as compared with work in the history of the Middle Ages. Medieval history seems to call for intensive rather than extensive treatment, a regard for minuteness of detail and the settlement of essentially small particulars. An excess of such method of study, unless counterbalanced in other ways, is not beneficial. It takes a strong scholar to rise above the narrowing influence of excessive devotion to small points of criticism, to the interpretation of obscure texts, and to the piecing together of many particulars. The spirit of the Middle Ages was not conducive to the development of large ideas and general views, and the student of the Middle Ages, particularly the beginner, is apt to lose himself in the wilderness of manifold variety of customs and habits and to miss that more liberal training which the wider range of modern times gives to him. The study of modern history seems to offer a better opportunity to develop that power-so essential to anyone ambitious to become an influential teacher and writer-of combining the particular with the general and of drawing large conclusions from masses of data obtained by extensive and scholarly research. It seems to call into being, better than does medieval history, the ability to select, combine and construct, and so to reach conclusions of value to the world at large. I believe that it is more difficult for the student of the Middle Ages to escape from the narrowing influence of his subject than it is for the student of modern times. These are some of the advantages which are sure to accompany the work of prospective doctors of philosophy in the field of modern European history. What now are the disadvantages? 1. There are, first of all, certain personal considerations that have to be taken into account whenever one is tempted to encourage a student to work in a foreign field. There is the question of expense, often complicated by inconveniences, associated with family, professional and personal obligations. These difficulties cannot be met lightly, for they often compel a student to take as a subject something not only American, but even local in character. In this case the historical instructor is obliged to submit to what seems an inevitable circumstance, hedging in and controlling what might otherwise be a wise historical ambition. In some quarters this difficulty is met by financial aid in the way of scholarships and fellowships or by grants in aid, and these, when wisely dispensed, have great practical |