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WILLIAM STUBBS Seventeen lectures on the study of medieval and modern history and kindred subjects


Sir John Froissart's Chronicles of England, France, Spain and the Ajoining Countries from the latter part of the reign of Edward II to the coronation of Henry IV in 12 volumes 

Chronicles of Enguerrand De Monstrelet (Sir John Froissart's Chronicles continuation) in 13 volumes 

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Seventeen lectures on the study of medieval and modern history and kindred subjects
page 45

II.] THE HONOUR SCHOOLS. which great advantage may be hoped from the increase and combination of teachers, which I can only just indicate now—I mean the connexion which is to be looked forward to between the University course and the teaching of our great schools and local institutions of education. Next to the strengthening of the historical staff, the separation of the School of Jurisprudence from the School of History is the most important point of our Oxford history. And this change, although it was anxiously desired by many teachers of both subjects, was not adopted without some serious apprehensions. Whether the joint School, so young as it was, was sufficiently strong to bear the shock of divi •sion ; whether the supply of teachers would be sufficient ; whether each subject by itself was substantive enough to furnish the training for a class examination of high character ; whether the separation would not produce a tendency to eliminate History from the Law teaching and Law from the History teaching, were questions which might well cause misgiving. Some of them have been solved in the process of experiment. Both Schools have increased their numbers and raised their standard since the division ; as to the supply of teachers, what I have just said as to the increase and cooperation of the History teachers is a sufficient answer for them ; the Law professors can, I believe, give a like answer. As to the third point, the substantive value of historical training, opinions will still differ; I for my part have no desire that, as an educational instrument, the History training should take the place of the classical and mathematical training, which must always form the chief part of the school education, and the strongest and favourite work of the University career. But, as a further stage of training, I maintain that the reading of History may claim an equal place with all the other studies pursued here: I believe that a man who has taken a good Class in Moderations would, so far as

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