racteristics of the age
and people affected.

3. Hegel (1770-1831) carried the theory of Herder to more complete
conclusions.

4. Niebuhr (1776-1831), "one of the most acute historical critics and
philologists of modern times." Niebuhr was among the first to emphasize
the need of a critical examination of source material, and of the
building up the past out of these data.

5. Ranke, Leopold von (1795-1886). His aim was to set before the reader
the entire picture of events "with their causes, relations, and
consequences."

6. Guizot, Francois P. G. (1787-1874). His great influence was in
extending the scope of history so as to include universal history, not
merely national history, or the history of isolated and local events.

7. Carlyle (1795-1881), through his keen insight into character and his
love of hero-worship, introduced the vividly realistic and picturesque
element.

8. Buckle (1821-1862) included economic forces in his studies and
sought the spirit of history apart from particular men and events.

9. Macaulay (1800-1859) presented historical philosophy and the laws
and theories of government in eloquent and fascinating style, thus
bringing to the popular mind an interest that had heretofore been
slight.

10. Froude (1818-1894), in charming literary style but with
carelessness of detail, emphasized the personal element in history and
set himself the ideal of "simply recording human actions without
theorizing theron."

11. Stubbs (1825-1901) "introduced the critical study of mediaeval
sources into England," employed exact methods of work, and gave impetus
to constitutional history.

12. Green (1837-1883) depicted the progress of the life of the people
and dealt only incidentally with the political history of the state.

13. Schmoller (1838- ) emphasized the economic aspects of history.

VI. _History in the Curriculum._

1. Pre-Renaissance Period: Incidental historical study made in
connection with the study of biography and literature.

2. Renaissance Period: Historical studies pursued as auxiliary to the
interpretation of the classics.

3. Post-Renaissance Period in Europe.

(_a_) Heraldry and local, contemporary historical incidents and
events taught in Ritterakedemien after 1648.

(_b_) In Germany, the systematic study of history in schools really
dates from about 1806, though an independent status was given
history in the universities (particularly in Goet