be no doubt; but every undertaking has its limitations. Moreover, the problem of proportion is a difficult one; but I believe many excellent arguments might be advanced for devoting one half the book to the last three centuries of English history. Such a collection as this does not obviate the necessity of recourse to the authorities themselves; it only enables the teacher to compel a thorough study of minimum requirements. Indeed, the extracts given here should stimulate an interest in the great historians and lead the student further afield. All the books quoted below should be in the library of every college. In addition to introducing the student to many English historians, these readings may serve as the basis for critical operations of great disciplinary value. By having the students turn to the original volumes from which these extracts are taken and specially examine the foot-notes and citations of evidence, an understanding of the constructive methods of the various authors may be developed. This analysis of secondary authorities should prove as useful in training the critical faculties as an attempt to build up a narrative from the sources. It might prove more useful, since most college students in after life will do far more reading than research. The art of scholarly appreciation is certainly a desirable permanent possession. To further facilitate critical operations, short bibliographies have been added, especially to those extracts which need amplification or contain controverted views. The selections are reproduced exactly as they stand in the works from which they are taken; no attempt has been made to modify or suppress the opinions of the respective authors. No foot-notes are added, for they are not usually read by the college student. The critical work must be done by the teacher and the students themselves if it is to be of any real value. The bibliographies merely indicate some of the important materials to which they may turn for divergent views. This work may be helpfully supplemented by constant reference to the source books by Kendall, Colby, Lee, Stubbs, Gee and Hardy, Prothero, Gardiner, Robertson, and Adams and Stephens, which are fortunately known to most college teachers and should be in every teaching library. I am greatly indebted to the authors and publishers who have generously allowed me to make these selections, and due acknowledgment is made with each extract. I am also under obligations to several teachers of English history, whose names I will not associate with an undertaking so experimental in character. COLUMBIA UNIVERSITY, September, 1906. CHARLES A. BEARD. CHAPTER CONTENTS |