tingen) in the 18th
century.

(_c_) In France, historical study was introduced by Guizot (about
1833) but received no great attention until after 1860, though
there was nominally a chair of history in the College de France
after 1769.

(_d_) In England, none but incidental attention was given
historical study until after the middle of the 19th century, though
there was a professorship of ancient history at Oxford in 1622, and
professorships of modern history were found at both Oxford and
Cambridge in 1724.

4. Historical Study in America.

(_a_) History was taught incidentally by professors of philosophy
in most of the universities from their founding.

(_b_) Yale had a professorship of ecclesiastical history in
1778-1795.

(_c_) Harvard established the first professorship in history (in
the general sense of the term) in 1839, Jared Sparks being the
first incumbent.

(_d_) Columbia University and the University of Michigan
established chairs of history in 1857.

(_e_) Yale established a chair of history in 1865.

(_f_) The first seminary in history was established at the
University of Michigan in 1869 by Prof. C. K. Adams.

(_g_) General history and ancient history were found in normal
schools after about 1850.

(_h_) In secondary schools (first in academies, then later in high
schools) history was taught as a separate study from about 1830.
General history or ancient history received almost the sole
emphasis, though English history was sometimes taught. In 1847
Harvard first began the practice of requiring history for
admission.

(_i_) History work in elementary schools grew out of the study of
geography, and became a separate study about 1845.

(_j_) Until about 1893 the only course given really serious
attention in the high school was that of Ancient History in the
classical course. The courses in General History, English History
and American History were, for the most part, bookish, superficial,
and devitalized.

(_k_) The Madison Conference (instituted by the N. E. A. in 1892)
gave the first concerted impetus to the serious study of history in
American public schools.

(_l_) The Report of the Committee of Ten of the N. E. A. in 1893
contains extensive and almost revolutionizing suggestions for
improving the organization, study, and presentation of history in
the