e of, J. D. Cox in, 185.

Frederick the Great, Carlyle's biography, 63.

Frederick III of Germany, "wise emperor," 127.

Freeman, E. A., on Gibbon, 109.

French, importance to historians, 49-51;
Gibbon's knowledge, 119, 123.

French Revolution, Carlyle's history, 62;
Gibbon and, 113.

Froude, J. A., on Ulysses, 2;
inaccuracy, 41;
biography of Carlyle, 64;
on Elizabeth, 143, 149.

Gardiner, S. R., truthfulness, 7, 145;
as historical model, 42, 45;
lack of practical experience, 66, 148;
method, 76;
essay on, 143-150;
death, 143;
thoroughness of research, 143, 157;
as linguist, 143;
manuscript material, 143;
on Carlyle's "Cromwell," 144;
writings and editorial work, 144;
birth, 145;
conception of great work, 145;
Irvingite, 146;
struggles and success, 146, 147;
as teacher, 147;
honors, 147;
day's routine, manner of composition, 147;
style, 148;
soundness and influence of historical estimates, 149-150;
estimate of Cromwell, 150, 317-323;
on J. R. Green, 172;
on Hampden, 317;
on character of Puritans, 318;
on Cromwell's army, 320;
on character of Rump, 320;
rank as historian, 323.

Gardner, Percy, on Herodotus, 5, 40.

Garfield, J. A., desire for fame, 3;
as President, 222;
as speaker, 241.

Garrison, W. P., as literary editor of _The Nation_, 291-295.

Generalizations, need of care, 32, 178.

German, importance to historians, 52.

German historians, and ancient history, 75.

Gibbes, R. W., destruction of collections, 312.

Gibbon, Edward, rank and characteristics as historian, 5, 10, 109, 114;
on Tacitus, 10, 116;
style, 53, 133;
and mathematics, 56;
importance in training of historian, 60;
autobiographies, 64, 134;
essay on, 107-140;
conception of history, 107;
completion of it, 108;
progress and success of work, 108;
and classic masters, 110;
range of work, 110;
its endurance, 110;
as possible writer of contemporary history, 111, 112;
political career, 111;
conservatism, 112;
and American Revolution, 113;
historical subjects considered by, 115;
and earlier period of Roman Empire, 116;
intellectual training, 117-123;
love of reading, 118;
at Oxford, 118;
conversion and reconversion, 118, 121;
at Lausanne, 119;
self-train