Historian, training, [49]–[79]; necessary linguistic knowledge, [49]–[52]; acquisition of style, [52]–[55]; knowledge of [p330] mathematics, [55]–[57]; of other sciences, [57]–[59]; of fine arts, [59]; general historical reading, [60]–[70]; mastery of Gibbon and Bryce, [60]; of Tacitus and Thucydides, [61]; of other historians, [62]–[64]; knowledge of lives of historians, [64]; desultory reading, [64]–[65]; study of human character, experimental and through books, [66]–[68]; thorough reading of characteristic works, [68]; speed and retention of reading, [69]; importance of “Conversations of Goethe,” [70]–[72]; of Sainte-Beuve’s criticisms, [72]; choice of subject, [74]; method, originality, [75]; note-making, [76]; Carlyle on method, [77]; remuneration, [77]; and teaching of history, [78]; and business training, [78]. See also next two titles.
Historians, Shakespeare and Homer as, [1], [2], [7]; advantages and disadvantages of present-day, [4], [20]; best, [5], [11]; Herodotus, [5], [17], [34], [40]; Thucydides, [6]–[8], [11]–[15], [17]–[19], [35], [61], [110], [111], [128]; Tacitus, [8]–[10], [15], [17]–[20], [61], [110], [111], [116], [128]; Gibbon, [10], [60], [107]–[140]; conciseness, [11], [14], [16], [20], [36]; source material, [12]–[16], [20], [22]; contemporaneousness, [17]–[20]; necessary qualities, [20]; monographs, [22]; patriotism, [22]; necessity and kinds of originality, [27]–[29], [75]; use of newspapers, [29]–[32], [83]–[97]; generalizations, [32], [178]; use of footnotes, [33]; fresh combination of well-known facts, [34]; present-day models, [34]–[43]; reflection, [37]; enthusiasm, [38]; Macaulay, [36]–[38], [41], [62]; Carlyle, [38], [41], [62]; old and new schools, ethical judgments, human interest, [39], [43]–[45]; Hume, Robertson, Alison, [40]; Froude, [41]; Green, [42], [171]–[173]; Stubbs, [42], [157]; Gardiner, [42], [143]–[150], [157], [323]; and popularity, [44]; growth of candor, [45]; Bryce, [60], [61]; use of manuscript material, [85], [294]; gospel of exact knowledge, [101]; Lecky, [153]–[158]; Spencer Walpole, [161]–[167]; E. L. Pierce, [177]–[181]; J. D. Cox, [187]; E. G. Bourne, [191]–[200]; Bancroft, [294]. See also titles above and below.
History, intellectual rank, [1]; and poetry, [1], [2]; and physical sciences, [2]; definitions, [2], [6], [43], [126]; homage of politicians, [3]; and evolution, [4], [36]; newspapers as source, [29]–[32], [83]–[97]; value of manuscript sources, [85], [294]. See also two titles above.
Hoar, E. R., in Grant’s cabinet, [186], [278]; and The Nation, [278].
Holm, Adolf, on Thucydides, [39]; on scientific history, [43]; as historian, [75].
Holst, H. E. von, use of newspapers, [29], [85]; on westward expansion and slavery, [212].
Home rule, Lecky’s attitude, [156].
Homer, as historian, [1], [2], [22]; and study of human character, [67].
House of Representatives. See Congress.
Howard, O. O., at burning of Columbia, [302], [307], [311], [312].