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 Brief Contents
PART 1 The Foundations of Western Civilization in the Ancient World to 400 c.e.
1 The Birth of Civilization 1
2 The Rise of Greek Civilization 33
3 Classical and Hellenistic Greece 61
4 Rome: From Republic to Empire 97
5 The Roman Empire 130

PART 2 The Middle Ages, 476 c.e.–1300 c.e.

6 Late Antiquity and the Early Middle Ages: Creating a New European Society and Culture (476–1000) 172
7 The High Middle Ages: The Rise of European Empires and States (1000–1300) 206
8 Medieval Society: Hierarchies, Towns, Universities, and Families (1000–1300) 234

PART 3 Europe in Transition, 1300–1750

9 The Late Middle Ages: Social and Political Breakdown (1300–1453) 265
10 Renaissance and Discovery 288
11 The Age of Reformation 320
12 The Age of Religious Wars 354
13 European State Consolidation in the Seventeenth and Eighteenth Centuries 385
14 New Directions in Thought and Culture in the Sixteenth and Seventeenth Centuries 417

   vii
 Contents
Documents  xv 2 The Rise of Greek Civilization 33
Maps  xviii
Preface  xix The Bronze Age on Crete and on the Mainland
About the Authors   xxv to about 1150 b.c.e. 34
What Is the Western Heritage?   xxvii The Minoans 34
The Mycenaeans 35
The Greek “Middle Ages” to about 750 b.c.e. 37
PART 1 Greek Migrations 38
The Foundations of Western Civilization in the Ancient The Age of Homer 38
World to 400 c.e. The Polis 40
Development of the Polis 40
The Hoplite Phalanx 41
The Importance of the Polis 41
1 The Birth of Civilization 1
Expansion of the Greek World 41
Early Humans and Their Culture 2 Magna Graecia 41
The Paleolithic Age 2 The Greek Colony 42
The Neolithic Age 3 The Tyrants (about 700–500 b.c.e.) 43
The Bronze Age and the Birth of Civilization 4 The Major States 43
Early Civilizations to about 1000 b.c.e. 5 Sparta 44
Mesopotamian Civilization 5 Athens 45
Egyptian Civilization 13 Life in Archaic Greece 49
Ancient Near Eastern Empires 21 Society 49
The Hittites 21 Religion 50
The Assyrians 22 Poetry 52
The Second Assyrian Empire 22 The Persian Wars 52
The Neo-Babylonians 23 The Ionian Rebellion 53
The Persian Empire 23 The War in Greece 53
Cyrus the Great 23 In Perspective 58
Darius the Great 24
Government and Administration 24 Key Terms 59
Religion 25 Review Questions 59
Art and Culture 26 Suggested Readings 59
Palestine 26 MyHistoryLab Media Assignments 60
The Canaanites and the Phoenicians 26
The Israelites 27
The Jewish Religion 27
General Outlook of Mideastern Cultures 28 Greek Athletics 51
Humans and Nature 28
Humans and the Gods, Law, and Justice 29
A Closer LOOK The Trireme 54
C O M P A R E
Toward the Greeks and Western Thought 30 A N D
C O N N E C T
Greek Strategy in the Persian War 56
In Perspective 31
Key Terms 31
Review Questions 31 3 Classical and Hellenistic Greece 61
Suggested Readings 31 Aftermath of Victory 62
MyHistoryLab Media Assignments 32 The Delian League 62
The Rise of Cimon 63
The First Peloponnesian War: Athens
A Closer LOOK Babylonian World Map 9 Against Sparta 63
The Breach with Sparta 63
The Division of Greece 63
Divination in Ancient Mesopotamia 12
C O M P A R E
Classical Greece 64
A N D The Great Flood 14 The Athenian Empire 64
C O N N E C T
Athenian Democracy 65

viii
 Contents    n   ix

The Women of Athens: Legal Status The Republic 101

and Everyday Life 67 Constitution 101
Slavery 71 The Conquest of Italy 104
Religion in Public Life 72 Rome and Carthage 105
The Great Peloponnesian War 73 The Republic’s Conquest of the Hellenistic World 108
Causes 73 Civilization in the Early Roman Republic 109
Strategic Stalemate 73 Religion 109
The Fall of Athens 74 Education 110
Competition for Leadership in the Fourth Slavery 112
Century b.c.e. 74 Roman Imperialism: The Late Republic 115
The Hegemony of Sparta 74 The Aftermath of Conquest 116
The Hegemony of Thebes: The Second The Gracchi 116
Athenian Empire 75 Marius and Sulla 119
The Culture of Classical Greece 75 The Fall of the Republic 120
The Fifth Century b.c.e. 75 Pompey, Crassus, Caesar, and Cicero 120
The Fourth Century b.c.e. 78 The First Triumvirate 121
Philosophy and the Crisis of the Polis 79 Julius Caesar and His Government of Rome 121
The Hellenistic World 84 The Second Triumvirate and the Triumph
The Macedonian Conquest 84 of Octavian 126
Alexander the Great 86 In Perspective 127
The Successors 89 Key Terms 127
Hellenistic Culture 89 Review Questions 128
Philosophy 90
Literature 91 Suggested Readings 128
Architecture and Sculpture 92 MyHistoryLab Media Assignments 128
Mathematics and Science 93
In Perspective 93
A Closer LOOK Lictors 102
Key Terms 94
Review Questions 95
Two Roman Festivals: The Saturnalia
Suggested Readings 95 and Lupercalia 113
MyHistoryLab Media Assignments 96 C O M P A R E
A N D
C O N N E C T
Did Caesar Want to Be King? 124

Going to Court in Athens 66

C O M P A R E
5 The Roman Empire 130
A N D Athenian Democracy—Pro and Con 68
C O N N E C T
The Augustan Principate 131
A Closer LOOK THe ereCHTHeum: Administration 131
The Army and Defense 133
PorCH oF THe mAIDenS 80
Religion and Morality 133
Civilization of the Ciceronian and Augustan Ages 134
The Late Republic 134
4 Rome: From Republic to Empire 97 The Age of Augustus 135
Imperial Rome, 14 to 180 c.e. 136
Prehistoric Italy 98 The Emperors 136
The Etruscans 98 The Administration of the Empire 138
Government 98 Women of the Upper Classes 141
Religion 99 Life in Imperial Rome: The Apartment House 141
Women 99 The Culture of the Early Empire 144
Dominion 99 The Rise of Christianity 145
Royal Rome 99 Jesus of Nazareth 145
Government 99 Paul of Tarsus 147
The Family 100 Organization 149
Women in Early Rome 100 The Persecution of Christians 150
Clientage 100 The Emergence of Catholicism 150
Patricians and Plebeians 101 Rome as a Center of the Early Church 150
x   n   Contents

The Crisis of the Third Century 151 Western Society and the Developing
Barbarian Invasions 151 Christian Church 186
Economic Difficulties 151 Monastic Culture 186
The Social Order 152 The Doctrine of Papal Primacy 187
Civil Disorder 152 The Religious Division of Christendom 188
The Late Empire 152 The Kingdom of the Franks: From Clovis
The Fourth Century and Imperial to Charlemagne 190
Reorganization 153 Governing the Franks 190
The Triumph of Christianity 157 The Reign of Charlemagne (768–814) 191
Arts and Letters in the Late Empire 161 Breakup of the Carolingian Kingdom 194
The Preservation of Classical Culture 161 Feudal Society 198
Christian Writers 161 Origins 198
The Problem of the Decline and Fall of the Vassalage and the Fief 199
Empire in the West 162 Daily Life and Religion 199
Fragmentation and Divided Loyalty 203
In Perspective 163
Key Terms 163 In Perspective 203
Review Questions 163 Key Terms 204
Suggested Readings 164 Review Questions 204
MyHistoryLab Media Assignments 164 Suggested Readings 204
MyHistoryLab Media Assignments 204
A Closer LOOK Spoils from Jerusalem on
the Arch of Titus in Rome 140 C O M P A R E
 he Battle of the Sexes in Christianity
T
A N D
C O N N E C T
and Islam 182
Chariot Racing 148
A Closer LOOK A Multicultural Book Cover 195
C O M P A R E
A N D
 hristianity in the Roman Empire—
C
C O N N E C T Why Did the Romans Persecute
Medieval Cooking 200
the Christians? 154

THE WEST THE WORLD Ancient Warfare 166 7 The High Middle Ages: The Rise
of European Empires and States
PART 2 (1000–1300) 206
The Middle Ages, 476 c.e.–1300 c.e. Otto I and the Revival of the Empire 207
Unifying Germany 207
Embracing the Church 207
6 Late Antiquity and the Early Middle The Reviving Catholic Church 208
Ages: Creating a New European The Cluny Reform Movement 208
The Investiture Struggle: Gregory VII
Society and Culture (476–1000) 172
and Henry IV 209
The Byzantine Empire 173 The Crusades 211
The Reign of Justinian 174 The Pontificate of Innocent III
The Spread of Byzantine Christianity 177 (r. 1198–1216) 215
Persians and Muslims 178 England and France: Hastings (1066)
Islam and the Islamic World 179 to Bouvines (1214) 219
Muhammad’s Religion 179 William the Conqueror 220
Islamic Diversity 180 Henry II 220
Islamic Empires 180 Eleanor of Aquitaine and Court Culture 221
Byzantium’s Contribution to Islamic Baronial Revolt and Magna Carta 221
Civilization 181 Philip II Augustus 222
The European Debt to Islam 184 France in the Thirteenth Century: The Reign
On the Eve of the Frankish Ascendancy 184 of Louis IX 225
Germanic Migrations 184 Generosity Abroad 225
New Western Masters 185 Order and Excellence at Home 225
 Contents    n   xi

The Hohenstaufen Empire (1152–1272) 226

Frederick I Barbarossa 226 A Closer LOOK  he Joys and Pains
T
Henry VI and the Sicilian Connection 227 of the Medieval Joust 236
Otto IV and the Welf Interregnum 228
Frederick II 228
Romanesque and Gothic Architecture 229 Children’s Games, Warrior Games 238
In Perspective 232 C O M P A R E
A N D Faith and Love in the High Middle Ages 254
C O N N E C T
Key Terms 232
Review Questions 232
Suggested Readings 233 THE WEST THE WORLD  he Invention of Printing
T
in China and Europe 260
MyHistoryLab Media Assignments 233

A Closer LOOK Europeans Embrace PART 3

a Black Saint 214 Europe in Transition, 1300–1750
C O M P A R E
A N D
C O N N E C T
Christian Jihad, Muslim Jihad 216
9 The Late Middle Ages: Social
Pilgrimages 224 and Political Breakdown (1300–1453) 265
The Black Death 266
Preconditions and Causes of the Plague 266
8 Medieval Society: Hierarchies, Popular Remedies 266
Social and Economic Consequences 268
Towns, Universities, and Families
New Conflicts and Opportunities 271
(1000–1300) 234
The Hundred Years’ War and the Rise
The Traditional Order of Life 235 of National Sentiment 271
Nobles 235 The Causes of the War 272
Clergy 239 Progress of the War 273
Peasants 241 Ecclesiastical Breakdown and Revival:
Towns and Townspeople 242 The Late Medieval Church 275
The Chartering of Towns 243 The Thirteenth-Century Papacy 275
The Rise of Merchants 244 Boniface VIII and Philip the Fair 276
Challenging the Old Lords 245 The Avignon Papacy (1309–1377) 277
New Models of Government 245 John Wycliffe and John Huss 280
Towns and Kings 246 The Great Schism (1378–1417) and the
Jews in Christian Society 246 Conciliar Movement in the Church to 1449 281
Schools and Universities 247 Medieval Russia 284
University of Bologna 247 Politics and Society 284
Cathedral Schools 249 Mongol Rule (1243–1480) 284
University of Paris 249
In Perspective 285
The Curriculum 250
Philosophy and Theology 251 Key Terms 285
Women in Medieval Society 252 Review Questions 286
Image and Status 252 Suggested Readings 286
Life Choices 253
Working Women 253 MyHistoryLab Media Assignments 286
The Lives of Children 256
Children as “Little Adults” 256
Childhood as a Special Stage 257
A Closer LOOK A Burial Scene from
the Black Death 269
In Perspective 257
Key Terms 258
Dealing with Death 270
Review Questions 258
Suggested Readings 258 C O M P A R E
A N D Who Runs the World: Priests or Princes? 278
C O N N E C T
MyHistoryLab Media Assignments 259
xii   n   Contents

10 Renaissance and Discovery 288 Imperial Distractions: War with France

and the Turks 326
The Renaissance in Italy (1375–1527) 289 How the Reformation Spread 327
The Italian City-States 290 The Peasants’ Revolt 327
Humanism 292 The Reformation Elsewhere 328
High Renaissance Art 296 Zwingli and the Swiss Reformation 329
Slavery in the Renaissance 301 Anabaptists and Radical Protestants 332
Italy’s Political Decline: The French John Calvin and the Genevan Reformation 334
Invasions (1494–1527) 303 Political Consolidation of the Lutheran
Charles VIII’s March Through Italy 303 Reformation 337
Pope Alexander VI and the Borgia Family 303 The Diet of Augsburg 337
Pope Julius II 304 The Expansion of the Reformation 337
Niccolò Machiavelli 304 Reaction Against Protestants 337
Revival of Monarchy in Northern Europe 305 The Peace of Augsburg 338
France 306 The English Reformation to 1553 338
Spain 306 The Preconditions of Reform 338
England 307 The King’s Affair 338
The Holy Roman Empire 308 The “Reformation Parliament” 339
The Northern Renaissance 308 Wives of Henry VIII 340
The Printing Press 308 The King’s Religious Conservatism 340
Erasmus 310 The Protestant Reformation under Edward VI 340
Humanism and Reform 310 Catholic Reform and Counter-Reformation 341
Voyages of Discovery and the New Empires Sources of Catholic Reform 341
in the West and East 312 Ignatius of Loyola and the Jesuits 341
The Portuguese Chart the Course 312 The Council of Trent (1545–1563) 341
The Spanish Voyages of Columbus 312 The Social Significance of the Reformation
The Spanish Empire in the New World 314 in Western Europe 343
The Church in Spanish America 315 The Revolution in Religious Practices
The Economy of Exploitation 316 and Institutions 344
Mining 316 The Reformation and Education 345
The Impact on Europe 317 The Reformation and the Changing Role of Women 345
In Perspective 317 Family Life in Early Modern Europe 346
Key Terms 318 Later Marriages 346
Arranged Marriages 347
Review Questions 318 Family Size 347
Suggested Readings 318 Birth Control 347
MyHistoryLab Media Assignments 319 Wet Nursing 347
Loving Families? 347
Literary Imagination in Transition 349
Miguel de Cervantes Saavedra: Rejection
The Renaissance Garden 293 of Idealism 349
A Closer LOOK Leonardo Plots the William Shakespeare: Dramatist of the Age 350
Perfect Man 297 In Perspective 351
C O M P A R E Key Terms 351
A N D Is the “Renaissance Man” a Myth? 298
C O N N E C T
Review Questions 351
Suggested Readings 352
11 The Age of Reformation 320 MyHistoryLab Media Assignments 352

Society and Religion 321

Social and Political Conflict 321 A Closer LOOK A Saint at Peace in the
Popular Religious Movements and Grasp Of Temptation 322
Criticism of the Church 321
C O M P A R E A Raw Deal for the Common Man,
Martin Luther and the German A N D
C O N N E C T or Just Desserts? 330
Reformation to 1525 323
The Attack on Indulgences 324
Election of Charles V 325 Table Manners 348
Luther’s Excommunication and the Diet of Worms 325
 Contents    n   xiii

12 The Age of Religious Wars 354 King by Divine Right 398

Louis’s Early Wars 398
Renewed Religious Struggle 355 Louis’s Repressive Religious Policies 399
Louis’s Later Wars 403
The French Wars of Religion (1562–1598) 356
France After Louis XIV 403
Appeal of Calvinism 356
Catherine de Médicis and the Guises 356 Central and Eastern Europe 406
The Rise to Power of Henry of Navarre 359 Poland: Absence of Strong Central Authority 407
The Edict of Nantes 361 The Habsburg Empire and the Pragmatic Sanction 407
Prussia and the Hohenzollerns 409
Imperial Spain and Philip II (r. 1556–1598) 362
Pillars of Spanish Power 362 Russia Enters the European Political Arena 411
The Revolt in the Netherlands 363 The Romanov Dynasty 411
Peter the Great 411
England and Spain (1553–1603) 366
Russian Expansion in the Baltic: The Great
Mary I (r. 1553–1558) 367
Northern War 412
Elizabeth I (r. 1558–1603) 367
In Perspective 414
The Thirty Years’ War (1618–1648) 373
Preconditions for War 373 Key Terms 415
Four Periods of War 376 Review Questions 415
The Treaty of Westphalia 380
Suggested Readings 415
In Perspective 382
MyHistoryLab Media Assignments 416
Key Terms 382
Review Questions 382
Suggested Readings 383 Early Controversy Over Tobacco and Smoking 390
MyHistoryLab Media Assignments 383
A Closer LOOK Versailles 397

A Closer LOOK  aroque and Plain Church:

B C O M P A R E  he Debate over the Origin and
T
A N D
Architectural Reflections C O N N E C T Character of Political Authority 400
of Belief 357
C O M P A R E
A N D
 he Great Debate Over
T
C O N N E C T Religious Tolerance 368 14 New Directions in Thought and
Culture in the Sixteenth and
Going to the Theater 370 Seventeenth Centuries 417
The Scientific Revolution 418
Nicolaus Copernicus Rejects an
13 European State Consolidation Earth-Centered Universe 418
in the Seventeenth and Tycho Brahe and Johannes Kepler
Eighteenth Centuries 385 Make New Scientific Observations 419
Galileo Galilei Argues for a Universe
The Netherlands: Golden Age to Decline 386 of Mathematical Laws 421
Urban Prosperity 386 Isaac Newton Discovers the Laws of Gravitation 422
Economic Decline 387 Philosophy Responds to Changing Science 423
Two Models of European Political Development 388 Nature as Mechanism 423
Francis Bacon: The Empirical Method 423
Constitutional Crisis and Settlement René Descartes: The Method of Rational Deduction 425
in Stuart England 388 Thomas Hobbes: Apologist for Absolute
James I 388 Government 426
Charles I 391 John Locke: Defender of Moderate Liberty
The Long Parliament and Civil War 391 and Toleration 427
Oliver Cromwell and the Puritan Republic 392
Charles II and the Restoration of the Monarchy 392 The New Institutions of Expanding Natural
The “Glorious Revolution” 394 Knowledge 429
The Age of Walpole 395 Women in the World of the Scientific Revolution 432
Rise of Absolute Monarchy in France: The New Science and Religious Faith 433
The World of Louis XIV 395 The Case of Galileo 434
Years of Personal Rule 396 Blaise Pascal: Reason and Faith 435
Versailles 396 The English Approach to Science and Religion 439
xiv   n   Contents

Continuing Superstition 440

Witch Hunts and Panic 440 A Closer LOOK The Sciences and the Arts 431
Village Origins 440
Influence of the Clergy 440
C O M P A R E
A N D
 escartes and Swift Debate
D
Who Were the Witches? 441
C O N N E C T the Scientific Enterprise 436
End of the Witch Hunts 444
Baroque Art 444 Midwives 443
In Perspective 446
Key Terms 446
Glossary G-1
Review Questions 446
Index I-1
Suggested Readings 447
MyHistoryLab Media Assignments 447
 Documents
C hapter 1 Herodotus on Carthaginian Trade and on the
City of Meroë 106
The Toolmaker 3300 b.c.e. 3 Excerpt from Plutarch, The Life of Cato
A Visitor from the Neolithic Age—The Iceman the Elder (2d c. c.e.) 109
(3300 b.c.e.) 4 *Plutarch Describes a Roman Triumph 111
Hammurabi’s Law Code (1700s b.c.e.) 7 Slaves in the Roman Countryside,
*Hammurabi’s Law Code 10 c. 150 b.c.e.–50 c.e. 112
Excerpts from The Epic of Gilgamesh 10 *Women’s Uprising in Republican Rome 114
*An Assyrian Woman Writes to Her Husband, Appian of Alexandria, “War, Slaves, and Land
ca. 1800 b.c.e. 17 Reform: Tiberius Gracchus,” c. 150 c.e. 116
Mission to Byblos: The Report of Wenamun 18 *The Ruin of the Roman Family Farm
Hittite Law Code: Excerpts from The Code and the Gracchan Reforms 117
of the Nesilim 22
Darius the Great: Ruler of Persia 522 b.c.e. 24 C hapter 5
The Book of Job and Jewish Literature 28
Sumerian Law Code: The Code of Lipit-Ishtar 29 Augustus on His Accomplishments (1st c. c.e.) 132
Augustus’ Moral Legislation: Family Values 133
C hapter 2 Horace, “Dulce et Decorum est Pro Patria Mori” 135
*Daily Life in a Roman Provincial Town:
Homer, The Iliad and Debate Among Graffiti from Pompeii 142
the Greeks from The Odyssey 38 *Rome’s Independent Women: Two Views 143
*Husband and Wife in Homer’s Troy 39 Excerpt from Meditations 144
Aristotle, The Creation of the Democracy in Athens 48 *Juvenal on Life in Rome 146
Hesiod, excerpt from Works and Days 49 *Mark Describes the Resurrection of Jesus 147
Lyric Poetry: Archilochus and Sappho, 650–590 b.c.e. 52 The Acts of the Apostles: Paul Pronounces
Herodotus: “The Beginning of Evils for the “Good News” in Greece 149
the Greeks” in the Ionian Revolt, c. 430 b.c.e. 53 Eusebius of Caesarea, selections from Life
of Constantine 162
C hapter 3
Thucydides, Pericles’ Funeral Oration 68 C hapter 6
*Medea Bemoans the Condition of Women 71 *Justinian on Slavery 174
Aristotle on Slavery (4th c. b.c.e.) 71 *The Character and “Innovations” of Justinian
Antigone, by Sophocles 76 and Theodora 176
Herodotus on the Egyptians 78 Excerpts from the Quran 179
Socrates’ Apology, as Reported by Plato, Ibn Rushd (Averroës) (12th c.) 184
c. 390 b.c.e. 81 Sidonius Apollinaris, Rome’s Decay
Plato, The Republic, “On Shadows and Realities and a Glimpse of the New Order 185
in Education” 82 Rule of St. Benedict (6th c.) 187
Aristotle, Poetics (300s b.c.e.) 82 Epitome of the Iconoclastic Seventh Synod 754 189
*Plato on the Role of Women in His Utopian Life of Charlemagne (early 9th c.) Einhard 192
Republic 83 Way of Raising Troops (801) Charlemagne 193
Illustration of a Paradox of Zeno of Elea 91 *The Carolingian Manor 201
Descriptions of Alexandria, Egypt (1st c. c.e.) 91
*Plutarch Cites Archimedes and Hellenistic Science 92 C hapter 7
Letter of Pope Gregory VII to the Bishop
C hapter 4 of Metz, 1081 210
Livy, The Rape of Lucretia and the Origins *Pope Gregory VII Asserts the Power of the Pope 210
of the Republic 101 The Church in Conflict: Early Heresies,
Polybius: “Why Romans and Not Greeks The Albigensians (12th–13th c.) 215
Govern the World,” c. 140 b.c.e. 103 Saint Francis of Assisi, Selection from His
*Rome’s Treatment of Conquered Italian Cities 106 Admonitions 219
*Documents preceded by an asterisk appear in the printed book. Documents without asterisks are referenced throughout the text
by title and are available at MyHistoryLab.com.

xv
xvi   n   Documents

The Battle of Hastings, 1066 219 *Erasmus Describes the Philosophy of Christ 311
The Magna Carta, 1215 222 Utopia (1516) 311
*The English Nobility Imposes Restraints on
King John 223 C hapter 1 1
Martin Luther, “Ninety-Five Theses”
C hapter 8 (Holy Roman Empire), 1517 325
The Song of Roland 237 Martin Luther, Against the Murderous,
Manorial Court Records, 1246–1247 242 Thieving Hordes of Peasants (1525) 328
Sports in the City of London, 1180 242 *Zwingli Lists the Errors of the Roman Church 333
*The Services of a Serf 243 John Calvin, “Ecclesiastical Ordinances”
Medieval Town: Customs of Chester, (Geneva, Switzerland), 1533 335
England (1085) 243 *Calvin on Predestination 336
Francesco Balducci Pegolotti, The Practice The Act of Supremacy (England), 1534 339
of Commerce 245 Ignatius Loyola, Rules for Thinking
Guilds: Regulating the Craft, 1347 245 with the Church (1535) 341
*Philip II Augustus Orders Jews Out of France 248 *The Obedience and Power of the Jesuits 343
College Life: Letters between Students The Council of Trent (Italian states), 1545–1563 343
and their Fathers, c. 1200 250 Catherine Zell, “Letter to Ludwig Rabus,”
*Student Life at the University of Paris 251 1556–1558 346
Peter Abelard, Sic et Non 252 Miguel de Cervantes, Don Quixote 349
Abelard Defends Himself 252
The Ideal Merchant’s Wife, c. 1450 253
C hapter 1 2
C hapter 9 Massacre of St. Bartholomew (1572) 359
University of Paris Medical Faculty, Writings *Theodore Beza Defends the Right to Resist
on the Plague 266 Tyranny 360
Flagellants Attempt to Ward Off the Black The Edict of Nantes (France), 1598 361
Death, 1349 267 Venetian Observations on the Ottoman
*Boccaccio Describes the Ravages of the Black Empire (late 16th c.) 362
Death in Florence 268 Acts of Uniformity, 1559 367
Peasant Revolt in England: The John Ball Anonymous Government Agent: “Arrest of
Sermon, 1381 274 Edmund Campion and His Associates,” 1581 371
Unam Sanctam (1302) Pope Boniface VIII 277 John Hawkins Reports on the Spanish Armada 372
The Lollard Conclusions, 1394 281 Thirty Years’ War (1618) Rushworth 373
*Propositions of John Wycliffe Condemned *The Destruction of Magdeburg, May 1631 379
at London, 1382, and at the Council of The Peace of Westphalia, 1648 382
Constance, 1415 282
Vladimir of Kiev’s Acceptance of Christianity (989) 284 C hapter 1 3
Jan van Linschoten on Dutch Business
C hapter 1 0 in the Indian Ocean 387
Petrarch, Letter to Cicero (14th c.) 292 Jacques-Benigne Bossuet, Politics Drawn
Divine Comedy (1321) 292 from the Very Words of the Holy Scripture 388
*Christine de Pisan Instructs Women on How James I on the Divine Right of Kings (1598) 388
to Handle Their Husbands 295 *King James I Defends Popular Recreation
*Vasari’s Description of Leonardo da Vinci 300 against the Puritans 389
Giorgio Vasari on the Life of Michelangelo, 1550 300 *An Account of the Execution of Charles I 393
*Vasari’s Description of Raphael’s Personality 301 Louis de Rouvroy, duc de Saint-Simon,
Desiderius Erasmus, “Pope Julius Excluded Memoires 396
from Heaven,” 1513–1514 304 *Louis XIV Revokes the Edict of Nantes 404
The Prince (1519) Machiavelli 304 *The Great Elector Welcomes Protestant
*Machiavelli Discusses the Most Important Refugees from France 410
Trait for a Ruler 305 *Peter the Great Tells His Son to Acquire
Jean Bodin, Six Books of the Commonwealth 306 Military Skills 414
 Documents    n    xvii

C hapter 1 4 John Locke, Essay Concerning

Human Understanding 429
Nicolaus Copernicus: On the Revolution *Margaret Cavendish Questions the Fascination
of the Heavenly Spheres (1500s) 419 with Scientific Instruments 434
Galileo, “Third Letter on Sunspots” Galileo Galilei, Letter to the Grand Duchess
(Italian States), 1612 421 Christina (1630s) 435
Isaac Newton, from Opticks 422 *Galileo Discusses the Relationship of Science
The Novum Organum (1620) 423 to the Bible 438
Rene Descartes, The Discourse on Method 425 *Man: A Mean Between Nothing and Everything 439
Thomas Hobbes, The Leviathan 426 *Why More Women Than Men Are Witches 442
 Maps
1–1 The Ancient Near East 6 6–3 Barbarian Migrations into the West in
1–2 The Near East and Greece the Fourth and Fifth Centuries 186
about 1400 b.c.e. 16 6–4 The Empire of Charlemagne to 814 192
1–3 The Achaemenid Persian Empire 24 6–5 The Treaty of Verdun, 843, and the
1–4 Ancient Palestine 27 Treaty of Mersen, 870 196
2–1 The Aegean Area in the Bronze Age 37 6–6 Viking, Islamic, and Magyar Invasions
2–2 Greek Colonization 42 to the Eleventh Century 197
2–3 The Peloponnesus 44 7–1 The Early Crusades 212
2–4 Attica and Vicinity 46 7–2 Germany and Italy in the Middle Ages 226
2–5 The Persian Invasion of Greece 55 8–1 Medieval Trade Routes and Regional
3–1 Classical Greece 62 Products 244
3–2 The Athenian Empire about 450 b.c.e. 64 9–1 Spread of the Black Death 267
3–3 Ancient Athens 76 9–2 The Hundred Years’ War 273
3–4 Alexander’s Campaigns 87 10–1 Renaissance Italy 290
3–5 The World According to Eratosthenes 94 10–2 European Voyages of Discovery and
4–1 Ancient Italy 98 the Colonial Claims of Spain
4–2 The Western Mediterranean Area and Portugal in the Fifteenth and
During the Rise of Rome 105 Sixteenth Centuries 313
4–3 Roman Dominions of the Late Republic 115 11–1 The Empire of Charles V 326
4–4 The Civil Wars of the Late 11–2 The Swiss Confederation 328
Roman Republic 123 11–3 The Religious Situation about 1560 342
5–1 The Roman Empire, 14 c.e. 133 12–1 The Netherlands during the
5–2 Provinces of the Roman Empire Reformation 364
to 117 c.e. 139 12–2 Germany in 1547 374
5–3 Ancient Rome 145 12–3 Religious Divisions about 1600 375
5–4 Divisions of the Roman Empire Under 12–4 The Holy Roman Empire about 1618 377
Diocletian 156 12–5 Europe in 1648 381
5–5 The Empire’s Neighbors 158 13–1 The First Three Wars of Louis XIV 399
5–6 The Spread of Christianity 159 13–2 Europe in 1714 405
6–1 The Byzantine Empire at the Time of 13–3 The Austrian Habsburg Empire,
Justinian’s Death 175 1521–1772 408
6–2 Muslim Conquests and Domination of 13–4 Expansion of Brandenburg-Prussia 409
the Mediterranean to about 750 c.e. 181

xviii
 Preface
T
he years since the publication of the Tenth Edi-
tion of The Western Heritage have produced sig-
nificant changes that present new and serious
challenges to the West and the rest of the world. The
most striking of these changes is in the economy. In
2008, a serious financial crisis produced a deep reces-
sion that diminished the widespread economic growth
and prosperity of the West and much of the world and
threatened to produce the political instability that usually
­accompanies economic upheaval. By 2012, the European
Union, long an economic powerhouse, felt the threat to
its currency and the solvency of its weaker members.
The United States also suffered a severe setback, and the
recovery from its recession was the slowest in decades.
There seems to be little agreement as to solutions to the
problem within or among the nations of the West and
even less willingness to make the sacrifices that might
be necessary.
In the realms of international relations and politics,
the United States and its European friends and allies
pursued mixed policies. The war in Iraq, which some
had thought lost, took a sharp turn in 2008 when the
Americans changed their approach, that was popularly
called “the surge, ” introducing a sharply increased mili-
tary force and a new counter-insurgence strategy. It was
so successful that the Western allies chose to withdraw
their combat troops and leave the remaining fighting to
the new Iraqi government. With fewer troops and a less
clear commitment the Americans undertook a similar
“surge” using a similar plan in Afghanistan. The effort
met with considerable success, but the prospect of con-
tinued fighting and diminishing support by the engaged
Western powers left the future of their efforts to clear
the region of terrorist bases uncertain.
New challenges arose in still another area involving
important Western interests: the Middle East. Insurrec-
tions against well-established autocracies in Libya and
Egypt drew support in different degrees from members
of NATO. Both nations succeeded in removing dicta-
torial rulers, but the character of the new regimes and
their relationship with the West remains uncertain.
The authors of this volume continue to believe that
the heritage of Western civilization remains a major
point of departure for understanding and defining the
challenges of our time. The spread of its interests and
influence throughout the world has made the West a
crucial part of the world’s economy and a major player
on the international scene. This book aims to introduce
its readers to the Western heritage so that they may be
better-informed and more culturally sensitive citizens
of the increasingly troubled and challenging global age.
Since The Western Heritage first appeared, we have
sought to provide our readers with a work that does jus-
tice to the richness and variety of Western civilization
and its many complexities. We hope that such an under-
standing of the West will foster lively debate about its
character, values, institutions, and global influence.
Indeed, we believe such a critical outlook on their own
culture has characterized the peoples of the West since
the dawn of history. Through such debates we define
ourselves and the values of our culture. Consequently,
we welcome the debate and hope that The Western Heri-
tage, Eleventh Edition, can help foster an informed dis-
cussion through its history of the West’s strengths and
weaknesses and the controversies surrounding Western
history. To further that debate, we have included an
introductory essay entitled “What Is the Western Heri-
tage?” to introduce students to the concept of the West
and to allow instructors and students to have a point
of departure for debating this concept in their course of
study.
We also believe that any book addressing the expe-
rience of the West must also look beyond its histori-
cal European borders. Students reading this book come
from a wide variety of cultures and experiences. They
live in a world of highly interconnected economies
and instant communication between cultures. In this
emerging multicultural society it seems both appropri-
ate and necessary to recognize how Western civilization
has throughout its history interacted with other cul-
tures, both influencing and being influenced by them.
For this reason, there is a chapter that focuses on the
nineteenth-century European age of imperialism. Fur-
ther examples of Western interaction with other parts
of the world, such as with Islam, appear throughout the
text. To further highlight the theme of cultural interac-
tion, The Western Heritage includes a series of compara-
tive essays, “The West & the World.”
In this edition as in past editions, our goal has been
to present Western civilization fairly, accurately, and
in a way that does justice to this great, diverse legacy
of human enterprise. History has many facets, no sin-
gle one of which can alone account for the others. Any
attempt to tell the story of the West from a single over-
arching perspective, no matter how timely, is bound
to neglect or suppress some important parts of this
story. Like all other authors of introductory texts, we
have had to make choices, but we have attempted to
provide the broadest possible introduction to Western
civilization.
▼ Goals of the Text
Our primary goal has been to present a strong, clear, nar-
rative account of the central developments in Western
history. We have also sought to call attention to certain
critical themes:
xix
xx   n   Preface
• The capacity of Western civilization, from the time of
the Greeks to the present, to transform itself through
self-criticism.
• The development in the West of political freedom,
constitutional government, and concern for the rule
of law and individual rights.
• The shifting relations among religion, society, and the
state.
• The development of science and technology and
their expanding impact on Western thought, social
institutions, and everyday life.
• The major religious and intellectual currents that
have shaped Western culture.
We believe that these themes have been fundamental
in Western civilization, shaping the past and exerting a
continuing influence on the present.
Flexible Presentation The Western Heritage, Elev-
enth Edition, is designed to accommodate a variety of
approaches to a course in Western civilization, allowing
instructors to stress what is most important to them.
Some instructors will ask students to read all the chap-
ters. Others will select among them to reinforce assigned
readings and lectures. We believe the documents as well
as the “Encountering the Past” and “A Closer Look” fea-
tures may also be adopted selectively by instructors for
purposes of classroom presentation and debate and as the
basis for short written assignments.
Integrated Social, Cultural, and Political History The
Western Heritage provides one of the richest accounts of
the social history of the West available today, with strong
coverage of family life, the changing roles of women, and
the place of the family in relation to broader economic,
political, and social developments. This coverage reflects
the explosive growth in social historical research in the
past half-century, which has enriched virtually all areas
of historical study.
We have also been told repeatedly by instructors that
no matter what their own historical specialization, they
believe that a political narrative gives students an effec-
tive tool to begin to understand the past. Consequently,
we have sought to integrate such a strong political narra-
tive with our treatment of the social, cultural, and intel-
lectual factors in Western history.
We also believe that religious faith and religious
institutions have been fundamental to the development
of the West. No other survey text presents so full an
account of the religious and intellectual development
of the West. People may be political and social beings,
but they are also reasoning and spiritual beings. What
they think and believe are among the most important
things we can know about them. Their ideas about God,
society, law, gender, human nature, and the physical
world have changed over the centuries and continue to
change. We cannot fully grasp our own approach to the
world without understanding the religious and intel-
lectual currents of the past and how they have influ-
enced our thoughts and conceptual categories. We seek
to recognize the impact of religion in the expansion of
the West, including the settlement of the Americas in
the sixteenth century and the role of missionaries in
nineteenth-­century Western imperialism.
Clarity and Accessibility Good narrative history
requires clear, vigorous prose. As with earlier editions,
we have paid careful attention to our writing, subjecting
every paragraph to critical scrutiny. Our goal has been to
make the history of the West accessible to students with-
out compromising vocabulary or conceptual level. We
hope this effort will benefit both instructors and students.
▼ The Eleventh Edition
New to This Edition
• This edition is closely tied to the innovative website,
the New MyHistoryLab, which helps you save time
and improve results as you study history (www
.myhistorylab.com). MyHistoryLab icons connect
the main narrative in each chapter of the book to a
powerful array of MyHistoryLab resources, including
primary source documents, analytical video segments,
interactive maps, and more. A MyHistoryLab Media
Assignments feature now appears at the end of each
chapter, capping off the study resources for the
chapter. The New MyHistoryLab also includes both
eBook and Audio Book versions of The Western
Heritage, Eleventh Edition, so that you can read or
listen to your textbook any time you have access to
the Internet.
• New with this Eleventh Edition: The Western Heritage
now uses the latest release of the New MyHistoryLab,
which offers the most advanced Study Plan ever.
You get personalized Study Plans for each chapter,
with content arranged from less complex thinking—
like remembering facts—to more complex critical
thinking—like understanding connections in history
and analyzing primary sources. Assessments and
learning applications in the Study Plan link you
directly to The Western Heritage eBook for reading
and review.
• For the Eleventh Edition, the authors welcome Alison
Frank, professor of history at Harvard University.
Alison Frank is interested in transnational approaches
to the history of Central and Eastern Europe, partic­
ularly the Habsburg Empire and its successor states in
the nineteenth and twentieth centuries. Other interests
include the Eastern Alps, the Mediterranean slave trade,
and environmental history.

Here are just some of the changes that can be found in
the Eleventh Edition of The Western Heritage:
Chapter 1:
• Expanded coverage of the eventual demise of the Hit-
tite kingdom.
• New Closer Look: Babylonian World Map
Chapter 2
• New Document: Husband and Wife in Homer’s Troy
Chapter 3
• New Document: Plutarch Cites Archimedes and Hel-
lenistic Science
Chapter 5
• New Document: Mark Describes the Resurrection of
Jesus
Chapter 6
• Revised and reorganized the sections on “The Byzantine
Empire,” “Islam and the Islamic World,” and “On the
Eve of the Frankish Ascendancy” to create a narrative
flow that is more logical from a historical perspective.
• Expanded coverage of the Byzantine Empire.
• Revised introductions to the sections on “Islam and
the Islamic World” and “Western Society and the
Church” in accordance with the overall reorganization
of the chapter.
• New Documents: Justinian on Slavery, The Carolin-
gian Manor, The Character and “Innovations” of Jus-
tinian and Theodora
Chapter 7
• New Document: The English Nobility Imposes Re­
straints on King John
• New feature comparing Romanesque and Gothic
architecture
Chapter 8
• Section on schools and universities in the 12th century
has been revised with additional detail included.
• Coverage of medieval parenting has been revised in
accordance with the most recent scholarship.
• New Documents: The Services of a Serf, Philip II Augus-
tus Orders Jews out of France, Student Life at the Uni-
versity of Paris
Chapter 9
• Expanded coverage of the Black Death.
• New Documents: Boccaccio Describes the Ravages
of the Black Death in Florence, Propositions of John
Preface   n    xxi
Wycliffe Condemned at London, 1382 and at the Coun­
cil of Constance, 1415
• New Closer Look feature examining a burial scene for
Black Death victims from a 1349 manuscript entitled
Annals of Gilles de Muisit
Chapter 10
• Expanded coverage of the art and culture of the Italian
Renaissance.
• Expanded coverage of Northern Renaissance art.
• Expanded coverage of Machiavelli.
• New Documents: Vasari’s Description of Leonardo
da Vinci, Machiavelli Discusses the Most Important
Trait for a Ruler, Erasmus Describes the Philosophy
of Christ
Chapter 11
• New Documents: Calvin on Predestination, The Obe-
dience and Power of the Jesuits
Chapter 12
• New Document: The Destruction of Magdeburg, May
1631
Chapter 13
• New Document: An Account of the Execution of
Charles I
Chapter 14
• New Document: Man: A Mean between Nothing and
Everything
• A list of Learning Objectives now opens each chapter.
• A list of Key Terms has been added at the end of each
chapter. These are important terms that are bold in
the narrative and defined in the Glossary at the end of
the book.
• Suggested Readings were updated throughout the text.
▼ A Note on Dates and
Transliterations
This edition of The Western Heritage continues the
practice of using b.c.e. (before the common era) and c.e.
(common era) instead of b.c. (before Christ) and a.d.
(anno Domini, the year of the Lord) to designate dates.
We also follow the most accurate currently accepted
English transliterations of Arabic words. For example,
today Koran has been replaced by the more accurate
Qur’an; similarly Muhammad is preferable to Moham-
med and Muslim to Moslem.
xxii   n   Preface
▼ Ancillary Instructional Materials
Instructors using this text can visit the Instructor’s
Resource Center online at www.pearsonhighered.com/
irc in order to downoad text-specific materials, such
as the Instructor’s Resource Manual, Test Item File,
MyTest, and PowerPoint™ presentations.
▼ Acknowledgments
We are grateful to the scholars and instructors whose
thoughtful and often detailed comments helped shape
this revision: Patricia Behre, Fairfield University;
Hans Broedel, University of North Dakota; Dorothea
Browder, Western Kentucky University; Edward Cade,
Lakeland Community College; Amy Colon, Sullivan
County Community College; Jean Glockler, Moraine
Valley Community College; Joseph Gonzalez, Truckee
Meadows Community College; Derrick Griffey,
Gadsden State Community College; Sigrun Haude,
University of Cincinnati; David Mock, Tallahassee
Community College; Patricia O’Neill, Central Oregon
Community College; Sonia Tandon, Forsyth Techni-
cal Community College; and Margarita Youngo, Pima
Community College.
We would like to thank the dedicated people who
helped produce this new edition. Our acquisitions edi-
tor, Jeff Lasser; our project manager, Rob DeGeorge; our
production liaison, Barbara Mack; Maria Lange, our art
director, and Liz Harasymcuk, who created the beauti-
ful new interior and cover design of this edition; Alan
Fischer, our operations specialist; and Karen Berry, pro-
duction editor.
D.K.
S.O.
F.M.T.
A.F.
Supplements for Qualified
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Housed in the instructor’s space within
MyHistoryLab, the Annotated Instructor’s eText
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specific resources for class preparation, providing
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The Instructor’s Resource Manual
Available at the Instructor’s Resource Center,
at www.pearsonhighered.com/irc, the Instructor’s
Resource Manual contains a chapter summary,
a chapter outline with references to the
MyHistoryLab resources cited in the text,
learning objectives from the text, key topics,
class discussion questions, lecture topics,
information on audiovisual resources that can be
used in developing and preparing lecture presenta-
tions, and the MyHistoryLab Media Assignments
feature found at the end of each chapter in the text.
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Available at the Instructor’s Resource
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Test-Item File contains a diverse set of 2,400
multiple choice, short answer, and essay questions,
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Primary Source: Documents in Western Civilization DVD
This DVD-ROM offers a rich collection of textual and visual—many
never before available to a wide audience—and serves as an indispens-
able tool for working with sources. Extensively developed with the
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Western Civilization includes over 800 sources in Western civiliza-
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double-breasted overcoat he was wearing. His voice was deep and
sympathetic in spite of his rather sombre appearance.
“So kind of you to accept my casual invitation,” he murmured.
“Come along, I’ve a decrepit vehicle waiting for us outside the front
of the theatre.”
The dining-room of the Royal Severn Hotel did not succeed any
better than most provincial hotels in suggesting an atmosphere of
nocturnal gaiety. The two waiters looked as if they had been dragged
out of bed by the hair of their heads in order to attend to the wants of
the unreasonable beings who required to be fed at this unnatural
hour. Most of the tables suggested that they would welcome more
cheerfully the eggs and bacon of the morning breakfast than the
lobster mayonnaise of supper. The very flowers in attendance
appeared heavy with sleep and resentful at not being allowed a
night’s repose with the other table decorations that were piled upon
one of the sideboards like wreaths upon a coffin. Half the room was
in twilight, so that the portion of it that was lighted was so
uncomfortably bright as to seem garish. At one end two members of
the chorus were trying to make a pair of youthful hosts feel at their
ease by laughter that sounded as thin as broken glass.
“I’m sorry to inflict this atmosphere of gloom upon you,” said Mr.
Kenrick. “Let’s try to dissipate it in a bottle of champagne. I did my
best to order a special supper, but my efforts were regarded with
suspicion by the management. Your fellow performers over there
seem to be enjoying themselves. Touring with them must be rather
like travelling with an aviary of large and noisy birds.”
“Oh, but they’re such dears,” Nancy exclaimed, in arms against
any criticism of her fellow players.
Mr. Kenrick put up a monocle and looked across at the group for a
moment. Then he let it fall without comment.
“You sang better than ever to-night,” he said gravely.
Nancy felt that she simpered.
“I’m in earnest, you know. What are you going to do about it?”
 “My voice?”
He nodded.
“What can I do?”
“You could have it trained.”
“But, my dear man, do you realize that I’m twenty-eight? Rather
late in the day to be cultivating operatic ambitions.”
“Not at all when the voice is as good as yours, and if you go to the
right man.”
“And where is he to be found?”
“Naples.”
Nancy laughed.
“It’s like a fairy-story where the poor heroine is set an impossible
task by the wicked stepmother. How do you think I could afford to go
to Naples?”
“That’s just what I wanted to discuss with you,” said Kenrick.
“But wait a moment,” Nancy interrupted. “I have a little girl.”
“What has that got to do with training your voice?”
“Why, this. Every penny that I can save I am saving for her. She is
in a convent now, and when she leaves school in another twelve
years I want her to have a voice and be able to afford to pay for its
training. I want her to have everything that I lacked. I would be wrong
to spend the money I have saved in building castles in Spain for
myself.”
“But, my dear woman, if in another twelve years you are an
operatic star of some magnitude you’ll be able to do much more for
your daughter than you could with what you’ll save as a provincial
actress between now and then. But forgive me; you speak of a little
girl. You have a husband then?”
“My husband is dead. He died nearly four years ago.”
Kenrick nodded slowly.
 “And—forgive my bluntness—you have no other entanglements?”
She flushed.
“My marriage was never an entanglement ... and if you mean ‘am I
in love with anybody now?’ why, no, I could never love anybody
again.”
“That’s a sad remark for twenty-eight. A woman’s grande passion
usually happens when she is thirty-three.”
“Mine won’t,” said Nancy obstinately.
“I shouldn’t dare the God of Love,” Kenrick warned her.
“Remember, he’s a mischievous boy and nothing gives him greater
delight than to behave as such. Never dare a boy to climb an apple-
tree or Cupid to shoot his arrows in vain. You offered him a fine
target by that remark of yours. But don’t let’s begin an argument
about love. It’s your voice I want to talk about. Surely you must
realise that you possess a contralto of the finest quality?”
“I thought it was a fairly good natural voice,” Nancy admitted. “But I
certainly never supposed it was of the finest quality.”
“Not only have you a marvellous voice, but you can act. Very few
contraltos can act. On the operatic stage they usually sound like
governesses who have drunk a little too much at a fancy-dress ball.”
“Rather voluptuous governesses usually,” Nancy laughed.
“Yes, but with the healthy voluptuousness of women who have
been eating plenty of the best butter and drinking quarts of the
richest cream. You would be different.”
“I hate to be rude,” Nancy said. “But do you know, it always seems
to me such a waste of time to talk about impossibilities. Perhaps I’ve
no imagination. I’ll talk as long and as earnestly as you like about the
best way of travelling from one town to another, or of any of life’s
small problems, but to discuss which seaside resort in the moon
would be the jolliest place to spend one’s holidays surely isn’t worth
while.”
 “But why is your appearance in opera so remote from any
prospect of being realised?”
“I’ve told you, my dear man,” said Nancy impatiently. “I have
planned my life so that my small daughter may have what I could not
have. To indulge my own ambitions at her expense would be wrong.
I can’t pretend that I’m denying myself much, because, to be honest,
until I had your letter I had never contemplated myself as an operatic
star. I knew I had an unusually good contralto voice. I knew that I
could act as well as most women and a good deal better than some.
Your letter was a pleasure, because it is always a pleasure to feel
that one has interested somebody. I am grateful to you for inviting
me out to supper and saying nice things about my possibilities. But
now let’s talk of something else, for you’ll never infect me with any
ambition to do anything that could risk my ability to do what I can for
my daughter, just by acting quietly in the provinces as I am acting at
present.”
“Listen to me, Miss O’Finn,” said Kenrick earnestly. “I am a
business man. That is my inheritance from a hard-working father. But
I have one passion, and that is not business. My passion is the
opera; my dream is to make enough money to be able to help the
opera in England. But I am rich enough to do something for the
individual artist, and I beg you to let me help you. Let me guarantee
you what you would usually earn on the provincial stage. Let me pay
for your lessons. The maestro I want to teach you is an old friend of
mine. If at the end of six months he tells me that you are not the
finest contralto of the time, why, then you can go back to your life on
tour. At the worst you will have spent six months in Italy to gratify the
whim of an eccentric business man whose dreams are all of art. At
the best you will be able to do what you like for your daughter in
another ten years, and long, long before that. We’ll not talk about it
any more to-night. Go home and sleep over my proposal. Think over
it for a week. I must be back in town to-morrow. If at the end of a
week you feel that you can risk six months in Italy to have the world
at your feet, send me a line, and I will pay into your account the
necessary funds. You can leave this absurd company when you
like.”
 “Och, I would have to give a fortnight’s notice,” said Nancy quickly.
Kenrick smiled.
“Very well, give your fortnight’s notice. To-day is the eleventh. If
you settle by next Saturday that will be the fifteenth. On the first of
November you can quit the fogs and be on your way to Naples. It will
probably be fine weather. It usually is about then in the south of
Italy.”
“You seem to have made up your mind that I’m going to accept
your generosity,” Nancy said.
“There is no generosity in gratifying one’s own desires,” Kenrick
observed. “But if you have any feelings of pride on the subject, why,
you can pay me back when your position is secure.”
“But why, really, are you doing this?” Nancy asked, looking deep
into the eyes of her host.
“Really and truly because I believe you have a great voice and
may become a great singer, and because if you did I should get as
much satisfaction from your success as if I had a voice and were a
great singer myself,” he replied.
The thin laughter of the chorus-girls at the other end of the room
commented upon this grave assertion. The waiter put up a grubby
hand to hide a yawn.
When Nancy woke next morning she felt like the heroine of an
Arabian Nights tale who has been carried half across Asia by a
friendly djinn. But when she called at the theatre for her letters, the
following note was a proof that she had not been dreaming:

Royal Severn Hotel,

Bristol.
October 12.
Dear Miss O’Finn,
Do think very hard over our talk last night. You can’t lose
anything by my offer; you may gain a very great deal. In
fact, I am positive that you will. Let me know your decision
 at my London address, 42 Adelphi Terrace, and I will get
into communication with Maestro Gambone, and fix up
your lessons. I suggest you live at an Italian pensione in
Naples. The more Italian you can learn to speak, the
better you will sing it. I’ll find out a good place.
Good luck to you.
Yours sincerely,
John Kenrick.

It was a fine October day of rich white clouds and rain-washed

blue deeps between. A faint haze bronzed the lower air and lent the
roofs and chimneys of the city a mirrored peace, a mirrored
loveliness. Nancy wandered down by the docks and in contemplation
of the glinting masts tried to find an answer to the riddle of her future.
Suppose her voice turned out to be less good than he had
supposed? Well, that would be his bad judgment. But had she the
right to accept money from a stranger in the event of failure? It would
be his own fault if she proved a failure. It was a serious matter to
leave a company in which she had expected to be playing until next
summer. What would Sister Catherine say? Nancy remembered
what Sister Catherine had said about Italy that night they met in the
train. Sister Catherine would never be the one to blame her. She
took Letizia’s letter out of her bag and read it through again.

St. Joseph’s School,

5 Arden Grove,
N. W.
Sunday.
My dear Mother,
I hope you are very well. I am learning Italian with Sister
Catherine. It is very nice. I know twenty-two words now
and the present indicitive of “I am.” I like it very much. We
have a new girl called Dorothy Andrews. She is very nice.
She is eight and a half years old, but she is not so big as
me. I must stop now because the bell is ringing for
Vespurs and Benedicsion.
 Your loving
Letizia.

She was safe for so many years, Nancy thought. Would it be so

very wrong to embark upon this adventure?
That night, when she was singing the first of her two songs, she
tried to imagine that the piece was Aïda and that she was Amneris.
“If I get a genuine encore,” she promised herself, “I’ll write to him
and accept.”
And she did get a most unmistakable encore.
“Your songs went very well to-night, dear,” said Miss Fitzroy
grudgingly. “Had you got any friends in front?”
The next day Nancy wrote to John Kenrick and told him that she
was going to accept his kind offer, and that on Sunday, October
23rd, she should be in London.
He telegraphed back: Bravo will meet train if you let me know time.
But she did not let him know the time of her arrival at Paddington,
for she thought that there was really no reason why he should want
to meet her train. Somehow it made his interest in her seem too
personal, and Nancy was determined that the whole affair should be
carried through on the lines of the strictest business. Besides, she
would be staying at the convent, and it would be so exciting to learn
her first words of Italian from Letizia.
 CHAPTER XX
SOUTHWARD
St. Joseph’s School was a pleasant early Victorian house with
white jalousies encircled by a deep verandah of florid ironwork. The
garden, even for the spacious northwest of London, was
exceptionally large, and like all London gardens seemed larger than
it really was by the contrast between its arbours and the houses
entirely surrounding them. There was a mystery about its seclusion
that no country garden can possess, and one could imagine no fitter
tenants of its leafy recesses than these placid nuns and the young
girls entrusted to their tutelage. It seemed that in all those fortunate
windows of the houses which overlooked through the branches of
the great lime-trees this serene enclosure there must be sitting poets
in contemplation of the pastoral of youth being played below. The
flash of a white dress, the echo of a laugh, the flight of a tennis-ball,
the glint of tumbling curls, all these must have held the onlookers
entranced as by the murmur and motion and form and iridescence of
a fountain; and this happy valley among the arid cliffs of London
bricks must have appeared to them less credible than the green
mirages in desert lands that tease the dusty eyelids of travellers.
“I’m glad you have a friend of your own age,” Nancy said to
Letizia, when the morning after her arrival they were walking
together along the convent avenue strewn with October’s fallen
leaves.
“Well, she’s not a very great friend,” Letizia demurred.
“But I thought you wrote and told me that she was so very nice?”
“Well, she is very nice. Only I don’t like her very much.”
“But if she’s so very nice, why don’t you like her?”
 “Well, I don’t like her, because she is so nice. Whenever I say,
‘Let’s do something,’ she says, ‘Oh, yes, do let’s,’ and then I don’t
want to do it so much.”
“Darling, isn’t that being rather perverse?”
“What’s ‘perverse,’ mother? Do tell me, because I’m collecting
difficult words. I’ve got thirty-eight words now, and when I’ve got fifty
I’m going to ask Hilda Moore what they all mean, and she’s twelve
and it’ll be a disgusting humiliation for her when she doesn’t know.
And that’ll be simply glorious, because she thinks she’s going to be a
yellow-ribbon presently.”
“But don’t you want to be a yellow-ribbon?”
“Oh, I don’t think it’s really worth while. Evelyn Joy who’s much the
nicest girl in the school has never been a ribbon. She said she
couldn’t be bothered. She’s frightfully nice, and I love her one of the
best six people in the world. She can’t be bothered about anything,
and most of the girls are always in a fuss about something. Dorothy
Andrews only wants to do what I want, because she thinks she ought
to. Fancy, she told me she simply longed to be a saint. And she said
if she died young she’d pray for me more than anybody, and I said,
‘Pooh, St. Maurice is always praying for me and he wears armour
and is very good-looking, so there’s no need for you to die young.’
And then she cried and said when she was dead I’d be sorry I’d
been so cruel.”
Nancy thought that Letizia was not less precocious than she had
always been, and she wondered if she ought to say anything to
Sister Catherine about it. She decided that Sister Catherine was
probably well aware of it and, not being anxious to give her the idea
that she was criticising the wonderful education that the nuns were
giving her little daughter, she resolved to say nothing.
She did, however, discuss with Sister Catherine her own project to
go to Italy and have her voice trained; and she was much relieved
when it was approved.
“It would be wrong not to avail yourself of such an opportunity,” the
nun exclaimed. “Even if it involved breaking into your own savings, I
should still urge you to go; but there seems no likelihood of that, and
there is no reason why you shouldn’t accept this Mr. Kenrick’s offer.
I’d no idea that you had a wonderful voice, and how delightful to be
going to Italy. Do sing for us one evening at Vespers before you go.
Sister Monica would be so pleased, and we shall all enjoy it so
much. We shall feel so grand.”
“But I’m just as much astonished to hear that I’ve got this
wonderful voice as you are,” Nancy said. “Nobody ever told me I
had, until this fairy prince arrived in Bristol.”
“Ah, but I think people are always so afraid to think anybody has a
good voice until somebody else has established the fact for them,”
Sister Catherine laughed. “It was just a piece of good luck that you
should be heard by somebody who understood what good singing
is.... I’m glad you think dear little Letizia is looking so well. She is a
great treasure, and we are all very proud of her. She has so much
personality, and I’m doing my best to let her keep it without spoiling
her.”
“I’m sure you are,” Nancy said. “And och, I wish I could ever tell
you how grateful I am to you.”
“There is no need of words, dear child,” said the nun, smiling. “You
prove it to us all the time. I heard from the Reverend Mother
yesterday, and she inquired most affectionately after you.”
That afternoon Nancy went to Mr. Kenrick’s flat in Adelphi Terrace.
He was so kind that she reproached herself for having refused so
brusquely to let him meet her at Paddington.
“Well, it’s all arranged with Maestro Gambone. He’s really the
kindest old man, though he may seem a little fierce before you know
him. Should he, on hearing your voice, decide it’s not worth training,
you’ll have to forgive me for rousing your ambitions and let me see
you through any difficulties you may have about getting another
engagement in England. I have taken a room for you with some
people called Arcucci who have a pensione in the Via Virgilio which
is close to Santa Lucia. Arcucci himself was a singer; but he lost his
voice through illness, poor chap. He never earned more than a local
reputation at the San Carlo Opera House; but he is full of stories
about famous singers, and you’ll get the right atmosphere from him.
His wife is a capable and homely woman who will make you as
comfortable as Neapolitans know how, which, to tell the truth, is not
saying much.”
While her patron was speaking, Nancy was gazing out of his study
window at the Thames and letting her imagination drift down on the
fast-flowing ebb with the barges that all seemed like herself bound
for some adventure far from this great city of London. Away on the
horizon beyond Lambeth the domes of the Crystal Palace sparkled
in the clearer sunshine. Even so, on an horizon much farther south
than Sydenham flashed the elusive diamonds of success and fame.
“Tuesday is no day to set out on a journey,” said Kenrick. “So, I’ve
taken your ticket for Wednesday. You’ll leave Paris that night from
the Gare de Lyon in the Rome express, and you’ll be at Naples on
Friday afternoon.”
He went to a drawer in his desk and took out the tickets.
“Good luck,” he said, holding Nancy’s hand.
She was again the prey of an embarrassment against which she
tried hard to struggle, because it seemed to smirch the spirit in which
she wanted to set out. This constraint prevented her from thanking
him except in clumsy conventional phrases.
“Now, will you dine with me to-night?”
She wanted to refuse even this, but she lacked the courage; in the
end she passed a pleasant enough evening, listening to her host
expatiate upon the career for which he assured her again and again
she was certainly destined. He wanted her to lunch and dine with
him on the next day too; but she pleaded the urgency of shopping
and packing and her desire to see something of her daughter.
“Very well then,” he said, as he put her into a hansom outside
Verrey’s where they had dined. “I’ll be at Victoria on Wednesday
morning.”
 Nancy was glad to be jingling back to St. Joseph’s, alone with her
dreams in the sharp apple-sweet air of the October night.
The next day Mrs. Pottage arrived to say good-bye and help
Nancy with her shopping. By now she had long been an institution at
St. Joseph’s, where her conversation afforded the most intense
delight to the nuns.
“Well, when you wrote you was off to Italy I was in two minds if I
wouldn’t suggest coming with you. I don’t know what it is, whether
I’m getting old or ugly or both, but I’ve not had a single proposal for
eighteen months. I suppose it means I’ve got to be thinking of
settling down and giving some of the younger ones a chance. Well,
take care of yourself in Italy, and don’t eat too much ice-cream.
Funny thing, I-talians should eat so much ice-cream and yet be so
hot. There was an opera company came to Greenwich once, and the
tenor who was an I-talian stayed with me. ‘Well,’ I said to myself,
‘what he’ll want is plenty of macaroni and ice-cream.’ He looked a bit
surprised, I’m bound to say, when I give it him for breakfast on the
Sunday morning, but I thought he was only surprised at any one
knowing his tastes so well. But, will you believe me, when I give it
him for dinner again, he used language that was far from I-talian,
very far. In fact, I never heard any one swear so fluent in English
before or since. It quite dazed me for the moment. But we got on all
right as soon as I found he liked good old roast beef. He gave me
two passes for the Friday night, and Mrs. Bugbird and me thoroughly
enjoyed ourselves. The opera was called Carmen and Mrs. B.
thought it was going to be all about them, and when she found it was
actually the name of a woman she laughed herself silly. Every time
this Carmen came on she’d whisper to me, ‘a good pull up,’ and then
she’d start off shaking like a jelly. But there, she’s very quick to see
the radiculous side of anything, Mrs. Bugbird is. Well, good-bye,
dear, and take good care of yourself. You know your old Mrs.
Pottage wishes you all the best you can wish for yourself.”
Sister Catherine had repeated her request that Nancy should sing
to them, especially as it was the feast of All Saints. So after
practising with Sister Monica, who had charge of the music, she
sang Mozart’s motet Ave Verum Corpus at Benediction amid the
glowing candles and white chrysanthemums of the little chapel.
“Mother, you don’t often sing in church, do you?” Letizia asked.
“Didn’t I sing well?” said her mother with a smile.
“Yes, I expect you sang very well, but I thought it was a little loud,
didn’t you? Sometimes it sounded like a man singing. I think you
ought to be careful and not sing quite so loud, mother.”
Luckily the nuns themselves enjoyed Nancy’s rich contralto a great
deal more than did their pupils. The warmth of femininity spoke to
their hearts of something that they had lost, or rather of something
that most of them had never won. It was easy to understand and
sympathise with the readiness of the nuns to turn away for a few
minutes from the austere ecstasies of Gothic art to worship some
dolorous “Mother” of Guido Reni. A flush had tinged their cheeks so
virginally tralucent, as if a goblet of water had been faintly suffused
by a few drops of red wine.
Kenrick was at Victoria to see Nancy off next morning. Just as the
train started, she leaned out of the window of her compartment and
exclaimed breathlessly:
“Please don’t think me ungrateful. I do appreciate tremendously
what you are doing for me. Really, I do.”
His long, sombre face lit up with a smile, and he waved his hand
as Nancy withdrew from London into the train again.
France dreamed in a serenity of ethereal blue. In the little
wedding-cake cemeteries black figures were laying wreaths of
immortelles upon the graves. Nancy remembered with a pang that it
was All Souls’ Day and reproached her cowardice for not having laid
flowers on Bram’s grave at Greenwich before she left England. The
bunch of carnations with which Kenrick had presented her became
hateful to hold, and she longed to throw it out of the window. She
would have done so, if two English old maids had not been regarding
her curiously from the other side of the compartment, the one above
her Baedeker, the other above the Church Times. Why should
elderly English women travelling abroad look like butterfly-collectors?
 “Parlez vous anglaise?” said one of them to the ticket-collector,
nodding her head and beaming as if she were trying to propitiate an
orang-utan.
“Yes, I spik English, madame,” he said coldly after punching the
tickets.
The other elderly lady congratulated her companion upon the
triumphant conversation.
“He undoubtedly understood perfectly what you were saying,
Ethel.”
“Oh, yes, I think we shall get along capitally after a time. I was
always considered very good at French in my schooldays, and it’s
just beginning to come back to me.”
Her ambition had been kindled by her success with the first ticket-
inspector. With the next one who invaded the compartment she took
a line of bold and direct inquiry.
“Paris, quand?”
The inspector stared back, indignation displayed upon his
countenance.
“Comment?”
“Non, quand,” said the elderly lady.
The inspector shrugged his shoulders and slammed the carriage-
door as he retired.
“That man seemed rather stupid, I thought, Ethel.”
“Most stupid,” the ambitious Ethel emphatically agreed.
Nancy felt thankful that Letizia would be taught French properly.
Sister Catherine had already suggested to her that when she was
twelve she should be sent for three years to a convent in Belgium
with which the Sisters of the Holy Infancy had an arrangement of
exchanging pupils. Nancy had been a little alarmed at first by the
prospect of sending Letizia abroad all that time; but after these two
absurd Englishwomen she felt no trouble was too great and no place
too far and no separation too long that would insure Letizia against
talking French like them in public.
But presently Nancy was too much occupied with her own
problems—transferring herself and her luggage from one station in
Paris to another, finding out how the wagon-lit toilet arrangements
worked, how to reply to the Italian examination of baggage in the Mt.
Cenis tunnel, and how to achieve the change at Rome into the
Naples train—either to criticise anybody else or even to dream and
speculate about her own operatic future.
Then Vesuvius loomed above the russet orchards and dishevelled
vines on the left of the railway. Nancy suddenly remembered that
when she and Bram were first married he had one day said how
much he should like to visit Naples with her. He had told her that he
had seen a picture of it when he was a boy and of what a thrill it had
given him. Now here it actually was, and he was not by her side to
behold it. Here Naples had been all these years, and he had never
seen it.
Time heals many wounds; but in some he makes a deeper gash
every year with his inexorable scythe.
 CHAPTER XXI
CLASSIC GRIEF
Nancy was lost at first in the pensione to which Kenrick had
entrusted her. The bareness of it seemed to reflect the bareness of
her own mind amid the unmeaning sounds of a strange tongue.
During the first week she felt that she should never, stayed she in
Naples for years, acquire a single word of Italian, and the week after
she was convinced that she should never be able to say anything
more than the Italian for “yes,” “no,” “please,” “thanks,” “good night,”
“good morning,” and “bread.” For a fortnight she was so completely
stunned by the swarming rackety city that she spent all her spare
time in the aquarium, contemplating the sea-anemones. The stories
of great singers with which Signor Arcucci was to have entertained
her leisure seemed indefinitely postponed at her present rate of
progress with Italian. She should have to become proficient indeed
to follow the rapid hoarseness of that faded voice. Meanwhile, she
must wrestle with an unreasonable upside down language in which
aqua calda meant hot water and not, as one might suppose, cold.
Nancy cursed her lack of education a hundred times a day, and an
equal number of times she thanked Heaven that Letizia already
knew twenty-two Italian words and could say the present indicative
of the verb “to be.” Signora Arcucci was a plump waxen-faced
Neapolitan housewife who followed the English tradition of
supposing that a foreigner would understand her more easily if she
shouted everything she had to say about four times as loud as she
spoke ordinarily. She used to heap up Nancy’s plate with spaghetti;
and, as Nancy could not politely excuse herself from eating any
more, she simply had to work her way through the slithery pyramid
until she felt as if she must burst.
Nor did Maestro Gambone do anything to make up for the state of
discouragement into which her unfamiliar surroundings and her
inability to talk had plunged her. Nancy found his little apartment at
the top of a tall tumbledown yellow house that was clinging to the
side of the almost sheer Vomero. He was a tiny man with snow-white
hair and imperial and jet-black eyebrows and moustache. With his
glittering eyes he reminded her of a much polished five of dominos,
and when he wanted anything in a hurry (and he always did want
things in a hurry) he seemed to slide about the room with the rattle of
a shuffled domino. Although his apartment stood so high, it was in a
perpetual green twilight on account of the creepers growing in rusty
petrol tins that covered all the windows.
“You speaka italiano, madama?” he asked abruptly when Nancy
presented herself.
“No, I’m afraid I don’t.”
“Allora come canta? How you singa, madama?”
“I only sing in English at present.”
“What musica you havva?”
Nancy produced the stock-in-trade of ballads, which the maestro
fingered like noxious reptiles.
“E questo? Anna Lowrie o qualche nome indiavolato. Probiamolo.
Avanti!”
The little man sat down at the piano and was off with the
accompaniment on an instrument of the most outrageously tinny
timbre before Nancy had finished deciding that he was not so much
like a domino as a five-finger exercise.
“Eh, avanti!” he turned round and shouted angrily. “What for you
waita, madama? Di nuovo!”
In the green twilight of this little room hanging over the precipitous
cliff above the distant jangling of Naples Nancy could not feel that
Maxwellton Braes had ever existed. She made a desperate effort to
achieve an effect with the last lines.
“And for bonnie Annie Laurie
I would lay me down and dee.”
There was a silence.
 Then the maestro grunted, twirled his moustache, rose from the
piano, and sat down at his desk.
“Here I writa when you come,” he said. “A rivederla e buon giorno.”
He thrust the paper into Nancy’s hand and with the same gesture
almost pushed her out of his apartment. The next thing of which she
was conscious was walking slowly down the Vomero in the honey-
coloured November sunshine and staring at the hours and days
written down upon the half-sheet of notepaper she held in her hand.
So the lessons began, and for a month she wondered why she or
anybody else should ever have suffered from a momentary delusion
that she could sing. She knew enough Italian by that time to
understand well enough that Maestro Gambone had nothing but
faults to find with her voice.
“Have I made any progress?” she found the courage to stammer
out one morning.
“Progresso? Ma che progresso? Non sa encora camminare.”
Certainly if she did not yet know how to walk she could not
progress. But when should she know how to walk? In her halting
Italian Nancy tried to extract from the maestro an answer to this.
“Quanda camminerà? Chi sa? Forse domani, forse giovedì, ma
forse mai.”
Perhaps to-morrow, perhaps on Thursday, but perhaps never!
Nancy sighed.
When she got back to the pensione she sat down and wrote to her
patron.

Pensione Arcucci,
Via Virgilio 49.
Napoli.
Dec. 8.
Dear Mr. Kenrick,
 I really don’t think it’s worth your while to go on paying
for these singing lessons. Maestro Gambone told me to-
day that I might never know how to sing. I’m sure he’s
disgusted at my slowness. I’ve been having lessons for a
month now, and he has had ample time to judge whether
I’m worth his trouble. He evidently thinks I’m not. It’s a
great disappointment, and I feel a terrible fraud. But I’m
not going to reproach myself too bitterly, because, after all,
I would never have thought of becoming a singer if you
hadn’t put it into my head. So, next week I shall return to
England. I’m afraid your kindness has been....

Nancy put down her pen. Her struggles with Italian seemed to
have deprived her of the use of her own tongue. She could not
express her appreciation of what he had done for her except in a
bread-and-butter way that would be worse than writing nothing. For
all the sunlight flickering on the pink and yellow houses opposite she
felt overwhelmed by a wintry loneliness and frost. And then she
heard coming up from the street below the sound of bagpipes. She
went to the window and looked out. Two men in heavy blue cloaks
and steeple-crowned felt hats, two shaggy men cross-gartered, were
playing before the little shrine of the Blessed Virgin at the corner of
the Via Virgilio an ancient tune, a tune as ancient as the hills whence
every year they came down for the feast of the Immaculate
Conception to play their seasonable carols and grave melodies until
Christmas-tide. Nancy had been told about them, and here they
were, these—she could not remember their name, but it began with
“z”—these zamp something or other. And while she stood listening
by the window she heard far and wide the pipes of other pious
mountaineers piping their holy ancient tunes. Their bourdon sounded
above the noise of the traffic, above the harsh cries of the street-
vendors, above the chattering of people and the clattering of carts
and the cracking of whips, above the tinkling of mandolins in the
barber-shops, sounded remote and near and far and wide as the
bourdon of bees in summer.
The playing of these pipers calmed the fever of Nancy’s
dissatisfaction and seemed to give her an assurance that her failure
was not yet the sad fact she was imagining. She decided to
postpone for a little while her ultimatum to Kenrick and, tearing up
the unfinished letter, threw the pieces on the open brazier, over
which for so many hours of the wintry days Signor Arcucci used to
huddle, slowly stirring the charcoal embers with an iron fork and
musing upon the days when he sang this or that famous part. He
was out of the room for a moment, but presently he and his Signora,
as he called her, came in much excited to say that the zampognieri
were going to play for them. The pipers in the gimcrack room looked
like two great boulders from their own mountains, and the droning
throbbed almost unbearably in the constricted space. When
everybody in turn had given them a lira or two, they acknowledged
the offerings by presenting Nancy as the guest and stranger with a
large wooden spoon. She was taken aback for the moment by what
would have been in England the implication of such a gift. Even
when she had realised that it was intended as a compliment the
omen remained. She could not help wondering if this wooden spoon
might not prove to be the only gift she should ever take home from
Italy. Nevertheless, the zampognieri with their grave carols healed
her fear of discouragement, and during the next fortnight Maestro
Gambone on more than one occasion actually praised her singing
and found that at last she was beginning to place her voice
somewhat more approximately where it ought to be placed. It was as
if the fierce little black and white man had been softened by the spirit
of Christmas, of which those blue-cloaked pipers were at once the
heralds and the ambassadors with their bourdon rising and falling
upon the mandarin-scented air. Absence from home at this season
did not fill Nancy with sentimental regrets. Since Bram died
Christmas had not been a happy time for her, so intimately was its
festivity associated with that dreadful night at Greenwich four years
ago. She welcomed and enjoyed the different atmosphere of Natale,
and after so many grimy northern winters these days of turquoise,
these dusks of pearl and rose, these swift and scintillating nights.
On the anniversary of Bram’s death she drove out to Posilipo and
sat on a rock by the shore, gazing out across the milky cerulean
waters of the bay. For all the beauty of this classic view she was only
aware of it as one is aware of a landscape by Poussin or Claude,