Edward Potts Cheyney: Portrait of an Historian [Reprint 2016 ed.] 9781512803785

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EDWARD POTTS

CHEYNEY

Portrait of an Historian EDWARD POTTS CHEYNEY >iX

Edited by William E. Lingelbach

University of Pennsylvania Press PHILADELPHIA 1935

Copyright

1935

U N I V E R S I T Y OF P E N N S Y L V A N I A PRESS

Manufactured in the United States of A merica

London Humphrey Milford Oxford University Press

EDWARD POTTS C H E Y N E Y Contents PORTRAIT OF PROFESSOR CHEYNEY

frontispiece

By the late Adolph Borie, Jr. Page

PREFATORY NOTE

vii

INTRODUCTORY REMARKS

ι

By Provost Josiah H. Penniman

PRESENTATION OF T H E PORTRAIT

3

By Cheesman A. Herrick

ACCEPTANCE OF T H E PORTRAIT

6

By President Thomas S. Gates

EDWARD POTTS CHEYNEY As a Member of the American Historical Association

9

By J. Franklin Jameson

As a Writer

14

By Conyers Read

Last Will and Testament (Academic)

25

A Few Excerpts from Tributes to the Teacher, the Scholar, and the Man

32

Photograph Taken in 1904 Bibliography

facing page 37 37

[v]

EDWARD POTTS

CHEYNEY

Prefatory N o t e

^

ί N H I S little volume was first projected as a brochure to I serve as an informal report to Professor Cheyney's many friends whose cooperation made possible the success of the plan for a fitting memorial upon his retirement from active teaching at the University. It gradually developed, however, into something much finer, and now includes not only a reproduction of the portrait, the addresses in connection with its presentation, and a few typical words of appreciation, but two new and hitherto unpublished items of rare interest. The first, "Last Will and Testament (Academic)," is by Professor Cheyney himself; the second is a bibliography of his writings. Together they give added color and expression to the man and his work, and thus help to complete the "Portrait of an Historian." T h e painting of which the frontispiece is a photogravure reproduction is by the late Adolph Borie, Jr., one of America's foremost portrait painters, whose untimely death leaves Dr. Cheyney's as the last of a series of portraits done by this distinguished son of Pennsylvania. It was presented to the University on Alumni Day, February 21, 1934, and is now satisfactorily hung in the main room of the University Library. On behalf of the contributors to the Edward Potts Cheyney

[vii]

Portrait the Committee submits this book as an expression of admiration and affection for a great scholar, an inspired teacher, and a cherished friend. HERMAN V. AMES W I T T BOWDEN CHEESMAN A. HERRICK

{Chairman) W I L L I A M E. LINGELBACH J A M E S F. WILLARD

[ viii ]

EDWARD POTTS

CHEYNEY

Introductory Remarks by Provost Josiah H.

Penniman

XA

Ε have met this afternoon to do honor to one who, for nearly half a century, has been a member of the faculty of the University of Pennsylvania, and during the greater part of that time has, by his wonderful qualities as a man, his stimulating power as a teacher, and his sound scholarship, as evidenced by the important volumes that have come f r o m his pen, occupied among professors in American universities a very distinguished position. Professor Cheyney is not only a great teacher and a great scholar, but is also greatly beloved for his personal qualities by all who have served as his colleagues or been privileged to sit under his teaching. It is only fitting on the eve of his retirement f r o m active teaching duties, to devote himself to f u r t h e r study and research in his chosen field, English History, that those who have known him best should perpetuate, through the skill of the artist, the memory of the physical appearance of the man who has been and is so important a part of the University. It is my pleasant duty as

[i]

Provost to preside at this meeting of friends of Professor Cheyney and to present to you those who are to speak on behalf of the donors of the portrait, and on behalf also of his colleagues. So important a position does Dr. Cheyney occupy that it has been necessary for the University to appoint two men to succeed him in his work, one to succeed him in the title so modestly borne by him as Henry C. Lea Professor of Medieval History. To this position, the University has appointed Dr. Cheyney's distinguished colleague, Dr. Arthur C. Howland, whose record as a scholar and teacher in the field of medieval European history is widely known. The second man, whom it has been an honor to the University itself to appoint as a successor to Professor Cheyney, is Dr. Conyers Read, whose long experience in University teaching and whose valuable contributions to knowledge have been in the field in which Professor Cheyney has made himself eminent, the history of England. On behalf of the donors of the portrait, Dr. Cheesman A. Herrick, a Trustee of the University of Pennsylvania and the distinguished President of Girard College, will speak. Concerning the work of Professor Cheyney as an historian, Dr. Conyers Read will tell us.

[2]

EDWARD POTTS

CHEYNEY

Presentation o f the Portrait by Cheesman A. Herrick

A S a representative of a Committee of the Alumni it becomes my pleasant duty to present to the University of Pennsylvania a portrait of one of her honored sons and a beloved teacher for fifty years. Edward Potts Cheyney had conferred upon him by this University a baccalaureate degree in 1883, a master's degree in 1884, and an honorary L L . D . in 1911. He became a teacher here in 1884, and long continued as the useful and highly respected Professor of English History. In 1929 he was appointed as the first incumbent of the Henry C. Lea Professorship of European History, and it is from the active duties of this position that he has just retired. The late Charles W . Eliot was once interrogated as to whether old men or young men were the more desirable members of a teaching staff. Eliot replied that two types of men make excellent teachers—young men, and men who never grow old. Many of the older men here present have vivid remem[3]

brances of Professor Cheyney as a young man, but a larger host of those of more recent years know him as the one who will never grow old. H e is one of the teachers who discovered the secret of carrying his youth along with him. While his business has been to teach history, we can never think of him as living in that past of which he has been so faithful and learned an interpreter. The Trustees of this University are still studying the true function of professors. One group champions research, discovery, adding to the sum of knowledge. Another adheres to teaching—the communication of thought and the stimulation of interest in knowledge, as the great desideratum of the work of professors. As exemplified in the careers of Professor Cheyney, his colleague of many years, Professor Schelling, and many others at this University, we have ample warrant for saying that the greatest service of a professor is rendered when both these functions are combined and balanced in one and the same individual. Professor Cheyney has been a great teacher. Generations of students bear witness to the inspiration and challenging interest of his classroom. But he has also ornamented the field of scholarship. His investigations and contributions in the later years of Queen Elizabeth's reign have given him a place in the select group of historians of the first rank. In honoring Edward Potts Cheyney, the University of Pennsylvania primarily honors herself. This portrait is a gift of one hundred and twenty-five of Professor Cheyney's former students, who count it a privilege to present this as a memorial to one whom they hold in the highest esteem. It is the work of an alumnus of the University, Mr. Adolph Borie. In it we feel that the artist has caught the gentle, [4]

kindly humor of our teacher-friend. But with this he has also depicted the confident bearing of the man who knows, and who knows he knows. Mr. President, as an expression of our sincere regard for our old teacher, and our affection for his Alma Mater and ours, we ask you to accept this portrait of Edward Potts Cheyney.

[5]

EDWARD P O T T S C H E Y N E Y Acceptance of the Portrait by President

Thomas S. Gates

I

T is a matter of real satisfaction, on behalf of the Trustees of the University of Pennsylvania, to accept this portrait of a member of the College Faculty who for nearly half a century has been one of its distinguished teachers. By his wise counsel he has contributed in no small degree toward the development of the educational policies of the University during this period, and by his writings on history and public affairs generally, has brought great credit and distinction to his Alma Mater. I speak for the many Pennsylvania men who have sat under Professor Cheyney, when I say that we are particularly pleased that the memorial has taken the form of an oil portrait. Better than anything else, it perpetuates the rugged, kindly personality of the man, whom so many are delighted to honor. It will be hung in the library at an appropriate place associated with Professor Cheyney's work as Henry C. Lea Professor of European History. As a further expression of my sentiments, I will read into the [6]

record of this ceremony the fine appreciation recently adopted by the Faculty of the College in connection with Professor Cheyney's retirement from active teaching: Be it resolved: That the Faculty of the College puts on record, at his retirement, its appreciation of the fifty years of distinguished service to Pennsylvania of Professor Cheyney. For a quarter of a century and more there has been no voice of more weight than his in our counsels, no experience more rich than his to draw upon in formulating policy or shaping curricula to meet the changing conditions of our times, no trust in anyone larger and deeper than our trust in him. We have depended on him always to render judgment tolerantly, wisely, judicially, unselfishly, and only after a considered acquaintance with the facts of the case, and always he has so rendered judgment. An authority of first importance in the history of Elizabethan England through his History of England from the Defeat of the Armada to the Oeath of Elizabeth and kindred writing; a guider of research of keen acumen; an incomparable director of a graduate seminary; an impartial critic: he has the respect and the high regard of his students. Among historians his knowledge and judgment and insistent realism in approaching all problems, no matter how sanctified by tradition, have won him a sure place. His words at the meetings of the American Historical Association, of which he was president in 1923—1924, more than once brought debate to an end, and were accepted as decisive, or final. A son of the State of Pennsylvania and of the University of Pennsylvania, his authority in his subject is of worldwide acceptance. No less to be noted, though, than the reputation of the [7]

scholar is the downrightness of the man. A lover of simple and homely things, of all out-of-doors f r o m sea and saltmarsh to f a r m and inland hills, he has said he is never wholly happy save when he is digging in the earth. We, his colleagues, value h i m not least f o r his country heart. (sig?ied) E D W I N B. W I L L I A M S WILLIAM

E.

LINGELBACH

CORNELIUS WEYGANDT

[8]

EDWARD POTTS CHEYNEY As a Member of the American Historical Association by / . Franklin Jameson

>iA ^ I F T Y years ago, if the friends of a professor in an American college had gathered together to do him honor, it is certain that not a word would have been said concerning his relations to other professors of his specialty, teaching in other institutions. He had no such relations. Of the dozen or fifteen professors of history, for instance, who were holding forth to college classes at that time, it is doubtful if more than two or three were even acquainted with more than two or three of such men as would now be called their colleagues in the historical profession. Such a phrase as "colleagues in the historical profession" was never heard and could hardly have been understood. The professor's allegiance was solely to his college and, being usually an alumnus of that college, he usually knew little more of other American colleges than of the universities of Europe. All this has been entirely changed, and mostly through the [9]

existence and activities of associations which, like the American Historical Association, have brought together for common purposes the men and women who, in whatever institution or residence, are devoted in common to the pursuit of one particular department of learning. The change is a very great one, and fraught with large and beneficent consequences, beyond what the public yet appreciates, to the intellectual life of America. Seldom in our time does any professor in history maintain himself in isolation from his fellows in that craft, and in our day it is appropriate, when a distinguished practitioner of that craft, retiring after many years of fruitful teaching, is being appraised and justly honored by admiring and affectionate friends, that something should be said of that large part of his professional work which has consisted in devoted and unselfish service to the chief organization of those who pursue the same specialty. The American Historical Association was founded in September 1884. Professor Cheyney became a member in 1890. As early as December 1 9 0 1 , he was elected a member of the Council, and he was reelected for the then usual succession of three years. From 1899 to 1908 he was chairman of the Committee on the Justin Winsor Prize, a position which in most years requires, beside that sound and serene judgment for which he was already noted, a great deal of labor in the reading of manuscripts—labor only occasionally rewarded by the discovery of talent and good writing in a desert of the commonplace. From 1909 to 1 9 3 3 Cheyney was chairman of the society's Committee on the Bibliography of Modern British History. It is perhaps known to all that, twenty-five years ago, in those good years before the Great War, years in which we little knew

[10]

how fortunate we were, a plan for the production of a bibliography of modern British history was concerted between the American Historical Association and the Royal Historical Society of Great Britain. It was arranged that the bibliography of the Tudor period should be made by the Americans, that of the Stuart period by the British, the later periods being hopefully left for future arrangement. The calamities which have since befallen the western world, the chief calamities of history, which many members of our sapient genus look forward cheerfully to repeating, did not prevent the execution of the first two sections of this project, but they made it exceedingly difficult, and the chairman of the American Committee needed to exercise all his patience and administrative skill, as well as to draw upon all the resources of his full and accurate knowledge of the literature of Tudor history, to bring the task to a conclusion, even with all the aid which Dr. Read's energy and knowledge could supply. From December 1912 to December 1920, Dr. Cheyney was a member of the Board of Editors of the American Historical Review, at that time regarded by many as the most honorific of the Society's committees. During most of those years he was its chairman. Most fortunate was it for the Association that he was chairman of that Board in 1915. In that year three members of the Society discovered within its confines a mare's nest of impressive proportions, which they proceeded to exploit with vocal joy. It seemed to them that the Society's affairs were being managed by the Council with too little participation and consultation of the rank and file of the members (which may have been true), that the system was not sufficiently democratic, and in particular that deserving democrats, who could easily be named, [11]

were not being elected to office. They sent forth, to all the members and to others, a series of pamphlets flaming with righteous indignation, and written in the controversial style that used to flourish in old-fashioned newspapers over the signatures of "Verax," and "Cato," and "Publicola." The Nation, always able to assume that whatever is done by constituted authorities is wrongly done, gladly gave space to these effusions, and the triumvirate readily persuaded themselves that they were about to reform the American Historical Association. It all seems ridiculous now, but at the first explosion of these denunciations many members were disposed to think that where there was so much smoke there must be some fire. Perhaps this was not much to the credit of their sagacity, but they lacked information. Fortunately we had in Professor Cheyney a chairman of the Board of Editors who was universally trusted, and whose annual report, expressed with his usual lucidity and vigor, cleared the minds of many who, whether from Missouri or not, only "wanted to be shown." In the annual meeting of December 1915, it fell to him to explain and defend the conduct of the Board of Editors and of the Executive Council. No one who heard the speech can fail to remember it as an admirable compound of clear exposition, good-tempered raillery, and honest defensive warmth. The episode passed, the accused were exonerated by acclamation, the society acquired the ownership of the Review by the simple process of voting that it belonged to them, and its constitution was improved by a "chaste reformation" which insured that thereafter the doings of the Council and the elections of officers should be openly arrived at and should be only such as the mass of the membership should understand and approve. Harmony has prevailed ever since, but [12]

that this is so is owing, more largely than to anything else, to the happy chance that placed the qualities of Professor Cheyney at the service of the Association at the right moment. In 1 9 2 3 Professor Cheyney became president of the Association, an honor thought by all to be well deserved. T h e position gave still further opportunity f o r the Association to benefit from his sagacity, and his tenure brought to the members, at its end, a presidential address marked by original and ingenious thought, though, unhappily, delivered at great peril and cost to his own health. Since then, apart from the constant benefits derived f r o m his wisdom in the Council, Cheyney's principal service to the Association has lain in the management, as chairman of a committee, of the business of the Revolving Fund f o r the publication of historical monographs. It has been a very laborious service, but performed so quietly and unselfishly that f e w members have been aware of its extent, and of the value it has added to the many volumes which have passed through his hands. But after all, great as these various services have been, our dear friend's best contribution to the success and prosperity of the American Historical Association has lain in those elements and qualities which have been his best contribution in the other fields of his activity through his long and useful life—his insight into history, his sagacity in practical affairs, his transparent integrity, the simplicity and serenity of his nature, his generous kindness, and his warmth of human feeling.

[13]

EDWARD P O T T S

CHEYNET

As a Writer by Confers Read

>SA

I

A M called upon to speak about Mr. Cheyney as a writer, and am prompted to ask at once whether I am to speak about what he has written, what he is writing, or what he is about to write. The problem is not one for a post-mortem examination, but for the vivisection of a man at the very height of his powers. Very likely the book he is now writing will be more significant than any which he has written, and the books he plans to write more significant still; for a survey of his past work discloses a progressive advance in power, in grasp, and in facility of expression. Age has not withered, nor custom staled, his infinite variety. Indeed, age as such is a stupid rule-of-thumb method for gauging a man's continuing usefulness. There are those who never grow up; there are those who never grow old. I think we who know Mr. Cheyney and his work will have some difficulty in deciding whether he has beeen miraculously spared the rackful siege of battering days, or whether he has found and [14]

bottled what Ponce de Leon gave his life in seeking. One or the other of these things must be true. The problem is harder because I am enjoined by the canons of my profession to preserve a purely objective attitude towards my subject. I am enjoined to forget the vital, living man and to examine critically that small part of him which has found its way into print. And you will consider that he is an old friend 5 that he and I have worked for many years in the same field, side by side, and often hand in hand; that I owe to him—what student of Tudor history does not owe?—a personal debt of gratitude for light and leading. It can't be done, at least not by me. I cannot think of him as a mere historian or a mere anything else. H e is too many things. Emerson, in his brilliant oration on the American scholar, differentiates between the scholar and the man in scholarship. Mr. Cheyney emphatically belongs in this latter category. It may be a merit for an historian to sink his personality in his work. Mr. Cheyney himself has pleaded eloquently for the attitude of complete detachment. It is dangerous to disagree with him, but I am not so sure. Anyway, I am sure that, great as his contributions to written history in America have been, the sum total of his contributions to American intellectual life has been far greater. Probably, though this is a matter upon which I dare not elaborate in his presence, the contributions which he has made to what I shall call the spiritual content of the lives of those with whom he has come in contact, by simply doing as he does and being what he is, have been the greatest of all. H e will protest when I say that his work is permeated with his personality, so I shall make haste to add that in my opinion everybody's work is permeated by their personality. As soon as [15]

history begins to be history and is something more than what Croce calls a mere chronicle, it begins to take on the color of its author. Facts begin to be shaped according to his purposes. In the very selection of the facts he does select for emphasis, in the very omission of the facts he has omitted as negligible, he brings to bear every element in that complicated something we call his personality. I need not labor the point 5 it is self-evident. If he is narrow-minded, bigoted, biased, that will appear. If he has strong interests and strong convictions, they will appear. If he is indifferent to matters which seem of great moment to most of us, that also will appear. Perhaps in the ultimate analysis the enduring value of what historians write will prove to be a record of their own prepossessions and of the prepossessions of the times in which they write, rather than of the times they profess to record. But let not the so-called exact scientists flatter themselves that this is not also true of themselves and their works. Mr. Cheyney is a man of convictions. Several years ago he attempted to do what some of his more timid confreres regarded as a very daring thing. He declared that the course of human affairs was subject to certain fundamental laws and he undertook to define a few of these laws. He would be the last to assert that his list is complete or his definitions final. But he would probably insist, at least he would have insisted when he spoke, that there were fundamental laws and that they were ascertainable. He singled out six for elaboration. I hesitate to name them because time does not serve to define them as he has defined them, and a mere enumeration may be misleading. Briefly they are: (a) A law of continuity, by which he means that things

[16]

don't happen accidentally, by chance, without relation to what has gone before; in a word, that human progress is evolutionary, not revolutionary. (b) A law of change, by which he means that no position in anything can be regarded as a final one or an ultimately correct one. This is almost, though not quite, the reverse of the position that whatever is, is right. H e would amend that to read, whatever is, will bear improvement. (c) A law of interdependence, by which he means that the human race is an organic unit; that no part of it has progressed or really can progress by the injury of another part. H e applies this to the relations of individuals, of classes, of tribes and of nations. One would be tempted to call this socialism if there were not an implication of class warfare in that much-abused term, which is as far as possible from what Mr. Cheyney has in mind. Social interdependence is probably the best label, though a possible alternative might be social integration. (d) A law of democracyy a tendency for all government to come under the control of all the people; and Mr. Cheyney uses government in the wide sense, to include control of human organizations of all sorts. So he would regard industrial democracy as falling within the scope of this law, as well as political democracy. But he plainly would not endorse a dictatorship by the proletariat after the Russian model, except perhaps as a temporary expedient, since he goes on to define his fifth law as (e) A law of control by free consent. Finally, and this is eminently characteristic, he insists upon ( f ) A law of moral progress, a steady advance in the influence of what we should call moral forces in the determination of human conduct. [17]

I shall not attempt to pass upon the validity of these laws. They are, however, important for a study of his works because he clearly regards them as touchstones of progress. By that I mean that he regards developments in accordance with them as in the line of advance; developments in opposition to them as in the nature of digressions. For M r . Cheyney is no mere teller of tales. H e is not concerned with unfolding the panorama of history in the grand manner. Art for art's sake is not for him, nor history for history's sake. I shall not say that he studies the past in order to forecast the future, but pretty emphatically he does study the past in something like the spirit in which the astronomer observes the motion of a comet, so as to be able to determine as accurately as may be the f u r t h e r direction of its progress. Of course he realizes as clearly as anyone that this is an enormously difficult task, but he will not concede that it is theoretically an impossible one. T h e difficulty lies in the overwhelming masses of data to be considered and evaluated. A science, I suppose, may be designated as exact in proportion to the simplicity of the data with which it deals. It is a good deal easier to be exact about the f u t u r e of a comet than it is to be exact about the f u ture of a social organism. But, on the other hand, the future of a comet doesn't matter nearly so much. In any event, M r . Cheyney's conception of those principles which he regards as determinants in shaping the course of human development influences to a very considerable extent his choice of materials in historical writing. Evolution, change, social integration, democracy, control by consent, moral progress. W h e n he decides that actual advance is in the long run slow, gradual, the result of the sum total of all the operating impulses, not cataclysmic, not revolutionary, not because of an

[ 18]

opportune leader or an opportune turn of the weather, he discounts at the same time the significance of all such catastrophes. H e discounts wars and gives them scant consideration. H e discounts heroes and hero worship. H e even discounts revolutions, except in so far as they serve to reveal hidden depths of discontent and maladjustment. I think Mr. Cheyney's impatience with cruelty, injustice, human misery, almost at times persuades him to seize the sword and the firebrand. Certainly he cannot conceal his sympathies for those who do. But he knows that the results obtained by such methods are always ephemeral, and if he dwells upon them it is only to point out their futility. The same is emphatically true of his attitude towards war. I suppose he would call himself a pacifist, although those of us who have seen him in action in a righteous cause, his eyes afire and his eyebrows standing out straight ahead, will cherish some doubts about the matter. Certainly he believes that warfare is a barbarous and quite ineffective method of settling human differences. Frankly, he is not interested in war as a part of human record. To him it is a detour from which mankind must presently return to the main highway of progress, a madness out of which he must presently emerge into sanity. Consequently he finds little space for battles in his records of human history. Yet he insists upon an inexorable law of change and is therefore little interested in those periods of history which we may regard as relatively static. It is no accident that most of his own work in English history has fallen within the two centuries, the sixteenth and the nineteenth, which are perhaps the centuries of maximum change. "Happy is the people who has no history," is for him rank heresy, for he would interpret it to mean "happy is the people who reveals no signs of growth." H e states his po[ 19]

sition in this matter quite emphatically in his essay on The Agitator in History: "There is just one unpardonable sin," he writes, "that the race can commit: that is to stand pat. There is just one fatal and hopeless condition into which mankind can fall: that is the inertia of stability." There is no doubt about it, in his work and in his life Mr. Cheyney has been an inveterate reformer. In some ways the most interesting of the laws in his historical decalogue is that one which enjoins social integration. Into it he has distilled much of his social philosophy, something of his Quaker pedigree, and a good deal of his internationalism. In his works it finds expression in his emphasis upon social and economic organizations, the breaking down of class barriers, the breaking down of national barriers, and the development of international movements of all sorts. Possibly his devotion to the history of English commerce in the sixteenth century, to which both he and his students have made significant contributions, is ultimately to be ascribed to his recognition of the importance of commerce in the development of international relations. His instinctive sympathies are always with the under-dog, and since during almost the whole course of recorded history the great masses of mankind have been under-dogs, he has been much more concerned with them than with those whom we designate the good and the great. No doubt this springs in part from his humanitarian impulses, but it has also to do with his conviction that progress towards democracy and government by free consent is to be included among the inexorable laws of history. It will not be forgotten that he has in mind democratic control not only as applied to matters political, but also to matters social and industrial. H e therefore has seen in the gradual [20]

elevation of the masses one of the main currents of history, and has laid particular emphasis upon the development of popular institutions. Parliaments and cabinets and trade unions and labor parties have commanded a great deal of his attention. The very last of his published works has to do with the liberation of the English workingman from some of the heaviest of the chains of industrial slavery. We know Mr. Cheyney to be a man singularly indifferent to what we may call the material rewards of life, yet he recognizes that the fundamental condition of intellectual and spiritual advance for the masses is the solution of the bread-andbutter problem. This explains his preoccupation with economic history, but it should be observed that his interest in this field does not proceed, as it so often does in this day and generation, from an exaggerated emphasis upon the importance of material progress, but rather from a kind of resentment that the business of getting bread and butter has become so difficult and so exacting that it has turned men into machines and robbed them of any opportunity for pursuing what he would regard as the better things of life. H e was one of the first American historians to interest himself in economic history. The first thing he ever printed had to do with wage riots in New York. The first article he ever published in The English Historical Review had to do with the disappearance of serfdom in England. H e has written easily the best short economic history of England, and even in his chosen field of Tudor history his emphasis is strong on the economic side. His influence in stimulating the work of others has been most pronounced in this field, and the published works of his students lie almost entirely within it. In this connection it may be well to note that he has always been impatient of the [21]

barriers that separate history from the other fine arts. He decided, long before the great mass of us had awakened to the realization of the perfectly obvious fact, that the arts, and particularly literature, constituted the largest source of material for history in the broad sense, and he made extensive use of them while most of us were limiting our attention to the State Papers, just as though there were not more of Tudor England in Shakespeare than in all the documents combined. It is a sad shame that his admirable little volume Social Changes in England in the Sixteenth Century as Reflected in Contemporary Literature has long been out of print; so for that matter, is his great work on the last fifteen years of Elizabeth. Why can't the man be brought to realize that people really want to read what he writes and print enough of them to go around? And Mr. Cheyney has never lost sight of the fact that the ultimate purpose of learning is education. His research work will compare in care and exactitude with that of the most scrupulous of scholars, but he never has felt that his task was finished when he had written a dull monograph to be read by half a dozen specialists in his field and then set to gather dust on the neglected shelves of university libraries. Too many of our American contributors to learning stop at this point. Too many of us write our doctoral dissertation, which is, after all, no more than an exercise in historical technique, the necessary preliminary to sound historical writing, and then write no more. Why this is so need not detain us here. It never has been so for Mr. Cheyney. H e really is an educator. His passion is not to accumulate, but to transmit. H e is not concerned about attracting attention to the author, but about enlisting the interest of the reader. I shall not deny that he has his tricks of style, and a certain fond[22]

ness for fine writing which no lover of literature like himself ever quite loses; but he is a master of clear, plain, unvarnished prose. No one ever has to read one of his sentences a second time to catch its meaning. No one is ever tempted to say, "Now the fellow is preening his feathers." H e is one of the few really distinguished historians of his generation who writes good textbooks. I don't know how many editions of his Short History of England have appeared or when it first came out, but it is still the best book in the field. And his short Industrial and Social History of England is from every point of view a masterpiece. Textbook writing is one of the most important services which careful scholars can render to the cause of popular education. Not many scholars can do it; and of those who can, not many are willing. They won't interpret their obligations in broad enough terms. But Mr. Cheyney never loses sight of his ultimate objective: the progress of mankind along the whole front. H e may be wrong in his conception of progress. He may even be wrong in the assumption that there is any such thing as progress. But if so, he persists in his error and is single-hearted in his devotion to it.

I realize that I have not done at all what I should have done. I should doubtless have listed his works in chronological order and attempted some sort of valuation of them. I should certainly have pointed out that in the catalogue of English historians his History of England from the Oefeat of the Armada to the Death of Elizabeth stands between Froude and Gardiner and will bear comparison with the works of both. I should not have forgotten his brilliant European Background of American History which every American ought to read if he has not. I [23]

ought to have mentioned his very signal contributions to the bibliography of his chosen field. But the subject is a large one and the time short. What I most regret having to omit is Mr. Cheyney as a geologist, Mr. Cheyney as a lover of birds and flowers and little children. The man himself somehow keeps on distracting one f r o m his works. Perhaps after all the greatest of his works is the man himself.

[24]

EDWARD P O T T S

CHEINE!

Last Will and Testament (Academic)*

E D W A R D P. C H E Y N E Y , of the University of Pennsylvania, teacher, being about to depart this academic life, having nothing to leave the University but a necessarily fast-fading memory and certain slowly acquired but firmly held convictions concerning the University, do give and bequeath these for whatever value or interest they may have, as follows: ( ι ) The University has a double position. From its situation, organization, and recent development it is and must be an institution for research—for the further extension of the bounds of knowledge. At the same time, by old tradition and by opportunity for service it is a college and group of undergraduate and professional schools. This double responsibility is inescapable. It cannot neglect to share in the great work of research characteristic of our time: on the other hand it cannot forget its past or rebuff the young men and women who come knocking at its doors seeking college or technical or professional training.

I

The former of these functions is destined to grow in its requirements and possibilities compared with the latter; for we are surrounded by excellent colleges and professional schools; * Response to a toast at a dinner given by the C o l l e g e A l u m n i to the retiring professors of the year, March 7, 1 9 3 4 .

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but we are the only university fitted to do varied research work in the midst of five million people. The University should at the present time give perhaps only one half of its attention and means to its work of research, the other half to its work of college and technical training, but it must give a larger and larger proportion to this its most advanced work. ( 2 ) The faculties of the University should be stronger on their higher levels. I do not disparage my colleagues. On the faculties there are now a large number of excellent men; few or none are incapable of doing the work expected of them. But we should expect more. We are short of men of marked superiority. The faculty need not be larger. The period of expansion in American colleges and universities when the tide of teaching rose and flowed into every bay and nook of knowledge, and when the highest rank was attainable by the mere process of survival, was a natural one, but it has reached its height. The need is now for more careful selection of what subjects are essential, and more careful discrimination of abilities of members of faculties. No one should be appointed or promoted to the highest rank unless it is obvious that he has superior power in research, teaching, writing, administration, or some other form of appropriate excellence. Mere length of service furnishes no sufficient reason for promotion to the highest rank. This policy involves the establishment of a grade of proper dignity and remuneration to which many might attain but beyond which few would go; for after some years of teaching a man is of an age and position that make it usually impracticable to begin another career; and, as a matter of fact, but seldom are those in administrative authority

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or his colleagues willing to cut him off from the position he has attained. His status is like that of an officer in the army or navy, a clergyman, or an executive in a large business organization. H e might well, however, be informed that he will never be promoted beyond a certain position, for which alone his gifts, his efforts, or his temperament fit him. There is always need for the well-trained mediocre man but there is also need for recognized superiority. T h e University should seek assiduously for it. ( 3 ) No college or university can have a more valuable asset than an interested body of alumni. They form a great reservoir of loyalty and encouragement for those who are actually engaged in the present work of the University. They are in turn the University's pride. They are also the natural liaison with the non-academic world. There should be a steady flow through open channels of suggestion and constructive criticism from the Alumni to the active University. A t the same time the Alumni should take advantage of the abundant opportunities that present themselves to defend to the public the University's efforts and ideals. T o the Alumni also the University may fairly look, directly and indirectly, for much of its material support. The services of the Alumni to the University must in the nature of the case lie largely in these fields of inspiration, suggestion, defense, and sustenance. They are detached from its daily life. T h e work of carrying it on as an active institution, constantly adjusting itself to the needs of the time, is a hard practical and educational problem, which can only be solved by those who are in the thick of it. T h e Alumni can do much to strengthen and encourage its administrators, and have every reason to take pride in their work; they can do little, wisely, to direct or control them. [27]

( 4 ) For the University to carry on two courses on the same subject, one f o r men the other for women, is an uneconomical and antiquated practice. T o offer to women only some, not all, the courses offered to men is an unfair discrimination against one-half the potential student population of the University. Coeducation should be introduced as rapidly as possible in all departments of the University where it does not already exist. ( 5 ) The Library is the heart of the University. The circulation of books is much like the circulation of blood. I f , as now demonstrated, the difference between an inferior and a superior brain is a matter of blood supply, so the intellectual activity of a university may be closely connected with the abundant flow of books and periodicals that can be pumped from the library into the thinking organs. No greater foundation in the University, no finer memorial or more evident proof of appreciation of higher things could be given by any alumnus or friend of the University or citizen of Philadelphia than the erection and endowment of a great Library, like the Bodleian at Oxford, the Widener Library at Harvard, or the Harkness at Yale. In default of so great a benefaction such additions to the present Library as the Lea and Furness Libraries, various gifts and endowments that have been made by Alumni and others, and the encouragement given by the Association of the Friends of the Library recently formed are among the most helpful and elevating contributions to the building up of the recognition that Pennsylvania is a great University. ( 6 ) The cooperation in the use of their libraries and in graduate teaching lately initiated between the University and some of the surrounding colleges has great possibilities and should be carried much further. This is the day of combination

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and coordination; much waste might be eliminated and many forms of increased efficiency sought out and utilized if the present good feeling and effort at unity of action should be continued and developed. Oxford or Cambridge is simply a federated group of colleges all situated in one city. It is not to be anticipated that Pennsylvania, Haverford, Bryn M a w r , Swarthmore, Temple, and possibly Lafayette, Lehigh, Muhlenberg, and others within a radius of fifty miles should be brought into any such close union as Trinity, St. Johns, N e w , Magdalen, and others at Cambridge, or Balliol, Merton, Oriel, and the rest at Oxford, and yet there may be many forms of desirable cooperation discovered. These provisions apply to the University at large. There are some that I bequeath more intimately to the College, my own department. ( 7 ) T o the College Alumni should belong the special duty of arguing to a skeptical outside world and to an impatient rising generation the advantages of fundamental general training, such as they have had, as a preparation for all later professional or other education or for any other activities of life. ( 8 ) Teaching in the College should be directed to the needs and powers of the better, not of the poorer students. A third, more or less, of the students should not be in college at all. Much labor on the part of teachers and much distress on the part of students are caused by the hopeless effort to arouse minds that have little intellectual curiosity, to inform those that have little desire or ability to acquire more knowledge, and to train those that have already struck their mental pace. The whole laborious structure of grades, credits, examinations and reexaminations, oversight, and probation is built up

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on the kindly and self-sacrificing but mistaken belief that the inferior student should be forced or bribed to get a college education. T h e effort does not pay the student, the teacher, the University, or the community. If the poor student is to be in college at all, let him alone to get what he may or can get out of it. ( 9 ) There should be some plan, either by honors courses or a tutorial system or otherwise, to give a different treatment to the well prepared, earnest, and capable student f r o m that given to the uninterested, unprepared or merely mediocre student. ( ι o ) Students are lectured to too much. T h e mental activity of a classroom is in many cases all on the part of the teacher instead of the student. An old-fashioned recitation in which the student participates is better than a lecture to which he merely listens. ( 1 1 ) T h e prevalent practice of giving two hours a week elective courses, whereby a student studies, or at least attends classes, in seven or eight different subjects at the same time makes a real intellectual life impossible. A student can only secure benefit under this system by either neglecting certain courses altogether or reducing all to a high-school method of approach. ( 1 2 ) T h e roster of the better student should be of fewer hours. We keep him too close to his routine work. H e should have time to follow out lines of interest that appeal to him, and he should have opportunity during his college course to listen to some good music, visit art exhibits, and become familiar with the architecture a large city offers. A college course should be a glorious intellectual adventure, and four years in Philadelphia should enrich a young man or woman with permanent powers of appreciation not only of books but of all the amenities of life. [30]

The usual clause providing for the payment of my just debts I must omit. M y debt of gratitude to the University is so overwhelming that it can scarcely be stated, much less paid. To the University I owe my academic birth and upbringing. I entered College poorly prepared, having had for the two previous years no better teacher than myself. I learned what thoroughness meant from Professor Jackson and " Y o u n g Kendall"; how interesting is the world of man f r o m Robert Ellis Thompson 5 how much more there is of interest in the world than merely man in such courses in chemistry, physics, and astronomy as were then given; a little of languages that has stood me in good stead since; a little of history f r o m McMaster. I owe to College the friendship of the group of classmates who are just a little different from any friends you can make in later life. I owe to the University a lifetime of intellectual interest, and opportunity to work with the finest of all material, the minds of young men and women. I owe to it the long course of interesting agreements and disagreements with colleagues on the Faculty and, with some, the closest of friendship. Last but not least I owe a new debt of gratitude for this evening's testimony to the warmth of feeling of so many old students and others of the alumni shown toward the group of retiring professors of whom I am one. These are but a f e w of my obligations to the University. I can only acknowledge, in no way pay them. I appoint as executors of this will the Trustees, Faculties, and Alumni of the University, giving them full power to carry out, modify, or disregard any or all of its provisions as to them shall seem wise. Signed, sealed and delivered in the presence of this company as witnesses, February 7th, 1 9 3 4 .

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EDWARD POTTS

CHEYNEY

A Few Excerpts from Tributes to the Teacher, the Scholar, and the Man

As I get away from Cheyney's classroom, his image continues to grow in dimension, and with it my pride in having been privileged to sit under him.

The hours spent in the old lecture room in the southwest corner of College Hall, and in the famous "Saturday Morning Seminar," I cherish among my most pleasant memories, and value among the most important experiences of my years at Pennsylvania. A popular fallacy, but one too generally accepted, insists that great scholars are not great teachers. One of the greatest scholars in the history of the University, Professor Cheyney is also one of its most inspiring teachers. In testimony of his great ability as a teacher we have not only his great and enduring popularity with his students of all grades, but also the indelible [32]

impress of his influence on his many graduate students now teaching in colleges and universities throughout the land.

With him, scholarship was farthest from pedantry, and mastery of details never cumbersome. His knowledge was so perfectly assimilated that it was reflected in a philosophy of life, thoroughly integrated and based upon the fearless examination of facts. I will never forget the kindliness of the man and his simple unaffected friendliness.

I have tried to put into words the affection and respect which I, like all his students, felt for Professor Cheyney. The attempt is futile. Possibly the failure is due to my conviction that what makes him great as a teacher is his modesty. . . . To a man so modest, spoken praise would be embarrassing.

We have all had many teachers in various institutions, but there is no one to be compared to Professor Cheyney, for his rare combination of fine scholarship, ability to make the student work and think, his great sense of humor, and his real human interest in everybody and everything. I hope the artist can catch the twinkle in his eye, because that reflects his tolerance and understanding. Cheyney was teaching and had already made his mark when I entered the Wharton School as a junior in 1887. From that

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day to this, for more than forty-six years, I have never had occasion to diminish my regard, affection, and esteem for him as a teacher, colleague, and friend. He was a fine scholar from the beginning in his chosen field of history but there has been about his work increasingly with the years an added flavor and human quality—something more than mere scholarship, that has endeared him to everybody.

Few college teachers have shown equal charm and ability to instruct; few research specialists have been equally ready to impart suggestion to their fellow workers. None have made a greater or more lasting impress on their students and colleagues.

I have known him ever since my freshman year in 1890 and he has been one of the inspirations of my life. It is not only history which he taught me, and I chose his courses during three of my four years in college, until he himself insisted that I take somebody else. What he taught me most was the liberal point of view, and that it was possible for a human being to be fair to institutions or people which he disliked. I regret exceedingly that he is leaving the University's service while he is still vigorous. Not only the wise counsel that from time to time he has consciously given me, but above this, the intangible silent influence of his kindly courtesy, his humor and his unstinted generosity of time and interest have made the daily task easier and stimu-

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lated those special labors of research which, in the midst of our busy teaching, I have tried not to forsake altogether.

My first real appreciation of his tolerant and understanding personality came during the war, when I, as a rather lonely conscientious objector in a large university, felt the strength of his quiet convictions on the subject of war. Later, as a student of his in undergraduate and graduate work, I felt even more keenly his honest approach to life and his ability as an interpreter of human history. My admiration of him as a scholar and my appreciation of him as a friend cannot easily be expressed in words.

H e has never been too busy to listen to one's historical or other troubles j never too absorbed in Elizabethan problems to give kindly advice to student or colleague ; never so much imbued with the history of the British Empire that he could not give his personal, intimate, and friendly consideration to others.

To praise his erudition would be superfluous—every historian knows of that. His interesting and scholarly lectures, with their flashes of humor and their occasional sudden questions, no student of his can forget. Still more vivid in the mind of the former student is his seminar, characterized by his mastery of the subjects on which his students work, his penetrating questions and comments, his kindly but sharp reprimands to the student who draws inferences unjustified by the sources or who wanders too far from the matter in hand. . . . H e makes his [35]

students feel that they too are members of the Guild of Historians. H e looks on them not as unruly apprentices to be forced to do the master's bidding, but as young fellow workers, to be encouraged to carry out the highest ideals of the Guild.

No appreciation of Professor Cheyney is complete which fails to give attention to the high regard among scholars for his opinions on history and historical science, and to the respect for his views on national and international matters with the public at large. H e evaluates forces and events from a standpoint all his own, and his comments on them are essentially original and worthwhile.

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Bibliography

τ

" ^ H E items in the bibliography of the writings of Professor Cheyney are arranged in strictly chronological order with the purpose of bringing out the successive steps in the development of his interests and work as an historian. The earlier titles reveal him as a student of institutions, especially those relating to agriculture, and the social and economic life of America and early England. They mark the period in his life when, with his colleagues at the University of Pennsylvania—Professors James Harvey Robinson, Dana C. Munro, and John Bach McMaster—he was instrumental in projecting and carrying through the plan for the publication of the series of Translations and. Reprints from Original Sources of European History. From the England of the thirteenth and fourteenth centuries his interests gradually shifted to the sixteenth century and the age of Elizabeth, a field in which some of his most important work is found. About the same time, he became interested in the Industrial Revolution in England, an interest which resulted in one of the earliest standard texts in the field, An Introduction to the Industrial and Social History of England. From this the [37]

transition to the social and economic r e f o r m movements of nineteenth-century E n g l a n d followed as a direct response to his increasing interest in present-day problems. T h e items of philosophical nature, of historical synthesis and the evaluation of t h e r51e of the social sciences in the history of civilization naturally appear in the later years. Early American Land Tenures, Philadelphia, 1885. (University of Pennsylvania, Wharton School Annals, vol. 1, pp. 100-28.) Anti-Rent Agitation in the State of New York, 1839-46. Philadelphia, 1887. (University of Pennsylvania—Wharton School. Political Economy and Public Law Series, no. 2.) Some Recent Decisions of the Courts in Conspiracy and Boycott Cases. Publications of the American Economic Association, vol. 4, pp. 312-14, 1889. Syllabus of a Course of Six Lectures on Central Europe in the 19th Century. (American Society for the Extension of University Teaching. University Extension Lectures, Syllabi. 1890-96. Ser. A.) Syllabus of a Course of Eight Lectures on Modern Industrial History. {Ibid.) Syllabus of a Course of Six Lectures on English History. {Ibid., Ser. D.) Condition of Labor in Early Pennsylvania—Slavery, Indentured Servitude, Free Labor. {The Philadelphia Manufacturer, February-June, 1891.) Der Farmerbund: in den Vereinigten Staaten. Archiv fur Soziale Gesetzgebung und Statistik . . . Band 5, heft 1, pp. 132-44, 1892. Die Achtstunden-Bewegung in den Vereinigten Staaten und das Neue Achtstundengesetz. Ibid., Band 5, heft 3, pp. 459-70, 1892. A Third Revolution. Annals of the American Academy of Political and Social Science, vol. 2, pp. 772-81, 1892. Recent Tendencies in the Reform of Land Tenure. Ibid., pp. 309-23.

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The Medieval Manor. Annals of the American Academy of Political and Social Science, vol. 4, pp. 275-91, 1893. English Constitutional Documents. Philadelphia, 1894. (University of Pennsylvania—Department of History, Translations and Reprints from the Original Sources of European History, vol. 1, no. 6.) Early Reformation Period in England. Philadelphia, 1894. {Ibid., vol. i, no. i.) An Economic Parallel. The Philadelphia Manufacturer, Feb. 10, 1893. (Part of the bimetallic controversy.) England in the Time of Wycliffe. Philadelphia, 1895. (University of Pennsylvania—Department of History, Translations and Reprints from the Original Sources of European History, vol. 2, no. 5.) English Towns and Gilds. Philadelphia, 1895. {Ibid., vol. 2, no. 1.) Social Changes in England in the Sixteenth Century as Reflected in Contemporary Literature. Part 1. Rural Changes. Boston, Ginn, 1895. (University of Pennsylvania. Publications, Philology, Literature and Archaeology Series, vol. 4, no. 2.) English Manorial Documents. Philadelphia, 1896. (University of Pennsylvania—Department of History, Translations and Reprints from the Original Sources of European History, vol. 3, no. 5.) Maitland, "Domesday Book and Beyond." Citizen, vol. 3, p. 1 1 8 , 1897. Documents Illustrative of Feudalism. Philadelphia, 1898. (University of Pennsylvania—Department of History, Translations and Reprints from the Original Sources of European History, vol. 4, no. 3.) Antirenters in Amerika. Handwörterbuch der Staatswissenschaft, Zweite Auflage, Erster Band, 1898. [39]

Recantations of the Early Lollards. American Historical Review, vol. 4, pp. 423-38, 1899. The Disappearance of English Serfdom. English Historical Review, vol. 15, pp. 20-37, 1900. Recent Writings on English History. International Quarterly, vol. 1, pp· 3 9 9 - 4 1 9 , 1 9 0 0 . Commerce, Navigation, and Ship-Building on the Delaware River. 80 pp. n.d. (Pennsylvania—Department of Internal Affairs. Official Document, no. 10, 1900.) Historical Section. The Great Mortality. Popular Science Monthly, vol. 59, pp. 402-7, 1901. Village L i f e in Medieval England. Lippincott's Magazine, vol. 68, pp· 3 6 5 - 7 3 , 1 9 0 1 . An Introduction to the Industrial and Social History of England. N.Y. and London, Macmillan, 1901. Rev. ed. 1920. History of the University of Pennsylvania. (In Chamberlain, J . L.. ed. Universities and their Sons; University of Pennsylvania, 1901-02, vol. i , pp. 45-238.) A Short History of England. Boston and N.Y., Ginn, 1904. Rev. ed. 1927. New ed. 1932. European Background of American History, 1300-1600. N . Y . and London, Harpers, 1904. (American Nation: a history from original sources by associated scholars, vol. 1.) International Law under Queen Elizabeth. English Historical Review, vol. 20, pp. 659-72, 1905. The Manor of East Greenwich in the County of Kent. American Historical Review, vol. I I , pp. 29-35, 1905. The England of our Forefathers. American Historical Review, vol. 1 1 , pp. 769-78, 1906. Some English Conditions Surrounding the Settlement of Virginia. American Historical Review, vol. 12, pp. 507-28, 1907.

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*What is History? Philadelphia, 1907. Address before the Graduate School, University of Pennsylvania, October 3, 1907. Report of the Conference on Research in English History. American Historical Association, Annual Report, 1908, vol. 1, pp. 87-97. The University of Pennsylvania, with Special Reference to the Medical and Allied Departments. Founders' Week Memorial Volume, Philadelphia, 1909, pp. 223-64. Readings in English History; Drawn from the Original Sources, Intended to illustrate A Short History of England. Boston, N.Y., Ginn, 1908. Rev. ed. 1922. On the L i f e and Works of Henry Charles Lea. Proceedings of the American Philosophical Society, vol. 50, pp. v-xli, 1 9 1 1 . The Court of Star Chamber. American Historical Review, vol. 18, pp. 727-50, 1 9 1 3 . The American Historical Association. Nation, vol. 1 0 1 , p. 4 1 1 , 1 9 1 5 . Trustees and Faculties. School and Society, vol. 2, pp. 793-806, 1 9 1 5 . Court of Queen Elizabeth. Philadelphia, 1915. (University of Pennsylvania. University Lectures . . . 1 9 1 3 - 1 4 . ) History of England, from the Defeat of the Armada to the Death of Elizabeth, with an A ccount of English Institutions During the hater Sixteenth and Early Seventeenth Centuries. 2 v. N . Y . and London, Longmans, Green, 1914-26. An Historical Statement Concerning the American Historical Review. Washington, American Historical Review, 1 9 1 5 . Signed: Carl Becker, George L . Burr, Edward P. Cheyney, J . Franklin Jameson, James H . Robinson, Frederick J . Turner, Board of Editors. Historical Tests of Democracy. Philadelphia, 1919. (University of Pennsylvania. University Lectures. 1 9 1 8 - 1 9 . ) The Trend Towards Industrial Democracy. Annals of the American Academy of Political and Social Science, vol. 90, pp. 1 - 9 , 1920. Tribute to the Memory of Dr. Simon N. Patten. Annals of the Ameri* T h e s e essays are also f o u n d in Lazv in History

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and Other

Essays.

can Academy of Political and Social Science, vol. 107, pp. 345—46, 1923. * Law in History. American Historical Review y vol. 29, pp. 2 3 1 - 4 8 , 1 9 2 4 . The Many Sided Franklin. The Pennsylvania Gazette, vol. 24, no. 8, 1925. *How History Can Be Made a Science. Proceedings of the American Philosophical Society, vol. 66, pp. 581—91, 1927. Law in History and Other Essays. N.Y., Knopf, 1927. England and Denmark in the Later Days of Queen Elizabeth. Journal of Modern History, vol. 1, pp. 9-39, 1929. What Marco Polo Did for Europe. General Magazine and Historical Chronicle, vol. 3 1 , pp. 296-314, 1929. The College Curriculum. I hid., vol. 32, pp. 293-302, 1930. Queen Elizabeth. Encyclopedia of the Social Sciences, N . Y . , Macmillan, vol. 5, p. 480, 1930. James Anthony Froude. Ibid., vol. 6, pp. 506-7. Henry VII. Ibid., vol. 7, p. 323. Humanism—Historical Aspects. Ibid., vol. 7, pp. 537-42. John Lingard. Ibid., vol. 8, p. 488. A Century of War and Peace. The Barnwell Bulletin, vol. 7, no. 34, 1930. Modern English Reform, from Individualism to Socialism; a Course of Lowell Lectures . . . Philadelphia, University of Pennsylvania Press; London, Oxford University Press, 1 9 3 1 . The Anti-Rent Movement and the Constitution of 1846. History of the State of New York, N.Y., 1934, vol. 6, pp. 2 8 1 - 3 2 1 . Cardinal Wolsey, Great Tudors, London, 1935. IN

PREPARATION

The Dawn of Modern Europe, 1250-1453.

To be published in 1935.

* T h e s e essays are also f o u n d in Law in History and Other Essays.

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REVIEWS THE following selected list of reviews of works on history and economics by Professor Cheyney, arranged in chronological sequence, forms a suggestive supplement to the bibliography of his other writings. The Village Community, With Special Reference to the Origin and Form of Its Survivals in Britain. By G. L. Gomme . . . N.Y., 1890. Annals of the American Academy of Political and Social Science, vol. i, pp. 325-28, 1890. 1. Le Socialisme allemand et le Nihilisme russe. Par J. Bourdeau. Paris, 1892. 2. Studien über Proudhon. Von Dr. Arthur Mülberger. Stuttgart, 1891. Ibid., vol. 3, pp. 817-20, 1893. An Introduction to English Economic History and Theory. Part 2. The End of the Middle Ages. By W. J. Ashley. N.Y. and London, 1893· Ibid., vol. 4, pp. 661-63, I&94· Die Arbeits-verfassung der englischen Kolonien in Nordamerika. Von A. Sartorius Freiherrn von Waltershausen. Strassburg, 1894. Ibid., vol. 5, pp. 776-78, 1895. Town Life in the Fifteenth Century. By Mrs. J. R. Green. N.Y. and London, 1894. 2 vols. Ibid., vol. 6, pp. 137-40, 1895. The Tribal System in Wales. By Frederic Seebohm . . . N.Y. and London, 1895. Ibid., vol. 7, pp. 488-90, 1896. Siedelung und Agrarwesen der Westgermanen und Ostgermanen, der Kelten, Römer, Finnen, und Slawen. By August Meitzen. Berlin, 1895. 3 vols. Ibid., vol. 9, pp. 440-44, 1897. [43]

L'Economie Sociale de la France sous Henry IV, 1 5 8 9 - 1 6 1 0 . By Gustave Fagniez. Paris, 1897. American Historical Review, vol. 3, pp. 7 1 1 - 1 4 , 1898. Origin and Growth of the English Constitution. An Historical Treatise. By Hannis Taylor. N . Y . and Boston, 4th ed. of vol. 1, 1896, and vol. 2, 1898. Annals of the American Academy of Political and Social Science, vol. 14, pp. 375-77, 1899. i. Serfs et Vilains au Moyen Age. Par Henri Doniol. Paris, 1900. 1 . The End of Villainage in England. By Thomas Walker Page. N . Y . , 1900. American Historical Review, vol. 6, pp. 355—57, 1901. Sources and Literature of English History from the Earliest Times to About 1485. By Charles Gross. London and N.Y., 1900. Ibid., vol. 6, pp. 540-43, 1901. Tribal Custom in Anglo-Saxon Law . . . by Frederic Seebohm. London and N.Y., 1902. Annals of the American Academy of Political and Social Science, vol. 2 1 , pp. 1 1 4 - 1 6 , 1903. The History of England from 1760 to 1801. By William Hunt. N . Y . and London, 1905. Ibid., vol. 28, pp. 189-92, 1906. Die Englische Kolonization in Irland. Von Dr. Moritz Julius Bonn. Stuttgart und Berlin, 1906. Zwei Bande. American Historical Review, vol. 12, pp. 1 2 3 - 2 5 , 1906. The English Patents of Monopoly. By William H . Price. Boston, 1906. Annals of the American Academy of Political and Social Science, vol. 30, pp. 188-89, 1907. The Political History of England, vol. 5. From the Accession of Henry VII to the Death of Henry V I I I , 1485-1547. By H . A. L . Fisher. N.Y., 1906. Ibid., vol. 3 1 , pp. 523-25, 1908.

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The Stannaries: a Study of the English Tin Miner. By George Randall Lewis. (Harvard Economic Studies, vol. 3.) Boston and N.Y., 1908. American Historical Review, vol. 13, pp. 841-43, 1908. The Making of the English Constitution, 449-1485. By Albert B. White. N.Y., 1908. Annals of the American Academy of Political and Social Science, vol. 33, pp. 479-81, 1909· Types of Manorial Structure in the Northern Danelaw. By F. M . Stenton. Customary Rents. By N. Neilson. (Oxford Studies in Social and Legal History: ed. by Paul Vinogradoff, vol. 2.) Oxford, 1910. American Historical Review, vol. 16, pp. 802-3, 1 9 1 1 . Die Hanse und England, von Eduards I I I bis auf Heinrichs V I I I Zeit. Von Dr. Friedrich Schulz. Berlin, 1 9 1 1 . Ibid., vol. 17, pp. 653-54, 1 9 1 2 . Select Charters of Trading Companies, 1 5 3 0 - 1 7 0 7 . Ed. for the Seiden Society by Cecil T . Carr. London, 1 9 1 3 . The Constitution and Finance of English, Scottish, and Irish JointStock Companies to 1720. By W. R. Scott. Vol. I. The General Development of the Joint-Stock System to 1720. Cambridge, 1912. Ibid., vol. 19, pp. 605-8, 1914. A Select Bibliography for the Study, Sources, and Literature of English Medieval History . . . Hubert Hall. London, 1914. Ibid., vol. 20, pp. 134-36, 1914. English Economic History: Select Documents. Comp, and ed. by A. E . Bland, P. A. Brown, and R. H . Tawney. London, 1914. Ibid., vol. 20, pp. 142-44, 1 9 1 5 . Sources and Literature of English History from the Earliest Times to About 1485. By Charles Gross. Second ed. London and N.Y., 1915. Ibid., vol. 2 1 , pp. 569-71, 1916. Shakespeare's England: an Account of the L i f e and Manners of His Age. London, 1916. 2 vols. Ibid., vol. 22, pp. 372-73, 1 9 1 7 .

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T h e Beginnings of English Overseas Enterprise: a Prelude to the E m pire. By Sir C. P. Lucas. Oxford, 1917. Ibid., vol. 23, pp. 381-83, 1918. English Government Finance, 1485-1558. By Frederick C. Dietz. (University of Illinois Studies in the Social Sciences, vol. 9, no. 3.) Urbana, 1920. Ibid., vol. 28, pp. 104-6, 1922. Tudor Studies. Presented by the Board of Studies in History in the University of London to Albert F. Pollard. Ed. by R. W . Seton-Watson. London and N . Y . , 1924. Ibid., vol. 30, pp. 805-7, τ925· Studies in Economic History: the Collected Papers of George Unwin. Ed. by R. H . Tawney. London, 1927. George Unwin: a Memorial Lecture. By G. W . Daniels . . . Manchester, 1926. Ibid., vol. 33, pp. 436-38, 1928. T h e History of British Civilization. By Esme Wingfield-Stratford. N . Y . , 1928. 2 vols. Ibid., vol. 35, pp. 96-98, 1929.

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