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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 432

436 RETROSPECT. [XVII. probably both are forgotten by this time. But, as to the main object of the lecture, the stating of the proper part which the teaching of History has in mental education, I have not changed my mind, nor am I inclined to do so now. I still think that the aim of Historical teaching is the training of the judgment to be exercised in the moral, social and political work of life ; and that, as an instrument of education, such teaching will seek its fittest material in those portions of History which have enough of living interest to stimulate research, but have not enough of immediate practical importance to rouse political partisanship; that accordingly we do best when we begin at the beginning of the history of the forces and materials out of which modern life has grown, and that, in so doing, we have a distinct advantage over those who start to work backward from the immediate interests of to-day. I do not now wish to enter on controversy about this ; I know that it is not uncontroverted ; I state it, however, as a principle on which I have taught, and have believed myself justified by results. As I stated it in my first, I stand by it in my last lecture. The lectures of 1876 were given after several years of experience, during which I had learned my own weakness, and begun to find the way in which I trusted that I might be really helpful : years during which the study of History had greatly developed here, and in which we had tried to frame, and I think had succeeded in organising a method of combined teaching, which brought into play the ability of a considerable number of enthusiastic and laborious tutors, and which resulted not only in enlarged and improved schemes of reading, and enlarged and more highly valued distinctions in the way of class and prize, but also in very valuable and important work done for History in the way of research and in the production of books. At that time too, the University was engaged in taking stock of its means and requirements,

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