I start MA in Ancient and Classical History at American Public University/American Military University on 6 Jul 2026.
HIST500 Historical Research Methods.
I will be entering the 17th Grade.
I start MA in Ancient and Classical History at American Public University/American Military University on 6 Jul 2026.
HIST500 Historical Research Methods.
I will be entering the 17th Grade.
MA in History:
Ancient and Classical History
European History
American History
Global History
Public History
MA in Military History:
American Revolution
Civil War
World War II
War Since 1945
American Military History
This list is in order of preference….
You can get a used set of the Great Books of the Western World for around $300.
You can get a used set of the Gateway to the Great Books of the Western World for around $50.
The Wikipedia articles for Great Books, Great Books of the Western World, and Gateway to the Great Books of the Western World are very complete.
Other Books:
How to Read a Book: The Classic Guide to Intelligent Reading by Mortimer J Adler and Charles Van Doren. 1972
Great Books: My Adventures with Homer, Rousseau, Woolf and other Indestructible Writers of the Western World by David Denby. 2005
The Western Cannon: The Books and School of the Ages by Harold Bloom. 1994
Genius: A Mosaic of One Hundred Exemplary Creative Minds by Harold Bloom. 2002
The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World by A J Jacobs. 2004
Of course, the only serious solution is the one that is almost universally rejected: the good old Great Books approach, in which a liberal education means reading certain generally recognized classic texts, just reading them, letting them dictate what the questions are and the method of approaching them—not forcing them into categories we make up, not treating them as historical products, but trying to read them as their authors wished them to be read. I am perfectly well aware of, and actually agree with the objections to the Great Books cult. It is amateurish; it encourages an autodidact’s self-assurance without competence; one cannot read all of the Great Books carefully; if one only reads Great Books, one can never know what a great, as opposed to an ordinary, book is; there is no way of determining who is to decide what a Great Book or what the canon is; books are made the ends and not the means; the whole movement has a certain coarse evangelistic tone that is the opposite of good taste; it engenders a spurious intimacy with greatness; and so forth. But, one thing is certain: wherever the Great Books make up a central part of the curriculum, the students are excited and satisfied, feel they are doing something that is independent and fulfilling, getting something from the university they cannot get elsewhere. The very fact of this special experience, which leads nowhere beyond itself, provides them with a new alternative and a respect for study itself. The advantage they get is an awareness of the classic—particularly important for our innocents; an acquaintance with what big questions were when there were still big questions; models, at the very least, of how to go about answering them; and, perhaps most important of all, a fund of shared experiences and thoughts on which to ground their friendships with one another. Programs based upon judicious use of great texts provide the royal road to student’s hearts. Their gratitude at learning of Achilles or the categorical imperative is boundless. Alexander Koyre, the late historian of science, told me that his appreciation for America was great when—in the first course he taught at the University of Chicago, in 1940 at the beginning of his exile—a student spoke in his paper of Mr. Aristotle, unaware that he was not a contemporary. Koyre said that only an American could have the naïve profundity to take Aristotle as living thought, unthinkable for most scholars. A good program of liberal education feeds the student’s love of truth and passion to live a good life. It is the easiest thing in the world to devise courses of study, adapted to the particular conditions of each university, which thrill those who take them. The difficulty is in getting them accepted by the faculty.
Allan Bloom, The Closing of the American Mind: How Higher Education has Failed Democracy and Impoverished the Souls of Today’s Students (New York: Simon and Schuster, 1987), 344-345.
Law Shelf has six different classes that qualify for Graduate level credit. A total of 18 Graduate credits.
IPL-401: Patent Law (Intellectual Property)
IPL-402: Trademarks (Intellectual Property)
TOR-501: Medical Malpractice (Torts and Personal Injury)
TOR-502: Product Liability Law (Torts and Personal Injury)
ELD-501: ERISA and Pension Plans (Elder Law and Estate Planning)
ELD-502: Trusts and Estates (Elder Law and Estate Planning)
MA in Interdisciplinary Research, requires 46 Graduate credits.
MA in Interdisciplinary Studies, requires 31 Graduate credits.
I only want to go to law school.
I have always been a collector. I have collected coins, postage stamps, ancestors, books, and memories.
Most of this list points to getting an MA in History. Followed by a PhD in History.
Memories points directly to being a Memoirist.
American Public University/American Military University
The Master of Arts in History degree takes you on an academic journey exploring the key historical events, people, and cultures that fundamentally shaped the world today. Through research, discussion, and analysis, you will obtain a knowledgeable perspective of how future societies progressed through time. Concentrations in this online graduate program offer you the flexibility of focusing on the most favored eras in history including American, Ancient and Classical, European, Global, and Public History. This master’s degree attracts professional educators, historians, and enthusiasts alike, and is also helpful in developing professional skills that include quality writing and communications, research and analysis, and the ability to present compelling arguments.
University faculty members teaching these courses are published historians who bring unique perspectives and relevant research into the classroom. You’ll also connect and interact online with other students who share your enthusiasm for history.
In addition to the institutional and degree level learning objectives, graduates of this program are expected to achieve these learning outcomes:
Core:
500 Historical Research Methods
501 Historiography
Covers the broad sweep of European history and provides a foundation in historical theory, trends, and concepts for further study of topical history at the graduate level. Topics include Greek civilization through the 4th century B.C., the fall of the Roman empire, the development of the Ottoman culture, and the Crusades.
Upon successful completion of this concentration, the student will be able to:
531 Greek Civilization
532 Roman Republic and Empire
533 Late Antiquity and Byzantium
534 Medieval Europe
535 Renaissance and Reformation
597 Graduate Seminar in European History
611 Ancient Warfare
643 Ottoman Empire
Final Program Requirements:
691 Writing a Thesis Proposal
699 MA in History – Thesis