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 Western Civilization
A BRIEF HISTORY

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 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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 Western Civilization
A BRIEF HISTORY
Volume I: To 1715
NINTH EDITION

J ACKSON J. S PIELVOGEL
The Pennsylvania State University

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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 This is an electronic version of the print textbook. Due to electronic rights restrictions,
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 Western Civilization: A Brief History, ª 2017, 2014, 2011 Cengage Learning
Volume I: To 1715, Ninth Edition WCN: 02-200-203
Jackson J. Spielvogel
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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 ABOUT THE AUTHOR
J A CKS O N J. S P I E L V O G E L is associate professor emeritus of history at The Pennsylvania State
University. He received his Ph.D. from The Ohio State University, where he specialized in
Reformation history under Harold J. Grimm. His articles and reviews have appeared in such
journals as Moreana, Journal of General Education, Catholic Historical Review, Archiv für
Reformationsgeschichte, and American Historical Review. He has also contributed chapters or articles
to The Social History of the Reformation, The Holy Roman Empire: A Dictionary Handbook, the Simon
Wiesenthal Center Annual of Holocaust Studies, and Utopian Studies. His work has been supported
by fellowships from the Fulbright Foundation and the Foundation for Reformation Research. At
Penn State, he helped inaugurate the Western civilization courses as well as a popular course on
Nazi Germany. His book Hitler and Nazi Germany was published in 1987 (seventh edition, 2014).
He is the author of Western Civilization, first published in 1991 (ninth edition, 2015), and the
coauthor (with William Duiker) of World History, first published in 1994 (eighth edition, 2016).
Professor Spielvogel has won five major university-wide teaching awards. During the year 1988–
1989, he held the Penn State Teaching Fellowship, the university’s most prestigious teaching
award. In 1996, he won the Dean Arthur Ray Warnock Award for Outstanding Faculty Member,
and in 2000, he received the Schreyer Honors College Excellence in Teaching Award.

TO DIANE,
WHOSE LOVE AND SUPPORT MADE IT ALL POSSIBLE
J.J.S.

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 Brief Contents

DOCUMENTS XIV 9 THE RECOVERY AND GROWTH OF EUROPEAN

SOCIETY IN THE HIGH MIDDLE AGES 198
MAPS XVII
FEATURES XIX 10 THE RISE OF KINGDOMS AND THE GROWTH OF
CHURCH POWER 221
PREFACE XX
ACKNOWLEDGMENTS XXVI 11 THE LATER MIDDLE AGES: CRISIS AND
DISINTEGRATION IN THE FOURTEENTH
INTRODUCTION TO STUDENTS OF WESTERN
CENTURY 249
CIVILIZATION XXX
STUDYING FROM PRIMARY SOURCE MATERIALS XXXI
12 RECOVERY AND REBIRTH: THE AGE OF THE
RENAISSANCE 273

1 THE ANCIENT NEAR EAST: THE FIRST

13 REFORMATION AND RELIGIOUS WARFARE IN
THE SIXTEENTH CENTURY 301
CIVILIZATIONS 1
2 THE ANCIENT NEAR EAST: PEOPLES AND
14 EUROPE AND THE WORLD: NEW ENCOUNTERS,
1500–1800 327
EMPIRES 27

3 THE CIVILIZATION OF THE GREEKS 48

15 STATE BUILDING AND THE SEARCH FOR ORDER
IN THE SEVENTEENTH CENTURY 357
4 THE HELLENISTIC WORLD 73
16 TOWARD A NEW HEAVEN AND A NEW EARTH:
5 THE ROMAN REPUBLIC 94 THE SCIENTIFIC REVOLUTION AND THE
EMERGENCE OF MODERN SCIENCE 385
6 THE ROMAN EMPIRE 120

7 LATE ANTIQUITY AND THE EMERGENCE OF THE GLOSSARY 405

MEDIEVAL WORLD 146
INDEX 413
8 EUROPEAN CIVILIZATION IN THE EARLY
MIDDLE AGES, 750–1000 173

vi

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 Detailed Contents

DOCUMENTS
MAPS XVII
XIV
2 The Ancient Near East: Peoples
and Empires 27
FEATURES XIX
On the Fringes of Civilization 28
PREFACE XX
The Impact of the Indo-Europeans 28
ACKNOWLEDGMENTS XXVI
The Hebrews: ‘‘The Children of Israel’’ 30
INTRODUCTION TO STUDENTS OF WESTERN
Was There a United Kingdom of Israel? 30
CIVILIZATION XXX
The Kingdoms of Israel and Judah 30
STUDYING FROM PRIMARY SOURCE MATERIALS XXXI The Spiritual Dimensions of Israel 32
The Neighbors of the Israelites 34

1 The Ancient Near East: The First

Civilizations 1
The Assyrian Empire
Organization of the Empire 37
The Assyrian Military Machine 37
36

Assyrian Society and Culture 38

The First Humans 2 OPPOSING VIEWPOINTS
The Emergence of Homo sapiens 2 T HE G OVERNING OF E MPIRES : T WO A PPROACHES 39
The Hunter-Gatherers of the Old Stone Age 3
The Neolithic Revolution (ca. 10,000–4000 B.C.E.) 4
The Persian Empire 40
Cyrus the Great (559–530 B.C.E.) 40
The Emergence of Civilization 6 Expanding the Empire 42
Governing the Empire 42
Civilization in Mesopotamia 7
The Great King 44
The City-States of Ancient Mesopotamia 7
Persian Religion 44
Empires in Ancient Mesopotamia 9
The Culture of Mesopotamia 12 Chapter Summary, Timeline, and Review 45

Egyptian Civilization: ‘‘The Gift of the Nile’’ 14

The Impact of Geography
OPPOSING VIEWPOINTS
T HE G REAT F LOOD : T WO V ERSIONS 15
14
3 The Civilization of the
Greeks 48
The Old and Middle Kingdoms 16
Early Greece 49
Society and Economy in Ancient Egypt 18 Minoan Crete 49
The Culture of Egypt 18 The First Greek State: Mycenae 51
Disorder and a New Order: The New Kingdom 20
Daily Life in Ancient Egypt: Family and Marriage 21 The Greeks in a Dark Age
IMAGES OF EVERYDAY LIFE (ca. 1100–ca. 750 B.C.E.) 51
T HE E GYPTIAN D IET 22 Homer and Homeric Greece 52
Chapter Summary, Timeline, and Review 24 Homer’s Enduring Importance 52

vii

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 The World of the Greek City-States Culture in the Hellenistic World 85
(ca. 750–ca. 500 B.C.E.) 54 New Directions in Literature 86
The Polis 54 Hellenistic Art 87
A New Military System: The Greek Way of War 54 A Golden Age of Science 88
Colonization and the Growth of Trade 55 Philosophy: New Schools of Thought 89
Tyranny in the Greek Polis 56
Religion in the Hellenistic World 90
Sparta 56
Mystery Religions 90
Athens 58
The Jews in the Hellenistic World 90
The High Point of Greek Civilization: Classical Chapter Summary, Timeline, and Review 91
Greece 59
The Challenge of Persia 59
The Growth of an Athenian Empire in the Age of
Pericles 60
The Great Peloponnesian War 61
5 The Roman Republic
The Emergence of Rome 95
94

The Decline of the Greek States The Greeks in Italy 95

(404–338 B.C.E.) 62 The Etruscans 96
Early Rome 97
The Culture and Society of Classical
Greece 62 The Roman Republic (ca. 509–264 B.C.E.) 98
The Writing of History 62 The Roman State 98
Greek Drama 63 The Roman Conquest of Italy 99
The Arts: The Classical Ideal 64
The Greek Love of Wisdom 65
The Roman Conquest of the Mediterranean
Greek Religion 67
(264–133 B.C.E.) 102
The Struggle with Carthage 102
Life in Classical Athens 68
The Eastern Mediterranean 103
OPPOSING VIEWPOINTS
W OMEN IN A THENS AND S PARTA 69 The Nature of Roman Imperialism 104
Chapter Summary, Timeline, and Review 70 Evolution of the Roman Army 104
Society and Culture in the Roman World 105

4 The Hellenistic World

Macedonia and the Conquests of
73
Roman Religion 106
The Growth of Slavery 106
The Roman Family 107
The Evolution of Roman Law 108
Alexander 74
The Development of Literature 109
Philip and the Conquest of Greece 74
Roman Art 111
OPPOSING VIEWPOINTS
D EMOSTHENES AND I SOCRATES A DDRESS P HILIP OF
Values and Attitudes 111
M ACEDONIA 75
The Decline and Fall of the Roman Republic
Alexander the Great 76
(133–31 B.C.E.) 111
FILM & HISTORY
Background: Social, Economic, and Political
A LEXANDER (2004) 79
Problems 112
The World of the Hellenistic Kingdoms 81 The Reforms of the Gracchi 112
Hellenistic Monarchies 81 A New Role for the Roman Army: Marius and
The Threat from the Celts 81 Sulla 113
Political and Military Institutions 82 The Death of the Republic 113
Hellenistic Cities 83 OPPOSING VIEWPOINTS
Economic Trends in the Hellenistic World 84 T HE E ND OF THE R EPUBLIC : T HREE V IEWS 114
New Opportunities for Women 85 Chapter Summary, Timeline, and Review 117

viii Detailed Contents

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 6 The Roman Empire
The Age of Augustus (31 B.C.E.–14 C.E.)
120
121
The End of the Western Empire 150
OPPOSING VIEWPOINTS
T WO V IEWS OF THE H UNS 151

The New Order 121

The Germanic Kingdoms 152
The Ostrogothic Kingdom of Italy 152
Augustan Society 123
The Visigothic Kingdom of Spain 153
Significance of the Augustan Age 124
The Frankish Kingdom 154
The Early Empire (14–180) 124 Anglo-Saxon England 154
The Julio-Claudians and Flavians 124 The Society of the Germanic Kingdoms 154
The Five ‘‘Good Emperors’’ (96–180) 125
The Roman Empire at Its Height: Frontiers and
Development of the Christian Church 156
The Power of the Pope 156
Provinces 125
The Monks and Their Missions 157
Prosperity in the Early Empire 127
Christianity and Intellectual Life 160
Roman Culture and Society in the Early
Empire 129 The Byzantine Empire 162
The Reign of Justinian (527–565) 162
The Golden Age of Latin Literature 129
From Eastern Roman to Byzantine Empire 165
The Silver Age of Latin Literature 132
The Upper-Class Roman Family 132 The Rise of Islam 166
Imperial Rome 132 Muhammad 167
IMAGES OF EVERYDAY LIFE The Teachings of Islam 167
C HILDREN IN THE R OMAN W ORLD 133 The Spread of Islam 168
The Gladiatorial Shows 135 Chapter Summary, Timeline, and Review 170
FILM & HISTORY
G LADIATOR (2000) 136

Transformation of the Roman World: Crises in

the Third Century 137
8 European Civilization in the
Early Middle Ages,
Political and Military Woes 137 750–1000 173
Economic and Social Crises 138
The World of the Carolingians 174
Transformation of the Roman World: The Rise Charlemagne and the Carolingian Empire
of Christianity 138 (768–814) 174
The Religious World of the Roman Empire 138
The Carolingian Intellectual Renewal 178
The Jewish Background 139
Life in the Carolingian World 178
The Origins of Christianity 139
OPPOSING VIEWPOINTS Disintegration of the Carolingian
R OMAN A UTHORITIES AND A C HRISTIAN ON Empire 181
C HRISTIANITY 140 Invasions of the Ninth and Tenth Centuries 181
The Growth of Christianity 142
Chapter Summary, Timeline, and Review 143 The Emerging World of Lords
and Vassals 183
Vassalage 183

7 Late Antiquity and the

Emergence of the Medieval
Fief-Holding 184
OPPOSING VIEWPOINTS
L ORDS , V ASSALS , AND S AMURAI
AND J APAN 185
IN E UROPE

World 146 The Manorial System 186

The Late Roman Empire 147 The Zenith of Byzantine Civilization 187
The Reforms of Diocletian and Constantine 147 The Macedonian Dynasty 188
The Empire’s New Religion 149 Women in Byzantium 188

Detailed Contents ix

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 The Slavic Peoples of Central and Eastern Christian Reconquest: The Spanish Kingdoms 227
Europe 190 The Lands of the Holy Roman Empire: Germany
Western Slavs 190 and Italy 228
Southern Slavs 191 New Kingdoms in Northern and Eastern Europe 229
Eastern Slavs 191 Impact of the Mongol Empire 230
Women in the Slavic World 191 The Development of Russia 231

The World of Islam 192 The Recovery and Reform of the Catholic
Islamic Civilization 194 Church 232
Chapter Summary, Timeline, and Review 195 The Problems of Decline 232
The Cluniac Reform Movement 232
Reform of the Papacy 232

9 The Recovery and Growth of

European Society in the High
Christianity and Medieval Civilization
Growth of the Papal Monarchy 233
233

Middle Ages 198 New Religious Orders and Spiritual Ideals 233
FILM & HISTORY
Land and People in the High Middle Ages 199 V ISION (2009) 236
The New Agriculture 200 Popular Religion in the High Middle Ages 237
The Life of the Peasantry 202 Voices of Protest and Intolerance 238
The Aristocracy of the High Middle Ages 202
The Crusades 239
The New World of Trade and Cities 204 Background to the Crusades 239
The Revival of Trade 204 The Early Crusades 241
The Growth of Cities 207 OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS T HE S IEGE OF J ERUSALEM : C HRISTIAN AND M USLIM
T WO V IEWS OF T RADE AND M ERCHANTS 208 P ERSPECTIVES 244
Life in the Medieval City 209 The Crusades of the Thirteenth Century 245
IMAGES OF EVERYDAY LIFE What Were the Effects of the Crusades? 245
L IFE IN A M EDIEVAL T OWN 210 Chapter Summary, Timeline, and Review 246
Industry in Medieval Cities 211

The Intellectual and Artistic World of the High

Middle Ages 211
The Rise of Universities 211
A Revival of Classical Antiquity 213
11 The Later Middle Ages:
Crisis and Disintegration in
The Revival of Roman Law 214
the Fourteenth
The Development of Scholasticism 214
Century 249
Romanesque Architecture: ‘‘A White Mantle of A Time of Troubles: Black Death and Social
Churches’’ 216 Crisis 250
The Gothic Cathedral 217 The Black Death: From Asia to Europe 250
Chapter Summary, Timeline, and Review 218 The Black Death in Europe 251
OPPOSING VIEWPOINTS

10
C AUSES OF THE B LACK D EATH : C ONTEMPORARY V IEWS 252
The Rise of Kingdoms and Economic Dislocation and Social Upheaval 254
the Growth of Church War and Political Instability 256
Power 221 The Hundred Years’ War 256
Political Instability 258
The Emergence and Growth of European
FILM & HISTORY
Kingdoms, 1000–1300 222 J OAN OF A RC (1948)
England in the High Middle Ages 222 T HE M ESSENGER : T HE S TORY OF J OAN OF A RC (1999) 259
The Growth of the French Kingdom 224 Western Europe: England and France 260

x Detailed Contents

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 The German Monarchy 261 The Church in the Renaissance 296
The States of Italy 261 Dealing with Heresy and Reform 296
The Renaissance Papacy 297
The Decline of the Church 262
Boniface VIII and the Conflict with the State 262 Chapter Summary, Timeline, and Review 298
The Papacy at Avignon (1305–1378) 263
The Great Schism 264
The Conciliar Movement 265
Culture and Society in an Age of Adversity 265
13 Reformation and Religious
Warfare in the Sixteenth
The Development of Vernacular Literature 266 Century 301
A New Art: Giotto 267
Changes in Urban Life 267
Prelude to Reformation 302
Christian or Northern Renaissance Humanism 302
Inventions and New Patterns 268
Church and Religion on the Eve of the
IMAGES OF EVERYDAY LIFE
E NTERTAINMENT IN THE M IDDLE A GES 269 Reformation 303
Chapter Summary, Timeline, and Review 270 Martin Luther and the Reformation in
Germany 304

12 Recovery and Rebirth:

The Age of the
The Early Luther 304
The Rise of Lutheranism 305
Organizing the Church 307
Renaissance 273 Germany and the Reformation: Religion and
Politics 308
Characteristics of the Italian Renaissance 274
The Spread of the Protestant
The Making of Renaissance Society 276 Reformation 310
Economic Recovery 276
The Zwinglian Reformation 310
Social Changes in the Renaissance 277
OPPOSING VIEWPOINTS
The Family in Renaissance Italy 278 A R EFORMATION D EBATE : C ONFLICT AT M ARBURG 311
The Italian States in the Renaissance 279 The Radical Reformation: The Anabaptists 312
The Birth of Modern Diplomacy 280 The Reformation in England 312
Machiavelli and the New Statecraft 280 John Calvin and the Development of
Calvinism 313
The Intellectual Renaissance in Italy 281
Italian Renaissance Humanism 281 The Social Impact of the Protestant
OPPOSING VIEWPOINTS Reformation 314
T HE R ENAISSANCE P RINCE : T HE V IEWS OF M ACHIAVELLI AND The Family 314
E RASMUS 282 Religious Practices and Popular Culture 315
Education in the Renaissance 284
The Impact of Printing 286
The Catholic Reformation 315
Catholic Reformation or Counter-Reformation? 315
The Artistic Renaissance 286 The Society of Jesus 317
Art in the Early Renaissance 287 A Revived Papacy 317
The Artistic High Renaissance 287 The Council of Trent 319
The Artist and Social Status 290
The Northern Artistic Renaissance 290
Politics and the Wars of Religion in the Sixteenth
Century 319
The European State in the Renaissance 292 The French Wars of Religion (1562–1598) 320
The Renaissance State in Western Europe 292 Philip II and Militant Catholicism 320
Central Europe: The Holy Roman Empire 294 Revolt of the Netherlands 320
The Struggle for Strong Monarchy in Eastern The England of Elizabeth 321
Europe 295 FILM & HISTORY
The Ottoman Turks and the End of the Byzantine E LIZABETH (1998) 323
Empire 295 Chapter Summary, Timeline, and Review 324

Detailed Contents xi

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 14 Europe and the World:
New Encounters,
The Practice of Absolutism: Western
Europe 362
France: Foundations of Absolutism 362
1500–1800 327 The Reign of Louis XIV (1643–1715) 363
The Decline of Spain 366
On the Brink of a New World 328
The Motives for Expansion 328 Absolutism in Central and Eastern
The Means for Expansion 329 Europe 366
The German States 366
New Horizons: The Portuguese and Spanish The Emergence of Austria 367
Empires 329 Russia: From Fledgling Principality to Major
The Development of a Portuguese Maritime Power 368
Empire 329 The Ottoman Empire 370
Voyages to the New World 331 The Limits of Absolutism 370
IMAGES OF EVERYDAY LIFE
S PICES AND W ORLD T RADE 332 Limited Monarchy: The Dutch Republic and
The Spanish Empire in the New World 334 England 372
The Golden Age of the Dutch Republic 372
New Rivals on the World Stage 337
England and the Emergence of Constitutional
Africa: The Slave Trade 338
Monarchy 372
The West in Southeast Asia 339
IMAGES OF EVERYDAY LIFE
The French and British in India 342 D UTCH D OMESTICITY 373
OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS
W EST M EETS E AST : A N E XCHANGE OF R OYAL O LIVER C ROMWELL : T HREE P ERSPECTIVES 375
L ETTERS 343
China 344 The Flourishing of European Culture 378
Japan 345 The Changing Faces of Art 378
The Americas 345 A Wondrous Age of Theater 381
Chapter Summary, Timeline, and Review 382
The Impact of European Expansion 347
The Conquered 347

16
FILM & HISTORY
T HE M ISSION (1986) 350 Toward a New Heaven and
The Conquerors 351
a New Earth: The Scientific
Toward a World Economy 352 Revolution and the
Economic Conditions in the Sixteenth Emergence of Modern
Century 352
The Growth of Commercial Capitalism 352
Science 385
Mercantilism 353 Background to the Scientific
Overseas Trade and Colonies: Movement Toward Revolution 386
Globalization 353 Ancient Authors and Renaissance Artists 386
Chapter Summary, Timeline, and Review 354 Technological Innovations and Mathematics 387
Renaissance Magic 387

15 State Building and the

Search for Order in the
Toward a New Heaven: A Revolution in
Astronomy 387
Copernicus 387
Seventeenth Century 357 Kepler 388
Galileo 389
Social Crises, War, and Rebellions 358
Newton 391
The Witchcraft Craze 358
OPPOSING VIEWPOINTS
The Thirty Years’ War 359
A N EW H EAVEN ? F AITH V ERSUS R EASON 392
Rebellions 362

xii Detailed Contents

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 Advances in Medicine and Chemistry 393 The Spread of Scientific Knowledge 398
Vesalius 394 The Scientific Method 398
Harvey 394 The Scientific Societies 399
Chemistry 394 Science and Society 400
Science and Religion 400
Women in the Origins of Modern Science 395
Chapter Summary, Timeline, and Review 402
Margaret Cavendish 395
Maria Winkelmann 395
Debates on the Nature of Women 396 GLOSSARY 405
INDEX 413
Toward a New Earth: Descartes, Rationalism, and
a New View of Humankind 397

Detailed Contents xiii

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 Documents

CHAPTER 1 Alexander Meets an Indian King (Arrian, The

The Code of Hammurabi (The Code of Campaigns of Alexander) 78
Hammurabi) 11 Relations Between Greeks and Non-Greeks
OPPOSING VIEWPOINTS: The Great Flood: Two (Letter to Zenon and Letter to Dionysios) 84
Versions (The Epic of Gilgamesh and Genesis 6:11–15, A New Autonomy for Women? (Letter from Isias to
17–19; 7:24; 8:3, 13–21) 15 Hephaistion and Letter from Ktesikles to King
Akhenaten’s Hymn to Aten (Hymn to Aten) 21 Ptolemy) 86
A Father’s Advice (The Instruction of the Vizier
Ptah-hotep) 23 CHAPTER 5
Cincinnatus Saves Rome: A Roman Morality Tale
CHAPTER 2 (Livy, The Early History of Rome) 100
The Covenant and the Law: The Book of Exodus Cato the Elder on Women (Livy, The History of
(Exodus 19:1–8 and 20:1–17) 33 Rome) 108
The Hebrew Prophets: Micah, Isaiah, and Amos The Twelve Tables (Selections from the Twelve
(Micah 6:9–16; Isaiah 10:1–6; and Amos 3:1–2) 35 Tables) 110
OPPOSING VIEWPOINTS: The Governing of OPPOSING VIEWPOINTS: The End of the
Empires: Two Approaches (King Sennacherib Republic: Three Views (Sallust, The War with Catiline;
Describes His Siege of Jerusalem; King Ashurbanipal Caesar, The Civil Wars; and Cicero, Letter to
Describes His Treatment of Conquered Babylon; and Atticus) 114
The Cyrus Cylinder) 39
The Customs of the Persians (Herodotus, The CHAPTER 6
Persian Wars) 41
The Achievements of Augustus (Augustus, Res
CHAPTER 3 Gestae) 123
The Daily Life of an Upper-Class Roman (Pliny,
Homer’s Ideal of Excellence (Homer, Iliad) 53
Letter to Fuscus Salinator) 130
The Lycurgan Reforms (Plutarch, Lycurgus) 57
Ovid and the Art of Love (Ovid, The Art of
Athenian Democracy: The Funeral Oration of Love) 131
Pericles (Thucydides, History of the Peloponnesian
OPPOSING VIEWPOINTS: Roman Authorities
War) 61
and a Christian on Christianity (An Exchange
OPPOSING VIEWPOINTS: Women in Athens and Between Pliny and Trajan) 140
Sparta (Xenophon, Oeconomicus; Xenophon,
Constitution of the Spartans; Aristotle, Politics; and
Plutarch, Lycurgus) 69 CHAPTER 7
OPPOSING VIEWPOINTS: Two Views of the
CHAPTER 4 Huns (Ammianus Marcellinus, The Later Roman Empire
OPPOSING VIEWPOINTS: Demosthenes and and Priscus, An Account of the Court of Attila the
Isocrates Address Philip of Macedonia Hun) 151
(Demosthenes, The Third Philippic, and Isocrates, Germanic Customary Law: The Ordeal (Gregory of
Address to Philip) 75 Tours, ‘‘An Ordeal of Hot Water’’) 155

xiv

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 Irish Monasticism and the Penitential (The Dante’s Vision of Hell (Dante, ‘‘Inferno,’’ Divine
Penitential of Cummean) 159 Comedy) 266
A Byzantine Emperor Gives Military Advice A Liberated Woman in the Fourteenth Century
(Maurice, Strategikon) 166 (The Testimony of Grazida Lizier) 270

CHAPTER 8 CHAPTER 12
The Achievements of Charlemagne (Einhard, Life of A Renaissance Banquet (A Sixteenth-Century
Charlemagne) 175 Banquet menu) 275
OPPOSING VIEWPOINTS: Lords and Vassals in OPPOSING VIEWPOINTS: The Renaissance
Europe and Japan (Bishop Fulbert of Chartres and Prince: The Views of Machiavelli and Erasmus
The Way of the Samurai) 185 (Machiavelli, The Prince and Erasmus, Education of a
A Western View of the Byzantine Empire Christian Prince) 282
(Liudprand of Cremona, Antapodosis) 189 A Woman’s Defense of Learning (Laura Cereta,
A Muslim’s Description of the Rus (Ibn Fadlan, Defense of the Liberal Instruction of Women) 285
Description of the Rus) 192 The Genius of Leonardo da Vinci (Giorgio Vasari,
Lives of the Artists) 291
CHAPTER 9
The Elimination of Medieval Forests (Suger’s CHAPTER 13
Search for Wooden Beams) 200 Luther and the Ninety-Five Theses (Martin
Women in Medieval Thought (Gratian, Decretum and Luther, Selections from the Ninety-Five Theses) 306
A Merchant of Paris on Marriage) 205 OPPOSING VIEWPOINTS: A Reformation
OPPOSING VIEWPOINTS: Two Views of Trade Debate: Conflict at Marburg (The Marburg
and Merchants (Life of Saint Godric and Ibn Khaldun, Colloquy) 311
Prolegomena) 208 Loyola and Obedience to ‘‘Our Holy Mother, the
Goliardic Poetry: The Archpoet (The Archpoet, The Hierarchical Church’’ (Ignatius of Loyola, ‘‘Rules for
Confession of Golias) 215 Thinking with the Church’’) 318
Queen Elizabeth I: ‘‘I Have the Heart of a King’’
CHAPTER 10 (Queen Elizabeth I, Speech at Tilbury) 322
Magna Carta (Magna Carta) 225
CHAPTER 14
A Miracle of Saint Bernard (A Miracle of Saint
Bernard) 235 The Spanish Conquistador: Cortés and the
Conquest of Mexico (Cortés’s Description of
Treatment of the Jews (Canon 68; An Accusation of
Tenochtitlán) 335
the Ritual Murder of a Christian Child by Jews; and
The Regulations of Avignon, 1243) 240 The Atlantic Slave Trade (Diary of a Citizen) 340
OPPOSING VIEWPOINTS: The Siege of OPPOSING VIEWPOINTS: West Meets East: An
Jerusalem: Christian and Muslim Perspectives Exchange of Royal Letters (A Letter to the King of
(Fulcher of Chartres, Chronicle of the First Crusade and Tonkin from Louis XIV and Answer from the King of
Account of Ibn al-Athir) 244 Tonkin to Louis XIV) 343
The Mission (Felix de Azara, Description and History of
CHAPTER 11 Paraguay and Rio de la Plata) 349
OPPOSING VIEWPOINTS: Causes of the Black
Death (Giovanni Boccaccio, Decameron; On CHAPTER 15
Earthquakes as the Cause of Plague; and Herman Gigas A Witchcraft Trial in France (The Trial of Suzanne
on Well Poisoning) 252 Gaudry) 360
Boniface VIII’s Defense of Papal Supremacy The King’s Day Begins (Duc de Saint-Simon,
(Pope Boniface VIII, Unam Sanctam) 264 Memoirs) 364

Documents xv

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 OPPOSING VIEWPOINTS: Oliver Cromwell: OPPOSING VIEWPOINTS: A New Heaven? Faith
Three Perspectives (Oliver Cromwell on the Victory Versus Reason (Galileo, Letter to the Grand Duchess
at Naseby; Cromwell on the Massacre at Drogheda; Christina and Robert Bellarmine, Letter to Paolo
Edmund Ludlow, Memoirs; and Lord Clarendon, Foscarini) 392
The History of the Rebellion and Civil Wars in Margaret Cavendish: The Education of Women
England) 375 (Margaret Cavendish, ‘‘The Philosophical and Physical
The Bill of Rights (The Bill of Rights) 377 Opinions’’) 396
Pascal: ‘‘What Is a Man in the Infinite?’’
CHAPTER 16 (Blaise Pascal, Pensées) 401
On the Revolutions of the Heavenly Spheres
(Nicolaus Copernicus, On the Revolutions of the
Heavenly Spheres) 390

xvi Documents

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 Maps

MAP 1.1 The Spread of Homo sapiens sapiens 3 SPOT MAP Division of the Carolingian Empire by the
SPOT MAP Harappa and Mohenjo-Daro 6 Treaty of Verdun, 843 181
SPOT MAP The Yellow River, China 6 MAP 8.2 Invasions of the Ninth and Tenth
SPOT MAP Central Asia Civilization 7 Centuries 182
SPOT MAP Caral, Peru 7 MAP 8.3 A Typical Manor 186
MAP 1.2 The Ancient Near East 8 SPOT MAP The Byzantine Empire in 1025 188
SPOT MAP Hammurabi’s Empire 10 MAP 8.4 The Migrations of the Slavs 190
MAP 1.3 Ancient Egypt 17 SPOT MAP The Abbasid Caliphate at the Height of Its
Power 193
MAP 2.1 The Israelites and Their Neighbors in the First
Millennium B.C.E. 31 MAP 9.1 Medieval Trade Routes 206
SPOT MAP Phoenician Colonies and Trade Routes, SPOT MAP Flanders as a Trade Center 207
ca. 800 B.C.E. 35 MAP 9.2 Main Intellectual Centers of Medieval
MAP 2.2 The Assyrian and Neo-Babylonian Europe 212
Empires 36 MAP 10.1 England and France (1154–1337): (left)
MAP 2.3 The Persian Empire at the Time of Darius 42 England and Its French Holdings; (right)
Growth of the French State 226
MAP 3.1 Ancient Greece (ca. 750–338 B.C.E.) 50
MAP 10.2 Christian Reconquests in the Western
SPOT MAP Minoan Crete and Mycenaean Greece 51
Mediterranean 227
MAP 4.1 The Conquests of Alexander the Great 77
MAP 10.3 The Lands of the Holy Roman Empire in the
MAP 4.2 The Hellenistic Kingdoms 82 Twelfth Century 228
MAP 5.1 Ancient Italy 96 MAP 10.4 Northern and Eastern Europe, ca. 1150 230
SPOT MAP The City of Rome 97 SPOT MAP The Mongol Empire in the Thirteenth
MAP 5.2 Roman Conquests in the Mediterranean, Century 230
264–133 B.C.E. 102 MAP 10.5 The Early Crusades 243
MAP 5.3 Roman Dominions in the Late Republic, MAP 11.1 Spread of the Black Death 253
31 B.C.E. 116
MAP 11.2 The Hundred Years’ War 257
MAP 6.1 The Roman Empire from Augustus Through
SPOT MAP The Holy Roman Empire in the Fourteenth
Trajan (14–117) 126
Century 261
MAP 6.2 Trade Routes and Products in the Roman
SPOT MAP The States of Italy in the Fourteenth
Empire, ca. 200 128
Century 262
SPOT MAP The Silk Road 128
SPOT MAP Avignon 263
MAP 6.3 Imperial Rome 134
MAP 12.1 Renaissance Italy 279
MAP 7.1 Divisions of the Late Roman Empire,
MAP 12.2 Europe in the Second Half of the Fifteenth
ca. 300 148
Century 294
MAP 7.2 The Germanic Kingdoms of the Old Western
MAP 13.1 The Empire of Charles V 309
Empire 153
SPOT MAP The Swiss Cantons 310
MAP 7.3 The Spread of Christianity, 400–800 161
MAP 13.2 Catholics and Protestants in Europe by
MAP 7.4 The Eastern Roman Empire in the Time of
1560 316
Justinian 163
SPOT MAP The Netherlands 321
SPOT MAP The Byzantine Empire, ca. 750 165
MAP 14.1 European Discoveries and Possessions in the
MAP 7.5 The Expansion of Islam 169
Fifteenth and Sixteenth Centuries 331
MAP 8.1 The Carolingian Empire 177

xvii

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 SPOT MAP Lands of the Maya 334 SPOT MAP The West Indies 346
SPOT MAP The Aztec Empire 334 MAP 15.1 The Thirty Years’ War 361
SPOT MAP Lands of the Inca 336 MAP 15.2 The Growth of Brandenburg-Prussia 367
MAP 14.2 Triangular Trade in the Atlantic MAP 15.3 The Growth of the Austrian Empire 368
Economy 338 MAP 15.4 Russia: From Principality to Nation-
SPOT MAP Southeast Asia, ca. 1700 341 State 371
SPOT MAP The Mughal Empire 342 SPOT MAP Civil War in England 374
SPOT MAP The Qing Empire 345

xviii Maps

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 Features

F I L M & H I ST O R Y

Alexander (2004) 79 Elizabeth (1998) 323

Gladiator (2000) 136 The Mission (1986) 350
Vision (2009) 236
Joan of Arc (1948); The Messenger: The Story
of Joan of Arc (1999) 259

OPPOSING VIEWPOINTS

The Great Flood: Two Versions 15 Two Views of Trade and Merchants 208
The Governing of Empires: Two Approaches 39 The Siege of Jerusalem: Christian and Muslim
Women in Athens and Sparta 69 Perspectives 244
Demosthenes and Isocrates Address Philip of Causes of the Black Death: Contemporary Views 252
Macedonia 75 The Renaissance Prince: The Views of Machiavelli and
The End of the Republic: Three Views 114 Erasmus 282
Roman Authorities and a Christian on A Reformation Debate: Conflict at Marburg 311
Christianity 140 West Meets East: An Exchange of Royal Letters 343
Two Views of the Huns 151 Oliver Cromwell: Three Perspectives 375
Lords, Vassals, and Samurai in Europe and Japan 185 A New Heaven? Faith Versus Reason 392

IMAGES OF EVERYDAY LIFE

The Egyptian Diet 22 Entertainment in the Middle Ages 269

Children in the Roman World 133 Spices and World Trade 332
Life in a Medieval Town 210 Dutch Domesticity 373

xix

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 Preface

DURING A VISIT to Great Britain, where he studied Features of the Text

as a young man, Mohandas Gandhi, the leader of the
To enliven the past and let readers see for themselves
effort to liberate India from British colonial rule, was
the materials that historians use to create their pic-
asked what he thought of Western civilization. ‘‘I think
tures of the past, I have included in each chapter pri-
it would be a good idea,’’ he replied. Gandhi’s response
mary sources (boxed documents) that are keyed to
was as correct as it was clever. Western civilization has
the discussion in the text. The documents include
led to great problems as well as great accomplishments,
examples of the religious, artistic, intellectual, social,
but it remains a good idea. And any complete under-
economic, and political aspects of Western life. Such
standing of today’s world must take into account the
varied sources as a description of the life of an upper-
meaning of Western civilization and the role Western
class Roman, marriage negotiations in Renaissance
civilization has played in history. Despite modern pro-
Italy, a debate in the Reformation era, and the diary of
gress, we still greatly reflect our religious traditions, our
a German soldier at Stalingrad all reveal in vivid fash-
political systems and theories, our economic and social
ion what Western civilization meant to the individual
structures, and our cultural heritage. I have written this
men and women who shaped it by their activities.
brief history of Western civilization to assist a new gen-
Questions at the end of each source aid students in
eration of students in learning more about the past that
analyzing the documents.
has shaped them and the world in which they live.
A second primary source feature, Opposing View-
At the same time, for the ninth edition, as in the
points, introduced in the seventh edition, presents
eighth, I have added considerable new material on
comparisons of two or three primary sources along with
world history to show the impact that other parts of
focus questions to facilitate student analysis of histori-
the world have had on the West. Certainly, the ongoing
cal documents. A visual feature, Images of Everyday
struggle with terrorists since 2001 has dramatized the
Life, combines two or more illustrations with a lengthy
intricate relationship between the West and the rest of
caption to provide insight into various aspects of social
the world. It is important then to show not only how
life. Another boxed feature, Film & History, presents
Western civilization has affected the rest of the world
a brief analysis of a film’s plot as well as its historical
but also how it has been influenced and even defined
significance, value, and accuracy. (For more specifics
since its beginnings by contacts with other peoples
about all of these features, see ‘‘New to This Edition.’’)
around the world.
A section entitled ‘‘Studying from Primary Source
Another of my goals was to write a well-balanced
Materials’’ appears in the front of the book to intro-
work in which the political, economic, social, religious,
duce students to the language and tools of analyzing
intellectual, cultural, and military aspects of Western
historical evidence—documents, photos, artwork, and
civilization would be integrated into a chronologically
maps.
ordered synthesis. Moreover, I wanted to avoid the
Each chapter has an introduction and an illus-
approach that is quite common in other brief histories
trated chapter summary to help maintain the conti-
of Western civilization—an approach that makes them
nuity of the narrative and to provide a synthesis of
collections of facts with little continuity from section to
important themes. Anecdotes in the chapter introduc-
section. Instead, I sought to keep the story in history.
tions dramatically convey the major theme or themes
Narrative history effectively transmits the knowledge of
of each chapter. Detailed chronologies reinforce the
the past and is the form that best enables students to
events discussed in the text, and a timeline at the end
remember and understand the past. At the same time, I
of each chapter enables students to review at a glance
have not overlooked the need for the kind of historical
the chief developments of an era. Many of the time-
analysis that makes students aware that historians of-
lines also show parallel developments in different
ten disagree in their interpretations of the past.

xx

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 cultures or nations. Suggestions for Further Read- subsection, ‘‘The Spread of Humans: Out of Africa or
ing at the end of each chapter reviews the most recent Multiregional?’’
literature on each period and also points readers to Chapter 2 the Persians; new document on ‘‘Cus-
some of the older ‘‘classic’’ works in each field. Also at toms of the Persians’’
the end of each chapter, a chapter review that includes Chapter 3 Minoan Crete; the role of the phalanx
Upon Reflection essay questions and a list of Key and colonies in the rise of democracy; sports and vio-
Terms provides valuable study aids. lence in ancient Greece
Updated maps and extensive illustrations serve Chapter 4 new historiographical subsection, ‘‘The
to deepen readers’ understanding of the text. Detailed Legacy: Was Alexander Great?’’; Demosthenes and Iso-
map captions are designed to enrich students’ aware- crates; Alexander; military institutions; new document
ness of the importance of geography to history, and on ‘‘Relations Between Greeks and Non-Greeks’’
numerous spot maps enable students to see at a glance Chapter 5 the origins of the Etruscans; early
the region or subject being discussed in the text. Map Rome, especially the influence of the Etruscans
captions also include a map question to guide students’ Chapter 6 new critical thinking question on the
reading of the map. To facilitate understanding of cul- Roman military; client kingdoms; the pax Romana; new
tural movements, illustrations of artistic works dis- Images of Everyday Life feature on ‘‘Children in the
cussed in the text are placed near the discussions. Roman World’’
Throughout the text, illustration captions have been re- Chapter 7 the labor of women in Frankish soci-
vised and expanded to further students’ understanding ety; Pope Gregory the Great; the Byzantine military;
of the past. Chapter outlines and focus questions, new document on ‘‘A Byzantine Emperor Gives Military
including critical thinking questions, at the begin- Advice’’
ning of each chapter give students a useful overview Chapter 8 the missi dominici; new historiographi-
and guide them to the main subjects of each chapter. cal subsection, ‘‘What Was the Significance of Charle-
The focus questions are then repeated at the beginning magne?’’; new Opposing Viewpoints feature on ‘‘Lords,
of each major section in the chapter. A glossary of im- Vassals, and Samurai in Europe and Japan’’; new section
portant terms (boldfaced in the text when they are on ‘‘Women in Byzantium’’; new section on ‘‘Women in
introduced and defined) is provided at the back of the the Slavic World’’; women in the world of Islam
book to maximize reader comprehension. A guide to Chapter 9 roles of peasant women; commercial
pronunciation is now provided in the text in paren- capitalism; women in medieval cities; new document
theses following the first mention of a complex name on ‘‘Goliardic Poetry: The Archpoet’’
or term. Chapter Notes are now at the end of each Chapter 10 the Crusades; new historiographical
chapter rather than at the end of the book. section, ‘‘What Were the Effects of the Crusades?’’
Chapter 11 reorganized material on art and the
Black Death: new subsection on ‘‘Art and the Black
New to This Edition Death’’ located in section on ‘‘The Black Death in
As preparation for the revision of Western Civilization: Europe’’ and another new subsection on ‘‘A New Art:
A Brief History, I re-examined the entire book and ana- Giotto’’ located in section on ‘‘Culture and Society in
lyzed the comments and reviews of colleagues who have an Age of Adversity’’; condottieri in Italy; new document
found the book to be a useful instrument for introduc- on ‘‘A Liberated Woman in the Fourteenth Century’’
ing their students to the history of Western civilization. Chapter 12 new section on ‘‘The Birth of Modern
In making revisions for the ninth edition, I sought to Diplomacy’’; shortened section on Machiavelli; the
build on the strengths of the previous editions and impact of printing; new historiographical subsection,
above all to maintain the balance, synthesis, and narra- ‘‘Was There a Renaissance for Women?’’; new subsec-
tive qualities that characterized those editions. To keep tion on ‘‘The Artist and Social Status’’; new document
up with the ever-growing body of historical scholarship, on ‘‘The Genius of Leonardo da Vinci’’; the English civil
new or revised material has been added throughout the wars in the fifteenth century
book on all of the following topics: Chapter 13 Luther’s conservatism; new historio-
Chapter 1 religion and society in the Neolithic graphical subsection, ‘‘Catholic Reformation or Coun-
Age; new Opposing Viewpoints feature on ‘‘The Great ter-Reformation?’’; new document on ‘‘Queen Elizabeth
Flood’’; Akhenaten of Egypt; new historiographical I: ‘I Have the Heart of a King’’’

Preface xxi

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Chapter 14 the West Indies; new section on ‘‘Dis- The enthusiastic response to the primary sources
ease in the New World’’ (boxed documents) led me to evaluate the content of
Chapter 15 Bernini; new document on ‘‘The each document carefully and add new documents
King’s Day Begins’’ throughout the text, including new comparative docu-
Chapter 16 Galileo’s telescope; new document on ments in the feature called Opposing Viewpoints.
‘‘Margaret Cavendish: The Education of Women’’ This feature has been expanded and now appears in
Chapter 17 women and salons; new document most chapters, including such new topics as ‘‘Lords,
on ‘‘The Punishment of Crime’’ Vassals, and Samurai in Europe and Japan,’’ ‘‘Causes
Chapter 18 agricultural practices and taxation of the Black Death: Contemporary Views,’’ ‘‘Attitudes
Chapter 19 de-Christianization and the new cal- of the Industrial Middle Class in Britain and Japan,’’
endar; Treaties of Tilsit and ‘‘Czechoslovakia, 1968: Two Faces of Commu-
Chapter 20 the cotton industry; new document nism.’’ Two additional features have also been revised.
on ‘‘The Great Irish Potato Famine’’; new historio- Images of Everyday Life can now be found in twelve
graphical subsection, ‘‘Did Industrialization Bring an chapters, including such new topics as ‘‘Children in
Improved Standard of Living?’’ the Roman World’’ and ‘‘The New Global Economy:
Chapter 21 the revolution of 1848 in Austria; Fast Fashion.’’ Film & History features now
Romanticism appear in twelve chapters, including the addition of
Chapter 22 the Crimean War; Robert Koch and The Iron Lady.
health care; new document on ‘‘Flaubert and an Image A new focus question has also been added at the be-
of Bourgeois Marriage’’ ginning of each chapter. Entitled Connections to
Chapter 23 the Latin American economy; food Today, this question is intended to help students
and population growth; mass consumption; new docu- appreciate the relevance of history by asking them to
ment on ‘‘Bismarck and the Welfare of the Workers’’ draw connections between the past and present.
Chapter 24 Impressionism; imperialism; new Also new to the ninth edition are historiographi-
document on ‘‘Does Germany Need Colonies?’’ cal sections, which examine how and why historians
Chapter 25 new historiographical subsection, differ in their interpretation of specific topics. Exam-
‘‘The Assassination of Franz Ferdinand: A Blank ples include ‘‘Was There a United Kingdom of Israel?’’;
Check?’’; trench warfare; women and work ‘‘Was There a Renaissance for Women?’’; ‘‘The Retreat
Chapter 26 the democratic states; new historio- from Democracy: Did Europe Have Totalitarian
graphical subsection, ‘‘The Retreat from Democracy: Did States?’’; and ‘‘Why Did the Soviet Union Collapse?’’
Europe Have Totalitarian States?’’; Nazi culture Because courses in Western civilization at American
Chapter 27 new focus questions; invasion of and Canadian colleges and universities follow different
Poland; the Einsatzgruppen in the Holocaust; new chronological divisions, the text is available in both
document on ‘‘Heinrich Himmler: ‘We Had the Moral one-volume and two-volume versions to fit the needs
Right’’’ of instructors. Teaching and learning ancillaries include
Chapter 28 new historiographical subsection, the following.
‘‘Confrontation of the Superpowers: Who Started the
Cold War?’’; the Algerian revolution; the denazification
of postwar Germany; the European Common Market; Instructor Resources
new document on ‘‘The Burden of Guilt’’ MindTapTM MindTap for Western Civilization: A Brief
Chapter 29 new document on ‘‘Betty Friedan: History 9e is a personalized, online digital learning plat-
The Problem That Has No Name’’; new Film & History form providing students with an immersive learning
feature on ‘‘The Iron Lady (2011)’’; land art experience that builds critical thinking skills. Through
Chapter 30 the global economy; Great Britain, a carefully designed chapter-based learning path, Mind-
Germany, France, the United States, and Canada; Rus- Tap allows students to easily identify the chapter’s
sia and Ukraine; new historiographical section, ‘‘Why learning objectives, improve their writing skills by com-
Did the Soviet Union Collapse?’’; new section on ‘‘The pleting unit-level essay assessments, read short, man-
West and Islam’’; the war in Afghanistan; the Catholic ageable sections from the e-book, and test their
Church; technology; new Images of Everyday Life fea- content knowledge with a Chapter Test that employs
ture on ‘‘The New Global Economy: Fast Fashion’’ ApliaTM (see Chapter Test description on next page).

xxii Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 • Setting the Scene: Each chapter of the MindTap • ConnectYard allows instructors to create digital
begins with a brief video that introduces the chap- ‘‘yards’’ through social media–all without ‘‘friend-
ter’s major themes in a compelling, visual way that ing’’ students
encourages students to think critically about the
MindTap for Western Civilization: A Brief History 9e
subject matter.
goes well beyond an eBook and a homework solutions.
• Review Activities: Each chapter includes reading
It is truly a Personal Learning Experience that allows
comprehension assignments designed to cover the
you to synchronize the reading with engaging assign-
content of each major heading within the chapter.
ments. To learn more, ask your Cengage Learning sales
• Chapter Test: Each chapter within MindTap ends
representative to demo it for you—or go to www.
with a summative Chapter Test. It covers each
cengage.com/MindTap.
chapter’s learning objectives and is built using
Aplia critical thinking questions. Aplia provides Instructor Companion Website This website is an
automatically graded critical thinking assignments all-in-one resource for class preparation, presentation,
with detailed, immediate explanations on every and testing for instructors. Accessible through Cen-
question. Students can also choose to see another gage.com/login with your faculty account, you will find
set of related questions if they did not earn all an Instructor’s Manual, Powerpoint presentations
available points in their first attempt and want (descriptions below), and testbank files (please see Cog-
more practice. nero description).
• Reflection Activity: Every chapter ends with an
assignable, gradable reflection activity, intended as • Instructor’s Manual: This manual contains for
a brief writing assignment through which students each chapter: chapter outlines and summaries, lec-
can apply a theme or idea they’ve just studied. ture suggestions, suggested research topics, map
• Unit Activities: Chapters in MindTap are organ- exercises, discussion questions for primary source
ized into multi-chapter units. Each unit includes a documents, and suggested readings and resources.
brief set of higher-stakes activities for instructors • PowerPoint¤ Lecture Tools: These presentations
to assign, designed to assess students on their writ- are ready-to-use, visual outlines of each chapter.
ing and critical thinking skills, and their ability to They are easily customized for your lectures. There
engage larger themes, concepts, and material across are presentations of only lecture or only images, as
multiple chapters. well as combined lecture and image presentations.
• Classroom Activities: MindTap includes a brief Also available is a per chapter JPEG library of
list of in-class activity ideas for instructors. These images and maps.
are designed to increase student collaboration, Cengage Learning Testing, powered by Cognero¤ for
engagement, and understanding of selected topics Western Civilization: A Brief History 9e is accessible
or themes. These activities, including class debate through Cengage.com/login with your faculty account.
scenarios and primary source discussion guides, This test bank contains multiple-choice and essay ques-
can enrich the classroom experience for both tions for each chapter. Cognero¤ is a flexible, online sys-
instructors and students. tem that allows you to author, edit, and manage test
MindTap also includes a variety of other tools that will bank content for Western Civilization: A Brief History 9e.
make history more engaging for students: Create multiple test versions instantly and deliver
through your LMS from your classroom, or wherever you
• ReadSpeaker reads the text out-loud to students in may be, with no special installs or downloads required.
a voice they can customize. The following format types are available for download
• Note-taking and highlighting are organized in a from Instructor Companion Site: Blackboard, Angel,
central location that can be synced with Ever Note Moodle, Canvas, Desire2Learn. You can import these files
on any mobile device a student may have access to. directly into your LMS to edit, manage questions, and
• Questia allows professors to search a database of create tests. The test bank is also available in Word and
thousands of peer reviewed journals, newspapers, PDF format from the Instructor Companion Website.
magazines, and full-length books – all assets can
be added to any relevant chapter in MindTap. MindTap Reader for Western Civilization: A Brief
• Kaltura allows instructors to insert inline video History 9e MindTap Reader is an eBook specifically
and audio into the MindTap platform. designed to address the ways students assimilate

Preface xxiii

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 content and media assets. MindTap Reader combines (zoomable) maps. Students can use the eBook as their
thoughtful navigation ergonomics, advanced student primary text or as a multimedia companion to their
annotation, note-taking, and search tools, and embed- printed book. The MindTap Reader eBook is available
ded media assets such as video and interactive (zoom- within the MindTap found at www.cengagebrain.com.
able) maps. Students can use the eBook as their
primary text or as a multimedia companion to their Cengagebrain.com Save time and money! Go to
printed book. The MindTap Reader eBook is available www.cengagebrain.com for choice in formats and sav-
within the MindTap found at www.cengagebrain.com. ings and a better chance to succeed in your class. Cen-
Cengagebrain.com Save your students time and gagebrain.com, Cengage Learning’s online store, is a
money. Direct them to www.cengagebrain.com for choice single destination for more than 10,000 new textbooks,
in formats and savings and a better chance to succeed in eTextbooks, eChapters, study tools, and audio supple-
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a-la-carte exactly what they need when they need it.
Writing for College History, 1e [ISBN: 9780618306039]
Students can save 50% on the electronic textbook, and
Prepared by Robert M. Frakes, Clarion University. This
can pay as little as $1.99 for an individual eChapter.
brief handbook for survey courses in American history,
Custom Options Nobody knows your students like Western Civilization/European history, and world civili-
you, so why not give them a text that is tailor-fit to zation guides students through the various types of writ-
their needs? Cengage Learning offers custom solutions ing assignments they encounter in a history class.
for your course—whether it’s making a small modifica- Providing examples of student writing and candid assess-
tion to Western Civilization: A Brief History 9e to match ments of student work, this text focuses on the rules and
your syllabus or combining multiple sources to create conventions of writing for the college history course.
something truly unique. You can pick and choose chap-
The History Handbook, 2e [ISBN: 9780495906766]
ters, include your own material, and add additional
Prepared by Carol Berkin of Baruch College, City Uni-
map exercises along with the Rand McNally Atlas to
versity of New York and Betty Anderson of Boston
create a text that fits the way you teach. Ensure that
University. This book teaches students both basic and
your students get the most out of their textbook dollar
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by giving them exactly what they need. Contact your
sources, research historical topics, and correctly cite
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utions for your course.
skill-building texts, The History Handbook also offers
tips for Internet research and evaluating online sources.
Student Resources
MindTapTM The learning path for Western Civiliza- Doing History: Research and Writing in the Digital
tion: A Brief History 9e MindTap incorporates a set of Age, 2e [ISBN: 9781133587880] Prepared by Michael
resources designed to help students develop their J. Galgano, J. Chris Arndt, and Raymond M. Hyser of
own historical skills. These include interactive, auto- James Madison University. Whether you’re starting
gradable tutorials for map skills, essay writing, and down the path as a history major, or simply looking for
critical thinking. They also include a set of resources a straightforward and systematic guide to writing a suc-
developed to aid students with their research skills, pri- cessful paper, you’ll find this text to be an indispensible
mary and secondary source analysis, and knowledge handbook to historical research. This text’s ‘‘soup to
and confidence around proper citations. nuts’’ approach to researching and writing about history
addresses every step of the process, from locating your
MindTap Reader MindTap Reader is an eBook spe- sources and gathering information, to writing clearly
cifically designed to address the ways students assimi- and making proper use of various citation styles to
late content and media assets. MindTap Reader avoid plagiarism. You’ll also learn how to make the
combines thoughtful navigation ergonomics, advanced most of every tool available to you—especially the tech-
student annotation, note-taking, and search tools, and nology that helps you conduct the process efficiently and
embedded media assets such as video and interactive effectively.

xxiv Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 The Modern Researcher, 6e [ISBN: 9780495318705] research, from the selection of a topic through the gath-
Prepared by Jacques Barzun and Henry F. Graff of Co- ering, analysis, writing, revision, and publication of find-
lumbia University. This classic introduction to the tech- ings, presenting the process not as a set of rules but
niques of research and the art of expression is used through actual cases that put the subtleties of research
widely in history courses, but is also appropriate for writ- in a useful context. Part One covers the principles and
ing and research methods courses in other departments. methods of research; Part Two covers writing, speaking,
Barzun and Graff thoroughly cover every aspect of and getting one’s work published.

Preface xxv

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 Acknowledgments

I would like to thank the many teachers and students for her detailed suggestions on women’s history. Daniel
who have used previous editions of Western Civilization: Haxall of Kutztown University provided valuable assis-
A Brief History. I am gratified by their enthusiastic tance with materials on postwar art, popular culture,
response to a textbook that was intended to put the postmodern art and thought, and the digital age. I am
story back in history and capture the imagination of the especially grateful to Kathryn Spielvogel for her work
reader. I especially thank the many teachers and stu- as a research associate. Thanks to Cengage’s compre-
dents who made the effort to contact me personally to hensive review process, many historians were asked to
share their enthusiasm. I am deeply grateful to John evaluate my manuscript and review each edition. I am
Soares for his assistance in preparing the map captions grateful to the following for the innumerable sugges-
and to Charmarie Blaisdell of Northeastern University tions that have greatly improved my work:

Patricia Adelle Leonard R. Berlanstein Michael Clinton

William Paterson University University of Virginia Gwynedd Mercy College
Paul Allen Douglas T. Bisson Robert Cole
University of Utah Belmont University Utah State University
Gerald Anderson Charmarie Blaisdell William J. Connell
North Dakota State University Northeastern University Rutgers University
Susan L. H. Anderson Stephen H. Blumm Nancy Conradt
Campbell University Montgomery County Community College of DuPage
Letizia Argenteri College Marc Cooper
University of San Diego Hugh S. Bonar Southwest Missouri State
Roy A. Austensen California State University Caitlin Corning
Illinois State University Werner Braatz George Fox University
James A. Baer University of Wisconsin—Oshkosh Richard A. Cosgrove
Northern Virginia Community Alfred S. Bradford University of Arizona
College—Alexandria University of Missouri David A. Crain
James T. Baker Maryann E. Brink South Dakota State University
Western Kentucky University College of William & Mary Michael A. Crane, Jr. (student)
Patrick Bass Blaine T. Browne Everett Community College
Morningside College Broward Community College Steve Culbertson
John F. Battick J. Holden Camp, Jr. Owens Community College
University of Maine Hillyer College, University of Hartford Luanne Dagley
Frederic J. Baumgartner Jack Cargill Pellissippi State Technical Community
Virginia Polytechnic Institute Rutgers University College
Phillip N. Bebb Martha Carlin Marion F. Deshmukh
Ohio University University of Wisconsin—Milwaukee George Mason University
Anthony Bedford Elizabeth Carney Michael F. Doyle
Modesto Junior College Clemson University Ocean County College
F. E. Beemon Kevin K. Carroll Michael Duckett
Middle Tennessee State University Arizona State University Dawson College
Joel Benson Yuan-Ling Chao Laura Dull
Northwest Missouri State University Middle Tennessee State University Delta College
Robert L. Bergman Eric H. Cline Roxanne Easley
Glendale Community College Xavier University Central Washington University

xxvi

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 James W. Ermatinger Derek Hastings William E. Kinsella, Jr.
University of Nebraska—Kearney Oakland University Northern Virginia Community
Charles T. Evans A. J. Heisserer College—Annandale
Northern Virginia Community College University of Oklahoma James M. Kittelson
Porter Ewing Fred Heppding Ohio State University
Los Angeles City College Maranatha Baptist University Doug Klepper
Carla Falkner Rowena Hernández-Múzquiz Santa Fe Community College
Northeast Mississippi Community Old Dominion University Mark Klobas
College Betsey Hertzler Scottsdale Community College
Steven Fanning Mesa Community College Cynthia Kosso
University of Illinois—Chicago Robert Herzstein Northern Arizona University
Ellsworth Faris University of South Carolina Clayton Miles Lehmann
California State University—Chico Shirley Hickson University of South Dakota
Gary B. Ferngren North Greenville College Diana Chen Lin
Oregon State University Martha L. Hildreth Indiana University, Northwest
Mary Helen Finnerty University of Nevada Ursula W. MacAffer
Westchester Community College Boyd H. Hill, Jr. Hudson Valley Community College
Eve Fisher University of Colorado—Boulder Andrea Maestrejuan
South Dakota State University Sean Hill Metropolitan State University—
Lucien Frary Irvine Valley College Denver
Rider University Michael Hofstetter Anthony Makowski
Erik Freas Bethany College Delaware County Community College
Borough of Manhattan Community Donald C. Holsinger Harold Marcuse
College—CUNY Seattle Pacific University University of California—Santa
A. Z. Freeman Barbara
Frank L. Holt
Robinson College University of Houston Mavis Mate
Marsha Frey University of Oregon
W. Robert Houston
Kansas State University University of South Alabama Tom Maulucci
Frank J. Frost State University of New York—
David R. C. Hudson Fredonia
University of California—Santa Texas A&M University
Barbara Meghean Mayeur
Paul Hughes Southeastern Louisiana University
Frank Garosi Sussex County Community
California State University— College T. Ronald Melton
Sacramento Brewton Parker College
Richard A. Jackson
Lorettann Gascard University of Houston Jack Allen Meyer
Franklin Pierce College University of South Carolina
Fred Jewell
Richard M. Golden Harding University Eugene W. Miller, Jr.
University of North Texas The Pennsylvania State University—
Jenny M. Jochens Hazleton
Manuel G. Gonzales Towson State University
Diablo Valley College David Mock
Carolyn Johnston Tallahassee Community College
Amy G. Gordon Marian College
Denison University John Patrick Montano
William M. Johnston University of Delaware
Richard J. Grace University of Massachusetts
Providence College Rex Morrow
Allen E. Jones Trident Technical College
Hanns Gross Troy State University
Loyola University Thomas M. Mulhern
George Kaloudis University of North Dakota
John F. Guilmartin Rivier College
Ohio State University Pierce Mullen
Jeffrey A. Kaufmann Montana State University
Jeffrey S. Hamilton Muscatine Community College
Gustavus Adolphus College Frederick I. Murphy
David O. Kieft Western Kentucky University
J. Drew Harrington University of Minnesota
Western Kentucky University William M. Murray
Patricia Killen University of South Florida
James Harrison Pacific Lutheran University
Siena College

Acknowledgments xxvii

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 Otto M. Nelson Constance M. Rousseau Brian E. Strayer
Texas Tech University Providence College Andrews University
Sam Nelson Julius R. Ruff Fred Suppe
Willmar Community College Marquette University Ball State University
John A. Nichols John Saddler Ruth Suyama
Slippery Rock University George Mason University Los Angeles Mission College
Lisa Nofzinger Richard Saller Roger Tate
Albuquerque Technical Vocational University of Chicago Somerset Community College
Institute Magdalena Sanchez Tom Taylor
Heather O’Grady-Evans Texas Christian University Seattle University
Elmira College Bonnie F. Saunders Jack W. Thacker
Chris Oldstone-Moore Glendale Community College Western Kentucky University
Augustana College Jack Schanfield Janet A. Thompson
Donald Ostrowski Suffolk County Community College Tallahassee Community College
Harvard University Richard Schellhammer David S. Trask
James O. Overfield University of West Alabama Guilford Technical Community College
University of Vermont Linda Scherr Thomas Turley
Matthew L. Panczyk Mercer County Community Santa Clara University
Bergen Community College College John G. Tuthill
Kathleen Parrow Roger Schlesinger University of Guam
Black Hills State University Washington State University Maarten Ultee
Michael Pascale Joanne Schneider University of Alabama
SUNY, Suffolk County Community Rhode Island College Donna L. Van Raaphorst
College Alexandra Tolin Schultz Cuyahoga Community College
Jonathan Perry SUNY—Oneonta Nancy G. Vavra
University of Central Florida Thomas C. Schunk University of Colorado—Boulder
Carla Rahn Phillips University of Wisconsin—Oshkosh Janet Walmsley
University of Minnesota Denise Scifres George Mason University
Keith Pickus Hinds Community College Allen M. Ward
Wichita State University Kyle C. Sessions University of Connecticut
Linda J. Piper Illinois State University Richard D. Weigel
University of Georgia Colleen M. Shaughnessy Western Kentucky University
Janet Polasky Zeena Endicott College Michael Weiss
University of New Hampshire Linda Simmons Linn-Benton Community College
Thomas W. Porter Northern Virginia Community Richard S. Williams
Randolph-Macon College College—Manassas Washington State University
Charles A. Povlovich Donald V. Sippel Arthur H. Williamson
California State University—Fullerton Rhode Island College California State University—
Nancy Rachels Douglas R. Skopp Sacramento
Hillsborough Community College State University of New York— Julianna Wilson
Charles Rearick Plattsburgh Pima Community College
University of Massachusetts—Amherst Glen Spann Katherine Workman
Jerome V. Reel, Jr. Asbury College Wright State University
Clemson University John W. Steinberg Judith T. Wozniak
Paul Reuter Georgia Southern University Cleveland State University
Jefferson State Community College Paul W. Strait Walter J. Wussow
Joseph Robertson Florida State University University of Wisconsin—Eau Claire
Gadsden State Community College James E. Straukamp Edwin M. Yamauchi
Jonathan Roth California State University— Miami University
San Jose State University Sacramento

xxviii Acknowledgments

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Another Random Scribd Document
with Unrelated Content
he gave me a block, and told me to put it on the wood by all means, for the
‘Journal.’ It is very simple in composition, being drawn in a circle with the
foreground

The Road to Hide-and-Seek Town

First Composition, 1873

open. On the right is a hillside with a few tall trees; on the left another
slope, more distant. The extreme distance is composed of a village with
church-spire, trees, etc., standing out against a brilliant sunset sky which
shows through the trees. In the extreme foreground is a traveler, or farmer,
wending his way homeward; his figure is almost a silhouette and his
shadow is cast upon the road. It is my first attempt at a design. My head is
‘chuck full of them,’ but I cannot get a chance to use them I am so busy.”
 Other letters covering this period are full of interest. They show the heart
of the young fellow, his frank delight in his own success, and in the
approval which his work begins to receive. He was much elated over the
success of an engraving he made for the “Aldine”:
“New York, Feb. 2, 1872.
“Dear Mother:
“I have just a few moments’ spare time which I will improve by writing
a short letter or note to you.
“Concerning my picture, all the artists of the establishment admired the
effect and recognized the ‘excellent copy’ of Inness’ style and handling.
They all seem to think that the picture is rather unnatural in its intensity but
that the effect is wonderful. Well, it was yesterday that I brought it over. I
had cut it out of the paper on which I drew it and pasted it neatly on a large
piece of white stiff photograph board. Its appearance was thus greatly
improved, as it had a margin of nearly six inches all around it. At noon time
I took the sketch down to the ‘Aldine.’ I saw Mr. Sutton, the proprietor. He
held the sketch off from him, looked at it through his hand, and pronounced
it magnificent. I of course told him that it was a copy. He asked me if he
had not met me before. I told him ‘yes’; that one year ago I came to him
with my first drawings on wood, and that he did a great deal to encourage
me at the time. He remembered me, remembered my little drawings and
described both of them to me—told me that I had a tremendous eye for
color, and he had noticed it when I first went to him. He said, ‘When you
were here a year ago I told you to come to me when you began to do
original work, did I not?’ I answered yes and told him a little of my
experience since that time. Well we had a nice little talk and it ended in his
giving me a large full page block with the order to put it on wood and he
said that I must bring him some more sketches. I am to correct Inness’
unfinished style and make a more finished picture than the original is, as a
painting. When it is done I will probably receive from 50 to 60 dollars for
it.
“I begin it next week and as I cannot give Roberts’ time to it and will
have to work evenings, will probably not finish it for two weeks or so.”
In the fall of this year he had a commission from the Appletons to visit
Rhode Island on a sketching tour. It was his first attempt at anything of just
this sort, and he was evidently nervous over his responsibilities. But his
unfailing courage served him once more, and his naïve account of the trip
and of the reception of its fruits is preserved in a letter to his mother:
“Brooklyn, N. Y., Sept. 23/72.
“My dear Mother:
“I returned from my trip on Thursday, but did not wish to write you
immediately as I hoped to be able to send you more encouraging news by
waiting a day or so. Many were the disadvantages which I labored under
during all the time while I was away, being almost sick constantly.
Nevertheless I worked through it all, hard and faithfully, and the result is ‘a
perfect success,’ far exceeding my greatest anticipations. It was a very
important period in my business career, and I felt the necessity of working
hard, and, truth to say, I was confident of success, but not to any such
degree as that with which I have met.
“My commission included Providence and Suburbs: Pawtucket;
Providence Bay; Narragansett Bay; Rocky Point and Narragansett Pier, all
of which I visited and sketched. During the first week I remained at the
Central Hotel, Providence, where I had quite a pleasant room. It being the
first time of my being sent upon work of this kind I was ignorant as to what
would be expected of me and of course was much worried and anxious, and
the one thing which troubled me most has been the one of all others which
has made me so successful. Each day, (with my camp seat, umbrella and
materials,) I would start out either on foot or in the cars, traveling nearly
until evening and in no case did I bring home with me more than three
sketches, and this number only once. It was this scarcity in my number of
sketches that caused me to worry, but I still felt that what I had got were
good; all through the day would I pass by little bits of landscape that I
thought would compose rather prettily, but nevertheless I made up my mind
(as I was not to be gone long) to sketch only such bits as I knew would be
particularly attractive, and of course it would take nearly the whole day
before I could find and sketch more than two. I imagined that this was a
very small number, but did not see how I could do much better, as it took a
great deal of time to walk about and select the prettiest views. Well, I
worked on in this way for the whole week, and at the end of it I never
realized more happily the fact that ‘seven times two made fourteen’ and I
thought that if I could go home with twenty-eight sketches it would be
certainly well enough as far as the number was concerned. But, again I was
very much in doubt as to the merit of my sketches and as the other cause of
anxiety was now partially removed, this took its place and troubled me. The
next circumstance took the spirits right out of me and made me about sick.
It commenced to rain and kept it up constantly until I left, and it was the
meanest, wetest, rain that I ever knew of, and when it didn’t actually rain it
‘fogged’ and drizzled which was nastier yet. The blank sheet of my drawing
paper would have been the best sketch of landscape during those days, as I
could see scarcely more than this would represent. Even in the rain I went
out and made a few sketches of places already decided upon and finally left
Providence in disgust, on my way home down Narragansett Bay. I stopped
over night at Rocky Point where I made two sketches, leaving for Newport
on the following day (Tuesday). On Wednesday I went to Narragansett Pier
when I also made two or three sketches, thence homeward.
“I came home with about twenty-two sketches. All here at the house
thought them beautiful. Mr. Beard was perfectly surprised at their beauty
and Mr. Bunce at Appleton’s pronounced them one of the ‘best lots of
sketches he has yet had’ and complimented me on my ‘perfect success.’ He
was very much pleased indeed, and admired them all, and gave vent to his
admiration with loud praise; he called old and young Appleton and several
other gentlemen to see them, all of whom pronounced them ‘very fine.’ I
expected then that he would look them over and select about five of the
prettiest for me to put on the wood. This was the most that I thought he
would select. Mr. Beard, when I asked him, said that he thought they would
select about five, as in other cases they had only taken about that number
out of an equivalent stock of sketches. Judge of my complete surprise to see
him select and count fifteen of them saying that he would have them all
drawn for the ‘Picturesque America.’ This left only about six of the lot
which he did not want, and he complimented me on the choice of my
selections, saying ‘Generally a lot of sketches will come in, and I will look
them over and reject two thirds of them, on account of the subjects not
being interesting, the artists sketching whatever they come across that looks
“pretty” and not hunting for the most interesting alone.’ This is the amount
of what he said to me and finished it up by telling me that all of mine were
of interest and composed well, which was the very thing I studied for and
which most troubled me on account of the time it took and the consequent
small number of my sketches. Mr. Bunce was perfectly delighted, and if I
please him as well in my drawings on the wood, he will probably wish to
send me off again, when I will in all probability receive ‘$40.00 per week
and expenses.’ He gave me four large blocks nearly ‘full page’ to start on
and the rest

William Hamilton Gibson

Age, 23

will come along as fast as I want them; and will amount to about $400
worth of work. Besides this I have plenty of work from Filmer, in a hurry,
another very large job from Appleton (on stone), stacks of work for Leslie
and plenty else besides, scarcely knowing where to begin. My bill to D.
App. & Co. for my trip was considerably over $100, which they paid
without a word not even wishing an item.
 “It does seem rather strange to me that whatever I undertake to do,
always ends in success, and in unexpected success. To be sure it is done by
hard work and I do not see why any one cannot succeed who will put their
shoulder to the wheel, be ambitious and full of resolution to surmount all
difficulties. So far I have not made a failure, and one reason has been that I
have not attempted a thing to which I did not feel equal. I am thankful that I
do succeed, and I recognize, through all my experience in business, and in
my efforts to advance, the ever present help and guidance of a good and
kind Providence.”
On the 29th of October, 1873, he was married to Miss Emma L.
Blanchard of Brooklyn. The occasion was made the more interesting by the
marriage of his sister Juliet, and the double service was performed by Mr.
Beecher. In the following spring he made a sketching trip to Washington, D.
C., making pictures for “Picturesque America.” He was now doing good
work and receiving constant employment. He says of the Washington
sketches, especially having in mind a “combination” which included many
of the public buildings:
“Brooklyn, Apr. 19, 1874.
“My Dear Mother:
“I am only going to write you a few lines to-night (which by the way has
generally been my expressed intention every time I have written) and for
fear that I may possibly overstep that intention I have selected a larger sheet
of paper than usual, and expect at least to confine the limits of my letter
therein.
“Mr. Bunce was very much pleased with my rendering of a difficult
subject, and one which had worried him considerably. I took him the
drawing yesterday, and received another commission from him, more work
for the ‘Picturesque America.’ My drawings will already appear under three
heads, viz.: ‘Providence and Suburbs,’ ‘Connecticut Shore,’ and
‘Washington and Mt. Vernon,’ and now there is still another to be added. I
am to proceed immediately with Brooklyn and Prospect Park, and expect to
begin my sketching to-morrow, of course being paid as I am usually, for my
time. The series will not be very extensive, probably a combination or two
with a few small separate pictures. I hope that this new work will not
interfere with my intended visit with you during arbutus season. I will try
and manage so as to bring my work up there for I hope to spend three or
four days with you. Be sure and let us know when the arbutus is in bloom.”
In the fall of 1876 Gibson published through James Miller a book for
boys, of which a fuller word will be said later in these pages. It bore the
title, alluring to any boy, “The Complete American Trapper; or the Tricks of
Trapping and Trap-Making.” It was republished by two other firms, and still
has a market.
These were the years of apprenticeship and study. The young man’s art
class was his own studio. His course of study was determined by the
business needs of those who employed him. His chief instructor was
himself. The years went quickly by. A trip to the Adirondacks in 1875,
another to Philadelphia to sketch the Centennial Exhibition of 1876 were
the chief incidents of the next two years. The Philadelphia enterprise was
under the patronage of Harper Brothers. For at last he had secured the
approval he had coveted so much, and was able to win his way into the
publications of this house on his own merits. From time to time he had
shown his work to Mr. Parsons, who admitted his progress and
acknowledged his growing promise. At last he received an order to illustrate
an article in conjunction with his friend Beard. Other work followed, and he
was a recognized contributor to the Harpers’ publications.
But the work which probably made his “calling and election sure” was
his masterly illustration of an article written by Mrs. Helen S. Conant,
entitled “Birds and Plumage.” Gibson had suggested the article, furnishing
the idea and proposing as a title “The Plumage of Fashion.” He did not
secure the commission to write the text: his abilities as a writer had not
been demonstrated, and he himself was diffident about them. But he
received the order for sixteen illustrations, into which we may well believe
he threw his whole strength. The initial design attracted marked attention
and drew out unstinted praise. It was a full-page picture of a peacock’s
feather. It gave the article instant success. The press was enthusiastic in
commending it. The August number of “Harper’s Magazine” for 1878 may
be said to have marked a new epoch in American illustration; and young
Gibson’s work led all the rest. The reserved and refrigerated criticism of the
“Nation” was relaxed almost to the point of enthusiasm: “The remarkable
series of birds drawn on the block by Mr. William H. Gibson is more
obviously than the imitations just mentioned the result of the engraver’s
skill and unwearied patience. The cut of the peacock feather, for instance,
which introduces the paper on ‘Birds and Plumage,’ must impress even the
uninitiated with its rare and costly character, whether regarded as a design
or as an engraving. Mr. Gibson has evidently studied his subjects with great
care and succeeded in portraying them, both in action and in repose, in a
graceful and life-like manner, with instructive accessories.” The “Christian
Union,” always careful and conservative, said: “Upon this article, which has
been a long time in preparation, the publishers have, it is understood, laid
out an unprecedentedly large sum of money. Certainly Mr. Gibson’s
graceful pencil has given them the worth of it. No better work, it is safe to
say, has ever appeared in the pages of the magazine.”
But best and most conclusive of all the words of praise which this
drawing elicited, were those of Mr. Charles Eliot Norton, in a personal letter
to the young artist:
“Cambridge, Nov. 8, 1878.
“Dear Sir: I am much obliged to you for your note, for it gives me an
opportunity which I have desired, to express to you my admiration of the
skill and beauty of the design of the peacock’s feather, so excellently cut on
wood by Mr. King. It is not merely subtle and refined execution which is
shown in the piece, but a poetic feeling for the quality and charm of the
feather itself and for its value in composition. Your feather ought to be as
well known as Rembrandt’s shell or Hollar’s furs. For you and Mr. King in
your joint work have succeeded in suggesting the splendor, the play, the
concentration of color, the bewildering multiplicity of interlacing curves,
the elastic spring and vitality of every fiber, and have given the immortality
of art to one of the purely decorative productions of nature. I shall look for
your new work with great interest.
“I am very desirous to see a proof of your feathers on soft India paper. If
I can find some proper paper here I shall be tempted to send it to you. But
paper suitable for such work is not easily found.”
All this was said of the youth who six years before had been pronounced
without even the promise of ability! Surely he had a right to be proud of his
triumph. He had fairly won his spurs. Henceforth there was no doubt of his
standing as one of the first of American illustrators.
 ”The Peacock’s Feather” (“The Peerless Plume”)
(“Highways and Byways”)
Copyright, 1882, by Harper & Brothers
 CHAPTER III

A QUICK SUCCESS

F ROM this time forward, Gibson’s success as an artist was assured. And
not very long after, he was induced to try his hand at authorship, with
results quite as convincing. During the summer of 1878 he spent his
vacation, in company with his wife, in the old homes at Newtown and at
Washington, Connecticut. Returning to the city in the autumn, and
recounting his delightful experiences to Mr. Alden, the editor of “Harper’s
Magazine,” the latter insisted that Gibson should put them into an article
which he should also illustrate. But even with the practice which he had
given himself, in the brief articles he had furnished with many of his
drawings, he distrusted his own capacity for literary work. He had no such
innate sense of power to write as made him so confident with his pencil. He
demurred at the proposition; but Mr. Alden was firm and persistent. “Write
it just as you have told it to me,” was his encouraging word. His suggestion
was followed, and in the August number of the monthly appeared an
affectionate sketch of the old boyhood homes, under the title, which was but
a thin disguise, “Hometown and Snug Hamlet.” It proved an instant
success. The note struck was genuine and pleasing. The illustrations won
the public eye. The canny editor suggested a similar article which should
cover the winter phases of country life in the same vein. It was prepared,
and appeared in the number for March, 1880; and had a reception as
enthusiastic as his former venture. The idea of completing the cycle of the
seasons was inevitable, and in June there followed the article on “Spring-
Time,” which was pronounced “the most attractive paper” of this number of
the magazine, whose “rhythmic prose” was not less highly commended than
its illustrations, which another critic called “almost as good as spring itself.”
In November the series was rounded out with “An Autumn Pastoral,” which
led a reviewer to say “Mr. Gibson is a great artist, and has a great future
before him.”
In 1879 he furnished illustrations for E. P. Roe’s “Success with Small
Fruits,” which appeared serially in “Scribner’s Magazine,” and which
opened the way to an intimate friendship with the author. He made the
designs for the poems of the Goodale sisters, “In Berkshire with the Wild-
flowers.” But these were mere incidents in the work he was turning off, for
half the firms in New York City, and on all sorts of subjects having to do
with nature, with animal life, with flowers, and with fruits. In the spring he
made a visit to “Roeland” to sketch, and he divided his August vacation
between Connecticut and the White Mountains, where he gathered material
for a year’s hard work. He busied himself, too, with work in water color,
steadily keeping his ideals in mind, and his own art-training in hand.
In the fall of 1880, the four papers which had appeared in “Harper’s
Magazine” were collected and published in a sumptuous volume, entitled
“Pastoral Days.” It was a book which yesterday would have been called
“epoch-making”; to-day it would only be called “record-breaking.” The
simple truth about it is that it really touched the high-water mark in the
history of nature-illustration by means of wood-engraving. It was
everywhere hailed as exhibiting the very best work of its kind ever
achieved. The praise which fell to Gibson himself was twofold; for it was
an enthusiastic recognition of his talent both as author and as artist. His
engravers were applauded for the skill and spirit with which they
interpreted his designs. His publishers were commended for the unstinted
generosity which had balked at no pains or cost. Even the printer received a
curtain-call. For the “Evening Post” with great discrimination insisted that
much of the success of the work was due to “another artist, whose name is
nowhere given. That artist’s name is David Lewis and he passes his days in
the press-room of Harper Brothers, amid the clatter of the printing-
machines, engaged in the grimy work of his office.” The “Evening Mail”
expressed the unanimous verdict of art circles when it declared: “Writers on
art spoke of the days of Bewick with a sort of despair, as though no one like
him might ever be expected again. It has been reserved for the United States
to show that wood has, for the purposes of engraving, capacities of which
Bewick never dreamed, and to produce a school of artists who in treating
landscape, at least upon wood, have surpassed everything on the other side
of the ocean. In the first rank of these artists stands Mr. William Hamilton
Gibson.” The London “Times” in a long notice spoke of his having “the
rare gift of feeling for the exquisitely graceful forms of plant life and the
fine touch of an expert draughtsman which enable him to select and to draw
with a refinement which few artists in this direction have ever shown.”
Even the “Saturday Review” in a notice a column and a half in length,
confessing its ignorance of Mr. Gibson and his work, declared that his
drawings were so full of delicate fancy and feeling, and his writing so
skilful and graceful, that it hoped “to hear more of him soon, in either
function or both.” In hardly more than two years from the time of his first
illustrations Gibson had made his way to the very front rank of the world’s
illustrators. His position was truly of his own achieving; and he never fell
back from the eminence he had so fairly won. His friend Mr. Charles N.
Hurd of the Boston “Transcript” does the situation no more than simple
justice in a letter written upon reading the “Saturday Review” article:
“Transcript Office,
“324 Washington Street, cor. Milk Street,
“Boston, May 18, 1881.
“My dear Gibson:
“I congratulate you from the very bottom of my heart on the magnificent
article on ‘Pastoral Days’ in the Saturday Review, which, you will see by
the papers I send, I have copied into the Transcript. Nothing could have
been more gracefully done, and then, in the Saturday Review, one of the
very hardest to please of all the British journals! Why, my dear fellow, they
never said half so much before of any literary American, living or dead.
And there isn’t an ‘if’ in the whole article! I feel as rejoiced about it as if I
had some personal share in the glory. If you haven’t a right now to carry
your chin high on Broadway then nobody in New York has. I tell you, it’s a
great thing to be appreciated; to get praise where you feel that it rests
wholly and altogether upon the merits of your work, and has in it no spark
of flattery. I can imagine how long the way home seemed that night, and
how happy you two were in reading over what the two-thousand-mile-away
critic had written. It is worth a good many years’ hard pulling to have one
such day.”
One great and decisive reason why he moved on so steadily was his
constant ambition to improve upon what he had done. One might easily be
misled by the tone of his confidential letters to his mother and others into
thinking him overconfident in himself, and a little puffed up by his quick
and overwhelming success. But the thought would be absolutely unfair. He
was not vain; he was never self-satisfied; he never rested in what he had
achieved. After the rousing reception of “Pastoral Days,” he could write to
Colonel Gibson in quiet Fryeburg: “I have just finished the last of my White
Mountain illustrations—four months’ work—and am beginning a new
series of original articles which shall ‘knock spots’ out of all past work. You
ask in a previous letter, ‘Can you beat “Pastoral Days”’? Good gracious!
The book is so full of shortcomings to me that I wonder at the astonishing
appreciation of it. There are a few illustrations in it that I hardly expect to
improve very much upon; but as to the average excellence I can ‘see it’ and
‘go a hundred better.’ Perhaps the result will not be as popular. Can’t tell.
But I can do better work.” That was the key-note of his life. To do
something better next time was the rule of his endeavor. To do something
different each time, to turn some new page, follow some new trail, record
some new traits of his favorite world, was another characteristic of his
purposes. And it kept him from becoming repetitious and tiresome, as he
repeatedly piqued curiosity with his novel enterprises in nature-study.
In the late summer of 1880 he spent six weeks in sketching among the
White Mountains, whence he went to Williamstown, Massachusetts, for
another six weeks of rest. He came home laden with sketches and with
photographs, which were at once utilized in making the illustrations for
Drake’s “Heart of the White Mountains.” He worked at these with
diligence, as we have seen, never a day, apparently, passing without its
picture; but it was far into the following spring before the series was
finished. The volume was issued in 1881, but before its appearance he was
well along with the text and the illustrations for the new articles in the
magazine, in the same vein as “Pastoral Days.” In expanded form they were
published in the fall of 1882 under the title “Highways and Byways.” It
would have seemed improbable that the reception given to his first volume
could be repeated. Novelty does so much with Americans to arouse
enthusiasm, and they are so quick to compare the later with the former
effort, that it might have been predicted that a second volume striking the
same note as Gibson’s first success would not be so warmly praised. But the
public liked the note, and it pronounced the new book better than the old.
The press notices of ’82 and ’83 are in the same strain of unaffected
admiration and delight as those of two years before. Perhaps he had most
reason to be proud of the approval the new book won from the staid London
“Academy” and from Mr. Philip Gilbert Hamerton’s “Portfolio.” The
former, though a little late in discovering him was ingenious in its sweeping
approval. “Fancy to yourself” said the “Academy,” “a Thoreau who has
read both Darwin and Ruskin, and who has learned to use the pencil of
Birket Foster. To this add the finest workmanship of the American school of
wood-engraving, and all the luxury of the richest paper and the clearest
type, and you may form some idea of the handsome book now before us. At
first it attracted only by the rare delicacy of its drawings, which reproduce
with unrivaled truth the exquisite tracery of vegetation, and the ‘ebon and
ivory’ of Nature’s shadows. But when we discovered that the artist is also
the author, we began to read; and we found ourselves unable to stop till we
got to the end.” “We feel that we have here far more than in most American
books, a genuine product of the soil.” Mr. Hamerton credits the new book
with “a love of nature that is Wordsworthian in its reverence, the close and
patient observation of an artist, the peculiar humor of a genial American in
the study of men and things.” To such expressions as these, Mr. George
William Curtis, voicing the sentiment of his own countrymen, said of him:
“Mr. William Hamilton Gibson’s reputation as one of the first of modern
artists for wood-engraving, is established and secure.” “It is hard to believe
that the blended softness, vigor, and individuality of the art could go further
than in the illustrations of this choice volume.”
He had found time during the year for no little study and work in water-
color, and even began to essay painting in oils. Despite a long illness of
eight months he contributed to several exhibitions and finished a number of
new pictures. His goal was always to be a painter. In all the heat of his
endeavor and the intoxication of his success he never forgot his ideals,
never slackened his march toward the highest art in the most approved
forms and mediums.
In May, 1883, his first child was born, and he was soon writing to “Dear
Mother Gunn,” in answer to her importunate inquiries, all about the new-
comer. “Hamilton Gibson then is his name I understand, though not a gift
from me, but simply because I have not the heart to refuse anything to my
precious wife just now. So she has christened him as above in spite of much
foreboding on my part, as to the probable curtailment of his cognomen
among the contemporaneous specimens of his genus in the days which will
soon be upon us. I have waited so long for this little angel to come, that I
hardly dare realize to the full the happiness which has befallen me lest I
awake in bitterness to find it all a tantalizing dream.... But ere long I
suppose the reality will be brought home to me more effectually,—a few
hours’ perambulating in the ‘wee sma’ hours’ every night for a week or two
would dispel all doubts or fears, and place the experience on the basis of
solid prosaic reality. At present writing, however, I can truthfully say, as
every antecedent pa has done, that he is the best baby alive, quiet,
absorbent, and somnolent to a degree of perfection which leaves nothing to
be desired. Only last night, after taking his meal, (at least that is what I
understand they feed him on) he was placed upon his pillow at ten o’clock
and slept like a chrysalis till half-past five this morning. During the day to
be sure he is not quiescent for quite so long a period, as then nature seems
to ‘abhor the vacuum’ more than ever.”
The year 1883 was devoted to the illustration of E. P. Roe’s “Nature’s
Serial Story,” a work into which he entered with heartiness and sympathy.
Much time, too, was given to the preparation of the “Memorial” of Mr.
Gunn, a volume issued under the direction of an association of his old
pupils, commemorative of his striking personality and of the old days in the
school at Washington. This book was finely illustrated by the hand of his
loving pupil, who also wrote the introduction which was to have been
written by Mr. Beecher, whose death occurred while the
 God’s Miracle
By permission of the
Curtis Publishing Company

work was in progress. The summer vacation was spent, as usual, in hard
work, the scene of his labors being in the White Mountains, at Lake George,
ending with two weeks in Washington, where he took many photographs
and made many sketches for the “Memorial.” There was much painting in
water-color for exhibitions here and there, with many sales at good prices.
From time to time in 1885 and 1886 he furnished more of the charming
articles which the public had learned to look for and to love. “Harper’s
Magazine” for October, 1886, contained a surprise and a new delight to his
readers in the shape of the famous “Back-Yard Studies,” in which he
challenged the belief of the average man, and even astonished himself with
the story of the variety of wild-flowers which he found growing in his city
yard. A friend had expressed a longing to study wild flowers, but felt that
there was no hope of gratifying herself as long as she lived in the city.
Gibson advised her to utilize her back-yard, and ventured the guess that he
could gather twenty-five different species of plants in his grass-patch, as the
harvest of the seed sown by the breezes, the insects, and occasional birds.
The next morning he made a count, and was himself surprised to see his
“finds” running up to a total of sixty-four different species. The description
of his wild garden in these sordid and unromantic surroundings made him
new friends and strengthened his old ones in the assurance that he would
never fail them in nature-wisdom or originality of vein. For he showed, as
he himself maintained, how the back-yard “may become a means of grace,
and with its welcome, peaceful symbols of the woodside and the hay-field,
the wood-path, pasture, and the farmyard, serve to reawaken and console
the latent yearnings of our unfortunate metropolitan exile.” In the fall of
1886 the new volume appeared, to greet a larger public than ever,
enthusiastic in its praise and appreciation. One of his reviewers linked his
name most happily with some of the favorites of an earlier day. “At the
Christmas season of the last generation there was a general anticipation of a
new holiday book from Dickens and Thackeray, and the expectation was
rewarded year after year. We are coming to cherish the same hope of a
Christmas book from William Hamilton Gibson.” With equal fitness this
writer assigned him that place which the popular consensus had now begun
to allot him, saying, “Mr. Gibson must take his place, as an acute and
delightful observer of nature, with Gilbert White, and Henry Thoreau, and
John Burroughs.” His niche was secure, his right to it now unquestioned;
and all qualified judges saw that he had in himself a quality quite his own, a
temperament, a gift, a qualification to sound his own note and deliver a
fresh message.
The next months ensuing Gibson spent in working up material for the
illustration of a series of papers prepared by Mr. Charles Dudley Warner
and Mrs. Rebecca Harding Davis, descriptive of life and nature in the
South. In March, 1886, he had left New York to join Mr. Warner in New
Orleans. They made a tour, two months in length, covering Georgia,
Alabama, and Louisiana, in which he took over five hundred photographs
and accumulated much material in notes and sketches. A bright and
picturesque letter to his wife gives a fine reminiscence of this delightful
trip.
 “New Iberia, La.

“May 12/86.
“My dear Wife:—
“I have just returned from a trip in the outlying country to find your two
letters awaiting me. Since leaving New Orleans I have been gadding about
the country north, east, south and west, and am not yet done. The Téche
country is mightily interesting if one can only live through it. The days
come and go and are filled with enjoyment, but as to the night no man
knoweth what may be in store for him. My hotel experiences would interest
you, but I cannot write them. I left New Orleans with a Mr. William King as
a companion, a young man who knows the country thoroughly and whose
company Mr. Warner recommended I should request, as Warner was
obliged to leave for the north. By the time we reach New Orleans again
about five days hence, we shall have traveled together over one thousand
miles of the Téche and other Louisiana territory. The weather has been
charming, no hot weather which has not been deliciously tempered by the
never failing breeze from the gulf. Cool breezy nights.
“We have driven for a whole day over a prairie peopled with all sorts of
wild things in the way of birds. Meadow larks, plover, snipe, white and blue
herons, buzzards, egrets, many birds so tame that they could easily be killed
by a cut of my whip. We drove through acres and acres of blue flag in
blossom, and for miles pursued the shaded roads through dense woods
draped in the ever-present festoons of moss—in this country seen in its
fullest perfection, every tree being laden with it, hanging like heavy trailing
curtains, sometimes twenty feet in length. The effect in a breeze is
indescribably beautiful. The Téche Country is the paradise of Louisiana,
and comes as a welcome contrast to the filth and squalor of the city of New
Orleans with which I was so nauseated. To-night we leave for the Averys’.
We shall arrive there to-night and I anticipate a fine time visiting Jefferson’s
Island and making trips up the various bayous. We shall try to get away
from there Friday evening in time to get the steamer ‘Iberia’ here by which
we shall return, through a sail of about 300 miles by lake, bayou, and
Mississippi River to New Orleans. Thereat I shall spend about three days
and then start for the homeward trip, stopping over at Mobile for a day or
so. I will be home about June 1 as I originally approximated.
 “Of course you know that I am anxious to be at home again. The only
way that I can keep my spirits is to throw my mind into the work and
interest myself with my surroundings. In the main my health has been good,
in fact, excellent, in spite of starvation cookery and God-forsaken hostelries
which anywhere else under heaven would be considered good material for
bonfires and their proprietors hung.
“A beautiful country and full of interest, if, forsooth, one might exist
without a stomach. Everything is Creole—Creole cows, Creole milk, Creole
eggs—even the ‘niggers’ are Creoles, and all speak French. My limited
vocabulary of pure Parisian French has stood a heavy drain and has
occasionally precipitated upon my hearers consequences which I feared
would prove serious;—item—Night before last we stopped in a hamlet of
shanties and at last found the ‘Hotel,’ kept by a talkative, voluble French
idiot and his wife. The only guest bed in the shebang I occupied, and Mr.
King slept on a mattress on the floor in another room. I was tired and
suffering from an attack of nervous dyspepsia, from the greasy grub which I
had been forced to eat in the face of starvation (everything here even a
boiled egg is taught to swim in hot fat, and is only rescued therefrom by the
famished boarder, who sometimes is obliged to bolt it after scraping off the
congealed lard). It was with difficulty that I could get to sleep on the night
in question, owing to my indisposition, together with a certain nervous
apprehension as to the census of my immediate surroundings. I had barely
dropped off into a snooze when I was startled by the movement of the
window shutter near my bed, when looking, I observed a mule who was
making a meal of a table-cloth near my bed. Once more after lying awake
an hour I had begun to congratulate myself on prospects of slumber, when a
shrill piercing note of a mocking-bird struck up its piccolo in the dead of
night, another and another joined in the chorus, and kept this up for an hour
before it dawned upon me that the birds were in cages on the farther side of
the very partition of my room. On which discovery you may perhaps
imagine how the limited French vocabulary at my command was exhausted
and reinforced, but to no purpose. I raved and swore in Dutch, French, and
Pidgeon English and was at length compelled to yell my colored servant
(driver, servant, and interpreter) from his slumbers and make him translate a
short address to the French idiot (who snorted in blissful sleep in concert
with his spouse in another quarter of the shanty) to the effect that the
offending birds be immediately chucked out of doors, beheaded, or
strangled. The shrieking trio was finally removed to the rear but my sleep
was ruined for that night. Only toward morning after dawn had just begun
to lighten the east did I begin to feel drowsy, but at this point the
‘moqueurs’ were again restored to their original places and I was compelled
to have them again removed, and by this time Monsieur and Madame were
up and about preparing our morning ‘grease’ which they seemed to be doing
by sheer force of lungs and belaboring of pans and kettles.
“At breakfast I drank the proprietor’s health.
“ ‘Monsieur, votre santé! Votre hospitalité est magnifique! Votre table est
bien gré! Votre moqueur—! Ah! Votre moqueur! (a pause with dramatic
enthusiasm, then continuing) vous procurez deux, trois, quatre plus
moqueurs! et votre hôtel est perfection!’
“This eloquent outburst greatly amused the Madame, but the old man
seemed ‘busting’ with suppressed emotion, which probably, had he then
been in pocket for his bill, would have shown some outward token.
“We left this place for the day and after settling the bill, we told them
that we would leave our satchels until we returned in the evening,
whereupon ‘la madame’ through my interpreter, asked me if she should
prepare a meal for us for evening. I asked her in reply if she would cook
anything I wished, to order. She replied ‘Oui! anything I can get.’
Whereupon I ordered ‘three moqueurs on toast!’ much to her discomfiture,
and she grumbled to herself as she left us, which grumble being translated
would signify, ‘My God! three mocking birds! that feast would cost you
thirty dollars!’ ”
The rest of the year was spent in working up the material thus gathered,
and much of the following winter and spring. The summer of 1887 was
passed in Washington, Connecticut, where, as a note in his journal tells us,
he “spent a very busy season. Made many drawings for two prospective
articles on ‘Midnight Rambles’ and ‘Insect Botanists,’ besides many flower-
studies and a number of water-colors. Very busy on the ‘Memorial’ volume
to Mr. Gunn. Made a large number of drawings for botany.” The last remark
refers to a large scheme which now possessed his teeming brain, a plan to
write an illustrated botany. He never dropped his purpose,—indeed,
abandoned plans were unknown in his life-history,—and before his death he
had accumulated over 1500 drawings toward such a work. There have been
many such undertakings put forth, successful and valuable. But it is
impossible to think without a pang of the wonderful work he would have
made out of his accurate knowledge and his matchless art!
The “Memorial” was published in 1887, and he went on with the articles
and the water-colors, busy all the time, and always laying out work in
advance of his swiftest execution. The spring of 1888 brought the
opportunity for a trip to Europe, which included a tour in Great Britain,
France, Holland, and Switzerland, with a fortnight in London and another in
Paris. His camera and his pencil were both busy, but the new experiences
made only an episode in his busy life. He was interested in all the art he
saw, and the life of the people appealed to him there, as it did at home. A
letter describing his impressions of Holland shows the spirit in which he
traveled and the things he elected to see.
“Since last writing you I have enjoyed a week (or more I fear) of rare
incident and experience, my days being so full and my evenings so tired
that I have failed again in my good intentions as to frequency of letters.
“I hurried your last letter into the mail and am somewhat in doubt
whether it reached the Queenstown post in time. Since that writing we
(which means a party of Van Ingen, Willis, Roberts, McGrath, Dunthorne
and myself) have visited successively Flushing, Rotterdam, The Hague,
Dordrecht, Scheveningen, Amsterdam and Brussels. Of course our visit has
been brief as the period of time represented has been but four days. The
picture galleries have received most of our attention at these places, but at
Dordrecht and Scheveningen we found the living pictures unmatched by
any in the respective art exhibitions. Dort is a perfect treasure of a place,
pictorially considered, and I shall live in hopes of revisiting it in the future
more at my leisure and with an eye to ‘material.’ You would have been
charmed with the quaintness of this old Dutch village with its Venice-like
canals, its queer inhabitants, its hundreds of wind-mills and picturesque old
boats. We hired a boat and guide and rowed for hours upon one of these
meandering waterways—under arched bridges beneath which we had to
stoop; beneath overhanging balconies bright with flowering plants and with
an occasional saucy or coquettish face half disclosed between the Venetian
blinds at the windows, occasionally with a giggle accompaniment or a
handkerchief manœuvered in a manner which would have done credit to a
French or Spanish coquette. The little Dutch ‘yongen’ or Deutscher ‘pups’
saluted us with questionable slang or with stones or what-not, at every
private quay or alley-way opening on the canal and altogether our turnout