260 AS UNIVERSITY PROFESSOR-I 



further instruction. Its omissions and errors I sought to 

 rectify as Woolsey, I am sorry to say, had never done to 

 any extent by offhand talks and by pointing out supple 

 mentary reading, such as sundry chapters of Gibbon and 

 Hallam, essays by Macaulay, extracts from Lingard, 

 Eanke, Prescott, Motley, and others. Once a fortnight 

 through the winter, the class assembled at my house so 

 cially, the more attractive young women of the little city 

 being invited to meet them ; but the social part was always 

 preceded by an hour and a half s reading of short passages 

 from eminent historians or travelers, bearing on our class 

 room work during the previous fortnight. These pas 

 sages were read by students whom I selected for the 

 purpose, and they proved useful from the historical, liter 

 ary, and social point of view. 



For the class next above, the juniors, I took for text 

 book preparation Guizot s &quot;History of Civilization in 

 Europe &quot; a book tinged with the doctrinairism of its 

 author, but a work of genius; a great work, stimulating 

 new trains of thought, and opening new vistas of know 

 ledge. This, with sundry supplementary talks, and with 

 short readings from Gibbon, Thierry, Guizot s &quot; History 

 of Civilization in France, &quot; and Sir James Stephen s 

 &quot;Lectures on French History,&quot; served an excellent pur 

 pose. 



Nor was the use of Guizot s book entirely confined to 

 historical purposes. Calling attention to the Abbe Bau- 

 tain s little book on extemporaneous speaking, as the best 

 treatise on the subject I had ever seen, I reminded my 

 students that these famous lectures of Guizot, which had 

 opened a new epoch in modern historical investigation and 

 instruction, were given, as regards phrasing, extempora 

 neously, but that, as regards matter, they were carefully 

 prepared beforehand, having what Bautain calls a &quot;self- 

 developing order &quot;; and I stated that I would allow any 

 member of my class who might volunteer for the purpose 

 to give, in his own phrasing, the substance of an entire 

 lecture. For a young man thus to stand up and virtually 



