IX.-The Moguls: conquests of Zingis Khan and his successors; Empire of Timur, and foundation of the Mogul dynasty in India. X.-Rise and progress of the Ottoman Empire, till the fall of Constantinople. Taylor's Manual, of which about forty pages had been read by the class on a former occasion, was used as a text-book for the entire period, and in Nos. II. and III. of the above sections no other book was consulted. For the time of the Crusades, Gibbon and Guizot's Civilization of Europe were read. For the history of France and England, a few notes were given from Guizot and Macaulay; and some of the students read the portion of Hallam's Middle Ages which treats of the constitutional history of Spain, and the chapter on the Greek and Saracenic empires. For the last three sections (VIII.-X.) Gibbon was again read, and a few chapters from Elphinstone's India. English Literature. The entire number of lessons in Literature during the term were only eighteen, and but as many columns of Richardson were read in the selections from Collins and Gray. As this is perhaps the smallest amount of poetry read during the year by any class in the same time, it may be well to draw attention here to the difficulties which foreigners, especially Asiatics, encounter in this study, such as the intimate connexion of the subject-matter with local customs, traditions, and superstitions-all requiring explanation from the tutor; and the frequent allusions to classical literature, opening up the entire subject of ancient history, geography, and mythology. Take for instance the following phrases and words which occur in one ode of Collins,—" Ravening brood of Fate; Hybla's dews; the incestuous queen; the wretch of Thebes; haunted cell; hallowed eve; ghosts; goblins ;" or the following from an ode of Gray,— "Eolian lyre; Helicon; Ceres' golden reign; enchanting shell; Idalia's green; Cytherea's day; Graces; purple light of love; Delphi; Ilissus; Mæander; Parnassus; seraph wings of ecstacy; lucid Avon; Dryden; Theban Eagle;" or again, from the Elegy,"curfew; hamlet; blazing hearth; heraldry; aisle and fretted vault; anthem; village Hampden," &c. &c. Composition. At first three and afterwards two days in the week were devoted to the correction of English compositions; but no themes were given out in class. Sometimes the students were engaged with essays on miscellaneous subjects, and sometimes they produced exercises in connexion with the History lessons. Scholarship Examination. For the answering at the scholarship examination, I must refer as before to the Report; (see Table of Candidates for Second Normal Scholarships.) TERM, JUNE-DECEMBER. By the scholarship examination the number of the old class was reduced to seven six had obtained Second Normal scholarship, and one, for whom there was no vacancy, had been qualified to go on with the class. These were joined, then for the first time, by the First Normal Scholars, three in number, making in all a class of 10 (ten). History. A very extensive course of History, accompanied by examinations, was read during the term, of which the plan is given below. The examinations were conducted by written questions, answered vivâ voce. The preparatory lessons were occupied partly with directions for reading, partly with explanation of difficulties which occurred in what had been read, and partly with dictating notes from works not in the hands of the students. They were in a word Tutor's Lectures. The Table here given was drawn out about six weeks before the Annual Examination, and given to the scholars as a form to cast their previous reading in. Course of Lectures and Examinations in the History of Modern Europe. (1453-1748). Lectures. Examinations, First Era. 1453-1515 Second Era. 1515-1559 Third Era. 1559-1609 Fourth Era. 1609-1660 Fifth Era. 1660-1700 1400-1700 Sixth Era. 1700-1748 Decline of the Italian Republics. Pre- Age of Charles V. Formation of the Age of Elizabeth. Condition of Eng- Times of the Thirty Years' War, and -Gustavus Adolphus; French-Spanish Progress of Civilization. Revival of Wars of Succession. Spanish succession; Orleans regency in France; administrations of Walpole and Fleury; Charles XII. of Sweden, and Peter I. of Russia; Polish succession; wars of the Austrian succession, (till the Peace of Aix-la-Chapelle.) 2 3 3 5 2 8 3 3 33 Total... 31 21 As a text-book for the whole course, Heeren's States' System was used, serving as a sort of connecting link between the several parts, and pointing out the characteristics of each period. For the history of the Italian Wars Sismondi was consulted, for the age of Charles V. Robertson, and for the Revolt of the Netherlands, Grattan's History; for the times of the Thirty Years' War and the English Revolution, the works of Schiller and Guizot; and for the age of Louis XIV. and the Wars of Succession, Crowe's History of France.* A few chapters from Michelet's Sketch, and three of Macaulay's Historical Essays were also read. On the progress of civilization, religious changes, &c. notes were given from the Lectures of Guizot and F. W. Schlegel-writers whose views on those matters are directly opposed to each other. Throughout the entire of our course, we had the advantage of enjoying the guidance of the philosophic Smyth, a writer whose reflections are as profound as his sentiments are noble, and whose mode of treating the subject is eminently calculated to create a habit of thought and investigation in the student. Much instruction, it is to be hoped, has been derived from the study of such works, and from the observing of so many various styles of narrative and reflection. Though Heeren was the only book I insisted on all having a copy of, as I intended at first giving notes, and allowing them to read in turn my own copies of the other authors, I was much gratified to observe before the close of the term, that many had, of their own accord, provided themselves with several of the above works. Nearly all had procured copies of Robertson, Guizot, and Michelet; and Vishwanath Narayan and Kaikhasrú Hormasji had, with the exception of Smyth's Lectures, got a complete set of all the books used during the term. English Literature. In selecting the History course, I endeavoured to combine as much as possible the study of literature; and it is almost needless to observe that better specimens of style could scarcely be found than the works of the English historians, and the standard translations of the other European classics above mentioned. In poetry, Richardson's Selections from Addison, Prior, Gay, Swift, Pope, and Thomson, in all sixty columns, were read. I beg to refer to three separate answers given to the last question in the history paper (of the Normal scholars), as being more of the character of literature than of history. The books and chapters read in each of these works will be found specified in the Program of the Annual Examination, page 9. Composition. Though two days in the week were assigned, as in the other classes, to the correction of compositions, the writing of essays was left entirely voluntary, allowing the students to suit their own time and convenience. However, over sixty essays were written during the term, chiefly in illustration of their historical studies. The following are the number written by each: Vishwanath Narayan may be pointed out for his unremitting industry; but the smaller numbers of others must not be considered as implying any censure, since all worked very hard during the year, as the amount of business got over cannot fail to testify : ... Number of Essays written by the Normal Scholars. 5. Vishwanath Narayan 6. Bomanji Edalji 3 ... ... ... 6 ... ... ... 2 ... 4 15 The Table of marks which follows the questions, vivá voce and paper, and the specimens of written answers, and essays which accompany them, will, it is to be hoped, give a sufficiently clear notion of the nature of the examinations to which the several classes have submitted, both in literature and history. The following are a few general results derived from the Table of marks : In the 1st year's class, 17 out of 27 students have answered over 40 per cent. both in literature and history; all below that mark are attached students, with the exception of one scholar, who was absent during a part of the examination. In the 2nd year's class, 7 out of 9 answered over 50 per cent. in literature; the other two were partially absent; but one was first, and the other fifth in that part of the examination at which each was present. In history, 5 answered |