these divisions, answer one, or two, or three additional questions from that division. If, on the other hand, you have studied two or more of these divisions, answer three additional questions not in the division first selected. Give dates, or approximate dates, where they are needed. DIVISION I: ANCIENT HISTORY. GROUP I. (Answer one question only.) 1. Write fully on any two of the following persons: Darius I, Socrates, Epaminondas, Aspasia. 2. Trace the series of events that led up to the outbreak of war between Athens and Sparta in 431 B. C. 3. Write fully on any two of the following persons: Pyrrhus, Hannibal, Trajan, Attila. 4. Trace the series of events that led up to the first triumvirate. GROUP III. (Answer one question only.) 5. Was Athens in the right in opposing Philip of Macedon? Give reasons for your answer. 6. Did Augustus restore the Republic in Rome? Give reasons for thinking that he did. GROUP IV. (Answer two parts only of question 7.) 7. Mark on map 132b or 135b or 134b: (a) The main political divisions of Italy prior to the (b) The countries in Asia through which Alexander the GROUP V. (Answer question 8 and either 9 or 10.) 8. Write notes on five of the following topics: The Ten Commandments, the foreign policy of Sparta, Greek comedy, militarism in Rome, the writings of Tacitus, paganism, stoicism. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 9. Characterize the chief epochs in the development of Greek sculpture, connecting with each epoch some sculptors and statues. 10. What countries supplied grain to (a) Athens, (b) Rome? Cite with appropriate explanations as many instances as you can when the course of events in Athens and Rome was determined by questions of food supply. DIVISION II: MEDIEVAL AND MODERN HISTORY. 1. Write fully on any two of the following persons: Otto GROUP II. (Answer one question only.) 3. Trace the series of events leading up to the Reign of Terror; describe the Reign of Terror; and point out its effect upon Europe. 4. Trace the development of Russia under the rule of Peter the Great. 5. Describe the problems with which Bismarck had to deal as Chancellor of the new German Empire, and point out how he met them. GROUP III. (Answer one question only.) 6. Explain the historical connection and allusions of the following passage: "The Pope now rose, as the reading of the Gospel ended, advanced to where Charles-who had cxchanged his simple Frankish dress for the sandals and chlamys of a. Roman patrician-knelt in prayer by the high altar, and as in the sight of all he placed upon the brow of the barbarian chieftain the diadem of the Cæsars, then bent in obeisance before him, the church rang to the shout of the multitude, again free, again the lords and centre of the world... 7. Show, by specific examples, how the commercial and political relations of Spain, the Netherlands, and France with England were affected by the colonial expansion of England in the seventeenth and eighteenth centuries. GROUP IV. (Answer two parts only of question 8.) 8. Mark on map 82b or 81b: (a) The approximate boundaries of the Holy Roman Empire under Charles V, and the territorial possessions in Europe of the Hapsburg family. (b) The trade routes between Europe and India before the discovery of an all-sea route. (c) The empire of Napoleon I at its greatest extent. GROUP V. (Answer question 9 and either 10 or 11.) 9. Write notes on five of the following topics: The Troubadours, the Golden Bull, the Carbonari, the Beggars of the Sea, the reforms of Colbert, Novgorod, Florentine bankers, the Sistine Chapel. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the 10. Describe the "Revival of Learning." 11. What influences and institutions do you find in the history of medieval and modern Europe that have made for general peace? In the light of these discuss the prospects of the modern peace movement. DIVISION III: MODERN EUROPEAN HISTORY. GROUP I. (Answer one question only.) 1. What European States were involved in the Seven Years' War? What were the causes of this war? What were the results for each of the States involved? 2. What series of events led up to the convocation of the Estates-General in 1789? 3. What part did Great Britain play in the overthrow of Napoleon I? Write upon the dissensions among the allied powers during the negotiations for the settlement of Europe after Napoleon's overthrow. GROUP II. (Answer one question only.) 4. Trace the steps in the unification of Italy. How far was Napoleon III responsible for the success of this movement? Write fully upon any two of the following persons: Abdul Hamid II, Thiers, Charles Darwin, Witte. 6. Give an account of the reign of Nicholas II of Russia. GROUP III. (Answer one question only.) 7. What was the policy of the Jacobin party during the French Revolution? Were its members high-minded patriots or bloodthirsty ruffians? Give reasons for your answer. 8. What is meant by the industrial revolution? Illustrate your answer. Why did the industrial revolution occur at a later date on the Continent than in Great Britain? 9. Of what advantage are Great Britain's colonial possessions to her? Why has Germany been eager to obtain colonies? GROUP IV. (Answer two parts only of question 10.) 10. Mark on map 112b or 82b: (a) The territorial additions made to Prussia, with approximate dates of each addition, during the nineteenth century. (b) The territories of Austria-Hungary, Turkey-inEurope, and the Balkan States before the Balkan wars of 1912-1913. (c) Seven of the following places: Riga, Sedan, Toulon, Blenheim, Leipzig, Hull, Navarino, Lyons, Elba. GROUP V. (Answer question 11 and either 12 or 13.) 11. Write notes on five of the following topics: national workshops in 1848, State socialism in Germany, the romanticist movement in literature, the Ems despatch, "Made in Germany," Bulgarian atrocities, Russian music. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 12. Why has the nineteenth-century revival of the sense of nationality been particularly dangerous to AustriaHungary? Explain how it has affected the international position and the internal organization of the Austro-Hungarian Empire. 13. Upon what does the claim of the French rest, that France is the intellectual leader of Europe? Give reasons for your answer. DIVISION IV: ENGLISH HISTORY. GROUP I. (Answer one question only.) 1. Write fully on any two of the following persons: John Wyclif, Mary Queen of Scots, Simon de Montfort, the Black Prince. 2. What were the reforms of Henry II? Show the purpose of each. 5. Trace the series of events leading up to the Treaty of Utrecht. GROUP III. (Answer one question only.) 6. Do you think the people of Ulster are justified in opposing Home Rule? Give your reasons. 7. How did the attitude of Parliament toward Henry VIII differ from the attitude of Parliament toward Charles I? How do you explain this difference? 8. Show how the industrial revolution in England influenced English politics during the nineteenth century. GROUP IV. (Answer two parts only of question 9.) 9. Mark on map 81b or 120b: (a) Five of the following places: Majuba Hill, Plassey, Khartum, Sebastopol, Lucknow, Halifax. (b) The parts of Britain which were never occupied by the Anglo-Saxons. (c) Two cathedral cities in England, two places in England important in industry, one place in Scotland important in industry. GROUP V. (Answer question 10 and either 11 or 12.) 10. Write notes on five of the following topics: Benevolences, John Wilkes, the Salisbury Oath, English inventors, confirmation of the Charters, feudal incidents, Covenanters. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 11. Show how England's possession of India has influenced her foreign policy since 1800. 12. Describe an English fair in the Middle Ages. Explain the importance of these fairs. DIVISION V: AMERICAN HISTORY. GROUP I. (Answer one question only.) 1. Write fully on the public services of any two of the following persons: Benjamin Franklin, John Jay, James G. Blaine, John Hay. 2. Write a narrative of the events leading up to the Federal Convention of 1787. 3. What colonies belonged to the New England Confederation, and why did they confederate? Describe another attempt at union made before the Revolution. (a) America was discovered in 1492. (b) The Declaration of Independence was signed on July 4, 1776. (c) With the acquisition of the Philippine Islands the United States became a colonizing power. 8. Discuss the candidates and issues in the presidential election of 1896. 9. How did the national banking system established during the Civil War differ from the National Bank incorporated in 1791? GROUP IV. (Answer two parts only of question 10.) 10. Mark on map 175b: (a) The so-called Oregon country; and the claims made at different times by rival powers to territorial rights. (b) Lines to indicate, at the following dates, the extent of white settlement in the territory now belonging to the United States: 1700, 1789, 1820. (c) Eight rivers or river valleys which have served as highways in the westward movement of population. GROUP V. (Answer question 11 and either 12 or 13.) 11. Write notes on five of the following topics: Loyalists, the Treaty of Ghent, the McCormick reaper, Pennsylvania Dutch," the Liberator, the Molasses Act of 1733, the Know-Nothing Party. 66 What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 12. Describe the different methods by which presidents have been nominated. 13. How does the United States govern the Philippines, Alaska, Porto Rico, Hawaii? COMPREHENSIVE EXAMINATION IN HISTORY, SEPTEMBER, 1916.1 Selecting one of the five divisions, answer fully six questions as there required. Take about two hours of your time for these six questions. If you have studied in your school course only one of these divisions, answer one, or two, or three additional questions from that division. If, on the other hand, you have studied two or more of these divisions, answer three additional questions not in the division first selected. DIVISION I: ANCIENT HISTORY. GROUP I. (Answer one question only.) 1. Write fully on any two of the following persons: Philip II of Macedon, Aristotle, Agesilaus, Timoleon. 2. Trace the series of events that led up to the oligarchic revolution of 411 B. C. in Athens. GROUP II. (Answer one question only.) 3. Write fully on any two of the following persons: Scipio the Younger (Aemilianus), Sulla, Nero, Mohammed. 4. Trace the series of events that led up to the reforms of the Gracchi. 1 In September, 1916, the only paper set was this Comprehensive Examination paper. GROUP III. (Answer one question only.) 5. Do you think the following statement is justified? Give reasons for your opinion. "All hopes of freemen, all ideals of political aspiration, all causes worth fighting for, perished with the Roman Republic, and the world entered on a period of its history in which its life seems to be weary, stale, flat, and unprofitable." 6. Discuss the following statement: Wherever in Hellas a tendency toward national union appeared, it was based on games and art." GROUP IV. (Answer two parts only of question 7.) 7. Mark on map 134b or 135b or 130b: (a) The territory annexed by Rome between the Third Samnite War and the tribunate of Tiberius Gracchus. (b) The chief cities of eight countries which entered in an important way into the history of the ancient world prior to 200 B. C. (c) The five largest islands in the Aegean Sea. GROUP V. (Answer question 8 and either 9 or 10.) 8. Write notes on five of the following topics: Coloni, election by lot, the Appian Way, monotheism in the Egyptian religion, liturgies, the Gabinian law, the Achaean League. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 9. Trace the development of the Greek drama. Tell why it had such a great influence upon the Greeks. Name three Greek dramatists and one play by each. 10. What influences that affected Roman life operated to make Cicero a different kind of man from Cato the Elder? 1. Write fully on any two of the following persons: Michael Angelo, John Huss, Dante, Louis XI. 2. Of what did feudalism consist? What were the causes of the gradual breaking down of feudalism? Make clear your answer to the latter question by illustrations from the history of more than one country. GROUP II. (Answer one question only.) 3. Give an account of the development of BrandenburgPrussia from the accession of Frederick William the Great Elector to the death of Frederick the Great. 4. Trace the series of events that led up to the FrancoGerman war of 1870-71. 5. Give an account of the gradual breaking up of the Ottoman Empire from 1815 to the present day. GROUP III. (Answer one question only.) 6. Compare the position of the King in France in the time of Hugh Capet and in that of Philip the Fair. Give reasons for the change. 7. Under which of the Popes, in your opinion, did the Papal power reach its height? Give definite reasons for your answer. 8. Compare Metternich's policy of "intervention with the modern denial to small nations of the "right to existence." GROUP IV. (Answer two parts only of question 9.) 9. Mark on map 82b or 112b: (a) The regions into which the Northmen extended their settlements in the ninth, tenth, and eleventh centuries. (b) The States or parts of States which remained in revolt from the Papacy at the end of the sixteenth century. (c) The duchy of Normandy, the Confederation of the Rhine, Lübeck, Pisa, Ghent. GROUP V. (Answer question 10 and either 11 or 12.) 10. Write notes on five of the following topics: Florence during the Renaissance, heresy, the Reign of Terror, the Counter Reformation, chivalry, scholasticism, Gabelle, German customs union. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 11. Write fully upon conditions in Germany just before the Protestant revolt. 12. How was the later history of Europe affected by the Crusading movement? DIVISION III: MODERN EUROPEAN HISTORY. GROUP I. (Answer one question only.) 1. Write fully on any two of the following persons: William Pitt the Younger, Robespierre, Mazzini, Karl Marx. 2. Give an account of the reign of Frederick the Great. 3. Describe the various plans by which Napoleon I tried to defeat England. Why did each plan fail? GROUP II. (Answer one question only.) 4. Sketch the history of the political relations of the European powers with China from 1800 to the present day. 5. How did the Christian States of the Balkan Peninsula attain their independence? How do you explain the existing rivalries among them? 6. What has led to the estrangement between Germany and England during the last twenty years? In what incidents has this estrangement been manifested! GROUP III. (Answer one question only.) 7. What permanent advantages has France derived from the revolution of 1789? from that of 1848? from the Third Republic? 8. Compare the circumstances in which the unifications of Germany and Italy were effected, with special reference to foreign complications and internal difficulties encountered. 9. What underlying causes have led to the general adoption in Europe of universal military service? What do you think of the advantages and disadvantages of this system? GROUP IV. (Answer two parts only of question 10.) 10. Mark on map 82b or 112b or 81b: (a) The capitals of eight European countries. (c) Those countries of Asia and Africa that have not fallen under the dominion of European powers. GROUP V. (Answer question 11 and either 12 or 13.) 11. Write notes on five of the following topics: Adam Smith's "Wealth of Nations; the emancipation of the serfs in Russia; the Concordat of 1801; the Utopian Socialists; the Hague Conferences; Syndicalism; the work of Rodin. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 12. Give an account of the life and work of two of the following scientists: Farraday, Pasteur, and Darwin. 13. By what methods has the British government in recent years undertaken to "make war on poverty?" DIVISION IV: ENGLISH HISTORY. 1. Give an account of the series of events which culminated in the signing of Magna Charta. 2. Narrate the series of events which led to the resistance of Parliament to Charles I. 3. Write a narrative of the events leading up to the revolution of 1688. 4. Write an account of the foreign policy of Queen Elizabeth. 5. Give an account of the rise and growth of the British Empire, as suggested by the following headings: Clive, Plains of Abraham, George Washington, Lord Durham, Sir John Macdonald, Cecil Rhodes, Lord Cromer, protectorate, crown colony, imperial federation. GROUP III. (Answer one question only.) 6. What did any five of the following men do to further or retard the establishment of Home Rule in Ireland: Gladstone, Joseph Chamberlain, Parnell, Balfour, Asquith, John Redmond, Edward Carson? 7. Discuss the accuracy of the following statements: The British Constitution does not exist. The Norman Conquest was a blessing in disguise. 8. Explain the attitudes of the British industrial and governing classes toward the American Civil War. GROUP V. (Answer question 10 and either 11 or 12) 10. Write brief notes on five of the following topics: Enclosures, rise of Methodism, the public life of Milton, the "lake country," merchant adventurers, the woolsack, Westminster Abbey, the Stone of Scone. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 11. Write an account of the history of education as suggested by the following headings: Universities, friars, learning under the Tudors, grammar schools, Gladstone's first ministry. 12. Explain the great parliamentary acts of the nineteenth century which are said to have made England a democracy. DIVISION V: AMERICAN HISTORY. GROUP I. (Answer one question only.) 1. Write fully on any two of the following men: Daniel Webster, Alexander Hamilton, William Lloyd Garrison, George III. 2. Describe fully the different types of government (including local government) that existed in the colonies on the eve of the Revolution. 3. Name the colonies settled by the largest non-English elements, and explain in each case the reasons that led these peoples to leave their former homes. GROUP II. (Answer one question only.) 4. Trace the series of events that led up to the War of 1812. 5. Trace the series of events that led up to the first election of Abraham Lincoln to the presidency of the United States. 6. Trace the series of events that led up to the Geneva Arbitration of 1871-72. GROUP IV. (Answer two parts only of question 10.). 10. Mark on map 175b or 81b: (a) The slave States which did not secede. (b) The territory of the United States in 1789, the additions made to this territory before the SpanishAmerican War, and the approximate date of each acquisition. (c) The present centers of coal mining, cotton raising, woolen manufacturing, and gold mining. GROUP V. (Answer question 11 and either 12 or 13.) 11. Write notes on five of the following topics: The War against the United States Bank, the Era of Good Feeling, the X, Y, Z, Affair, “Cotton is King," colonial means of communication, the achievements of George Rogers Clark, wampum, the Great Awakening. What books, or selections from books, have you read in addition to your textbook on any of the above topics, or on any other subjects connected with the course? 12. Describe the process that has actually been used in amending the Constitution of the United States. 13. By what authority and through what agency does the United States control interstate commerce? PERIODICAL LITERATURE EDITED BY GERTRUDE BRAMLETTE RICHARDS, PH.D. 66 Lady St. Halier writes most sympathetically and most understandingly of England's debt to “K. of K.” in her article on Kitchener England's Man of Iron" in the October 'Harper's." The same magazine contains Herbert Adams Gibbons' "The Perfumes and Perspectives of Grasse,” and also Thornton Oakley's entertaining sketch "On the Indian Railway," in which he recounts his experiences crossing India. President Eliot's article on the Democratic administration in the October "Atlantic" is worth everyone's reading. It is, on the whole, a defence of the past administration, although the author does not justify the actions of the President in quite so decided a manner as he upholds the party policy. Seven good points of the Administration are emphasized, and cogent reasons for the continuance of the present party in power are set forth. "The New Army Act and the Militia," by Erie Fisher Wood, in the October "Century," denounces the article as worse than nothing," "passed for petty political reasons and against the united opposition of our military experts." The article is worth reading, for it is the result of conferences with its chief opponents. The same magazine has an interesting discussion of Mr. Lloyd-George by S. K. Ratcliffe, of "The Manchester Guardian," a prominent Liberal journalist. It is most critical, not only of the noted Minister's policies, but also of his abilities. Samuel O. Dunn's "Ten Years of Railroad Regulation," in the October "Scribner's," is of especial interest as throwing light on the circumstances leading to the passage of the Adamson Bill. Joseph Gilpin Pyle's "Life of James J. Hill" begins in the October "World's Work." The same magazine has an admirable defense of President Wilson by Paul Fuller, and an equally pertinent article on "The Case for Hughes," by Frederick M. Davenport. J. C. Long publishes in the "Outlook" for October 4 the results of his interview with Miss Isabel Sloan, district secretary of the National Federation of Women Workers of England, under the title, "American and British Reconstruction After the War." for September) is a true narrative of the adventures of a soldier of the Peninsular War. The author was taken prisoner at Corunna in 1808 and held at Verdun. The narration of his escape and recapture is a marvelous account of human endurance and determination. James Westfall Thompson's article on "The German Church and the Conversion of the Baltic Slavs " ("American Journal of Theology," July) gives the account of the destruction of northern paganism taken from the German enemies. "Italy opened the war under disadvantages, political, economic, financial and geographic. Cross currents and opposing forces caused obstruction and delay," but "Italian officers and troops show courage and devotion to duty and a capacity for intelligent organization which has enabled them to overcome the difficulties of inadequate preparation and unfavorable geographical position," says Sidney Low in his article on "The Campaign of Italy" in the Fortnightly Review" for September. "The Reflections of a Danish Scholar on the War," by Otto Jesperen, in the "Educational Review" for October, gives us a real cause of the war the fact that until now in signing a peace or in concluding a treaty, there was but little concern for the wishes of individual nations, the comparative strength of the States being the determining factor." Mary Segar discusses "Medieval War Poetry" most delightfully in the July number of the "Dublin Review." The Rev. Prof. H. H. Scullard's article on "The City of God," in the "Contemporary Review" for September, is a comparison of the conditions under which St. Augustine wrote with those of our own time. Students of the American Indian will enjoy W. McD. Tait's account of "Childhood in an Indian Wigwam " in the Canadian Magazine" for October. Reports from The Historical Field "Civics as Taught in the New Bedford Industrial School," by Russell B. Leonard, appears in "Education" for October, 1916. The work in civics is arranged according to a series of levels which are displayed graphically, and thus kept clearly in the pupil's mind. Topical outlines are used to a considerable degree, books and pamphlets are consulted, and men holding responsible civic or business positions address the school weekly. A large bulletin board displays items of city, State, and national civics. The Northwestern Association of History, Government and Economic Teachers is planning an exhibit of materials which may serve as aids to history teachers. The exhibit will be permanently housed at the State College of Washington (Pullman). The association will pay the expense of mounting and preparing the exhibit, and the college agrees to furnish a suitable room. The idea of such a collection was gained from that undertaken by the New England History Teachers' Association, which in turn was an outgrowth of the exhibit at Teachers' College, Columbia University, in 1909. It is planned to make the Northwestern collection as comprehensive as possible, and the portable part of the exhibit will be sent out to educational associations and teachers' institutes throughout the northwestern territory. Teachers of civics as well as instructors in history interested in learning of the "Havoc Brought by Prohibition!" should write to the National Wholesale Liquor Dealers' Association, 301 United Bank Building, Cincinnati, Ohio. This association has been sending out much material for newspapers, including cartoons, photographs and editorials directed to the laboring classes. "A History of Negro Musicians" is the title of a paper contributed by John E. Bruce, president of the Negro Historical Society of New York, to the October, 1916, number of 'The Southern Workman." Probably the most interesting story is that in connection with a negro minstrel, George Milburn, who is the composer of "Listen to the Mocking Bird." Milburn received twenty copies of the song as his share in the profits while publishers realized $100,000. The third session of the Ohio History Teachers' Association was held at Columbus in the Ohio Archæological and Historical Society Building, Friday and Saturday, October 13 and 14. The program was as follows: Friday, October 13, 2 o'clock p. m., general subject, "The Gradation of School Work in History," Mr. George A. Washburn, North High School, Columbus; Miss Mary M. Cumings, High School, Painesville, and Mr. Earl E. Smith, High School, Youngstown. Dinner at Ohio Union, 6.00 to 7.30 o'clock p. m. Eight o'clock p. m., address, "Observations on History Teaching in the Public Schools," Superintendent John H. Francis, Columbus; address, "Methods of Teaching History in College," Prof. Clarence P. Gould, College of Wooster. Discussion. Saturday, October 14, 9.30 a. m., address, "Some Ohio Historians," Prof. Clarence E. Carter, Miami University, Oxford; address, "A Lesson in History," Miss Elizabeth Thorndyke, Hughes High School, Cincinnati; address, "The Choice and Management of Reading Supplementary to the Textbook," Miss Drusilla M. Reilly, High School, Lima. Discussion. |