Etextbook 978 1111841331 Making Europe The Story of The West Volume I To 1790

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Contents
Maps r xiii A NEW DIRECTION: Deborah Leads the Hebrew People

Features r xv Against the Canaanites r 43
Preface r xvii
Learning From a Primary Source: The Song
Acknowledgments r xxvii
About the Authors r xxxi
of Deborah r 44
The Evolution of Hebrew Identity 44 r The Hebrew
Kingdom 46
1 The Origins of Western

Civilization in the Ancient
The Assyrians and Their Successors, 900–550 b.c.e. r 47
The Rise of the Assyrian Empire 48 r Assyrian Economy
Near East, 3000–1200 b.c.e. 2 and Government 49 r The Fall of the Assyrian Empire
and Its Successors 51
Before History, 2,000,000–3000 b.c.e. r 4
The Old Stone Age 4 r The Neolithic Revolution 6
The Persian Empire, 550–500 b.c.e. r 53
r The Emergence of Near Eastern Civilization 8 Cyrus and the Creation of the Persian Empire 53 r Darius
and the Consolidation of the Empire 54 r Persian Society
Mesopotamian Civilization, 3000–1200 b.c.e. r 10 and Religion 56 r Persia, the West, and the Future 57
The Rise of Sumeria 10 r Sumerian Government and
CHAPTER REVIEW r 57
Society 11 r Semitic and Indo-European Peoples 13
r The Code of Hammurabi 14
Egyptian Civilization, 3000–1200 b.c.e. r 16

The Gift of the Nile 16 r Egyptian Government and
Society 17 r The Old Kingdom: The Age of the
3 The Rise of Greek
Civilization,
Pyramids 19 r The Middle Kingdom: The Age of 1100–387 b.c.e. 62
Osiris 19 r The New Kingdom: The Warrior Pharaohs 21
The Development of Greek Identity,
A New Direction: Akhenaton Decides to Make Aton 1100–776 b.c.e. r 64
the Main God of Egypt r 22 The Greek Dark Ages 64 r Competition and Conflict 67
r Gender Roles 68 r Greek Religion and Culture 69
Lost Civilizations of the Bronze Age, 2500–1200 b.c.e. r 23
Ebla and Canaan 23 r The Minoans of Crete 23 The Archaic Age, 776–500 b.c.e. r 71
Learning from a Primary Source: Akhenaton, “Great The Revival of Trade and Culture 71 r The Evolution of Greek
Hymn to Aton” r 24 Literature and Thought 73 r The Rise of Militarism 74
r New Forms of Government 75
The Mycenaeans of Greece 27 r The Sea Peoples and the
End of the Bronze Age 28 Sparta and Athens r 76
CHAPTER REVIEW r 29 The Spartan Way 76 r The Evolution of the Athenian
Government 78 r The Athenian Democracy 79
2 Iron Age Civilizations,

1200–500 34 b.c.e.
The Classical Age, 500–387 b.c.e. r 80
The Persian Wars 80 r The Rise and Fall of Athens 82
r The Golden Age of Greek Culture 85
Merchants and Traders of the
Eastern Mediterranean, 1200–650 b.c.e. r 36 Learning From a Primary Source: Aristophanes
From Bronze to Iron 36 r The Phoenicians 37 r Other Suggests How to End the War r 86
Eastern Mediterranean Traders 40 A NEW DIRECTION: Socrates Chooses Death r 88
The Hebrews and Monotheism, 1800–900 b.c.e. r 41 CHAPTER REVIEW r 89
Hebrew Origins 41 r The Exodus and the Age of Judges 42
Photo credits: © Gianni Dagli Orti/Corbis; Courtesy of the Trustees of the British Museum; Erich Lessing/Art Resource, NY
vii
viii Contents
4 From Polis to Cosmopolis:

The Hellenistic World,
6 The
27
Roman Empire,
–284 152
b.c.e. c.e.
387–30 b.c.e. 94 Augustus and the Creation of the
Alexander the Great, 387–323 b.c.e. r 96 Roman Empire, 27 b.c.e.–14 c.e. r 154
Augustus the Emperor 154
The Rise of Macedonia 96 r The Unification of
r The Unification of the Roman World 156 r The Age
Greece 97 r Alexander’s Wars 98 r Alexander’s
of Augustus 158
Empire 99
The Hellenistic World, 323–30 b.c.e. r 101 The Roman Peace, 14–192 c.e. r 160
The Successors of Augustus 160
The Hellenistic Kingdoms 101
A NEW DIRECTION: Boudicca Chooses to Revolt Against
Learning From a Primary Source: Plutarch and Arrian
Describe Alexander’s Mass Marriages r 102 Rome r 162
Society and Culture 163 r Greco-Roman Culture 163
Hellenistic Cities 104 r Voyages of Exploration 105
r Urban Life 164 r Economic Activity 166
Hellenistic Culture and Science r 107
Religion in the Roman Empire and the Rise
Art and Literature 107 r Aristotle and the Rise of Practical of Christianity r 167
Philosophy 108 r Hellenistic Science 109 r Hellenistic
Technology 110 State and Private Religion 167 r The Jews in the Roman
World 169 r The Teachings of Jesus of Nazareth 170 r Early
Identity in a Cosmopolitan Society r 111 Christian Communities 173 r The Christians in the Roman
An Age of Anxiety 111 r The Hellenistic Mystery World 174
Cults 112 r The Intellectual Approach to Identity 113 Learning From a Primary Source: Vibia Perpetua
r Hellenistic Judaism 115
Records the Events Leading to Her Martyrdom r 175
A NEW DIRECTION: The Maccabees Decide to Revolt r 116 The Roman Empire in Crisis, 193–284 c.e. r 177
CHAPTER REVIEW r 117 The Severan Dynasty 177 r The Ruin of the Roman
Economy 177 r The Imperial Crisis 178
CHAPTER REVIEW r 179
5 The Rise of Rome,

753–27 b.c.e. 122
The Development of Roman Identity,
753–509 b.c.e. r 124
7 Late Antiquity,
284–527 184
A City on Seven Hills 124 r What It The Restoration of the Roman Empire,
Meant to Be Roman 126 r Early Roman 284–337 r 186
Religion 128 r Roman Family Life 130
Diocletian and the Return to Order 186 r The Tetrarchy and
The Evolution of the Roman Republic, the Rise of Constantine 188 r Constantine and Late Roman
509–146 b.c.e. r 131 Government 189
Roman Republican Government 132 r A People Ruled The Christian Empire, 312–415 r 191
by Law 133
Constantine and the Church 191 r The Impact of
Learning From a Primary Source: Polybius Describes Christianity 192 r The Christian Life 194 r Christian
the Roman Constitution r 134 Asceticism and Monasticism 196 r The Power
Going to War 135 r The Expansion of Rome 136 of the Church 196
The Effects of Roman Expansion, 146–88 b.c.e. r 138 Late Romans and Their World r 197
The Transformation of Rome 139 r The Assimilation of The Pursuit of Personal Security 198 r New
Greek Culture 140 r Problems in the Provinces 141 Opportunities 199 r Literary Culture 200 r The
r The Gracchi and the Military Recruitment Crisis 142 Changing Landscape 200
r Marius and the Volunteer Army 142
A NEW DIRECTION: Genevieve Chooses to Become a
The End of the Republic, 90–27 b.c.e. r 143 Christian Activist r 201
Sulla Seizes Rome 143 r Late Republican Politics 144 The Fall of the Western Roman Empire, 364–476 r 202
A NEW DIRECTION: Spartacus Decides to Revolt r 145 Rome’s Last Golden Age 202 r The Barbarians and
The Triumvirates 145 r Society and Culture at the End Rome 202 r Roman-Barbarian Cultural Exchanges 203
of the Republic 146 r The Disintegration of the Western Empire 204
CHAPTER REVIEW r 148 Learning From a Primary Source: Ammianus Describes

the Huns r 205
Interpretations of the Fall of the West 206
Photo credits: Vanni/Art Resource, NY; Erich Lessing/Art Resource, NY; © The Trustees of the British Museum/Art Resource, NY; Scala/Art Resource, NY
Contents ix
The Post-Roman World, 400–527 r 207 Order and Disorder in the Ninth and Tenth Centuries r 263
Romans and Barbarians in the Post-Roman West 207 Lords and Vassals 263 r Peasants and the Manor 264
r The Barbarian Kingdoms 208 r The Byzantine r Saracens, Vikings, and Magyars 264 r The Empire
Empire 209 Under Otto 267
CHAPTER REVIEW r 210 CHAPTER REVIEW r 269
8 The Eastern Mediterranean,

500–1000 214 10 The High Middle
Ages, 1000–1300 274
Justinian and the Revival of the Empire Church Reform and Spiritual
in the East, 500–650 r 216 Renewal r 276
Justinian’s Ambitions 216 r The Search for Reform from Within 276 r The Church
Christian Unity 218 r The Codification of Roman Law 219 and Secular Authority 278 r Innocent III and the Fourth
A NEW DIRECTION: Empress Theodora Changes Emperor Lateran Council 279 r Lay Leaders and Friars 280
Justinian’s Mind r 220 The Crusades r 282
Constantinople: The New Rome 221 r The Empire After
A War to Renew the Church 282 r Crusading Armies and
Justinian 222
Crusader States 283
The Rise of Islam, 600–700 r 223
Learning From a Primary Source: Anna Comnena
The Arabian Peninsula 223 r The Life of Muhammad 224 Describes the Crusaders r 284
r The Religion of Islam 225 r People of the Book 226 Crusades in the East and in Europe 285 r The Impact of the
r Muslim Families 227 Crusades 287
The Expansion of Islam, 700–800 r 228 The Growth of Royal Authority r 287
The Caliphate and Arab Invasions 228 r Across Africa and From Weak Kings to Strong Monarchs 287 r The Politics of
into Spain 229 r Islamic Civilization 231 Dynastic Families 288
Middle Byzantine Period, 600–1071 r 232 A NEW DIRECTION: Thomas Becket Defends the Liberties of
Losses and Reforms 233 r The Waning of Byzantine the Church r 289
Society 233 r The Controversy over Icons 234 The Holy Roman Empire and Frederick II 290 r The
Instruments of Rule 291
Learning From a Primary Source: Church Councils
Condemn and Restore the Use of Icons r 236 The Growth of Towns and Trade r 292
The Empress Irene 236 r A Reorientation to the North 238 Expansion in Agriculture 292 r Revival of Trade and
CHAPTER REVIEW r 239 Town 293 r The Interests of Business 294 r The Trade
in Slaves 295
The Building of Cathedrals and the Spread
9 The Kingdoms of Western

Europe, 500–1000 244
of Learning r 296
The Great Cathedrals 296 r From Cathedral Schools to
Universities 297 r New Learning, New Thinking 299
Regional Rule, Local Views, 500–750 r 246
Kingship and Rule in Merovingian Gaul 246
r The Iberian and Italian Peninsulas 248
r The Decline of Trade 249 r The Decline
of Cities 250
The Western Church, 500–800 r 251

11 Reversals and Disasters,
1300–1450 306
The Christianization of Northern Europe 251 r The Famine and Plague r 308
Bishops 253
The Spread of Hunger 308 r The Specter of Death 310
Learning From a Primary Source: Pope Gregory Sends r Endurance and Adaptation 311 r Economies Under
Instructions to a Missionary r 254 Stress 312
The Bishop of Rome 255 r Monasticism and Learning 255
One Hundred Years of Warfare r 312
Charlemagne and the Revival of Empire in the Buildup to War 313 r An Occasional War 313 r Violence
West, 700–900 r 257 Against Civilians 314 r The Final Stage 315
From Mayor to King 258 r From King to Emperor 259
A NEW DIRECTION: Joan of Arc Recants, Then Retracts Her
A NEW DIRECTION: The Pope Crowns Charlemagne Recanting r 317
Emperor r 260
r Imperial Rule in the West 260 r The Partition of
Resistance and Revolt r 318
Charlemagne’s Empire 262 Flanders 318 r France 319 r Florence 319 r England 320
Photo credits: Jean-Luc Manaud/Getty Images; Erich Lessing/Art Resource, NY; © Austrian Archives/Corbis; Culture and Sport Glasgow Museums, acc. #E. 1939.65.sn
x Contents
A Worldly Church r 321 Europe’s Global Expansion r 383

Papal Ambitions 321 r The Avignon Papacy 322 r The Great The Motives and the Means 383 r The Portuguese
Schism 323 r The Laity and the Church 324 Empire 385 r The Spanish Empire 385
The Contraction of Europe’s Borders r 325 A NEW DIRECTION: Isabella of Castile Finances Christopher
Old Empires and Newcomers 325 r The Rise of the Columbus’s Voyage Across the Atlantic r 386
Ottoman Turks 326 r A Multiethnic World 328 r Jews LEARNING FROM A PRIMARY SOURCE: Isabella of Castile
Under Christian and Ottoman Rule 328 r Russia Writes Her Last Will and Testament r 387
After 1000 r 329
Exploration, Expansion, and European Identity r 391
LEARNING FROM A PRIMARY SOURCE: Eleazar of Mainz
Native Americans in the European Imagination 391
Writes His Last Testament r 330
r The Labor of Africans 393
12 The Renaissance in Italy

and Northern Europe, 14 Reform in the
Western Church,
1350–1550 338 1490–1570 400
A New Climate of Cultural Expression r 340
The Context of Church Reform,
The Spirit of Humanism 340 r From Artisan to Artist 342 1490–1517 r 402
A NEW DIRECTION: Michelangelo—A New Kind Growing Discontent in the Western Church 402 r God’s
of Artist r 344 Wrath and Church Reform 404 r Humanism and Church
Perspectives and Techniques 344 r The Pleasure Reform 405
of Things 346
Martin Luther and the Protestant Reformation,
The Northern European Renaissance r 347 1517–1550 r 406
Northern European Art 348 r Northern Humanists 349 Luther’s Challenge to the Church 406 r The Impact of
r Printing, a New Medium 351 Luther’s Challenge 407 r The Spread of Reform 408
LEARNING FROM A PRIMARY SOURCE: Erasmus Defends His The Protestant Reformation Across Europe,
Translation of the Greek New Testament r 352 1520–1570 r 410
The Cities of Renaissance Italy r 355 The Anabaptists and Radical Reform 410 r John Calvin and
Calvinism 411 r The Spread of Calvinism 413 r Reform in
The Medici of Florence 355 r Maritime Republics 355
England 413
r Autocrats and Humanists 357 r The Papal States and
the Church 358 LEARNING FROM A PRIMARY SOURCE: The Pastors of Geneva
Establish Rules for Proper Christian Conduct r 414
Renaissance Ideals in Transition, 1400–1550 r 359
The Court of Francis I 360 r England Before Its Catholic Reform, 1500–1570 r 416
Renaissance 360 r The Holy Roman Empire and Reform by Religious Orders 416
Eastern Europe 361
A NEW DIRECTION: Teresa of Ávila Chooses to Reform
CHAPTER REVIEW r 362 the Carmelites r 417
Reform in the Papacy 420 r Catholic Missions
Overseas 421
13 Europe’s Age of Expansion,

1450–1550 368
Reformation and Society, 1517–1570 r 423
Educating the Young 423 r Poor Relief 423 r Family
Life 424 r Jews in the Age of the Reformation 426
Economic and Social Change r 370
Population Increase 370 r Recovery in the
Countryside 372 r Growth in the Cities 373
r The Port of Antwerp 374
Resurgent Monarchies r 375

Ferdinand and Isabella and the Rise of Spain 375
15 A1550–1650
Century of Crisis,
434
r Charles I of Spain, Charles V of the Holy Roman Europe’s Economy and Society r 436
Empire 377 r Francis I and the Kingdom of France 378
Europe’s Continuing Overseas Expansion 436 r A River
r Consolidation in England Under the First Tudors 379
of Silver 438 r A Revolution in Prices 439 r The Hunt for
r Italy, Germany, and Russia 381
Witches 440
Photo credits: Alinari/Art Resource, NY; Museo degli Argenti, Palazzo Pitti, Florence/The Bridgeman Art Library; bpk, Berlin/Skulpturesammlung und Museum fur Byzantinische Kunst,
Staatliche Museen, Berlin/Art Resource, Inc.; © Derek Bayes-Art/Lebrecht Music & Arts/Corbis
Contents xi
The Fate of Spain and the Flourishing of the The English Constitutional Monarchy, 1660–1740 r 484
Netherlands r 441 The Restoration of Charles II 484 r James II 485
Philip II 441 r The Spanish War Against the Moriscos and r The Glorious Revolution 486 r The Georges from
the Turks 442 r The Revolt in the Netherlands 442 r The Germany 488
Dutch Miracle 444
Two World Wars, 1740–1763 r 488
Political Contests and More Religious Wars r 446 The Wars 489 r Eighteenth-Century Warfare 489 r Winners
and Losers 490
A NEW DIRECTION: Jacques Callot Publishes “The Miseries
and Misfortunes of War” r 447 CHAPTER REVIEW r 493
France’s Wars of Religion 448 r The Resurgent French
Monarchy 448 r The Habsburg War Against the Turks 449
r The Thirty Years’ War 449
LEARNING FROM A PRIMARY SOURCE: Simplicius

17 The Scientific Revolution
and the Enlightenment,
Simplicissimus Encounters Some “Merry
Cavalrymen” r 450
1550–1790 498
The Peace of Westphalia 451 A Revolution in Astronomy r 500
Reformation and Revolution in the British Isles r 452 Ancient and Medieval Astronomy 500 r A
New View of the Universe 502
Elizabeth I 452 r The Early Stuart Monarchs 453 r Civil War,
Revolution, and the Commonwealth 454 r Oliver Cromwell 456 A NEW DIRECTION: The Trial and Condemnation
of Galileo r 503
Christian Reform, Religious Wars, and the Jews r 457
Models of Scientific Knowledge 504 r Why Change
Jews in Poland and Western Europe 457 r War in Occurred 505
Poland 457
The Impact of the New Science r 506
Scientific Networks 506 r Science and Religion 507
r Science and the State 508 r The Nature of History 508
The Enlightenment r 509
16 State-Building and the

European State System,
The Early Enlightenment 509 r Voltaire 510
r Enlightenment Religion 511
1648–1789 464 Learning from a Primary Source: Voltaire Attacks

Christianity r 512
Absolutism in France, 1648–1740 r 466 Diderot and the Encyclopédie 513 r The Late
Enlightenment 514
A NEW DIRECTION: Louis XIV Decides to Rule France
on His Own r 468 Society and the Enlightenment r 516
The Sun King at Versailles 468 r Forty Years of Warfare 469 The New World of Reading 516 r Enlightenment
r A Unified French State 470 r Louis XV 471 Sociability 517 r The Enlightenment and Politics 519
LEARNING FROM A PRIMARY SOURCE: Louis XIV Advises Enlightenment Debates r 520
His Son r 472
Europeans and Non-Europeans 520 r Slavery 522
The Austrian Habsburgs, 1648–1740 r 473 r Men and Women 523
Leopold I 474 r The Turkish Siege of Vienna and the CHAPTER REVIEW r 524
Reconquest of Hungary 474 r The Habsburg Monarchy 475
The Rise of Prussia, 1648–1740 r 476 Answers to Test Yourself r A-1

Territorial Consolidation 476 r Taxes to Support an Army 476 index r I-1
r King Frederick William I 479
Russia and Europe, 1682–1796 r 480

Peter the Great and Westernization 480 r Catherine the
Great and Russian Expansion 482 r The Pugachev Rebellion
and Russian Society 484
Photo credits: Reunion des Musees nationaux/Art Resource, NY; © Science & Society Picture Library
Maps
1.1 The Near Eastern World, ca. 1500 b.c.e. 5 11.1 Europe Ravaged from Within 309
1.2 The Fertile Crescent 9 11.2 Hundred Years’ War 316
2.1 The Assyrian and Persian Empires, 11.3 The Great Schism 323
900–500 b.c.e.37 11.4 The Rise of the Ottoman Empire and
2.2 Peoples of the Early Iron Age 38 the End of the Byzantines 327
3.1 The Greater Greek World During the 12.1 The Spread of New Cultural Expression,
Peloponnesian War, 431–404 b.c.e. 65 1300–1500 341
3.2 Ancient Greece, ca. 1050 b.c.e.66 12.2 The Growth of Printing in Europe 354
3.3 Greek Colonization, ca. 750–550 b.c.e.72 13.1 Europe in 1556 371
4.1 The Hellenistic Kingdoms in 280 b.c.e.97 13.2 The Expansion of Russia, to 1725 381
4.2 The Empire of Alexander, 323 b.c.e.100 13.3 Map of Martin Beheim, 1492 384
5.1 Roman Expansion to 44 b.c.e.125 13.4 World Expansion, 1492–1536 390
5.2 Early Italy, ca. 760–500 b.c.e.127 14.1 Catholics, Protestants, and the Eastern
Orthodox in 1555 403
6.1 The Roman Empire in 117 c.e.155
14.2 Cities and Towns of the Reformation
6.2 Trade Routes of the Roman Empire 168
in Germany 409
7.1 The Roman World in the Fourth Century 187
15.1 Europe in the Age of the Religious Wars 437
7.2 The Spread of Christianity to 600 c.e. 194
15.2 The Netherlands 443
7.3 The Barbarians and Rome 203
15.3 Dutch Commerce in the
8.1 Justinian’s Empire 217 Seventeenth Century 445
8.2 From the Roman Empire to 16.1 Europe in 1715 467
the Byzantine Empire 218
16.2 The Growth of Austria and Prussia to 1748 477
8.3 The Spread of Islam 230
16.3 The Partition of Poland and the
9.1 Europe and the Mediterranean, ca. 800 247 Expansion of Russia 483
9.2 The Carolingian World 265 16.4 European Claims in North America
10.1 Merchants, Pilgrims, and Migrants Before and After the Seven Years’ War 492
on the Move, 1000–1300 277 17.1 Europe During the Scientific Revolution
10.2 The Growth of the Kingdom of France 291 and the Enlightenment 501
10.3 Population and Economic Centers 294
xiii
Features
A New Direction Learning From a Primary Source

Akhenaton Decides to Make Aton the Main Akhenaton, “Great Hymn to Aton” 24
God of Egypt 22 The Song of Deborah 44
Deborah Leads the Hebrew People Against Aristophanes Suggests How to End the War 86
the Canaanites 43
Plutarch and Arrian Describe Alexander’s
Socrates Chooses Death 88 Mass Marriages 102
The Maccabees Decide to Revolt 116 Polybius Describes the Roman Constitution 134
Spartacus Decides to Revolt 145 Vibia Perpetua Records the Events
Boudicca Chooses to Revolt Against Rome 162 Leading to Her Martyrdom 175
Genevieve Chooses to Become Ammianus Describes the Huns 205
a Christian Activist 201 Church Councils Condemn and Restore
Empress Theodora Changes Emperor the Use of Icons 236
Justinian’s Mind 220 Pope Gregory Sends Instructions to
The Pope Crowns Charlemagne Emperor 260 a Missionary 254
Thomas Becket Defends the Liberties Anna Comnena Describes the Crusaders 284
of the Church 289 Eleazar of Mainz Writes His Last
Joan of Arc Recants, Then Retracts Testament 330
Her Recanting 317 Erasmus Defends His Translation of the
Michelangelo—A New Kind of Artist 344 Greek New Testament 352
Isabella of Castile Finances Christopher Isabella of Castile Writes Her Last
Columbus’s Voyage Across the Atlantic 386 Will and Testament 387
Teresa of Ávila Chooses to Reform The Pastors of Geneva Establish Rules for
the Carmelites 417 Proper Christian Conduct 414
Jacques Callot Publishes “The Miseries Simplicius Simplicissimus Encounters Some
and Misfortunes of War” 447 “Merry Cavalrymen” 450
Louis XIV Decides to Rule France on His Own 468 Louis XIV Advises His Son 472
The Trial and Condemnation of Galileo 503 Voltaire Attacks Christianity 512
xv
Preface
For years, we five professors from across the country have taught Western Civilization courses without the text-
book we really wanted to have—a textbook with a coherent strategy for helping students to study and learn. In
1999 we commenced to develop such a text. This book is the result.
The five of us bring to this book a variety of backgrounds, interests, and historical approaches, as well as a
combined total of nearly one hundred years of teaching history. Two of us completed graduate degrees in lit-
erature before turning to history. We have all studied, worked, or lived on three continents; we are all American
citizens, but not all of us were born in the United States. Although we come from different parts of the country
and have different historical specializations, all of us teach in large state university systems. We have a strong
commitment to the kinds of students who enroll in our schools and in community colleges—young people and
nontraditional students from richly diverse cultural and ethnic backgrounds who are enthusiastic and prepared
to work but have little knowledge of history and few formal skills in historical analysis. We were gratified to be
developing a new kind of textbook that met their needs.
We conceived of a textbook that would be lively and absolutely up-to-date but did not presume a great deal
of prior knowledge of western civilization. We also wanted to include new types of learning aids that were fully
integrated into the text itself. Our greatest hope is that students who use this book will come to understand how
the West has developed and, at the same time, to see the importance of the past for the present. In other words,
we want to help them value the past as well as understand it and thus to think historically.
Approaches and Themes

This textbook introduces the cultural unit we call “the West” from its beginnings in the ancient Near East to
the present. It is focused around five themes: politics, religion, social history, biography and personality, and
individual and collective identity.
Politics: Our book’s first theme centers on western politics, states, and the state system from the emergence
of civilization in Mesopotamia and Egypt down to our own century. Politics provides the underlying chrono-
logical backbone of the text. Our experience has taught us that a politically centered chronology is the most
effective way to help inexperienced students get a sense of what came before and what came after and why.
Political chronology helps them perceive trends and recognize the forces for historical continuity and change.
If there are sensible reasons for organizing the text around a political chronology, there are pitfalls as well.
The chief one is the disaffection many students may have felt in the past with a history that seems little more
than a list of persons, reigns, and wars (“Kings and Things”) needing to be memorized. To avoid this pitfall
we have adopted an approach that centers on dynamic exchanges between states and political elites on the
one hand, and citizens or subjects on the other. In this textbook students will read and think about the ways
taxation, the need for armies, and judicial protection affect ordinary people and vice versa—how the marginal
and unrepresented affect the politically powerful. Our approach focuses both on what states and their political
elites want from the people who live in them and on what benefits they provide to those people. In turn, we
also consider what ordinary people do or do not want from the state, and what kinds of people benefit and do
not benefit from the state’s policies. When relevant, we also treat the state’s lack of impact.
Religion: Our second theme takes up the history of western religion. We have aimed for an expansive
treatment of religious activity that includes its institutions and beliefs but is not confined to them. Our textbook
ranges widely over issues of polytheism, monotheism, civic religion, philosophically inspired religion, norma-
tive religion, orthodoxy and heresy, popular practices, ultimate spiritual values, and systematically articulated
xvii
xviii Preface
agnosticism or atheism. Since from beginning to end we emphasize religious issues, this book is set apart from
most Western Civilization texts that treat religious matters fairly consistently up through the sixteenth century
but then drop them.
Our distinctive post–1600 emphasis on religion arises from our sense that religious beliefs, values, and
affiliations have continued to play a central role in European life up to and including the twenty-first cen-
tury. Although in part compartmentalized or privatized in the last several centuries as states pursued various
secularizing agendas, religious sensibilities still have had a considerable impact on economic behavior, social
values, and political action, while simultaneously adjusting to or resisting changes in other aspects of life. In
addition, of course, they regularly influenced European activity in colonies and empires.
In our treatment of religion we do not focus simply on the dominant religion of any time or place. Judaism,
for example, is discussed throughout the text, while Islam, introduced in Chapter 8, is discussed again in con-
nection with such issues as the Moriscos of Spain, the Habsburg re-conquest of Hungary, tension in Russian
Central Asia and the Balkans before World War I, Soviet campaigns against religion, the arrival of Muslim im-
migrants in post–World War II Europe, and the dissolution of Yugoslavia. In addition, an emphasis on religious
pluralism in European life leads to discussions of the variety of subcultures found in the West, many of which
believe that their religious and ethnic identity is integral to their other values and practices. Indeed, our belief
that religion continues to play an important role in modern European history rests in large part on the abundant
evidence showing it to be a core component of life for subcultures within the larger western context. Catholic
and Protestant Irish, Protestant northern Germans and Catholic southern Germans, Orthodox Russians, and
Bosnian Muslims stand as examples of communities whose values and actions have been significantly shaped
by ongoing religious allegiances and whose interactions with those practicing other religions have had last-
ing repercussions. Our intention is to present the religious past of the West in all its complex, multifold voices
to students who are more and more self-consciously aware of racial, cultural, and ethnic diversity in their
own world.
We also believe that attention to religion reflects the current public debate over values, using students’
experience of this contested territory to stimulate their interest. Their awareness of current values-based pro-
grams can serve as a springboard for a study of the past. Does one choose aggression, persuasion, or passive
resistance and nonaggression?
Social History: The theme of social history is integrated into the text as consideration is given to the way
politics and religion affect people and societies. Discussions of daily lives and family structures are illuminated
through occasional spotlights on the experience of a single, typical individual. We also pay close attention to
issues of gender norms and roles in the past, drawing on the work of a generation of historians concerned with
the history of ordinary men, women, and children. We see many possibilities for engaging the interest of stu-
dents in this approach. We hope our book will stimulate productive class discussions of what it meant to live
as a woman or a (male) citizen in the Athenian city-state, as a peasant or a landlord in the relatively stateless
world of the early Western Middle Ages, as a man or woman during the French Revolution, and as a soldier or
nurse in the trenches of World War I.
Biography and Personality: To give focus and immediacy to the themes we emphasize, we have chosen to
highlight the biographies of important or representative figures in the past and, when possible, to give students
a sense of their personalities. We want key figures to live for students through their choices and actions and pro-
nouncements. Each chapter contains a feature, “A New Direction,” that focuses on biography and personality.
The person discussed in this box is integrated into the chapter narratives. Portraits of cities occasionally stand
in for biographies by providing a picture of the places and spaces that have been important in a particular era
or have continuing significance across centuries.
Identity: An emphasis on individual and collective identity is another distinctive feature of our book.
By addressing matters of identity for each era, we believe that we can help students see themselves in—or as
against—the experiences of those who preceded them. To this end, the relationship between the individual
and the group is examined as well as changing categories of identity, such as religion, class, gender, ethnicity,
nationality, citizenship, occupation or profession, generation, and race. In a real sense, this emphasis flows from
the preceding four themes. It means that the political narrative is personalized, that history is not only an ac-
count of states, institutions, and policies, but also of people.
The West and the World

In addition to emphasizing the themes outlined above, we have adopted a view about the West that shapes this
volume. It derives from our rejection of the tendency to treat the West as a monolithic entity or to imply that the West
is “really” western Europe after 500 and, after 1500, specifically northwestern Europe. We define the West more
broadly. Throughout the book, students remain informed about developments in eastern Europe, western Asia,
Preface xix
and Africa. We show that, far from being homogeneous, the West represents a diversity of cultures. By taking
this approach we hope to be able to engage students in a way that will lead them to understanding the causes,
effects, and significance of the cultural diversity that exists in the modern world.
We also address the issue of cultural diversity by looking at the impact of the non-western world on the
West from antiquity to the present. We discuss both western knowledge and western fantasies about non-
western peoples, the actual contact or lack of contact with non-western societies, and the growing global impact
of Europe and Europeans during the last five hundred years. The emphasis is always on the West—on how the
West did or did not make contact with other societies and, in the case of contacts, on their consequences for
everyone involved—but the effect is to place the West in its larger global context as one of humanity’s many
cultural units.
Pedagogy and Features

One of the most common questions our students ask is: “What’s important?” This textbook aims to help them
answer that question for themselves. We have found that students can profit from a text that takes less for
granted, provides a consistent and clear structure for each chapter, and incorporates primary documents. For
both teachers and students, “Western Civ” is often the most difficult history course in the curriculum. With
this textbook, we hope to change its reputation. For the second edition, we have developed a strong pedagogy,
based on feedback from more than 500 instructors and students. This pedagogy is realized through a series
of innovative features that will assist students in understanding the book’s content and help them master it.
The book itself becomes a complete study tool for students to ensure they are able to read and understand the
material. In class tests with instructors who used chapters with the new pedagogy, students reported better
understanding and interest in the material. We also kept instructors in mind, because we believe that carefully
constructed chapters that convey basic information are the best support for teaching. Instructors may then
build on the text or modify it to meet specific needs.
Chapter Openers: Every chapter begins with a list of focus questions previewing the content covered within
that chapter. These questions direct students’ attention to the central concerns and issues about to be examined.
A timeline extending over the period is also featured, as well as a map with integrated questions to strengthen
geography and critical-thinking skills.
Section Opening Questions: Before students begin reading the chapter sections, they will see focus ques-
tions related to the material they will read. These questions invite students to remain focused while going
through the material.
Checking In: The Checking In feature appears at the end of every chapter section and provides students with
a list of the key terms from that section. Students should review these terms before proceeding on to the next sec-
tion to ensure thorough comprehension.
A New Direction: As noted earlier in this Preface, each chapter contains an account of an individual making
a crucial choice that mattered, that had important consequences, and that can be used to highlight the chapter’s
central concerns. Our intention in this feature is to foreground human agency and to spark the interest of stu-
dents. Thus, Chapter 12, which introduces students to the Renaissance in Italy and Northern Europe, features
Michelangelo Buonarotti as a new kind of artist who changed the way the public viewed art and creativity.
Chapter 22, which discusses the “triumph” of the nation-state in the late nineteenth century, contains an account
of Theodor Herzl’s endorsement of Zionism as a way to discuss the impact of nationalist ideology and to carry
out the book’s emphasis on religious diversity in the West.
Learning from a Primary Source: Each chapter also features a document from an individual who lived dur-
ing the era of the chapter, sometimes from the same individual featured in ”A New Direction.” An explanatory
headnote sets the context for the document. Students are then helped to analyze it historically through a series
of numbered marginal notes, which are also designed to aid instructors seeking to integrate primary sources
into their classrooms.
In addition, we have built into each chapter a strong framework of pedagogical aids to help students
navigate the text. All the maps have been revised, and many are partnered with critical thinking questions.
Photo captions have also been enriched with questions for students to ponder. Subheadings have been intro-
duced throughout the chapters to clearly focus on the topics under discussion.
A distinctive feature of our text is the glossary—a system whereby boldfaced names, terms, organizations,
concepts, and events are explained or defined on the same page where they are introduced. These definitions
support students whose vocabulary and knowledge of history are weak, enhance the background a better-
prepared student may have, and serve as a convenient review and study aid.
Chapter Review: A new, enhanced end-of-chapter section provides students with a number of ways
to review the chapter. This thorough review features a bulleted summary and a boxed chronology of
xx Preface
events, followed by a Test Yourself multiple-choice self-quiz. The questions for this quiz are broken down
by section, allowing students to easily refer back to the sections or concepts that they need to review.
This quiz is accompanied by critical thinking questions that instructors can use to gauge student under-
standing of each major chapter division. Answers to the multiple-choice quizzes can be found in the back
of the book.
New to This Edition

The second edition of Making Europe: The Story of the West has been updated in a myriad of ways. The most
significant of these revisions are:
• Chapter 1 includes an expanded discussion of cave painting, Sumerian iconography, Mesopotamian rule,
the Great Pyramids, religious reforms of the pharaoh Akhenaton, Minoan culture, and Mycenaean
architecture.
• Chapter 2 features more on naval warfare, the economic function of coinage, the first Jewish temple in
Jerusalem, Assyrian military tactics, Babylonian iconography, Persian architecture, and the policies of
Darius I of Persia.
• Chapter 3 contains new coverage of Greek technology and iconography, hoplite warfare, women’s sports,
and Greek coinage propaganda.
• Chapter 4 looks at urban architecture and interior decorating, Macedonian marriage practices, social
and cultural integration in Hellenistic Egypt, Greek colonization, the survival of Greek architecture and
multiethnicity in Hellenistic religion.
• Chapter 5 updates material on the use of archaeological evidence to understand the past, Etruscan views
of the afterlife and of the Roman assimilation of Etruscan culture, Roman family life, use of propaganda by
senators, the ultimate fate of Roman public buildings, the means by which Roman laws were preserved,
and the deification of deceased rulers.
• Chapter 6 includes new coverage of the role of the emperor as commander in chief of the Roman army, the
use of propaganda by Roman emperors, Roman urbanism, the role played by Pontius Pilate in the trial of
Jesus, and the victory of the Persian king Shapur over the Roman emperor Valerian.
• Chapter 7’s “A New Direction” focuses on Genevieve of Paris, thus increasing to an even greater extent the
volume’s commitment to gender balance in its coverage. Other Chapter 7 updates include a more direct
connection made between Christianity and sun worship, an expanded discussion of the importance of
church building and the role of churches in urban landscapes, discussion on the significance of senatorial
withdrawal to the countryside, especially as evidenced by the construction of fortified villas, and the
Roman adoption of barbarian customs.
• Chapter 8 contains new material that emphasizes the religious roots of medieval, Byzantine, and Muslim
civilizations.
• Chapter 9 updates the coverage of feudalism, manors, and unfree status in light of the reservations
scholars now have about their uniform applicability across western Europe.
• Chapter 10 includes updated material on the participants, goals, and outcomes of the crusading
movement.
• Chapter 11’s updates make it easier for students to understand the connections among climate, disease,
warfare, and social unrest in the tumultuous fourteenth century.
• Chapter 12’s “A New Direction” discusses the sculptor and painter Michelangelo, in the period when he
was painting the Sistine Chapel.
• Chapter 13 adds material to its discussion of Antwerp, the expansion of Russia, Ivan IV, and European
world expansion.
• Chapter 14 features revised coverage of church reform, including Martin Luther, the Jesuits, and
Pope Paul III.
• Chapter 15, now called “A Century of Crisis, 1550–1650,” expands the discussion on population growth
and revolution, the Inquisition and witch trials, and the revolt in the Netherlands.
• Chapter 16 updates material on absolutism in France, the growth of Prussia, Peter the Great and Catherine
the Great, partitioning of Poland, and the Seven Years’ War.
• Chapter 17’s “A New Direction” features Galileo Galilei. Additional changes cover the scientific revolution
and the Enlightenment, including Rousseau and the concept of leisure.
• Chapter 18 features more on the expanding populations of Europe and resulting consumer revolution,
as well as a closer look at the worldwide slave trade.
• Chapter 19 includes more on the French Revolution including both Louis XVI and Marie Antoinette, as well as
Napoleonic Europe.
Preface xxi
• Chapter 20 closely looks at coverage of ideological differences between conservatives, nationalists, and
liberals during this period. A thoroughly revised introduction helps students orient themselves in the
post-Napoleonic Era.
• Chapter 21 looks more closely at the effects of industrialization in the nineteenth century, including the
expansion of railroads.
• Chapter 22 concentrates more specifically on nationalism throughout the European continent. A new
image of Sacre Coeur cathedral in Paris emphasizes attempts by Catholic conservatives to reclaim
industrial workers for the church in the post-commune period.
• Chapter 23 features new images from the fin-de-siècle period to help readers better make a connection
among technology, leisure, commerce, and art.
• Chapter 24 contains new sections on missionary David Livingstone and on Germany’s colonies. The new
maps aid students in better making the connection between imperialism and world geography.
• Chapter 25’s “A New Direction,” focuses on the young assassin of Archduke Francis Ferdinand, Gavrilo
Princip. New maps on World War I enable students to better understand the war both on the western and
eastern fronts.
• Chapter 26 provides more connections between the photographs and the themes covered in the respective
sections, such as asking students to identify important aspects of Kamal Ataturk’s nationalism by examining
his photograph.
• Chapter 27 provides two new maps, replacing the map of Nazi Germany’s advances in WWII and the map
representing the death camps and other aspects of the Holocaust. The description of Guernica also asks
students to do a closer analysis of the symbology of peace and violence in that painting.
• Chapter 28 offers two replacement maps for East European Stalinism and De-Colonization, as well as added
commentary for most images and questions to link those illustrations to the narrative.
• Chapter 29 has added commentary and questions for most images to better link them to the narrative.
• Chapter 30 includes an extended profile of Angela Merkel. This chapter also includes a discussion of the
Arab Spring and of the most recent developments in the Iraq War and in Afghanistan. Developments in the
European Union have been updated, together with a discussion of how the Eurozone has dealt with the
financial woes of the last four years, including a discussion of the bailouts in Ireland, Greece, and Spain.
The chapter has also updated important developments in the post Yugoslav wars’ violence and peace
building processes. An update on Russian politics since 2008 has also been added. There is now a new
section on the “Global Economic Recession.”
Flexible Format
Western Civilization courses differ widely in chronological structure from one campus to another. To accommo-
date the differing divisions of historical time into intervals for various academic year divisions, Making Europe:
The Story of the West is published in three print versions, two of which embrace the complete work, and two
electronic versions:
• One-volume hardcover edition: Making Europe: The Story of the West
• Two-volume paperback: Making Europe: The Story of the West, Volume I: To 1790 (Chapters 1–17); Volume II:
Since 1550 (Chapters 15–30)
• Making Europe: The Story of the West, Since 1300 (Chapters 12–30), for courses on Europe since the
Renaissance
• An eBook of the complete one-volume edition
• A two-volume eBook of volumes one and two
Supplements
Instructor Resources
PowerLecture DVD with ExamView® and JoinIn®
ISBN-10: 1285062000|ISBN-13: 9781285062006
This dual platform, all-in-one multimedia resource includes the Instructor’s Resource Manual; Test Bank,
prepared by Kathleen Addison of California State University - Northridge(includes key term identification,
multiple-choice, essay, and true/false questions; Microsoft® PowerPoint® slides of both lecture outlines and im-
ages and maps from the text that can be used as offered, or customized by importing personal lecture slides or
other material; and JoinIn® PowerPoint® slides with clicker content. Also included is ExamView, an easy-to-use
xxii Preface
assessment and tutorial system that allows instructors to create, deliver, and customize tests in minutes.
Instructors can build tests with as many as 250 questions using up to 12 question types, and using Exam-
View’s complete word-processing capabilities, they can enter an unlimited number of new questions or edit
existing ones.
elnstructor’s Resource Manual Prepared by Bethany Kilcrease of Aquinas College. This manual has many
features, including learning objectives, chapter outlines, lecture suggestions, activities for using primary sourc-
es, activities for the text features, map activities, an audiovisual bibliography, and internet resources. Available
on the instructor’s companion website.
CourseMate
ISBN-10: 1285079604|ISBN-13: 9781285079608 PAC
ISBN-10: 1285079493|ISBN-13: 9781285079493 IAC
ISBN-10: 1285079426|ISBN-13: 9781285079424 SSO
CourseMate Cengage Learning’s History CourseMate brings course concepts to life with interactive learning,
study, and exam preparation tools that support the printed textbook. History CourseMate includes an inte-
grated eBook, interactive teaching and learning tools including quizzes, flashcards, videos, and more, and En-
gagementTracker, a first-of-its-kind tool that monitors student engagement in the course. Learn more at www.
cengagebrain.com.
Aplia™
ISBN-10: 1285078993|ISBN-13: 9781285078991 1-term PAC
ISBN-10: 1285079140|ISBN-13: 9781285079141 1-term IAC
ISBN-10: 1285078977|ISBN-13: 9781285078977 2-term PAC
ISBN-10: 1285079116|ISBN-13: 9781285079110 2-term IAC
Aplia™ is an online interactive learning solution that improves comprehension and outcomes by increas-
ing student effort and engagement. Founded by a professor to enhance his own courses, Aplia provides
automatically graded assignments with detailed, immediate explanations on every question. The interac-
tive assignments have been developed to address the major concepts covered in Making Europe: The Story
of the West, 2e and are designed to promote critical thinking and engage students more fully in their learn-
ing Question types include questions built around animated maps, primary sources such as newspaper ex-
tracts, or imagined scenarios, like engaging in a conversation with Benjamin Franklin or finding a diary
and being asked to fill in some blank words; more in-depth primary source question sets that address a
major topic with a number of related primary sources and questions promote deeper analysis of histori-
cal evidence. Images, video clips, and audio clips are incorporated in many of the questions. Students
get immediate feedback on their work (not only what they got right or wrong, but why), and they can
choose to see another set of related questions if they want to practice further. A searchable ebook is avail-
able inside the course as well, so that students can easily reference it as they are working. Map-reading
and writing tutorials are available as well to get students off to a good start.
Aplia’s simple-to-use course management interface allows instructors to post announcements, up-
load course materials, host student discussions, e-mail students, and manage the gradebook; personal-
ized support from a knowledgeable and friendly support team also offers assistance in customizing as-
signments to the instructor ’s course schedule. To learn more and view a demo for this book, visit www.
aplia.com.
CourseReader: Western Civilization

ISBN-10: 1133045545|ISBN-13: 9781133045540 CourseReader 0-30 PAC
ISBN-10: 1133045553|ISBN-13: 9781133045557 CourseReader 0-30 IAC
ISBN-10: 1133045539|ISBN-13: 9781133045533 CourseReader 0-30 SSO
ISBN-10: 1133045561|ISBN-13: 9781133045564 CourseReader 0-60 PAC
Preface xxiii
ISBN-10: 1133211569|ISBN-13: 9781133211563 CourseReader 0-60 IAC

ISBN-10: 1133211550|ISBN-13: 9781133211556 CourseReader 0-60 SSO
ISBN-10: 1133211585|ISBN-13: 9781133211587 CourseReader Unlimited PAC
ISBN-10: 1133211593|ISBN-13: 9781133211594 CourseReader Unlimited IAC
ISBN-10: 1133211577|ISBN-13: 9781133211570 CourseReader Unlimited SSO
CourseReader is an online collection of primary and secondary sources that lets you create a customized elec-
tronic reader in minutes. With an easy-to-use interface and assessment tool, you can choose exactly what your
students will be assigned—simply search or browse Cengage Learning’s extensive document database to pre-
view and select your customized collection of readings. In addition to print sources of all types (letters, diary
entries, speeches, newspaper accounts, etc., there collection includes a growing number of images and video
and audio clips.
Each primary source document includes a descriptive headnote that puts the reading into context and is
further supported by both critical thinking and multiple-choice questions designed to reinforce key points. For
more information visit www.cengage.com/coursereader.
Cengagebrain.com Save your students time and money. Direct them to www.cengagebrain.com for
choice in formats and savings and a better chance to succeed in your class. Cengagebrain.com, Cengage
Learning’s online store, is a single destination for more than 10,000 new textbooks, eTextbooks, eChapters,
study tools, and audio supplements. Students have the freedom to purchase a-la-carte exactly what they need
when they need it. Students can save 50% on the electronic textbook, and can pay as little as $1.99 for an indi-
vidual eChapter.
Student Resources
Companion Website
ISBN-10: 113350681X|ISBN-13: 9781133506812
A website for students that features a wide assortment of resources to help students master the subject matter.
The website, prepared by Ryan Swanson of George Mason University, includes a glossary, flashcards, learning
objectives, maps, sample quizzes, and primary source links. Additionally, the list of Suggested Readings for each
chapter from the first edition has now been placed on the student companion website so students can easily access
this important information.
eBook
ISBN-10: 1285079264|ISBN-13: 9781285079264
This interactive multimedia ebook links out to rich media assets such as video and MP3 chapter summaries.
Through this ebook, students can also access chapter outlines, focus questions, chronology and matching exer-
cises, primary source documents with critical thinking questions, and interactive (zoomable) maps. Available at
www.cengagebrain.com.
Doing History: Research and Writing in the Digital Age, 2e

ISBN-10: 1133587887|ISBN-13: 9781133587880
Prepared by Michael J. Galgano, J. Chris Arndt, and Raymond M. Hyser of James Madison University. Whether
you’re starting down the path as a history major, or simply looking for a straightforward and systematic guide to
writing a successful paper, you’ll find this text to be an indispensible handbook to historical research. This text’s
“soup to nuts” approach to researching and writing about history addresses every step of the process, from locat-
ing your sources and gathering information, to writing clearly and making proper use of various citation styles to
avoid plagiarism. You’ll also learn how to make the most of every tool available to you—especially the technol-
ogy that helps you conduct the process efficiently and effectively. The second edition includes a special appendix
linked to CourseReader (see below), where you can examine and interpret primary sources online.
xxiv Preface
The History Handbook, 2e

ISBN-10: 049590676X|ISBN-13: 9780495906766
eAudio History Handbook, 1e

ISBN-10: 084006344X|ISBN-13: 9780840063441
Printed Access Card for eAudio History Handbook, 1e

ISBN-10: 1111471266|ISBN-13: 9781111471262
Prepared by Carol Berkin of Baruch College, City University of New York and Betty Anderson of Bos-
ton University. This book teaches students both basic and history-specific study skills such as how to take
notes, get the most out of lectures and readings, read primary sources, research historical topics, and cor-
rectly cite sources. Substantially less expensive than comparable skill-building texts, The History Hand-
book also offers tips for Internet research and evaluating online sources. Additionally, students can purchase
and download the eAudio version of The History Handbook or any of its eighteen individual units at www.
cengagebrain.com to listen to on-the-go.
Writing for College History, 1e

ISBN-10: 061830603X|ISBN -13: 9780618306039
Prepared by Robert M. Frakes, Clarion University. This brief handbook for survey courses in American history, Western
Civilization/European history, and world civilization guides students through the various types of writing assign-
ments they encounter in a history class. Providing examples of student writing and candid assessments of student
work, this text focuses on the rules and conventions of writing for the college history course.
The Modern Researcher, 6e

ISBN-10: 0495318701|ISBN-13: 9780495318705
Prepared by Jacques Barzun and Henry F. Graff of Columbia University. This classic introduction to the tech-
niques of research and the art of expression is used widely in history courses, but is also appropriate for writing
and research methods courses in other departments. Barzun and Graff thoroughly cover every aspect of research,
from the selection of a topic through the gathering, analysis, writing, revision, and publication of findings present-
ing the process not as a set of rules but through actual cases that put the subtleties of research in a useful context.
Part One covers the principles and methods of research; Part Two covers writing, speaking, and getting one’s
work published.
Reader Program Cengage Learning publishes a number of readers, some containing exclusively primary
sources, others devoted to essays and secondary sources, and still others provide a combination of primary and
secondary sources. All of these readers are designed to guide students through the process of historical inquiry.
Visit www.cengage.com/history for a complete list of readers.
Rand McNally Historical Atlas of Western Civilization, 2e

ISBN-10: 0618841946|ISBN-13: 9780618841943
This valuable resource features over 45 maps, including maps that highlight classical Greece and Rome; maps
documenting European civilization during the Renaissance; maps that follow events in Germany, Russia, and
Italy as they lead up to World Wars I and II; maps that show the dissolution of Communism in 1989; maps docu-
menting language and religion in the western world; and maps describing the unification and industrialization
of Europe.
Document Exercise Workbook
Volume 1: ISBN-10: 0534560830|ISBN-13: 9780534560836

Volume 2: ISBN-10: 0534560849|ISBN-13: 9780534560843
Preface xxv
Prepared by Donna Van Raaphorst, Cuyahoga Community College. A collection of exercises based around primary
sources. Available in two volumes.
Custom Options
Nobody knows your students like you, so why not give them a text that is tailor-fit to their needs? Cengage
Learning offers custom solutions for your course—whether it is making a small modification to Making Europe:
The Story of the West to match your syllabus or combining multiple sources to create something truly unique.
You can pick and choose chapters, include your own material, and add additional map exercises along with
the Rand McNally Atlas to create a text that fits the way you teach. Ensure that your students get the most out of
their textbook dollar by giving them exactly what they need. Contact your Cengage Learning representative to
explore custom solutions for your course.
Acknowledgments
It is a pleasure to thank the many instructors who Mary Axelson, Colorado Mountain College
read and critiqued our text through its development: Jean Berger, University of Wisconsin –
Fox Valley
Ken Albala, University of the Pacific Kay Blalock, Saint Louis Community
Steve Andrews, Central New Mexico Community College – Meramec
College Dr. Hans Peter Broedel, Assoc. Prof., History
Tom Backer, Covington Latin School Dept., University of North Dakota
Brian Boeck, DePaul University Bob Brown, Finger Lakes Community College
David Byrne, Santa Monica College Rocco Campagna, Finger Lakes Community
Dave Gould, Durham Academy College
Jeffery Hankins, Louisiana Tech University Stephanie E. Christelow, Idaho State University
Andrew Keitt, University of Alabama at Susan Cogan, Utah State University
Birmingham David Coles, Longwood University
Randy Kidd, Bradley University Elizabeth Collins, Triton College
Frederic Krome, University of Cincinnati Clermont Amy Colon, Sullivan County Community
College College
Fred Loveland, Broome Community College P. Scott Corbett, Ventura College
Natasha Margulis, University of Pittsburgh at Gary Cox, Gordon College
Greensburg Rob Coyle, Lone Star College
Patricia McGloine, Princess Anne High School Brian R. Croteau, Adjunct Professor, Thomas
Jennifer McNabb, Western Illinois University Nelson Community College
Andrew Nicholls, Buffalo State College Lawrence Cummings, North Central Michigan
Janet Nolan, Loyola University Chicago College
Patricia O’Neill, Central Oregon Community Dolores Davison, Foothill College
College Sal Diaz, Santa Rosa Junior College
Kevin Robbins, Indiana University–Purdue Rodney E. Dillon, Jr., Palm Beach State College
University Indianapolis Ronald Dufour, Rhode Island College
Linda Scherr, Mercer County Community Gordon Dutter, Monroe Community College –
College Rochester
Robert Shaffern, University of Scranton Martin Ederer, Buffalo State College
Lawrence Treadwell, Fort Lauderdale High Carrie Euler, Central Michigan University –
School Mount Pleasant
David Weiland, Collin County Community College Linda Foutch, Walters State Community
John Weinzierl, Lyon College College
Jessica Young, Oak Park and River Forest High Barbara Fox, Suffolk Community College –
School Grant
Sharon Franklin-Rahkone, Indiana University
The following instructors helped to shape the unique of Pennsylvania
pedagogy offered in the second edition by participat- Thomas Freeman, Henderson State University
ing in interviews, focus groups, reviews, or class tests: Annika Frieberg, Colorado State University –
Dr. Thomas Aiello, Gordon College Fort Collins
Dr. Charles Argo, Ball State University Lori Fulton, Olivet Nazarene University
xxvii
xxviii Acknowledgments
Paul George, Miami Dade Community College Stephen Ruzicka, University of North Carolina –
Miami – Wolfson Greensboro
Marcos Gilmore, Greenville College Lisa Sarasohn, Oregon State University
Michael Harkins, Harper College Greg Sausville, Hudson Community College
Sharon Harmon, Pensacola Junior College – Fred Schneid, High Point University
Pensacola Barbara Shepard, Longwood University
Charles Herrera, Paradise Valley Community Wayne E. Sirmon, Instructor, University of
College Mobile
Justin Horton, Thomas Nelson Community Colleen Slater, Borough of Manhattan
College Community College
Carol Humphrey, Oklahoma Baptist University Greg Smith, Central Michigan University –
Steven Isaac, Longwood University Mount Pleasant
Kay Jenkins, Holmes Community College – Sean Smith, Palm Beach State College
Ridgeland Richard Soderlund, Illinois State University
Ryan Jones, Assistant Professor, Idaho State Ilicia Sprey, Saint Joseph’s College
University Dale Streeter, Eastern New Mexico
Barbara Klemm, Broward College – South University
Edward Krzemienski, Ball State University William Strickland, Hazard Community
Chris Laney, Berkshire Community College College
Dr. Charles Levine, Mesa Community College Ryan Swanson, George Mason University
Peter Linder, New Mexico Highlands Mark Timbrook, Minot State University
University Tristan Traviolia, Pierce College
John Maple, Oklahoma Christian University Larry W. Usilton, University of North Carolina –
Derek Maxfield, Genesee Community College Wilmington
Maureen McCormick, Florida State College at David Valone, Quinnipiac University
Jacksonville Denis Vovchenko, Northeastern State
Darrel McGhee, Walters State Community University
College Janet M.C. Walmsley, George Mason
Elizabeth Paige Meszaros, UNC Greensboro University
Belinda Miles, Itawamba Community College Clayton Whisnant, Wofford College
Fulton Steve Williams, New Mexico Highlands
Alyce Miller, John Tyler Community College University
Lynn W. Mollenauer, University of North Laura Wood, Tarrant County College –
Carolina – Wilmington Southeast
Mark Moser, University of North Carolina – Bradley D. Woodworth, University of
Greensboro New Haven
Andrew Muldoon, Metrostate College of Matthew Zembo, Hudson Valley Community
Denver College
Lisa Ossian, Des Moines Area Community
College – Ankeny And a big thank you to the hundreds of students
Kenneth Pearl, Queensboro Community who contributed to the development of the second
College edition by participating in focus groups and class
Keith Pepperell, Columbus State Community tests.
College Frank Kidner wishes to thank his colleagues Bob
Darren Pierson, Blinn College – Bryan Cherney, Trevor Getz, Pi-Ching Hsu, Julyana Peard,
Greta Quinn, Lenoir Community College and Jarbel Rodriguez for their help at various points
Travis Ritt, Palomar College in Making Europe’s development.
Brian Rogers, Lake Sumter Community College Maria Bucur wishes to thank her husband,
Ana Fodor, Danville Community College Daniel Deckard, for continued support and inspi-
Mark Rummage, Chair, History and Political ration in matters intellectual and musical, and her
Science Department, Holmes Community children Dylan and Elvin, for putting up with the
College many hours mommy had to be away from them
Nancy Rupprecht, Middle Tennessee State and reinvigorating her in the hours she was lucky
University to be with them.
Professor Anne Ruszkiewicz, SUNY Sullivan Ralph Mathisen wishes to thank Frank Kidner for
Tom Rust, Montana State University – Billings getting this project going and keeping it on track, as
Brian Rutishauser, Fresno City College well as thousands of students who always have kept
Acknowledgments xxix
him on his toes. He would also like to thank his two whether in their first or tenth semester—you make
children, Katherine and David, for putting up with it all worthwhile!
piles of civ texts, notes, and drafts spread all over for We also want to offer our warmest thanks to Kate
many years. Scheinman, our editor and guiding light during the
Sally McKee wishes to thank her fellow authors preparation of this second edition of our book. Thank
for their mutual support, epicurean disposition, and you Kate for all your hard work!
good cheer over the years. F. L. K.
Ted Weeks would like to thank his history de- M. B.
partment colleagues at SIUC for intelligence, a R. M.
sense of humor, and solidarity in the face of ad- S. M.
versity. The same appreciation goes to my students T. R. W.
About the Authors
Frank L. Kidner is Professor of History Emeritus at experience includes Western Civilization and topics
San Francisco State University, where he taught from in the Ancient Near East, Greece, Rome, Byzantium,
1968 until his retirement in 2006. He has also taught coinage, and Roman law. He has written more than
in the Western Civilization program at Stanford seventy scholarly articles and written or edited ten
University and at Amherst College. His courses books, the most recent of which is People, Personal
include Western Civilization, undergraduate and Expression, and Social Relations in Late Antiquity. He
graduate courses in Early Modern Europe, and the is also the editor of the Journal of Late Antiquity and
history of the Christian Church as well as a graduate Oxford Studies in Late Antiquity. He enjoys traveling,
course in historical methodology. He has authored running, and ballroom dancing.
articles on topics in Late Antiquity and co-edited
Travel, Communication and Geography in Late Antiquity. Sally McKee is Professor of History at the University
of California at Davis, where she teaches courses
Maria Bucur is Associate Dean in the College of on Western Civilization and medieval history. Her
Arts and Sciences and John V. Hill Professor in East research focus has been Venice and its colonies and
European History at Indiana University, where she Mediterranean slavery, but her new project centers on
has taught an undergraduate course on “The Idea nineteenth-century France and Italy. She is the author
of Europe” and other topics in nineteenth- and of numerous articles, one of which has won a prize
twentieth-century eastern Europe. Her research and been anthologized, and she has also published
focus is on social and cultural developments in a three-volume edition of Venetian-Cretan wills
eastern Europe, with a special interest in Romania and a monograph, Uncommon Dominion: Venetian
(geographically) and gender (thematically). Her Crete and the Myth of Ethnic Purity. When she is not
publications include Eugenics and Modernization in teaching, she travels the world in search of archives,
Interwar Romania and Heroes and Victims: Remembering modern art museums, and great street food.
War in Twentieth-Century Romania. When not writing
and reading history or administrative memos, Maria Theodore R. Weeks is Professor of History at Southern
is following her dream of being in a band (violin and Illinois University at Carbondale, where he teaches
bass) with her husband and children. You can find Western Civilization and World and European history.
them jamming at a campground near you. His research centers on nationality, inter-ethnic
relations, and antisemitism in eastern Europe. He is
Ralph Mathisen is Professor of History, Classics, the author of Nation and State in Late Imperial Russia
and Medieval Studies at the University of Illinois and From Assimilation to Antisemitism: The “Jewish
at Urbana-Champaign. He is a specialist in the Question” in Poland, 1850–1914, and his articles have
ancient world with a particular interest in the society, appeared in several languages, including Estonian
culture, and religion of Late Antiquity. His teaching and Hebrew.
xxxi
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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eTextbook 978-1111841331 Making

Europe: The Story of the West, Volume I

Maps r xiii A NEW DIRECTION: Deborah Leads the Hebrew People

1 The Origins of Western

Egyptian Civilization, 3000–1200 b.c.e. r 16

2 Iron Age Civilizations,

4 From Polis to Cosmopolis:

5 The Rise of Rome,

CHAPTER REVIEW r 148 Learning From a Primary Source: Ammianus Describes

8 The Eastern Mediterranean,

The Building of Cathedrals and the Spread

9 The Kingdoms of Western

The Western Church, 500–800 r 251

A Worldly Church r 321 Europe’s Global Expansion r 383

12 The Renaissance in Italy

13 Europe’s Age of Expansion,

Resurgent Monarchies r 375

LEARNING FROM A PRIMARY SOURCE: Simplicius

The Enlightenment r 509

16 State-Building and the

1648–1789 464 Learning from a Primary Source: Voltaire Attacks

The Rise of Prussia, 1648–1740 r 476 Answers to Test Yourself r A-1

Russia and Europe, 1682–1796 r 480

10.3 Population and Economic Centers 294

A New Direction Learning From a Primary Source

Approaches and Themes

The West and the World

Pedagogy and Features

New to This Edition

CourseReader: Western Civilization

ISBN-10: 1133211569|ISBN-13: 9781133211563 CourseReader 0-60 IAC

Doing History: Research and Writing in the Digital Age, 2e

The History Handbook, 2e

eAudio History Handbook, 1e

Printed Access Card for eAudio History Handbook, 1e

Writing for College History, 1e

The Modern Researcher, 6e

Rand McNally Historical Atlas of Western Civilization, 2e

Document Exercise Workbook

Volume 1: ISBN-10: 0534560830|ISBN-13: 9780534560836

Newala, too, suffers from the distance of its water-supply—at least

The water-supply of New Newala is in the bottom of the valley,

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAKONDE LOCK AND KEY AT JUMBE CHAURO

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

Some consolation was afforded me by a brassfounder, whom I

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

LAST SMOOTHING BEFORE

FIRING THE BRUSH-PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

MANUFACTURE OF BARK-CLOTH AT NEWALA

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10.3 Population and Economic Centers 294