Cambridge History of American Literature: volume 3
Trent, William Peterfield, 1862-1939., Erskine, John, 1879-1951., Sherman, Stuart Pratt, 1881-1926., Van Doren, Carl, 1885-1950., Ed.

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[177] and the new life that came to the institution in the time of President Eliot completed the transformation in history as in other branches of instruction. Similar courses of development occurred in other universities.

Before this process was completed at Harvard or at any other Eastern university it was well established under the influence of Andrew D. White (1832-1918) at the University of Michigan and Corell University. Returning from Europe he became professor of history in the former institution in 1857 and captivated the students by his brilliant lectures. In his classes was Charles Kendall Adams (1835-1902), who so impressed the master that he was made professor of history in Michigan when White became president of Cornell in 1867. Adams became president of the University of Wisconsin in 1891. Thus it happened that the influence of Andrew D. White in promoting modem historical instruction was brought to bear on three of the leading universities of the country, and that three strong departments of history sprang into existence.

At Columbia University the zeal and wisdom of Professor John W. Burgess brought into existence a department of political science in which history had an important place, with results that have been far reaching. He gathered around him an able group of assistants and set standards which have had much influence in a university which, as the event showed, was about to take a large place in our educational life. At Johns Hopkins the same kind of work was done by Herbert B. Adams (1850– 1901), whose name will ever have place in the story of historical development in this country. He was born at Shutesbury, Massachusetts, graduated at Amherst in 1872, was awarded the doctorate at Heidelberg in 1876, and was appointed a fellow at the Johns Hopkins University in the same year. The illustrious position of that university offered a stage for the development of his talents. Among the mature and capable students who gathered around him he became an enthusiastic leader. No man knew better how to stimulate a young man to attempt authorship. In establishing The Johns Hopkins University studies in historical and political Science he opened a new door of publication to American students. He took personal interest in his students after they left the university and sought to save them from the dry rot that menaces the young doctor when he