(Front Cover)



BULLETIN

OF THE

FIRST DISTRICT NORMAL SCHOOL

KIRKSVILLE, MISSOURI

Volume XIX Number 1-2

JANUARY-FEBRUARY, 1919

(Publisht in February, 1920)

Publisht Monthly

History and Government Series

No. 11

A SYLLABUS OF

MEDIEVAL AND MODERN HISTORY, THIRD QUARTER

HISTORY 1c

By E. M. VIOLETTE

Enterd as seoond class mail, matter April 29, 1915, at the post office at Kirksville, Missouri, under the Act of Congress of August 24, 1912.



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FOREWORD

This syllabus is in conclusion of the syllabi on Medieval and Modern History published in 1918 and 1919  I have been delayed much longer than I had expected in getting it ready for publication.

E. M. VIOLETTE

Feb. 27, 1920

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Lesson I.

THE OLD REGIME IN FRANCE (1)

Introduction—In order that we may understand the French Revolution it is necessary for us to make a study of the institutions and conditions that were overthrown by that revolution. These institutions and conditions constitute what was known as the Old Regime.

From our study of the preceding quarters in this course we have seen that this regime was a long time in developing. It was the product of centuries of growth. For that reason the revolution was all the more violent when it came. In this lesson we shall confine ourselves to the institutions of government and the system of taxation and finance in France just prior to 1789.

Prescribed Reading—HAZEN, Modern European History, 31-41. LOWELL, Eve of the French Revolution, 207-242.

Topics for Discussion—King:	theory	of divine right; his absolute government; court at Versailles. Local government: provinces and governors; generalites and intendants. Evidences of a lack of unity in France. System of taxation; various forms of taxes; inequalities in the system. System of finance: various forms of expenditures; lack of control over the king in his expenditures.

Problem—Explain why France was in a bankrupt condition in 1789.

Optional Reading—Cambridge Modern History, vol. viii, ch. ii and iii. BOURNE, Revolutionary Period in Europe, ch. i and ii. PERKINS, France under Louis XV, vol. i, ch. i. MATHEWS, French Revolution, ch. i.

Lesson II.

THE OLD REGIME IN FRANCE (2)

Introduction—The main themes in this lesson are the different social orders or estates in France in 1789, the exemptions and privileges of the first two and the burdens of the third, and the agitation for reform.

Prescribed Reading—HAZEN, Modern European History, 41-59. BOURNE, Revolutionary Period in Europe, ch. iii.

Topics for Discussion—First Estate: wealth; divisions within the estate; exemptions. Second Estate:	wealth; divisions within the estate; exemptions. Third Estate:	divisions within the estate; burdens. Restrictions of the Old Regime upon liberty. Agitation for reform: Montesquieu; Voltaire; Rousseau; economic critics. 

Problem—Compare the condition of the peasants and the townspeople of France, Germany and England in the latter part of the eighteenth century. (Consult BOURNE, Revolutionary Period, ch. i.)

Optional Reading—TAINE, Ancient Regime, 1-86; AULARD, French Revolution, vol. i, ch. i. JOHNSTON, French Revolution, ch. ii and iii. KROPOTKIN, The Great French Revolution, ch. i-v. PERKINS, France under Louis XV, vol. ii, ch. xxiii and xxiv. MATHEWS, French Revolution, ch. ii-v.

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Lesson III.

BEGINNINGS OF THE FRENCH REVOLUTION (1)

Introduction—France was practically bankrupt when Louis XVI came to the throne in 1774. For fifteen years his ministers managed to stave off the impending revolution, but after that nothing could prevent it from coming. What was done during these fifteen years and in what way the revolution was precipitated constitute the main themes of this lesson.

Prescribed Reading—HAZEN, Modern European History, 60-74. LOWELL, Eve of the French Revolution, ch. xxi.

Topics for Discussion—Character of Louis XVI and Marie Antoinette. Financial ministers of the king and their policies: Turgot; Necker; Calonne. Estates General: summons	by the king; election of members; cahiers; opening on May 5, 1789. Transformation of Estates General into National Assembly:	struggle over the questions of organization; tennis court oath; royal session; formation of National Assembly.

Problem—How far did the cahiers reflect the real sentiments of the various estates of France? (For samples of cahiers, see Whitcomb, Typical Cahiers of 1789.)

Optional Reading—Cambridge Modern History, vol. viii, ch. iv and v, and 145-158. BOURNE, Revolutionary Period in Europe, 62-75, 88-95. JOHNSTON, French Revolution, ch. iv and v. KROPOTKIN, Great French Revolution, ch. vi-ix. MACLEHOSE, Last Days of French Monarchy. MACLEHOSE, From the Monarchy to the Republic of France, ch. i-vi. STEPHENS, French Revolution, vol. i, ch. i-iii. MATHEWS, French Revolution, ch. vi-ix.

Lesson IV.

BEGINNINS OF THE FRENCH REVOLUTION (2)

Introduction—The opening months of the French Revolution are marked by several acts of violence and dramatic scenes. In the popular mind these acts and scenes constitute the essence of the Revolution.

In reality they are only incidents that mark its progress and should not be Studied to the neglect of other features that may be more or less prosaic but that reveal its real character. We shall devote this lesson to three of the most generally known events of the early period of the Revolution.

Prescribed Reading—HAZEN, Modern European History, 74-85. BOURNE, Revolutionary Period in Europe, ch. vii.

Topics for Discussion—Taking of the Bastille (July 14). Abolition of feudal privileges (August 4). March of the women to Versailles and back to Paris (October 5 and 6).

Problem—What led to the three events named in the topics for discussion and in what way do they mark the progress of the Revolution?

Optional Reading—Cambridge Modern History, vol. viii, 158-187. BOURNE, Revolutionary Period in Europe, 95-106. JOHNSTON, French Revolution, ch. vi. KROPOTKIN, Great French Revolution, ch. x-xx. MACLEHOSE, From the Monarchy to the Republic of France, ch. vii-xii. STEPHENS, French Revolution, vol. i, ch. v and vii. MATHEWS, French Revolution, ch x and xi.

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Lesson V.

MAKING THE CONSTITUTION OF 1791

Introduction—The National or Constituent Assembly continued in existence from June, 1789 to September, 1791. During that time it not only directed the affairs of the government of France but it also drew up a constitution for the country and another for the church. What institutions of government were established and what changes were made in the church of France are the main themes in this lesson.

Prescribed Reading—HAZEN, Modern European History, 86-100; BOURNE, Revolutionary Period in Europe, ch. viii.

Topics for Discussion—Declarations of the Rights of Man: discussion on the declaration; provisions. Kingship of France: limitations upon royal power; powers retained by the king. Legislative Assembly: composition; suffrage and the method of electing members. Judiciary: elective judges; jury. Local government: administrative divisions; officials. Confiscation of church property and the creation of the system of assignats. Mirabeau: early career; plans and policies; death. Civil Constitution of the Clergy: provisions of; opposition to. Flight of the king.

Problem—Why did the National Assembly reject Mirabeau’s plan of government?

Optional Reading—Cambridge Modern History, vol. viii, 186-210. BOURNE, Revolutionary Period in Europe, ch. viii-x. AULARD, French Revolution, vol. i, ch. ii-vi. FLING, Mirabeau. VON HOLST, French Revolution, vol. i, ch. v-vi; vol. ii, ch. vii-xii. JOHNSTON, French Revolution, ch. vii and viii. KROPOTKIN, Great French Revolution, ch. xxi-xxix. MACLEHOSE, From the Monarchy to the Republic of France, ch. xiii-xix. STEPHENS, French Revolution, vol. i, ch. viii-xiv. MATTHEWS, French Revolution, ch. xii and xiii.

Lesson VI.

THE OVERTHROW OF THE CONSTITUTION OF 1791

Introduction—The Constitution of 1791, the first of the series of constitutions that France was to have during the next hundred years, was set aside in less than a year after it was put into operation. Its defects were readily disclosed during the course of the year 1791-1792. What those defects were and how they came to be disclosed are the principal topics in this lesson.

Prescribed Reading—HAZEN, Modern European History, 101-119. BOURNE, Revolutionary Period in Europe, 169-185.

Topics for Discussion—Decrees of the Legislative Assejnbly against the non-juring clergy, and the emigres: provisions of these decrees; royal vetoes. Political agitation in France:Jacobin and Cordelier Clubs; the sans culottes; Girondists. Declaration of war against Austria. Insurrection of June 20. Insurrection of August 10. Suspension of the constitution and the summoning of a new constitutional convention. Rule of the Commune of Paris: suppression of the press; the September massacres. Battle of Valmy.

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Problem—Show how sentiment in favor of a republic grew in France during the year 1791-92.

Optional Reading—Cambridge Modern History, vol. viii, ch. viii. BOURNE, Revolutionary Period in Europe, 150-185. AULARD, French Revolution, vol. i, ch. vii. JOHNSTON, French Revolution, ch. ix and x. KROPOTKIN, Great French Revolution, ch. xxx-xxxvii. MACLEHOSE, From the Monarchy to the Republic of France, ch. xx-xxv. STEPHENS, French Revolution, vol. ii, ch. i and iv. MATHEWS, French Revolutions, ch. xiii.

Lesson VII.

REIGN OF TERROR

Introduction—-The Constitutional Convention, elected in September, 1792, continued in existence for three years. Like the National or Constituent Assembly of 1789-91, this convention not only directed the governmental affairs of France but it undertook to provide France with a new constitution.

It declared France a republic in September, 1792, and in less than a year it had drafted a new constitution. But by that time conditions had so developed as to make this constitution inadvisable. The convention therefore decided not to put this constitution into operation and then created a set of institutions that were considered adapted to the new conditions that had arisen. The period during which these institutions were in operation is known as the “Reign of Terror.” What these institutions were, how they were operated, and what were the conditions that led the convention to establish them,, are our main topics at this time.

Prescribed Reading—HAZEN, Modern European History, 120-137. BOURNE, Revolutionary Period in Europe, ch. xiii.

Topics for Discussion—Declaration of the French Republic. Party struggles in the Convention. Trial and execution of Louis XVI. Expulsion of the Girondists from the Convention. Constitution of 1793; its provisions; its suspension. Institutions of the Terror: Committee of Public Safety; Committee of General Security; Revolutionary Tribunal; Representatives on Mission. Activities of these institutions.

Problem—Wherein did the Constitution of 1793 differ from that of 1791 and why was it considered inadequate for the conditions of the time?

Optional Reading—Cambridge Modern History, vol. viii, ch. ix and 338-349. BOURNE, Revolutionary Period in Europe, 185-211. AULARD, French Revolution, vol. ii. TEN BRINK, Robespierre and the Red Terror. JOHNSTON, French Revolution, ch. xi and xii. KROPOTKIN, Great French Revolution, ch. xxxviii-lvii. STEPHENS, French Revolution, vol. ii, ch. v-xiii. MATHEWS, French Revolution, ch. xv-xvii.

Lesson VIII.

THE OVERTHROW OF THE TERROR AND THE ESTABLISHMENT OF THE DIRECTORY

Introduction—The Terror spent itself before the close of 1794. The Convention then turned to the task of formulating a permanent constitution for France. By 1795 it finished its work and set up a new government called

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the Directory. How the Terror spent itself, how the Convention decided upon the Directory, and how that new government got itself going are the main topics in this lesson.

Prescribed Reading—HAZEN, Modern European History, 137-150. BOURNE, Revolutionary Period in Europe, ch. xiv.

Topics for Discussion—Innovations thru the influence of the Commune of Paris: republican calendar; worship of Reason. Robespierre: opposition to Hebert and Danton; overthrow of Danton; worship of Supreme Being; Great Terror; overthrow. Constitution of 1795: the Councils; the Directory. Opposition to the Convention. End of the Convention.

Problem—Compare the ideals and policies of Danton and Robespierre.

Optional Reading—Cambridge Modern History, vol. viii, 349-397. BOURNE, Revolutionary Period in Europe, 211-231. AULARD, French Revolution, vol. iii, ch. i-vi. JOHNSTON, French Revolution, ch. xiv-xvi. KROPOTKIN, Great French Revolution, ch. lviii-lxviii. MATHEWS, French Revolution, ch. xviii and xix. BELLOC, Danton. BELLOC, Robespierre.

Lesson IX.

NAPOLEON’S FIRST ITALIAN CAMPAIGN

Introduction—When the Directory came into power in October; 1795, France was beset with very serious military difficulties. She had been in war for over three years, and although the Convention had made peace with Prussia and Spain during the spring and summer of 1795, the Directory found France still at war with Austria, Sardinia, and England.

The war with Austria and Sardinia was particularly distressing to France. The task of conducting that war was entrusted by the Directory to Napoleon Bonaparte, a young artillery officer. How he brought these countries to their knees is the special theme of this lesson. Inasmuch as the first Italian campaign is a good illustration of Napoleon’s military strategy, special attention will be given to the different engagements in this campaign. If we cart get a clear notion of the strategy he employed in this campaign, it will not be necessary to study in detail his subsequent campaigns.

Prescribed Reading—HAZEN, Modern European History, 151-168. JOHNSTON, Napoleon, 27-44.

Topics for Discussion—Napoleon’s early career. Appointment as commander of the Army of Italy. Campaign against Sardinia. Campaign against Austria: Lodi, Mantua, Areola, and Rivoli; treaty of Campo Formio. Napoleon’s treatment of Genoa and Venice. Napoleon’s return to France.

Problem—How many times during the first Italian campaign did Napoleon make use of his plan of concentration and of striking the forces of the enemy separately?

Optional Reading—Cambridge Modern History, vol. viii, ch. xviii. BOURNE, Revolutionary Period in Europe, ch. xv. Fournier, Napoleon the First, ch. i-v. ROSE, Life of Napoleon I, vol. i, ch. i-vii. MORRIS, Napoleon, ch. i and ii.

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Lesson X.

THE EGYPTIAN CAMPAIGN AND THE OVERTHROW OF THE DIRECTORY

Introduction—After Austria had been forced to make peace, England was the only power yet at war with France. The Directory put Napoleon Bonaparte in command of the army that was to force England into a peace and he planned to bring that about by an attack upon Egypt. We shall be concerned in the first part of this lesson in finding out why he decided upon this plan and what was the outcome of the Egyptian campaign.

Returning from Egypt, Napoleon plotted and brought out the overthrow of the Directory and the establishment of a new government with himself at the head. We shall be concerned in the second part of this lesson with the circumstances that enabled Napoleon to overthrow the Directory and with the character of the new government that he established.

Prescribed Readings—HAZEN, Modern European History, 168-177. JOHNSTON, Napoleon, 44-79.

Topics for Discussion—The Egyptian campaign; preparations; seizure of Malta; military engagements in Egypt; destruction of the French fleet; invasion of Syria; Napoleon’s return to France. Overthrow of the Directory: defects and unpopularity of the Directory; 18th Brumaire; 19th Brumaire; establishment of the Consulate.

Problem—What was responsible for the failure of the Egyptian campaign?

Optional Reading—Cambridge Modern History, vol. viii, ch. xix- xxii. BOURNE, Revolutionary Period in Europe, 248-261. AULARD, French Revolution, vol. iv, ch. 1-iii. FOURNIER, Napoleon the First, ch. vi-vii. ROSE, Life Of Napoleon I, vol. i, ch. viii-x. MORRIS, Napoleon, ch. iii.

Lesson XI.

THE CONSULATE

Introduction—In 1799 Napoleon Bonaparte made himself First Consul. In five years he made himself Emperor. Meanwhile he had broken up the Second Coalition and forced Austria into a second peace, with France. He also managed to come to terms with England. How he succeeded in doing these things is the main theme in this lesson.

Prescribed Reading—HAZEN, Modern European History, 179-192. JOHNSTON, Napoleon, 79-101.

Topics for Discussion—Constitution of the Year VIII: authorship; institutions of government. Second Italian campaign: formation of the Second Coalition; military engagements; peace of Luneville. Peace of Amiens with England. Napoleon’s policy in peace time. The Concordat. Code Napoleon. Napoleon becomes Emperor.

Problem—What was responsible for Napoleon being very nearly defeated in the second Italian campaign.

Optional Reading—Cambridge Modern History, vol. ix, ch. i-vii. BOURNE, Revolutionary Period in Europe, 261-285. AULARD, French Revo-

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lution, vol. iv, ch. iv-vii. FOURNIER, Napoleon the First, ch. viii-ix. ROSE Life of Napoleon I, vol. i, ch. xi-xiv. MORRIS, Napoleon, ch. iv and v.

Lesson XII.

EARLY YEARS OF THE EMPIRE

Introduction—Before Napoleon had been declared Emperor, the universal peace that had been established by the treaty of Amiens in 1802 was broken and for over ten years France was in continuous war. By 1807 Napoleon had brought about the defeat of all of France’s enemies except England. How he effected the defeat of Austria, Prussia, and Russia, and how he participated in the reorganization of Germany are matters of greatest concern to us in this lesson.

Prescribed Reading—HAZEN, Modern European History, 194-214. HENDERSON, Short History of Germany, vol. ii, 240-264.

Topics for Discussion—Renewal of war with England: explanation for England’s hostility to France; Napoleon’s plans for invading England. Third Campaign against Austria: Ulm and Austerlitz; Treaty of Pressburg.

Changes in Germany: the principal decree of the imperial deputation of 1803; the formation of the Confederation of the Rhine, 1806; the dissolution of the Holy Roman Empire, 1806; French influence in Germany. War with Prussia: re-entry of Prussia into the war; her defeat at Jena. War with Russia; Eylau and Friedland; treaties of Tilsit.

Problem—What part did Napoleon take in the reorganization of Germany? What was the situation in Germany that enabled him to have a part in its reorganization?

Optional Reading—Cambridge Modern History, vol. ix, ch. viii-x. BOURNE, Revolutionary Period in Europe, ch. xviii-xx. JOHNSTON, Napoleon, 103-140. FOURNIER, Napoleon the First, ch. x-xiii. ROSE, Life of Napoleon I, vol. i, xh. xxi; vol. ii, ch. xxii-xxvii. MORRIS, Napoleon, vi-viii.

Lesson XIII.

THE EMPIRE AT ITS HEIGHT

Introduction—The campaigns of 1805, 1806 and 1807 had enabled Napoleon to bring all of the enemies of France to terms except England. During the next few years he tried to force England into submission thru what was known as the Continental System. But this plan of attack upon England failed just as all other previous methods of attack had failed. Meanwhile the situation became all the more complicated for France because of Napoleon’s interference in Spain. What the Continental System was and why it failed, what was the significance of the Spanish uprising against Napoleon and what explanation there is for the success of the uprising, are the main themes in this lesson.

Prescribed Reading—HAZEN, Modern European History, 215-227. BEARD, Introduction to English Historians, 520-537.

Topics for Discussion—Continental System: Berlin and Milan Decrees and Orders in Council; attempts to enforce the blockade; explanation

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for failure of the system. Interference of Napoleon in Spain; royal family of Spain displaced; Joseph Bonaparte made King of Spain. Spanish revolt: causes; character of the war; assistance of England; suppression of revolt. War with Austria: causes; battle of Wagram; Treaty of Vienna.

Problems—Why did the Continental System fail? Show how the opposition of Spain to France differed from that of other countries that had been opposing France.

Optional Reading—Cambridge Modern History, vol. ix, ch. xi, xii and xv. BOURNE, Revolutionary Period in Europe, ch. xxi. JOHNSTON, Napoleon, 142-169. FOURNIER, Napoleon the First, ch. xiv-xvi. ROSE Life of Napoleon I, vol. ii, ch. xxviii-xxxi. Morris, Napoleon, ch. ix.

Lesson XIV.

LIBERATION OF GERMANY FROM NAPOLEONIC DOMINATION

Introduction—For two or three years following the fourth defeat of Austria, Napoleon enjoyed a more or less unquestioned supremacy in the affairs of central and western Europe. But that supremacy rested on very insecure foundations as the years 1812-1814 were to reveal.

In 1812 there began that series of disasters that finally resulted in Napoleon’s complete overthrow. It will be our task in this lesson to follow the events of 1812 and 1813 and see what led Napoleon to undertake an invasion of Russia in 1812 and why that failed, and how his domination over Germany was broken down in 1813.

Presciibed Reading—HAZEN, Modern European History, 228-240. HENDERSON, Short History of Germany, vol. ii, 270-290.

Topics for Discussion—Napoleon’s invasion of Russia: causes; advance of Napoleon and his allies; burning of Moscow; the retreat. Prussia from 1806 to 1813: reforms of Stein and Scharnhorst; dismissal of Stein. Campaign of 1813 in Germany; alliance between Prussia and Russia against Napoleon; Napoleon’s victories; his defeat at Leipsic.

Problem—How had Prussia been able to make preparations for the overthrow of Napoleonic domination.

Optional Reading—Cambridge, Modern History, vol. ix. ch. xvi and xvii. BOURNE, Revolutionary period in Europe, ch. xxii-xxv. JOHNSTON, Napoleon, 170-197. FOURNIER, Napoleon the First, ch. xvii and xviii. ROSE, Life of Napoleon I, vol. ii, ch. xxxii-xxxv. MORRIS, Napoleon, ch. x and xi.

Lesson XV.

OVERTHROW OF NAPOLEON

Introduction—Napoleon was compelled to withdraw from Germany thoroly defeated in 1813, and during the opening months of the following year he had to face the armies of a new coalition that poured in upon him in France. In a short time he was compelled to abdicate and betake himself to Elba. But within a year he was back in France and at the head of affairs again. His rule of one hundred days ended in his complete and final over-

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throw at Waterloo. In this lesson we shall undertake to follow the campaign of 1814 in France and the Waterloo campaign of 1815.

Prescribed Reading—HAZEN, Modern European History, 240-247. JOHNSTON, Napoleon, ch. xv and xvii.

Topics for Discussion—Campaign of 1814; advance of the allies towards Paris; efforts of Napoleon to drive them back; allies enter Paris; abdication of Napoleon and banishment to Elba. Restoration of the Bourbons in France. Return of Napoleon from Elba. Waterloo campaign: Napoleon’s plan; Quatre Bras and Ligny on June 16; retreat of English and Prussians on June 17; Waterloo on June 18. Banishment of Napoleon to St. Helena.

Optional Reading—Cambridge Modern History, vol. ix, ch. xviii and xx. BOURNE, Revolutionary Period in Europe, ch. xxvi and xxvii. FOURNIER, Napoleon the First, ch. xix-xxi. ROSE, Life of Napoleon I, vol. ii, ch. xxxvi-xli. MORRIS, Napoleon, ch. xii-xiv.

Lesson XVI.

CONGRESS OF VIENNA

Introduction—Shortly after the first fall of Napoleon representatives of all the nations of Europe but Turkey gathered at Vienna primarily to rearrange the map of Europe. For over twenty years France had been at practically continuous war, and during that time many governments had been overthrown and the boundaries of France had been greatly extended. The Allies that brought about the defeat of Napoleon forced certain terms upon France in the first Treaty of Paris in May, 1814, but they left certain details to be worked out by a general European Congress to be held at Vienna.

As might be expected the Allies differed in their views of certain questions, and at one time it looked as though they might break out into actual war with each other. In this lesson we shall undertake to find out how the Congress of Vienna did its work, what differences arose among the Allies, how they were settled, and what were the terms of the final settlement.

Prescribed Reading—HAZEN, Europe since 1815, ch. i.

Topics for Discussion—First Peace of Paris, May 30, 1814. Personnel of the Congress of Vienna. (Give particular attention to Talleyrand.) Method of procedure followed by the Congress. The Saxony-Poland controversy. Final agreements as regards territorial readjustments and governments. Holy Alliance & Quadruple Alliance. (Give particular attention to Metternich).

Problems—Show how the Congress of Vienna was guided in its deliberations and conclusions by the principles of legitimacy, compensation and balance of power. Compare the maps of Europe, for 1789, 1811 and 1815 to see what changes were made during the Revolutionary and Napoleonic 'periods and at the Congress of Vienna.

Optional Reading—HAZEN, Congress of Vienna, in Three Peace, Congresses, ch. i. Cambridge Modern History, vol. ix, eh. xix and xxi. ANDREWS, Historical Development of Modern Europe, vol. i, 86-113. FYFFE, History of Modern Europe, vol. ii, ch. i. SEIGNOBOS, Political History of Europe since 1814, ch. i.

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Lesson XVII.

METTERNICHEAN SYSTEM, 1815-1830.

Introduction—Upon the final overthrow of Napoleon there was inaugurated in Europe what was known as the Metternichean System. Metternich was the prime minister of Austria. He. desired above all things peace for Austria and for Europe in general. For that reason he abhorred revolutions, and as liberalism tended to produce revolutions, he set himself firmly against liberals everywhere. He tried by repressive measures to prevent liberalism from developing, and thru the Quadruple Alliance he planned to stamp out revolution wherever it should break out. In spite of his efforts and plans, revolutions occurred in 1820, but he was able to put them down effectively. What methods Metternich employed to repress liberalism and what means he used to put down the revolutions of 1820 are the main themes in this lesson.

Prescribed Reading—HAZEN, Modern European History, 257-269. HAZEN, Europe since 1815, ch. iii.

Topics for Discussion—Metternichean System:	police system of Austria; Carlsbad Decrees. Revolutions of 1820: causes. European Congresses, 1818-1822: doctrine of intervention; suppression of revolutions in Naples and Spain. Monroe Doctrine, 1823.

Problem—England’s attitude to the doctrine of intervention and her part in the formation of the Monroe Doctrine.

Optional Readings—Cambridge Modern History, vol. x, ch. i. ANDREWS, Historical Development of Modern Europe, vol. i, 113-133. FYFFE, History of Modern Europe, vol. ii, ch. ii and iii. SEIGNOBOS, Political History of Europe since 1814, 374-386, 747-763.

Lesson XVIII.

REVOLUTIONS OF 1830

Introduction—In 1830 revolutions broke out in France, Belgium and Poland. As a result some very significant changes occurred in each of these countries. What brought on these revolutions and what results followed are the main questions we have to solve in this lesson.

Prescribed Reading—HAZEN, Modern European History, 270-288.

Topics for Discussion—France under the Restoration: Constitutional Charter of 1814; character and policy of Louis XVIII; his relations with the Ultras and the Liberals; character and policy of Charles X; reactionary legislation. The July Revolution in France:	July Ordinances; abdication of Charles X; accession of Louis Phillippe. Revolution in Belgium: causes; separation of Belgium from Holland; international recognition of Belgium and its neutrality. Revolution in Poland: causes; incorporation of kingdom of Poland into Russia as a province.

Problem—What effect did the Revolutions of 1830 have upon the Metternichean System?

Optional Reading—Cambridge Modern History, vol. x, ch. iii. ANDREWS, Historical Development of Modern Europe, vol. i, ch. iv. FYFFE,

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History of Modern Europe, vol. ii, 356-381. SEIGNOBOS, Political History of Europe since 1814,103-132, 229-237, 578-588.

Lesson XIX.

REIGN OF LOUIS PHILIPPE AND THE REVOLUTION OF 1848 IN FRANCE

Introduction—Louis Philippe who came to the throne of France thru one revolution was swept off that throne by another eighteen years later. Apparently his overthrow was very sudden, but a close study of his reign will show that the causes for the collapse of his government run far back into his reign. As we proceed with our study of his reign in this lesson we should keep uppermost in mind this question, what brought about the overthrow of Louis Philippe in 1848.

Prescribed Reading—HAZEN, Europe since 1815, ch. vi.

Topics for Discussion—Character of Louis Philippe. Political parties: those supporting Louis; those opposing him. Policy of the July monarchy. Guizot ministry: its conservatism; its corruption. Rise of Socialism: Louis Blanc; demands of Socialists. Overthrow of Louis Philippe: reform banquets; resignation of Guizot.

Problem—Compare the policies of Thiers and Guizot.

Optional Reading—Cambridge Modern Europe, vol. x, ch. xv, and vol. xi, 96-105. ANDREWS, Historical Development of Modern Europe, vol. i, 276-341- FYFFE, History of Modern Europe, vol. ii, 502-513. SEIGNOBOS, Political History of Europe since 1814, 132-159.

Lesson XX.

REVOLUTIONS OF 1848 IN CENTRAL EUROPE (1)

Introduction—The overthrow of Louis Philippe in France precipitated a series of revolutions in other parts of Europe, the most important of which occurred in Germany. The revolutions there were of two kinds: (1) those in the states of the Confederation; (2) that in the Confederation if self. The revolutions in the states aimed at more liberal forms of government. That in the Confederation sought to bring about a more united Germany and to give greater strength to that government than it had had before.

Connected with the revolutions in the states of the Confederation were those that took place in Hungary and Lombardy-Venetia. Here the revolutionists aimed ultimately, if not at first, at independence and not at a more liberal form of government under Hapsburg rule, as the revolutionists of Bohemia and Austria wanted. In this lesson we shall deal with the revolutions in Prussia and in the possessions of the Hapsburgs both in and out of the Confederation.

Our main purpose will be to discover the causes of the revolutions, the aims of the revolutionists, and the results. The revolution in the Confederation will be considered in the next lesson.

Prescribed Reading—HAZEN, Modern European History, 298-312. HENDERSON, Short History of Germany, vol. ii, 324-352.

Topics for Discussion—Revolutions in the Hapsburg possessions: de-

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mands of the revolutionists in Hungary, Bohemia, Lombardy-Venetia and Austria; suppression of the revolution in Bohemia and Lombardy-Venetia; civil dissensions in Hungary; suppression of the revolution in Hungary; suppression of the revolution in Austria. Revolution in Prussia: demands of the revolutionists; the Berlin Parliament; suppression of the revolution; the new constitution for Prussia.

Problem—Why did the revolutions in the Hapsburg possessions and in Prussia in 1848 fail?

Optional Reading—Cambridge Modern History, vol. xi, ch. vi. ANDREWS, Historical Development of Modern Europe, vol. i, ch. vi. FYFFE, History of Modern Europe, vol. ii, 475-502; vol. iii, ch. i. SEIGNOBOS, Political History of Europe since 1814, ch. xiii and xiv.

Lesson XXI.

REVOLUTIONS OF 1848 IN CENTRAL EUROPE (2)

Introduction—We saw in the preceding lesson that the revolutions in the Hapsburg possessions and in Prussia failed: We have now to follow the course of the revolution in the Confederation and discover the reasons why it too failed.

Prescribed Reading—HENDERSON, Short History of Germany, vol. ii, 352-375.

Topics for Discussion—Ante-Parliament in Frankfort: selection of
delegates; call for a national parliament. National Parliament in Frankfort: election of provisional head of the nation; discussion of fundamental rights of man; the problem of the Austrian dependencies; election of Frederick William as emperor. Collapse of the revolution; declination of the emperorship by Frederick William; his further schemes for the emperorship; expulsion and end of the Frankfort Parliament. Convention of Olmutz and restoration of the old German Confederation.

Problem—Why did Frederick decline the offer of the emperorship at the hands of the Frankfort Parliament? Why did he seek to get the princes of Germany to make him the same offer?

Optional Reading—Cambridge Modern History, vol. xi, ch. vii. ANDREWS, Historical Development of Modern Europe, vol. i, ch. ix and x. FYFFE, History of Modern Europe, vol. iii, ch. ii. SEIGNOBOS, Political History of Europe since 1814, 389-399.

Lesson XXII

SECOND FRENCH REPUBLIC AND THE FOUNDING OF THE SECOND EMPIRE

Introduction—We saw in a preceding lesson how Louis Philippe had been deposed in February, 1848, and France had been declared, a republic. But nearly a year passed before a definite constitution providing for republican institutions was put into operation. Before three years passed the republic was supplanted by the Second Empire. What delayed the formation of a republican government until the last of 1848 and what brought about the supplanting of the republic by an empire are the main themes of this lesson.

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Prescribed Reading—HAZEN, Europe since 1815, 187-206.

Topics for Discussion—Provisional Government; two elements; national workshops experiment. National Constituent Assembly: the abolition of the workshops and the “June Days;” provisions of the new Constitution; election of Louis Napoleon as President. Transformation of the Second Republic into the Second Empire: coup d’etat of Dec. 2, 1851; plebiscite of Dec. 20; proclamation of Louis Napoleon as Emperor Napoleon III, Dec. 2, 1852. Plans and policy of Emperor Napoleon III.

Problem—Why did Louis Napoleon insist on repeating prior to the coup d’etat of 1851 that “the Empire means peace?”

Optional Reading—Cambridge Modern History, vol. xi, ch. 106-141. ANDREWS, Historical Development of Modern Europe, vol. i, 342-362; vol. ii, ch. i. FYFFE, History of Modern Europe, vol. iii, 34-47. MURDOCK, Reconstruction of Europe, ch. i and ii. SEIGNOBOS, Political History of Europe since 1814, 159-173. SIMPSON, Rise of Louis Napoleon.

Lesson XXIII.

MAKING OF THE KINGDOM OF ITALY

Introduction—Italy for a long time prior to the French Revolution was merely a geographical expression. Within its borders there were many states, most of which were monarchical in government. Under Napoleon I these states were merged into three parts, one of which was incorporated in the French Empire, and the other two were erected into the Kingdom of Naples and the Kingdom of Italy.

On the fall of Napoleon, the Congress of Vienna restored things in Italy somewhat as they had been before the French Revolution. Italy became once more a mere geographical expression. By 1861, however, a great change was effected in that country. The Kingdom of Italy, which incorporated all of the peninsula except Venetia and the remnant of the Papal States around Rome, had come into existence. How this came about and who were responsible for it is our main task in this lesson.

Prescribed Reading—HAZEN, Europe since 1815, 50-57, 159-168, 215-239.

Topics for Discussion—Restoration of Italian states by Congress of Vienna: dominance of Austria and Piedmont; reactionary government; the Carbonari. Mazzini: founding	of Young Italy; methods and aims of that society. Various other proposals for the unification of Italy. Revolutions of 1848 in Italy: attempt to expel Austria; granting of a constitution to Piedmont. Cavour: appointment as prime minister of Piedmont; his policy; affiance with France; Austro-Sardinian War of 1859; annexations to Piedmont; cessions to France. Garibaldi; expedition of the “Thousand;” plans to attack Rome; annexations of Naples, Austria and the Marches. Proclamation of the Kingdom of Italy, 1861.

Problem—Who were the makers of modern Italy and what role did each of them play?

Optional Reading—SEDGWICK, Short History of Italy, ch. xxxv-xxxviii. Cambridge Modern History, vol. x, ch. iv and v; vol. xi, ch. xiv. ANDREWS, Historical Development of Modern Europe, vol. i, ch. v; vol. ii, ch.

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iii.	FYFFE, History of Modern Europe, vol. iii, ch. iv. MURDOCK, Reconstruction of Europe, ch. ix-xiii. SEIGNOBOS, Political History of Europe since 1814, 326-355.

Lesson XXIV.

THE FORMATION OF THE NORTH GERMAN CONFEDERATION

Introduction—In a previous lesson we saw that the revolutionists of 1848 in Germany sought to bring about a reorganization of the German Confederation. What they failed to do then was accomplished in 1866. How this was done and who was responsible for it, is the chief theme of this lesson.

Prescribed Reading—HAZEN, Europe since 1815, ch. xi.

Topics for Discussion—Parliamentary struggle in Prussia: plans for reform of army; opposition of the Chamber of Deputies; appointment of Bismark to the prime ministry; army reform accomplished. War with Denmark: Schleswig-Holstein question; defeat of Denmark; disposition of the duchies between Austria and Prussia.

War with Austria: causes; defeat of Austria; annexations to Prussia. Creation of the North German Confederation.

Problem—What were the main differences between the plan for reorganization of the German Confederation of 1848 and the plan of the North German Confederation?

Optional Reading—Cambridge Modern History, vol. xi, 393-410, 432-440. ANDREWS, Historical Development of Modern Europe, vol. ii, 189-259. FYFFE, History of Modern Europe, vol. iii, ch. v. MURDOCK, Reconstruction of Europe, ch. xiv-xxi. SEIGNOBOS, Political History of Europe since 1814, 456-476, 798-804. ROBERTSON, Bismarck, ch. iv. HEADLAM, Bismarck, ch. iv-xii.

Lesson XXV.

FRANCO-PRUSSIAN WAR

Introduction—The Six Weeks War between Prussia and Austria in 1866 brought about the formation of the North German Confederation. The Franco-Prussian War of 1870 transformed the North German Confederation into the German Empire. What brought about the Franco-Prussian War and how this war effected the above mentioned transformation are the special themes to be followed out in this lesson.

Prescribed Reading—HAZEN, Europe since 1815, ch. xiii.

Topics for Discussion—Second French Empire: Mexican Expedition; Napoleon’s concessions to the Liberals; demands for “Revenge for Sadowa.” Occasion of the Franco-Prussian War: the Hohenzollern candidacy for the Spanish throne; the Ems telegram; mobilization of the French and the Germans. Chief military engagements: Sedan, Metz, and Paris. Treaty of Frankfort: negotiations; terms. Completion of German unity.

Problem—Why was Bismarck so keen for a war with France? Why did he force France to surrender Alsace-Lorraine?

Optional Reading—Cambridge Modern History, vol. xi, ch. xxi. ANDREWS, Historical Development of Modern Europe, vol. ii, 146-188, 259-277. FYFFE. History of Modern Europe, vol. iii, ch. vi. MURDOCK, Recon-

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struction of Europe, ch. xxii-xxx. SEIGNOBOS, Political History of Europe since 1814, 476-484, 804-811. ROBERTSON, Bismarck, ch. v. HEADLAM, Bismarck, ch. xiii and xiv.

Lesson XXVI.

GERMANY 1871-1914

Introduction—As the result of Bismarck’s “blood and iron” policy, Germany was transformed from a loose confederation into a highly centralized empire. It became at once a power to reckon with. And for forty years or more after it was founded it devoted all its energies toward building up its resources and strengthening its powers. Very few people realized that Germany was being prepared during these four decades for the recent world war, but the recent disclosure of the war lords of Germany have made clear what they had been planning for. We shall undertake in this lesson to see how Germany prepared herself to make the desperate effort for world power.

Prescribed Reading—HAZEN, Modern European History, 363-382.

Topics for Discussion—Government of the new German Empire:	Emperor; Bundesrath; Reichstag; Chancellor. Kulturkampf: causes; the Falk laws; outcome. Bismarck and Socialism: demands of the socialists; attempts at repression; state socialism. Adoption of protective tariff policy. Acquisition of colonies. Formation of the Triple Alliance. William II: dismissal of Bismarck; expansion of German industry and navy; demands for electoral reform; demand for parliamentary reform and ministerial responsibility.

Problem—What was responsible for the decline in German immigration to the American after 1890?

Optional Reading-HENDERSON, Short History of Germany, vol. ii, ch. xi-xiii. Cambridge Modern History, vol. xu, ch. vi. ANDREWS, Historical Development of Modern Europe, vol. ii, ch. x. SEIGNOBOS, Political History of Europe since 1814, ch. xvi. ROBERTSON, Bismarck, ch. vi. HEADLAM, Bismarck, ch. xv and xvi.

Lesson XXVII

FRANCE UNDER THIRD REPUBLIC

Introduction—Altho desperately stricken by the War of 1870, France recovered, from her sad plight in a remarkably short time. By 1875 she had paid her indemnity to Germany and had established the government of the Third Republic. Notwithstanding these things there was great uncertainty as to whether the French Republic would last. Once or twice it was put to the test, but each time it emerged stronger than before. As a result France was able to withstand the attacks of Germany in the recent war and to hold the ground until reinforced by England and the United States.

Prescribed Reading—HAZEN, Modern European History, 384-408. TOPICS FOR DISCUSSION—Struggle between the National Assembly and the Commune of Paris. Framing of the Constitution of 1875: struggle between the monarchical factions in the National Assembly; governmental institutions established under the Constitution of 1875. Significance of the election

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of President Grevy. Boulanger episode. Dual Alliance. Dreyfus case. Separation of church and state: Law of Associations; laws regarding teaching; Associations of Worship. Acquisition of colonies.

Problems—Why was the National Assembly four years in deciding on the form of the government of France? How does the Constitution of 1875 show that it was drafted by men who were not in full sympathy with what they had done? What were the great crises in history of the French Republic from 1875 to 1914?

Optional Readings—Cambridge Modern History, vol. xii. ch. v. WRIGHT, The Third French Republic. ANDREWS, Historical Development of Modern Europe, vol. ii, ch. ix. SEIGNOBOS, Political History of Europe since 1814, ch. vii.

Lesson XXVIII

ITALY AND AUSTRIA-HUNGARY, 1866-1914

Introduction—The events of 1866 and 1870 had a profound effect upon Italy as did those of 1866 upon Austria-Hungary. In the one case they brought about the completion of the unification of Italy; in the second case they occasioned the formation of the Dual Monarchy of Austria and Hungary. How these changes were brought about and what problems Italy and Austria-Hungary have had to meet and solve during the period from 1806 to 1914 will be briefly considered in this lesson.

Prescribed Reading—HAZEN, Modern European History, 409-426. 

Topics for Discussion—Italy:	question of the papacy and the law of papal guarantees; extension of suffrage; acquisition of colonies; Italia Irredenta. Austria-Hungary from 1848 to 1867:	attempt to establish a constitution in 1861; demands of Hungary; the Compromise of 1867; institutions of the Dual Monarchy. Austria, 1867-1914: the Bohemian problem; extension of suffrage. Hungary, 1867-1914: the slavic problems; Magyarization policy; territorial losses and gains.

Problems—What drew Italy into the Triple Alliance with Germany and Austria-Hungary?

Optional Readings-Cambridge Modern History, vol. xii, ch. vii and viii. ANDREWS, Historical Development of Modern Europe, vol. ii, ch. xi and and xii. SEIGNOBOS, Political History of Europe since 1814, 355-372, 529-553. WALLACE, Greater Italy. COLQUOHON, Whirlpool of Europe.

Lesson XXIX

ENGLAND FROM 1815 TO 1868

Introduction—So far we have given no direct attention to England during our work this quarter. But we must now devote a few lessons to the great movements that were developed in that couhtry during the nineteenth century. At the beginning of that century (1.815) England was far from being as democratic as it is today. It was however the most liberal country in all Europe at that time. During the course of the nineteenth century it has made great progress in liberalism so that at the present time it stands

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as one of the great democracies of the world. How it was transformed into a democracy is our main task in this and the next lesson.

Prescribed Readings—HAZEN, Modern European History, 428-452.

Topics for Discussion—The Old Regime in England as seen in: the system of parliamentary representation and the suffrage; the established church. Demand for reform. Early reforms: penal code; Catholic emancipation. Parliamentary Reform Act of 1832: struggle over its passage; its provisions. Reform measures of the Reformed Parliament; abolition of slavery in the colonies; Factory Act of 1833; Municipal Act of 1835. Demands of the Chartists. Repeal of the Corn Laws. Parliamentary Reform Act of 1867: its passage; its provisions.

Problems—What classes yet remained disfranchised after the Reform Act of 1867?

Optional Readings—Cambridge Modern Europe, vol. x, ch. xviii; vol. xi, ch. i and xii. SEIGNOBOS, Political History of Europe since 1814, ch. ii and iii. BEARD, Introduction to English Historians, 538-581. MACY, English Constitution, ch. xvii-xlv.

Lesson XXX

ENGLAND SINCE 1868

Introduction—The past fifty years have not only seen the parliamentary reform movement carried almost to the point of complete culmination, but they have also witnessed the progress of liberalism along other lines. We can do little more in this lesson than merely glance at the remarkable political and social development of England since 1868, but this hurried survey is necessary if we are to appreciate the conditions in England today and the problems that yet remain for solution.

Prescribed Readings—HAZEN, Modern European History, 453-485.

Topics for Discussion—Irish Question: disestablishment of the Irish Church; Land Acts of 1870, 1881, and 1903; Home Rule Bills of 1886, 1892, and 1914. Education Acts of 1870, 1902, and 1918. Parliamentary Reform Acts of 1884 and 1918. Old Age Pension Act of 1908 and other social legislation. Budget of 1909 and the Parliament Act of l9ll. Disestablishment of the Welsh Church.

Problems—What remains yet to be done to complete the democratization of England politically?

Optional Readings—Cambridge Modern History, vol. xii, ch. iii and iv. SEIGNOBOS, Political History of Europe since 1814, ch. iv. BEARD, Introduction to English Historians, 582-622.

Lesson XXXI

THE BRITISH EMPIRE

Introduction—The United Kingdom of Great Britain and Ireland is only a small part of the vast British Empire. It is literally true that “the sun never sets” upon this empire. How England acquired her vast possessions how they are organized for purposes of government and what relations they sustain to the mother country, are the main themes that underlie this outline study of the British Empire.

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Prescribed Readings—HAZEN, Modern European History, 487-506.

Topics for Discussion—India:—Overthrow of Mahratta Confederacy; Sepoy Mutiny in 1857; present organization of India and relations to England. British North America: rebellion of 1837; Durham Mission; founding of Dominion of Canada, 1867; present organization and relations to England. Australia: early explorations and early English settlements; creation of Australian Commonwealth; present organization and relation to England.

New Zealand: present organization and relations to England; advanced social legislation. British South Africa: acquisition of Cape Colony; conflict with the Boers and the Boer War; South African Union; present organization and relations with England. Imperial Federation.

Problem—What effect has the recent war had upon the relations between England and her colonies?

Optional Readings—Cambridge Modern History, vol. xi, ch. xxvii. BEARD, Introduction to English Historians, 623-662. LOWELL, Government of England, vol. ii, ch. liv-lviii.

Lesson XXXII.

THE PARTITION OF AFRICA

Introduction—One of the most important factors in the evolution of the situation that led to the recent war was the partitioning of Africa among the great powers of Europe in the latter part of the nineteenth century. In 1884 only four powers laid claim to any possessions in Africa and their possessions constituted only a very small portion of the continent. In 1914, at least eight powers claimed possessions in Africa and saving, two or three comparatively small areas, their possessions covered all of Africa. How these European powers managed to bring Africa under their control and how this system of control contributed to the rivalry that led to the recent war are the main themes of this lesson.

Prescribed Reading—HAZEN, Europe Since 1815, ch. xxiii.

Topics for Discussion—Situation in Africa in 1815. Discoveries and explorations of Livingston and Stanley. Congo Free State. Egypt: financial conditions and the intervention of England and France; loss and recovery of Soudan: establishment of British Protectorate. German colonies in Africa.

Problem—What parts of Africa are yet under native rulers? Why have the German possessions in Africa been such great disappointments to the Germans?

Optional Readings—GIBBONS, New Map of Africa. JOHNSTON, Colonization of Africa.

Lesson XXXIII.

SPAIN (1823-1914) AND PORTUGAL (1815-1914)

Introduction—In addition to the great powers of Europe that we have been studying, there are a few small states that demand, brief attention at our hands. We can not give more than two lessons to them, and hence can do little more than notice a few of the more important events and conditions in their history during the nineteenth century. Our chief purpose in this

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hurried study is to get something of the historical back-ground for the political and social conditions as they now exist in these countries.

Prescribed Readings—HAZEN, Europe since 1815, 564-578. HAZEN, Modern European History, 521.

Topics for Discussion—Spain: loss of American colonies; Carlist War; constitution of 1837; overthrow of Isabella; establishment of a republic; restoration of the monarchy; constitution of 1876; Spanish-American War; colonial possessions in Africa; conditions in 1914; Portugal: revolution of 1820; loss of Brazil; colonial possessions in Africa; establishment of a republic; conditions in 1914.

Problem—What has been responsible for marked decline of Spain and Portugal in modern times?

Optional References—OGG, Governments of Europe, ch. xxxiii and xxxiv. HUME, Modern Spain. LATIMER, Spain in the Nineteenth Century Cambridge Modern History, vol. x, ch. vii-x; vol. xi, ch. xx; vol. xii, ch. x.

Lesson XXXIV.

HOLLAND AND BELGIUM (1830-1914), SWITZERLAND (1815-1914) AND THE SCANDINAVIAN STATES (1815-1914)

Introduction—In this lesson we conclude the study of the smaller states of Europe during the nineteenth century.

Prescribed Reading—HAZEN, Europe since 1815, 584-600. HAZEN Modern European History, 523, 525, 531, 538.

Topics for Discussion—Holland: fundamental law of 1815; constitution of 1848; colonial possessions; conditions in 1914. Belgium: changes in suffrage; colonial possessions; conditions in 1914. Switzerland: constitution of 1815; Sonderbund and the constitution of 1848; referendum and initiation; conditions in 1914. Denmark:	conditions in 1815; establishment of constitutional government; loss of Schlewig-Holstein; colonial possessions; conditions in 1914. Sweden and Norway: union; constitution of Norway (1814); constitution of Sweden (1866): dissolution of union; conditions	in 1914.

Problem—Tendencies towards liberalism in these countries since 1815.

Optional Readings—Cambridge Modern History, vol. x, ch. xvi; vol. xi, ch. xxiii and xxiv; vol. xii, ch. ix, xi. Ensor, Belgium. OGG, Government of Europe, ch. xxii, xxiii, xxviii-xxxii.

Lesson XXXV.

TURKEY (1815-1878)

Introduction—We must now turn to the history of eastern and southeastern Europe. So far we have given practically no attention to Turkey or Russia or the Balkan states. That was for the sake of convenience and to avoid confusion.

But we can not close our work without dealing directly with the history of these countries. Our primary purpose is to discover not so much about their internal affairs but how they have affected the nations of western Europe. In this lesson we shall deal with Turkey from 1815-1878. The history of Turkey’s growth and expansion in Europe in the sixteenth and seventeenth centuries can not be taken up. Neither can we deal with

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her decline during the eighteenth. In taking up her history at 1815 we ought to understand that she has been declining for some time and that the disruption that went on during the nineteenth century was only a continuation of what had begun a century or more earlier.

Prescribed Reading—HAZEN, Europe since 1815, 601-627.

Topics for Discussion—Conditions in Turkey in 1815. Servian revolt. Greek War of Independence:	causes; foreign intervention; war between Russia and Turkey; creation of Kingdom of Greece. Crimean War: the question of the Holy Places; war between Russia and Turkey; coalition of France, England and Piedmont against Russia; invasion of Crimea; Congress of Paris. Russo-Turkish War of 1877: causes; military campaigns; treaty of San Stefano; Congress of Berlin.

Problem—Why were England and France opposed to Russia's plan of destroying Turkey in Europe?

Optional Readings—PHILLIPS, Modern Europe, ch. vii, xiv, xix. Murdock, Reconstruction of Europe, ch. iii-viii. Three Peace Congresses, ch. ii and iii.

Lesson XXXVI.

RUSSIA IN THE NINETEENTH CENTURY

Introduction—We are undertaking a big task in trying to cover in one lesson the history of Russia in the nineteenth century. All we. can hope to do is to note briefly the great movements that went on in Russia during that time. Special emphasis will be given to those in the reign of Alexander II.

Prescribed Reading—HAZEN, Modern European History, 558-571. HAZEN, Europe since 1815, 655-670.

Topics for Discussion—Conditions in Russia in 1815. Policy of Alexander I. Policy of Nicholas I. Reforms of Alexander II: emancipation of the serfs; creation of zemstvos; judicial reforms. Polish insurrection of 1863. Rise of nihilism and terrorism. Industrial revolution in Russia. Policy of Nicholas II.

Problem—What connection exists between the wars of Russia in the nineteenth century and the internal reforms of that country?

Optional Readings—SKRINE, Expansion of Russia. Cambridge Modern History, vol. x, ch. xiii; vol. xi, 613-630; vol. xii, ch. xii.

Lesson XXXVII.

THE FAR EAST AND THE RUSSO-JAPANESE WAR

Introduction—At the present time Japan ranks as one of the great nations of the world. Fifty years ago she occupied a very secondary position. Her rise to prominence is one of the most remarkable events of recent times. In this lesson we shall hurriedly trace the steps by which she emerged into her present position.

Prescribed Reading—HAZEN, Modern European History, 573-583. HAZEN, Europe since 1815, 687-703.

Topics for Discussion—Expansion of Russia along the Pacific. China: conditions in early nineteenth century; Opium War and treaty ports. Japan: conditions in early nineteenth century; Perry’s expedition; changes in gov-

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erninent since 1854. Chino-Japanese War: causes and results. “Boxer” Movement. Russo-Japanese War: causes; course of the war; Treaty of Portsmouth.

Problem—Explanation for Japan’s victories over China and Russia.

Optional Readings—Cambridge Modern History, vol. xii, ch. xviii and xix. LATOURETTE, Rise of Modern Japan. MILLARD, Eastern Question.

Lesson XXXVIII.

RUSSIA SINCE 1905, THE BALKANS SINCF 1878 AND THE BALKAN WARS

Introduction—In this lesson we shall follow first, the course of the revolutions in Russia that have culminated in the establishment of the Bolshevists and second, the course of the revolution in Turkey and the enormous territorial losses that that country has recently sustained.

Prescribed Reading—HAZEN, Modern European History, 550-557, 585-606. (Other references on the more recent situation in Russia and Turkey will be announced in class.)

Topics for Discussion—Balkans after 1878:	union	of Bulgaria and Eastern Roumelia; independence of Bulgaria; Roumania becomes a kingdom; revolution in Servia; war between Turkey and Greece. Revolution in Russia: creation of the Duma; reforms established. Revolution in Turkey: causes; course of the revolution; policy of Turkification and misrule of young Turks. Turko-Italian War of 1911.

Balkan Wars, 1912-13; collapse of Turkish power; war between the Balkan allies; partial recovery of Turkey. Hague Conferences, 1897-1907. Overthrow of the Czar. Rise of Bolshevists.

Problem—Show how the ground was laid for the recent World War in the events in the Balkans from 1908 to 1913.

Optional Readings—GIBBONS, New Map of Europe. SCHURMAN, The Balkan Wars.

Lesson XXXIX.

BEGINNINGS OF THE GREAT WAR

Introduction—To most people the Great War came most unexpectedly in 1914. But those familiar with what was going on in Europe for a decade prior to that year, realized that a great conflict was impending and were somewhat prepared for it. Now that we have been thru the war and seen the motives and purposes of those who brought it on, we are able to look back over the fifty years preceding the year 1914 and realize how the forces for a great conflict were in preparation during that time. Unless we are all to do that, the study we have been making of the history of Europe from 1850 to 1914 has been largely in vain.

The purpose of this lesson is to follow the events that precipitated the War and to establish the responsibility for the war where it belongs.

The prescribed reading and topics for discussion will be announced in class.

Lesson XL.

PROGRESS AND CLOSE OF THE GREAT WAR

Announcements will be made in class for this lesson.

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