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 CONTENTS

Preface
Acknowledgments
About the Authors
Introduction: The Five-Step Program

STEP 1 Set Up Your Study Program

1 What You Need to Know About the AP World
History: Modern Exam
Background Information
Reasons for Taking the Advanced Placement Exam
What You Need to Know About the AP World History:
Modern Exam
2 How To Plan Your Time
Three Approaches to Preparing for the AP World
History: Modern Exam
When to Take the Practice Exams
Setting Up a Study Group

STEP 2 Determine Your Test Readiness

3 Take a Diagnostic Exam
AP World History: Modern Diagnostic Test

STEP 3 Develop Strategies for Success

4 Tips for Taking the Exam
Multiple-Choice Questions
Short-Answer Questions
 Document-Based Question
Long-Essay Question

STEP 4 Review the Knowledge You Need to

Score High
5 Getting Organized and Thinking About World
History
6 Review: The World Up to c. 1200 CE
7 Changes in European Institutions
8 Interregional Trade and Exchange
9 Empires in the Americas
10 Expansion of China
11 Empires and Other Political Systems
12 Hemispheric Exchange
13 Systems of Slavery
14 Cultural and Intellectual Changes
Summaries: The Global Tapestry and Networks
of Exchange
Timeline
Key Comparisons
Change/Continuity Chart
Summaries: Land-Based Empires and Trans-
Oceanic Interconnections
Timeline
Key Comparisons
Change/Continuity Chart
15 Revolutions and the Consequences of
Industrialization
16 Political Revolutions
17 Western Imperialism
18 World Trade
Summary: Industrialization and Global
Integration: Revolutions and Consequences of
 Industrialization
Timeline
Key Comparisons
Change/Continuity Chart
19 Revolutions, World Wars, and Depression
20 Cold War and the Post-War Balance of Power
21 End of the Cold War and Nationalist Movements
22 Global Trade
23 Technological Developments
24 Social Changes
25 Demographic and Environmental Developments
Summary: Accelerating Global Change and
Realignments (c. 1900 to the present)
Timeline
Key Comparisons
Change/Continuity Chart

STEP 5 Build Your Test-Taking Confidence

Practice Test One
Practice Test Two

Glossary
Bibliography
Websites
Maps of the World
Key Individuals
 PREFACE

Welcome to the adventure of Advanced Placement (AP) World

History: Modern. Enjoy the challenges of your studies. During the
course of the year, you should be prepared to read widely in both
your text and readers. Expect to analyze all sorts of primary
documents, from text to political cartoons, photographs, paintings,
maps, and charts; analytical skills are essential to success on both
the multiple-choice and the essay questions. You will write essay
after essay as you not only analyze primary documents but also
compare issues and analyze continuity and change over time. Along
the way, enjoy the fascinating story of humankind and find a little of
yourself among the peoples of other societies.
This study guide will ease your passage through the challenges
of AP World History: Modern to success on the examination. At first
sight, the amount of material in the AP World History: Modern
course can appear a bit overwhelming. The goal of this manual is to
present that content material and the test-taking skills that will allow
you to approach the AP exam with confidence. As a first step, turn
now to the Introduction to learn about the five-step study program
and how it can help you to organize your preparation.
 ACKNOWLEDGMENTS

We wish to thank Grace Freedson and Del Franz for their

encouragement and editing, outside readers for their invaluable
suggestions, and our families for their extraordinary patience.

—Beth Bartolini-Salimbeni
—Wendy Petersen
 ABOUT THE AUTHORS

BETH BARTOLINI-SALIMBENI holds degrees in history, Spanish, Italian,

and comparative literature. A former Fulbright scholar and twice a
National Endowment for the Humanities (NEH) fellow, she has
taught AP World History, AP European History, and AP Art History at
the high school level as well as history and languages at the high
school and the university levels, both in the United States and in
Italy. Her most recent book is Italian Grammar for Dummies. She is
currently working on a biography of a nineteenth-century Italian
“gentlewoman.” In 2014–2015, she was the recipient of the
American Association of Italian Teachers Distinguished Service
Award (K–12) and the New Mexico Organization of Language
Educators Lifetime Achievement Award for her work in Romance
languages and cultures.

WENDY PETERSEN earned undergraduate degrees in political science

and French before going on to a Master of Arts in political science.
Time spent studying in France and England sparked her interest in
history, and she began her career teaching world history in
southwest Houston in 1997. Since moving to New Mexico in 2000,
she has taught a variety of subjects, including French, AP World
History, and AP U.S. Government and Politics. In 2014, she was
selected as one of the first teachers to pilot the new Advanced
Placement Seminar course, part of the College Board’s Advanced
Placement Capstone program.

AMANDA BADER taught AP World History: Modern and AP Language

and Composition at Rio Rancho High School in New Mexico. She has
served as a reader, table leader, early table leader, and question
leader for the College Board.
 INTRODUCTION: THE FIVE-
STEP PROGRAM

Introducing the Five-Step

Preparation Program
This book is organized as a five-step program to prepare you for
success on the exam. These steps are designed to provide you with
vital skills and strategies and the practice that can lead you to that
perfect 5. Here are the five steps.

Step 1: Set Up Your Study Program

In this step you’ll read a brief overview of the AP World History:
Modern exam, including an outline of topics and the approximate
percentage of the exam that will test knowledge of each topic. You’ll
learn:

• Background information about the AP exam

• Reasons for taking the exam
• What to bring to the exam
• Other tips to prepare you for the exam
• How to choose the preparation plan that’s right for you
• Timetables for three suggested plans

Step 2: Determine Your Test Readiness

In this step you’ll take a diagnostic exam in AP World History:
Modern. This pretest should give you an idea of how prepared you
are before beginning your study program.
• Go through the diagnostic exam step by step and question by
question to build your confidence level.
• Review the correct answers and explanations so that you see
what you do and do not yet fully understand.

Step 3: Develop Strategies for Success

In this step you’ll learn strategies that will help you do your best on
the exam. These strategies cover all four question types: multiple-
choice, document-based, continuity and change-over-time, and
comparative. This part of your preparation program will help you
learn

• how to read multiple-choice questions.

• how to answer multiple-choice questions, including whether or
not to guess.
• how to analyze primary documents, including texts, photographs,
political cartoons, maps, and charts.
• how to answer the document-based and long essays.
• how to respond to the short-answer questions.

Step 4: Review the Knowledge You Need to Score High

In this step you’ll learn or review the material you need to know for
the test. This section takes up the bulk of this book. It contains not
only summaries of key events and concepts but also vocabulary lists
and review questions. The material is organized chronologically. Each
unit in this section is followed by a timeline, a list of key
comparisons, and a change/continuity chart. The chart will show you
at a glance key events and issues in the major world regions. It will
also refresh your memory of changes and continuities within each
region during the time covered by the unit.
As you review this material, it may be helpful to work with
others. Find a study pal or form a small study group, and set a time
when you can get together to review.

Step 5: Build Your Test-Taking Confidence

In this step you’ll complete your preparation by testing yourself on a
full-length practice exam modeled after the actual examination. The
test is followed by a discussion of the answers. Be aware that this
practice exam is not simply a reproduction of questions from actual
AP exams, but it mirrors both the material tested and the way in
which it is tested.

• Try the strategies provided in Chapter 4 of this book for each type
of question on the test.
• Pair up with another student and read and critique each other’s
essays.
• Take the time not only to check whether or not your answers are
correct but also to read the explanation for the correct answers.
By doing this, you will review a broad body of concepts in a
shorter period of time.

Finally, at the back of this book you’ll find additional resources to aid
your preparation. These include the following:

• Glossary of terms
• Bibliography for further reading
• List of websites related to the AP World History: Modern exam
• An appendix of selected maps
• An appendix of key individuals

The Graphics Used in This Book

To emphasize particular concepts and strategies, we use several
icons throughout this book. An icon in the margin will alert you that
you should pay particular attention to the accompanying text. We
use these three icons:
The first icon points out a very important concept or fact that you
should not pass over.

The second icon calls your attention to a strategy that you may want
to try.

The third icon indicates a tip that you might find useful.
 STEP 1

Set Up Your Study Program

CHAPTER 1 What You Need to Know About

the AP World History: Modern
Exam
CHAPTER 2 How to Plan Your Time
 CHAPTER 1

What You Need to Know

About the AP World History:
Modern Exam

IN THIS CHAPTER
Summary: Learn background information on the AP program and
exam, how exams are graded, what types of questions are asked,
what topics are tested, and basic test-taking information.

Key Ideas
Many colleges and universities will give you credit for exam scores
of 3 or above.
 Multiple-choice questions reflect the amount of course time spent
on each of the four AP World History: Modern periods.
The three types of free-response questions are based on the
broad course themes and are aligned with course skills.

Background Information
What Is the Advanced Placement Program?
The Advanced Placement (AP) program was begun by the College
Board in 1955 to construct standard achievement exams that would
allow highly motivated high school students the opportunity to be
awarded advanced placement as freshmen in colleges and
universities in the United States. Today, there are more than 30
courses and exams with nearly 2 million students taking the annual
exams in May.
There are numerous AP courses in the social studies beside
World History: Modern, including U.S. history, European history, U.S.
government, comparative government, macroeconomics,
microeconomics, and psychology. The majority of students who take
AP tests are juniors and seniors; however, some schools offer AP
courses to freshmen and sophomores, especially in world history.

Who Writes the AP World History: Modern

Exam? Who Corrects the Exams?
Like all AP exams, the World History: Modern exam is written by
college and high school instructors of world history. This group is
called the AP World History Test Development Committee. The
committee constantly evaluates the test, analyzing the test as a
whole and on an item-by-item basis. All questions on the World
History: Modern exam are field-tested before they actually appear on
an AP exam.
 A much larger group of college and secondary teachers meets at
a central location in early June to correct the exams that were
completed by students the previous month. The scoring procedure
of each grader (or “reader”) during this session is carefully analyzed
to ensure that exams are being evaluated on a fair and consistent
basis.

How Are Exams Graded?

Sometime in July, the grade you receive on your AP exam is
reported. You, your high school, and the colleges you listed on your
initial application will receive the scores.
There are five possible scores that you may receive on your
exam:

• 5 indicates that you are extremely well qualified. This is the

highest possible grade.
• 4 indicates that you are well qualified.
• 3 indicates that you are qualified.
• 2 indicates that you are possibly qualified.
• 1 indicates that you are not qualified to receive college credit.

Individual colleges and universities differ in their acceptance of

AP exam scores. Most will not consider a score below a 3 on any AP
exam. Many highly competitive colleges and universities honor only
scores of 5 on AP exams. To find out which universities offer credit,
and how much for which score, go to the College Board website:
https://apstudent.collegeboard.org/creditandplacement.

Reasons for Taking the Advanced Placement

Exam
There are several very practical reasons for enrolling in an AP World
History: Modern course and taking the AP World History: Modern
exam in May. During the application process, colleges look very
favorably on students who have challenged themselves by taking
Advanced Placement courses. Although few would recommend this,
it is possible to take any AP exam without taking a preparatory
course for that exam.

The higher-order thinking skills that characterize the AP World

History: Modern course provide an excellent preparation for
college and university studies. —College professor

Most important, most colleges will reward you for doing well on
your AP exams. Although the goal of this manual is to help you
achieve a 5, if you get a 3 or better on your AP World History:
Modern exam, many colleges will either give you actual credit for a
required introductory world history course or allow you to receive
elective credit. You should definitely check beforehand with the
colleges you are interested in to find out their policy on AP scores
and credit; they will vary.
Taking a year of AP World History: Modern (or any AP) course
will be a very exacting and challenging experience. If you have the
capabilities, allow yourself to be challenged! Many students feel a
great personal satisfaction after completing an AP course, regardless
of the scores they eventually receive on the actual exam.

What You Need to Know About the AP World

History: Modern Exam
The AP World History: Modern exam consists of both multiple-choice
and essay questions. The multiple-choice portion is worth 40 percent
of the total exam grade, whereas the three essays together count
equally for the other 60 percent. Your score on the multiple-choice
section is based on the number of questions you answer correctly.
There is no “guessing penalty.” No points will be deducted for
incorrect answers; unanswered questions will be graded as incorrect
answers.
Format of the Exam
The following table summarizes the format of the AP World History:
Modern exam.

Exam Weighting
The exam weighting for each of the nine units of the course is
provided below.
Multiple-Choice Questions (MCQs)

This section consists of 55 questions. Each question has four

possible answers. The questions are arranged in sets of two to four
questions per set. Each set begins with a written or visual stimulus.
You will have 55 minutes to complete the multiple-choice section.
Once time is up, you may NOT return to this section, so be sure to
answer all questions during the 55 minutes allowed for this section.

Short-Answer Questions (SAQs)

The AP exam contains four short-answer questions: you will answer
questions 1 and 2, and then choose between questions 3 and 4.
Each short-answer question will have Parts A, B, and C. All
questions, regardless of the number of parts, are worth the same
number of points. The first two SAQs will have prompts using
historical texts, images, or data that require interpretation and
analysis. The first SAQ will be based on a primary source and the
second will be based on a secondary source. The last two SAQs will
not contain sources, but will be traditional questions. You will have
40 minutes to complete the SAQ section of the exam.

Long-Essay Question (LEQ)

During the remaining 100 minutes of the test you will be asked to
write two essays: a document-based question (DBQ) and a long-
essay question. The essays will be based on the broad themes that
form the background of the AP World History: Modern course.
According to the College Board description of the AP World History:
Modern course, these themes include:

• Human-environmental interaction
• Disease and its effects on population
• Migration
• Settlement patterns
• Technology
• Cultural development and interaction
• Religions, belief systems, and philosophies
• The arts and architecture
• State-building, expansion, and conflict (governance)
• Political structures and forms of government
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global organizations and structures
• Creation, growth, and interaction of economic systems
• Agriculture and pastoralism
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
• Development and change of social structures
• Gender roles
• Family and kinship relations
• Race and ethnicity
• Social and economic class structures
• Technology and innovation
Also essential to success on the essays is the ability to visualize
global patterns and the reactions of societies to global processes.
The ability to interpret the context of a document, as well as to
analyze point of view, is necessary to compose a satisfactory
response to the DBQ.
For further information on the multiple-choice and essay
questions, refer to Step 3 of this manual.

Taking the Exam

When you arrive at the exam site, you should have brought the
following:

• Several pencils for the multiple-choice questions

• Several black or blue pens for the essays
• A traditional, not a smart, watch. Silence any alarms that would
go off during the exam period
• Tissues
• Your school code
• A photo ID

Leave the following items at home:

• A cell phone or calculator

• Books, a dictionary, study notes, flash cards, highlighters,
correction fluid, a ruler, or any other office supplies
• Portable music of any kind; no MP3 players, iPods, or CD players
are allowed

Other recommendations:
• Don’t study the night before. Arrive at the exam rested.
• Wear comfortable clothing. It’s a good idea to layer your clothing
so that you are prepared for a variety of temperatures in the exam
room.
• Eat a light breakfast and a light lunch on the day of the exam.
• Bring a water bottle with a lid.
 CHAPTER 2

How to Plan Your Time

IN THIS CHAPTER
Summary: The right preparation plan for you depends on your
study habits, your own strengths and weaknesses, and the amount
of time you have to prepare for the test. This chapter recommends
some study plans to get you started.

Key Points
Preparing for the exam is important. It helps to have a plan—and
stick with it!
You should create a study plan that best suits your situation and
prioritize your review based on your strengths and weaknesses.
Three Approaches to Preparing for the AP
World History: Modern Exam
It’s up to you to decide how you want to use this book to study for
the AP World History: Modern exam. This book is designed for
flexibility; you can work through it in order or skip around however
you want. In fact, no two students who purchase this book will
probably use it in exactly the same way.
Your study plan should begin with taking the diagnostic test in
Chapter 3. Based on that, you can decide what parts of world history
you need to review. The world history content you need for the
exam is reviewed in Chapters 7–25. Included in each chapter are
test-like multiple-choice questions to help you check your knowledge
and practice for the test. You should also include Chapter 4 in your
study plan; it contains tips and strategies for each type of question
on the exam. Any study plan should culminate with the practice test
at the end of the book.

Plan A: The Full-Year Plan (Beginning in

Summer)
If you have purchased this book in the summer before your course
begins, you can use it to obtain a basic understanding of world
history prior to 1200 CE. Your AP course officially starts with that
year, but, of course, to understand what’s going on in 1200, you’ll
need some basic knowledge of what’s been happening in the world
before that date. Chapters 5 and 6 contain that summary. Include
that in your study plan to get up to speed so you can start day one
of your course with the background information you need.

To review for the World History: Modern AP test, I went over the
major concepts and periods in my notes. I also found it helpful to
read outside world history books and sources. Also, practice,
practice, practice on multiple- choice world history questions,
 because they are one-half of the AP test. As far as the AP essay
section, DBQ practice all year was great preparation.
—AP student

A key step in developing your study plan is to take the diagnostic

test in the next chapter. This is a practice exam that closely mirrors
the actual exam. By taking the diagnostic test, you’ll find out exactly
what you’re up against. You will also see what content you need to
review and what skills you need to practice. Identify your
weaknesses and focus on these first. Plan to take the diagnostic test
in January and the final test in April just before the exam.
Following this plan will allow you to practice your skills and
develop your confidence gradually as you go through the AP course.
Since you purchased this book in the summer, you’ll be able to get
the background reading done to begin your course with an
understanding of world history prior to 1200. This book is filled with
practice exercises; beginning to work through them at the start of
the school year maximizes your preparation for the exam. Since
you’ve practiced the whole year, you’ll be in peak condition to
perform your best on the exam.

The One-Semester Plan

Starting in the middle of the school year should give you ample time
to review and prepare for the test. Of course, if you also need to
prepare for other AP exams, or if you are super-busy with
extracurricular activities, your time will be more limited. You can skip
the background reading sections; they are designed to get you up to
speed when you start the course.
Regardless of how much time you are able to devote to prepping
for the AP World History: Modern exam, you should start by taking
the diagnostic test in the next chapter. This will give you an accurate
idea of what the test is like. You’ll get a sense of how hard the test
will be for you, how much time you need to devote to practice, and
which types of questions and areas of content you most need to
work on. Skip around in this book, focusing on the chapters that
deal with the content you find most difficult. Take the final practice
test a few days before you take the actual test.

The Six-Week Plan

Okay, maybe you procrastinated a bit too long. But this might not be
a problem if you are doing well in your AP World History: Modern
class and just need to review areas where you are relatively weak
and practice with the types of questions on the exam. In fact,
practice with test-like questions is included in most AP World History:
Modern classes. So you may be more ready for the exam than you
realize.
Start by taking the diagnostic test in the next chapter to find out
what the actual test will be like and to identify the content areas and
the types of questions that you most need to practice. If you find the
diagnostic test difficult, try to devote as much time as possible to the
practice questions in the chapters you most need to review. Skip
around in this book, focusing first on the content areas where you
are weakest. Even if you do well on the diagnostic test, you should
take the practice test at the back of this book to practice pacing
yourself within the time limits of the exam.

When to Take the Practice Exams

You should take the diagnostic test in Chapter 3 mid-year or
whenever you begin your test preparation. It will show you what the
exam is like and, based on your performance, you can identify your
strong points as well as the weaknesses you’ll need to focus on.
Take the final practice test a week or so before the actual test. The
practice tests are perhaps the most important part of this book.
Taking them will help you do all of the following:

• Give you practice with all the different types of questions and
tasks on the AP World History: Modern exam
• Allow you to measure progress and identify areas you need to
focus on in your test preparation
• Allow you to practice pacing yourself within the time limits
imposed on the test

Following are some things to remember as you plan your test-prep

effort, regardless of when you start and how long you plan to
practice:

• Establish a calendar of review and start as early as you can.

• Use your mobile phone to time yourself every time you take a
timed test.
• Take advantage of the practice tests in this book. They are your
friends.
• Don’t stay up the night before the test trying to do some last-
minute cramming; this may be counterproductive.

Setting Up a Study Group

One of the most effective strategies in preparing for the AP World
History: Modern Exam is to study with other students preparing for
the exam; however, not all study groups are equally successful. Here
are some important considerations to assist you in the successful
planning and implementation of your study group.
 Get more in-depth with your readings. If you can spark a stronger
interest in the subject, it is much less difficult to retain the
information. —AP student

Why?
• Take advantage of others’ strengths and abilities. Different
students will have different insights.
• Lessen the individual workload by delegating specific topics (a
time period, an event, an individual) to each member to present
to the group.
• Increase your likelihood of following through by making
commitments to others.

Who?
• Keep the group small. Study groups tend to work best when
there are relatively few participants, usually somewhere between
two and five people. Groups that are too large are less efficient
and more easily distracted.
• Consider the composition of the group. Close friends do not
necessarily make the best study partners. All members should be
committed to the success of the group. Think about students who
are interested in the material, are willing to ask questions, and are
prepared and well organized for class.
• Consider, too, how much flexibility members have in their
schedules. Students with many commitments may have trouble
accommodating the study group sessions.

Where?
• Select locations with minimal distractions, where conditions allow
for discussions.
• Provide seating that is comfortable, preferably with a table for
notes and books.
• Some libraries have specific rooms for this purpose.
• Turn off your cell phones.
• Remember that this is a working group, not a potluck. By all
means, bring something to drink or eat if you need to; just don’t
make socializing the focus of the group.

When?
• Plan for sessions to last two to three hours. Any longer and
students will lose focus and be more likely to become distracted.
Much shorter, and it will be difficult to cover material with any
degree of depth.
• If possible, try to plan study sessions for the same day and time.
A regular schedule will help the group remember to meet and
make it seem more of a commitment, like a class. It also gives
members time to prepare in advance.

How?
• For maximum efficiency, have a defined goal or purpose for each
session, and ensure that it is clearly communicated to each
member in advance. Assign each member specific tasks or
responsibilities before meeting. These could include chapters,
eras, or historical themes. By doing so, you increase the
participation of all members.
• Consider assigning a member to be the facilitator, responsible for
managing the time and keeping members focused.

Commitment and discipline in studying are the most important

factors in preparing well for the test.
—AP student
 STEP 2

Determine Your Test

Readiness
CHAPTER 3 Take a Diagnostic Exam
 CHAPTER 3

Take a Diagnostic Exam

IN THIS CHAPTER
Summary: In the following pages, you will find a diagnostic exam
that is modeled after the actual AP exam. It is intended to give you
an idea of your level of preparation in world history. After you have
completed both the multiple-choice and the essay questions, check
your multiple-choice answers against the given answers and read
over the comments to the possible solutions to the free-response
questions.
Adjusted rubrics for the DBQ and long-essay question are
available on the AP Central website.

Key Ideas
Practice the kind of multiple-choice and free-response questions
you will be asked on the real exam.
Answer questions that approximate the coverage of periods and
themes on the real exam.
Check your work against the given answers and the possible
solutions to the free-response questions.
Determine your areas of strength and weakness.
Earmark the concepts to which you must give special attention.
AP World History: Modern
Diagnostic Test
ANSWER SHEET
 AP World History: Modern
Diagnostic Test
Section I
Time: 1 hour, 35 minutes

PART A: MULTIPLE-CHOICE QUESTIONS

Recommended Time for Part A—55 Minutes

Directions: Each of the incomplete statements or questions is

followed by four answer choices. Select the answer choice that best
answers the question and fill in the corresponding oval on the
answer sheet provided.

Questions 1 to 3 refer to the following image, a frieze of a

Buddhist couple around a stupa with Corinthian columns on
either side, India, c. first century CE.
1. What historical process is best illustrated by this frieze?
(A) The diffusion of cultural ideas and patterns through
military conquest
(B) The significance of trade in the weakening of class systems
(C) The use of monumental architecture to strengthen political
support
(D) The spread of religion as a result of trade
2. The combination of Greek culture and Eastern political forms
shown in this frieze is illustrative of which of the following
periods?
(A) Punic
(B) Justinian
(C) Constantinian
(D) Hellenistic
3. The adoption of conquered people’s ideas, institutions, and
traditions by ruling groups is best characterized by which of the
following rulers?
(A) Mohandas Gandhi
(B) Caesar Augustus
 (C) Alexander the Great
(D) Chinggis Khan

Questions 4 to 7 refer to the following passage.

At the peak of their power, the domains of the Mongol khans,

or rulers, made up a vast realm in which once-hostile peoples
lived together in peace and virtually all religions were
tolerated. … The law code first promulgated by Chinggis Khan
ordered human interaction. The result was an important new
stage in international contact. From eastern Europe to
southern China, merchants and travelers could move across
the well-policed Mongol domains without fear for their lives or
property. The great swath of Mongol territory that covered or
connected most of Europe, Asia, and the Middle East served
as a bridge between the civilizations of the Eastern
Hemisphere. The caravans and embassies that crossed the
Mongol lands transmitted new food, inventions, and ideas
from one civilized pool to others and from civilized pools to
the nomadic peoples who served as intermediaries. Secure
trade routes made for prosperous merchants and wealthy,
cosmopolitan cities. They also facilitated the spread of foods
[and] inventions … a major force for economic and social
development and the enhancement of civilized life.

—Robert Guisepi, 1992

4. The legacies or adaptations of legacies from the Mongol empire

are varied. Most notably, they include which of the following
selections?
(A) Public libraries
(B) Universal health care
(C) The game of chess
(D) Religious tolerance
5. The Mongol empire used which of the following to integrate its
vast, geographically diverse area?
(A) Emphasis on trade networks
(B) Expansion of bureaucracy to reinforce dominance
(C) The use of state-sponsored religion to legitimize the
government
(D) Expansion of an interregional canal system
6. Which of the following was a long-term consequence of the
Mongol conquest of Russia in the 1200s?
(A) Russia was excluded from Western European
developments (like the Renaissance).
(B) Russia benefited by becoming the administrative center of
Mongol political activity.
(C) Islam became the dominant religion of Russia.
(D) Russia developed a centralized bureaucracy.
7. Which statement most accurately compares the Mongol (post-
classical) empire with the Persian (classical) empire?
(A) Both the Mongols and the Persians allowed conquered
peoples to maintain their local traditions and cultures.
(B) The Mongols invested in building large-scale monuments,
whereas the Persians focused on public works.
(C) Both the Persians and the Mongols improved the social,
economic, and legal status of women.
(D) The Mongols created a new syncretic belief system, but
the Persians maintained a traditional monotheistic religion.

Questions 8 to 11 refer to the following passage.

The following is excerpted and adapted from an account by

Hulderike Schnirdel, a native of Antwerp, who joined Spaniard
Pedro de Mendoza’s expedition to South America in 1535. He
 was present at the founding of Asunción, Paraguay, in 1537,
recounted here.
The Citie [Lampere]… had Pits…in the middest whereof
pikes were stuck…that we Christians pursuing them…might
fall into them. When our Generall John Eyollas, gathering all
his Souldiers together, who were not above three hundred,
went against their Citie Lampere, they understanding before
of our coming, making a stand…with their armie of foure
thousand men, furnished with Bowe and Arrowes after their
manner, commanded that we should be told, that they would
provide us victual and other necessaries, that…we might
peaceably return to our companions. But it was neither good
for our Generall, nor our selves, that we should consent to
their request: For this Nation and Countrie, by reason of the
plenty of victual, was also most…commodious for us,
especially when in foure whole yeares past, we had not seen
a morsell of bread, lively onely with fish and flesh and
oftentimes in also great penurie…..[We] commanded to
signifie unto them that they should be quiet, and we would
become their friends. But they would not….wee discharged
our brasse Peeces against them. When they heard and saw so
many men fell downe dead, and when neither bullets not
Arrowes appeared, but holes onely were seen in their bodies,
they…tooke their flight in troopes…to shelter themselves in
their Towne….[M]ore that three hundred men, in that
amassed feare, fell into the aforesaid pits, which themselves
had digged. Afterward comming to their Citie, we assaulted it,
they courageously defending themselves, till the third day.

8. Based on the passage, what was the primary motivation for the
Europeans to conquer the city of Lampere?
(A) To spread Christianity among the indigenous peoples
(B) To increase the power of the Spanish crown
(C) To gain access to their food and other resources
(D) To gain local allies to assist in further conquests
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Croley (Croly, George), vii. 104, 105; xi. 360; xii. 283.
Crompton, Mr, ii. 164.
Cromwell, Oliver, i. 153, 428; ii. 157; iii. 168, 310, 390, 398; iv. 61; v.
83; vi. 38, 85, 93, 106, 110, 111, 177, 178, 303, 410, 411; viii. 61, 62,
233; x. 243; xi. 221; xii. 33, 310.
—— Sonnet to (Milton’s), i. 428.
—— Richard, iii. 399.
Cropper, John (of Liverpool), vi. 190.
Crosby House, viii. 514.
Crossbite (Wycherley’s Love in a Wood), viii. 78.
Crouch, Mrs Anna Maria, vi. 352.
Crouchback, Edmund, x. 335.
Crowdero (in Butler’s Hudibras), viii. 65, 67.
Crown Prince of Poland, The (in Pocock’s John du Bart), viii. 254.
Crowning with Thorns, The (in the Louvre), ix. 112.
—— of the Virgin (Correggio’s), ix. 204.
—— —— (Raphael’s), ix. 240, 273, 365.
Crucified Jesus (Horneck’s), ii. 43.
Crucifixion, xi. 312.
—— the (Carraci’s), ii. 225.
—— (Rubens’), ix. 299.
Crudities (Coryate’s), v. 162; vii. 255.
Cubit, Mr (singer), ii. 86, 259.
Cuckold’s Point in Essex, vi. 167; vii. 240.
Cuckoo, Lines to a (Wordsworth’s), v. 156.
—— Song (in Shakespeare’s As You Like It), viii. 252, 337.
Cudworth, Ralph, iv. 216.
Culpepper, Nicholas, ii. 251.
Cumberland, i. 53, 92; iv. 4; ix. 216, 393; xi. 200, 311, 512.
—— Duchess of, The, vi. 449.
—— Gate, xii. 134.
—— Richard, i. 320; ii. 197, 207; v. 363; vii. 101 n.; viii. 164, 166; ix.
349; x. 16; xii. 276 n.
Cunningham, John, ii. 80, 81; v. 122; vi. 448, 449.
Cupid, v. 41; vi. 201; vii. 202.
—— tormenting the Soul (after Chaudet), ix. 167.
—— in search of Venus’ Doves (Prior’s), v. 106.
—— at Whitehall (Rubens’), ix. 387.
—— and Psyche (Gérard’s), ix. 137.
—— —— (Raphael’s), ix. 239, 365.
—— —— (Titian’s), ix. 74.
Curate, The (in Still’s Gammer Gurton’s Needle), v. 286.
Curfew, The (Tobin’s), v. 345.
Curll, Edmund, vi. 418; xii. 330.
Curran, John Philpot, xii. 353; also referred to in i. 393; iii. 312, 425;
iv. 212, 319; vii. 41; viii. 21; ix. 34 n.; xi. 383 n.; xii. 349.
Currie, Mr, xii. 405.
Curtail (Holcroft’s), ii. 204.
Curtis, Sir William, vi. 112; vii. 271; xi. 352, 474.
Curzon Street, xii. 132.
Cut Finger (Wilkie’s), viii. 140; xi. 252.
Cuthbert, John, xii. 14.
Cuthell (publisher), ii. 171.
Cutter of Coleman Street (Cowley’s), viii. 61.
Cuvier, Georges, ix. 120.
Cuyp, Aelbert, ix. 19, 36, 51.
Cymbeline (Shakespeare’s), i. 179;
also referred to in i. 394; v. 258; x. 116.
Cymon (Dryden’s), vi. 371;
(Garrick’s) viii. 261.
Cynthia (in Lyly’s Midas and Endymion), v. 199.
Cynthia’s Revels (Ben Jonson’s), v. 265, 303, 306.
Cyprus, i. 205; v. 55; xi. 294.
Cyropædia (Greek prose romance), x. 16.
 D.

D——, vi. 456.

Daddy Ratton (in Scott’s Heart of Midlothian), vii. 137 n.
Dædalus, x. 346.
Daisy, To a (Wordsworth), v. 156.
D’Alembert, Jean le Rond, vi. 111; viii. 29, 552.
Dalkeith Palace, ii. 325.
Dalmatia, ix. 267.
Dalrymple, Alexander, ii. 178.
Damas, Monsieur, ix. 149.
Dame Chat (in Still’s Gammer Gurton’s Needle), v. 286.
—— Hellenore (in Spenser), viii. 303.
—— Lorenza Sephora (Le Sage’s Gil Blas), vii. 223.
Damiani, Signor, ii. 177.
Damon and Musidora (in Thomson’s Seasons), v. 90.
Dampiere, Marquise de, ii. 107, 280 n.
Damsel of the Idle Lake, The (Spenser’s), viii. 27.
Danae (Caracci’s), ix. 31.
—— (Correggio’s), ix. 480, 482.
Danaides, x. 387.
Dance, George (Sir Nathaniel Holland), vi. 359, 374, 442.
—— (William?), ii. 79.
—— of Bacchanals (Poussin’s), ix. 14.
—— of Death, The, x. 264.
Dancing (Davies’ Poem), viii. 53.
Dan Cupid (in Holcroft’s Old Clothesman), ii. 190, 194.
Dandy Dinmont (in Scott’s Guy Mannering), iv. 248.
—— School, The, xi. 344.
Danger (Collins), v. 8.
D’Angouleme, Duchess, iii. 444.
Daniel, iii. 265.
—— (Michael Angelo’s), ix. 362.
—— in the Lion’s Den (Barry’s), ix. 415.
—— Arnaud, x. 55.
—— P. A., i. 452.
—— Samuel, v. 309, 371.
Daniell, Lady, vii. 111.
Danish Zealand, iii. 68.
Dansomanie (Étienne Nicolas Méhul’s), xi. 299; also referred to in
viii. 325–6, 437, 537.
Dante, i. 23, 37, 161; ii. 229; iv. 257, 276, 302; v. 15, 17, 18, 19, 45, 56,
65, 66, 186; vi. 425, 455; vii. 61, 94; viii. 414 n.; ix. 219, 250, 251,
252, 401, 474; x. 45, 55, 60, 61, 62, 63, 67, 77, 87, 112 n., 408; xi.
235, 368, 406; xii. 30, 134.
Daphne, iv. 213; xii. 200.
Daphnis and Chloe (Longus’), x. 14.
Dapperwit (in Wycherley’s Love in a Wood), viii. 78.
Dapple (in Cervantes’ Don Quixote), vii. 223; viii. 8, 108, 109; x. 27,
28.
D’Arblay, Madame, v. 146; vi. 157, 186, 209, 411; vii. 72, 73, 482; viii.
123, 124, 125, 560; ix. 490; x. 24, 41, 42, 43, 44; xi. 385, 442; xii.
 65, 86.
Dares and Entellus (Virgil’s), ix. 166.
Darius, iii. 461; xii. 204.
Darlemont (in Holcroft’s Deaf and Dumb), ii. 235.
Darlington, ii. 79.
Darnley (in David Rizzio), viii. 460.
Dartmoor, vi. 407.
D’Artois, Jacques (Flemish painter), ii. 221.
Darwin, Erasmus, v. 146; xi. 504.
Dashwoud (Murphy’s Know Your Own Mind), viii. 164.
Datchet, ix. 36.
Daudel, Madame, xi. 356.
Daughter of the Dawn, The (a picture), ix. 237.
Dauntless (in Bannister’s The World), viii. 229.
Davenant, Dr Charles, ii. 219, 415; iv. 90 n.
—— Sir William, viii. 54.
Davenport, Mrs, viii. 255, 262, 319, 427, 428; xi. 370, 374, 404.
Daventry, ii. 14.
David, i. 57; v. 183.
—— (Michael Angelo’s), ix. 219, 220, 241; xii. 134.
—— and Bacchus (Michael Angelo’s), x. 354.
—— Jacques Louis, v. 265; ix. 30, 110, 120, 122, 129, 133, 134, 167; xi.
213, 240 n., 241 n.; xii. 190.
David Deans (in Scott’s Heart of Midlothian), iv. 247; vii. 181; xi.
559; xii. 383.
—— Gellatly (in Scott’s Waverley), iv. 247; viii. 129.
—— Ritchie (in Scott’s Black Dwarf), viii. 129.
—— Rizzio (by Colonel Hamilton), viii. 456, 459; xi. 316.
—— Simple (by Sarah Fielding), viii. 123 n.
Davie (Burns), v. 139.
Davies (actor), xi. 374.
—— George. See Harley George Davies.
Davies, Signora Cecilia, vi. 404.
—— John (a racquet player), vi. 89, 451, 522; vii. 273.
—— Sir John, v. 34; viii. 49, 53.
Davila, Enrico Caterino, ix. 187 n.
Da Vinci. See Leonardo da Vinci.
Davis, Mr (an actor), ii. 69.
—— Lockyer, ii. 104 n.
Davison, Mrs, viii. 229, 258, 260, 316; xi. 376, 387, 393, 409.
—— Thomas, vi. 236.
—— W., xi. 248.
Davy, Sir Humphry, iii. 54; vi. 85; vii. 226.
Dawe, George, vi. 270.
Day, Alexander, vi. 347, 348; vii. 89; ix. 475 n.
—— of Judgment, The, xi. 313.
—— and New Times. See New Times.
—— and Night, Figures of (Michael Angelo’s), ix. 240.
De Bausset, Baron, xii. 135.
De Cive (Hobbes’s), xi. 48.
D’Enghien, Duc, xi. 577; referred to in iii. 82.
De F., Mademoiselle Hersilie (Raymond Gayrard’s), ix. 167.
De Genlis, Madame, ii. 268, 281.
D’Holbach, Baron, i. 434.
De l’Allemagne (Madame de Stael’s), x. 119.
—— l’Amour (Beyle’s), ix. 250.
—— l’Esprit (Helvetius’), vii. 454 n.; xi. 254.
—— Lolme, John Louis, vii. 380; viii. 107; x. 27.
—— Mandeville, Bernard, i. 9, 403; ii. 372; iv. 2, 269, 298, 334, 351;
vi. 50, 353, 387; vii. 166 n., 309, 467; viii. 94 n., 99; xi. 143, 254,
543; xii. 96, 98, 177, 228, 308, 426.
—— Marveil, Arnaud, x. 55.
—— Methodo (Descartes’), x. 143.
—— Montfort (Miss Baillie’s), v. 147.
—— Natura Humana (Hobbes’s), x. 143.
De Nemours, The Duc, xii. 62.
—— Piles, Roger, ix. 477.
—— Quincey, Thomas, iv. 399.
—— Stael, Madame, viii. 552, 557, 558; ix. 311, 490.
—— Thou, George Augustus. See Thuanus.
—— Thoyras, x. 145.
—— Tivoli, Rosa (Philipp Peter Roos), vi. 419.
—— Troyes, Chretien, x. 57.
—— Vaquieras, Rambaud, x. 55.
—— Vere (by R. P. Ward), xi. 374.
—— Very, Monsieur, xii. 141.
—— Wint, Peter, ix. 309; xi. 249.
—— Witt, John, ii. 415.
Dead Christ (A. Caracci’s), ix. 238.
—— —— (Guido’s), ix. 207.
—— Man restored to Life by touching the Bones of Elisha (Allston’s),
xi. 189.
Deaf and Dumb (Holcroft’s), ii. 230, 235.
—— —— Politician, The (a play), xi. 387.
—— Lover, The (Farren’s), viii. 480, 484.
Deal (town), ii. 126.
Dean Street, ii. 183.
Death (Drelincourt on), vi. 430.
—— of Abel, The (Solomon Gessner’s), xii. 273.
—— of Abercrombie, The (song), ix. 152.
—— of Adonis (Cambiasi’s), ix. 35.
—— of Ananias (Raphael’s), ix. 44.
—— of Cardinal Beaufort (Reynolds’), vi. 403; ix. 23.
—— of Clorinda (Lodovic Lana’s), vi. 237.
—— of a Fawn, On the (Marvell’s), v. 372.
—— and the Lady (a ballad), ii. 42.
—— of Nelson, The (song), viii. 229, 370.
Death of Oliver Cromwell (Waller’s), v. 371.
—— on the Pale Horse (West’s), v. 33; vi. 290 n.; ix. 318.
—— On the Punishment of, xii. 466.
—— of St. Jerome (Domenichino’s), ix. 240.
—— of Socrates (Martine’s), ix. 182.
—— of an Unfortunate Lady, Elegy on the (Pope’s), v. 373.
—— Verses on his own (Swift’s), v. 374.
—— of the Virgin (Durer’s), ix. 35.
—— of Wolfe (West’s), ix. 55.
Deborah, The Song of, xi. 321.
—— (in F. Reynolds’ The Will), viii. 253.
—— Woodcock (in Bickerstaffe’s Love in a Village), viii. 329.
Debrett’s, John (Whig Resort in Piccadilly), ii. 169–227 passim.
Decade Philosophique, La (periodical), ii. 223.
Decalogue, xi. 313, 490.
Decameron (Boccaccio’s), i. 332; ix. 196, 211; x. 67, 68, 69; xii. 30,
43, 130, 164.
Decamp, Mr (actor), viii. 229, 247.
Deckar, Thomas, v. 223;
also referred to in iv. 310; v. 176, 181, 185, 191, 193, 234, 240, 266,
345; vi. 167, 192, 218 n.; vii. 122, 320; x. 205; xii. 34.
Dee, The River, vi. 186.
Defeat of Goliath (Volterra’s), ix. 110.
Defence of National Debt (? Hazlitt’s), xi. p. vii.
—— of Poetry (Sir Philip Sidney’s), v. 326.
—— of the People of England (Milton’s), viii. 233.
Defensio pro populo Anglicano (Milton’s), iii. 299.
Definitions, Specimen of a Dictionary of, ix. 484.
Defoe, Daniel, iv. 334; v. 14; vi. 50, 430; vii. 70; viii. 107 n.; x. 27 n.,
382; xii. 142, 400, 403.
—— —— Life and Times of (Wilson), x. 355.
—— Sophia, x. 382.
Delacroix, Eugène, ix. 137.
Delaval (in Mrs Kemble’s Smiles and Tears), viii. 266.
Del Piombo, Sebastian, ix. 11.
—— Popolo, The Gate, ix. 231.
Delft (town), ix. 301.
Delille, The Abbé, x. 250.
—— Jacques, ix. 146.
Della-Cruscan, iv. 309, 356; v. 148, 300; vi. 221, 254; vii. 318; ix. 354,
409; x. 127; xii. 346.
Delphi, The Temple of, x. 17.
Delphine (De Stael’s), vii. 220.
Deluge, The (Byron’s description), iv. 258; ix. 109.
—— (Girodet’s), ix. 132; xi. 241.
—— (Poussin’s), vi. 171; ix. 109, 384, 491; xi. 197, 201 n., 242.
Delvilles, The (Miss Burney’s), vi. 157; xi. 385; xii. 65.
Democratic Lectures, iii. 206.
Democritus, x. 232.
Demosthenes, iii. 395; vi. 111; x. 248; xii. 168.
Denbighshire, iii. 413.
Denham, Sir John, v. 84, 372.
Denman, Rev. Mr, vii. 73.
Denmark, iii. 68; iv. 93.
—— Court of, viii. 185.
—— King of, iii. 62; x. 303.
—— Prince of, vi. 376.
Denner, Balthasar, ii. 402; vi. 133, 134, 241; vii. 56; ix. 41; xi. 218,
462.
Dennett (The Misses), vi. 160, 161; viii. 351, 352, 353, 404, 411, 436,
437, 454, 478, 479, 535.
Dennis, John, v. 356; vi. 464; viii. 89, 322.
Dent de Jamant, The, ix. 285, 296; xii. 25.
Deptford, Kent, vi. 484.
Depth and Superficiality, On, vii. 346.
Derby, ii. 14; iii. 280.
—— The Countess of (in Scott’s Peveril of the Peak), xi. 537.
Derbyshire, ii. 14; ix. 279; xi. 540.
Dérivis, Henri Étienne, ix. 171.
Dermody, Thomas, ii. 279.
Derwent River, iv. 270.
Des Noyers, Mons., i. 30; viii. 137; ix. 81.
Descartes, René, x. 143; xi. 286, 288, 289.
Descent of Liberty, The (Leigh Hunt’s), vii. 122.
Description of a Pig (Southey’s), v. 164.
Desdemona (in Shakespeare’s Othello), i. 16, 105, 180, 200, 293; v.
6; vii. 306; viii. 189, 214, 216, 217, 218, 272, 340, 528, 519, 534,
560; x. 116; xi. 291, 294, 295, 405.
Desenfans, Noel Joseph, ii. 189, 198; ix. 19, 24, 25, 55; xi. 205 n.
Desert, The Great, ix. 349.
Deserted Daughter, The (Holcroft’s), ii. 159, 161, 162, 201, 229.
—— Village, The (Goldsmith’s), v. 376.
Deshayes (dancer), i. 72.
Destouches, Mons., ii. 117.
Destut Tracy, Comte de, ix. 186; xii. 104.
Deucalions, The, v. 162.
Devil’s Ditch, The, ii. 37, 40, 52.
—— Elixir, The (Edward Fitzball’s), xii. 229.
Devin du Village, The (Rousseau’s), vi. 444; ix. 170.
Devonshire, ii. 143, 164; iii. 423; vi. 345, 367; ix. 185; x. 416.
—— Duke of, ii. 22.
—— Duchess of, ii. 105; xii. 455.
—— The Duchess of (Vandyke’s), ix. 61.
—— House, ii. 175.
Devotion (Laschallas’), xi. 245, 246.
Dialogue between Roger Ascham and Lady Jane Grey (Landor’s), x.
236.
—— between Queen Elizabeth and Burleigh (Landor’s), x. 238.
—— French and English, xi. 122.
Diamond, Newton’s dog, xi. 263 n.
—— (a thief), ii. 182.
—— Berchem (Beckford’s), ix. 59.
—— Ring, the, or Exchange No Robbery (Theo. Hook’s), viii. 475.
Diana, i. 330; iii. 336; v. 30; vi. 168; ix. 216, 341.
—— bathing (Allston’s), xi. 190.
—— and Actæon (Caracci’s), xi. 238.
—— —— (Domenichino’s), ix. 238.
—— —— (Titian’s), ix. 32.
—— and Calisto (Titian’s), ix. 32.
—— and Endymion (Guercino’s), ix. 238.
—— with her Fawn, at the Louvre, viii. 149; ix. 107, 165, 491; xi. 197.
—— and Nymphs Bathing (Caracci’s), ix. 32.
Diary (Holcroft’s), ii. 169.
Dibdin, Charles, the younger, ii. 222.
—— Thomas John, ii. 223; viii. 413 n., 524.
Diccon, The Bedlam (Still’s Gammer Gurton’s Needle), v. 286, 287,
288.
Dick Amlet (in Vanbrugh’s Confederacy), viii. 80, 81.
Dickons, Mrs Maria, vi. 220, viii. 226.
Dicky Gossip, viii. 388.
Dictionary of Painters (Pilkington’s), ii. 184.
Diderot, Denis, i. 91; vi. 444.
Didier (in L. Bonaparte’s Charlemagne), xi. 235.
Dido, iii. 461; viii. 197; ix. 170; xii. 19.
Didone Abandonnata, viii. 196.
Die Vernon (Scott’s Rob Roy), iv. 248.
Dieppe, ix. 91, 92, 94, 95, 100.
Digby, Lord George, iii. 396.
—— Sir Kenelm, vii. 443 n.
—— Lady Venetia (Vandyke’s), ix. 38, 39.
Digges, Sir Dudley, iii. 394.
Dignum, Charles, vi. 388, 432; vii. 193; xi. 367.
Dilettanti Society, vi. 372 n.; vii. 279; ix. 409.
Dilly, Charles, xi. 221.
Dilworth, (?) Thomas, vii. 26.
Dimond, William, viii. 366, 535.
Dinah Cropley (in Mr Kenney’s The World), viii. 368, 369.
Diodati, Charles, vi. 486.
Diogenes, i. 210.
—— Antonius, x. 15.
Diomed (in Homer’s Iliad), x. 6, 7; xii. 10.
Diphilus, x. 100.
Dipsas (in Lyly’s Midas and Endymion), v. 201.
Dirge in Cymbeline, The (Collins’), v. 116, 374.
Dirk Hatteraick (in Scott’s Guy Mannering), iv. 248; viii. 129.
Dirty Dick, vi. 359.
Disadvantages of Intellectual Superiority, On the, vi. 279.
Disagreeable People, On, xii. 173.
Disciples, The, v. 184.
—— at Emmaus, The (in the Louvre), ix. 112.
Discourse with Cupid (Ben Jonson’s), v. 304.
Discourses (Dr Chalmers’), v. 9.
—— (Sir Joshua Reynolds’), vi. 32, 366; ix. 399, 403, 490; x. 181; xi.
543.
—— (by Algernon Sydney), iv. 81.
—— (R. Taylor’s), xii. 383.
Dispute of the Sacrament (Raphael’s), ix. 380; xi. 226.
D’Israeli, Isaac, ii. 172; iv. 308.
Dissenters, The, x. 368, 370, 372, 375–76, 377.
—— Address to the (Defoe’s), x. 368.
Dissertation on the Rise and Progress of Modern Metaphysics
(Stewart’s), xi. 285.
Distant Objects Please, Why, vi. 255.
Distraining for Rent (Wilkie’s), xi. 253.
Distressed Mother, The, viii. 334.
—— Poet (Hogarth’s), i. 95; ix. 55.
Distresses of the Country, A Lay-Sermon on the, Addressed to the
Middle and Higher Orders, by S. T. Coleridge, Esq., iii. 138.
Diversions of Purley (Horne Tooke’s), iv. 238, 240, 390; vii. 198; xi.
119, 173; xii. 343.
Divine Comedy of Heaven, Hell and Purgatory (Dante’s), v. 334; x.
60.
—— Legation of Moses, The (Warburton’s), vi. 368; x. 18.
Dobbs, Mrs (actress), viii. 251.
Dobson, Mr, ii. 167.
Dr Cantwell (in Bickerstaffe’s Hypocrite), viii. 245–6; xi. 395.
—— Faustus (the legend), v. 293.
—— Harrison (in Fielding’s Amelia), viii. 115; x. 33.
—— Last in his Chariot (Bickerstaffe), ii. 75, 76; vi. 418.
—— Pangloss (in Colman, Jr.’s, The Heir at Law), iv. 283.
—— Pedro Positive (in Cervantes’ Don Quixote), iii. 78.
—— Rat (in Still’s Gammer Gurton’s Needle), v. 286.
—— Slop (Sterne’s Tristram Shandy), x. 39.
Doctour of Phisike, The (in Chaucer), v. 24.
Doctrine of Necessity, Treatise on the (Hobbes’s), xi. 44.
Dodd, James William, i. 155; viii. 230, 388, 509; xi. 367; xii. 24.
Dodd, Dr William, xii. 348.
Doddridge, Dr Philip, vi. 368.
Dodington, George Bubb, v. 85; vi. 100; xii. 301.
Dodsley, Robert, v. 122.
Dog Tray (Dyer’s), vii. 44.
Dogberry (in Shakespeare’s Much Ado), i. 338; iii. 207; viii. 79; xi.
309, 549.
Doge of Venice, The, xi. 499.
—— —— (Palma Vecchio’s), ix. 34.
—— —— returning Thanks (P. Veronese), ix. 274.
Doge’s Palace, The (Venice), ix. 274.
Dogget, Mr (actor), i. 157, 441; viii. 160.
Dolci, Carlo, ix. 12, 20, 41, 67.
Doll (in Still’s Gammer Gurton’s Needle), v. 286.
—— Tearsheet (in Shakespeare’s Henry IV.), i. 280.
Dolly Snip (in Shakespeare versus Harlequin), viii. 436.
Domenichino (Domenicho Zampieri, also of Bologna), vi. 14, 15, 74;
vii. 274; ix. 35, 51, 70, 107, 112, 113, 206, 238, 240, 264, 367, 386;
x. 278, 292, 294; xi. 197, 238; xii. 48 n., 272, 367.
Dominican Friars, The, xii. 224.
Dominie Sampson (in Scott’s Guy Mannering), iv. 248; viii. 129, 292,
413.
Domitian, i. 390.
Domo d’Ossola, ix. 279.
Don Adriano de Armado (in Shakespeare’s Love’s Labour Lost), i.
332; iii. 64.
—— Carlos (Schiller’s), ii. 178, 183; v. 362; vi. 325 n.; xii. 158.
—— Felix (in Mrs Centlivre’s The Wonder), viii. 155, 156, 333; xi.
402.
—— Giovanni (the Opera, etc.), iii. 226; viii. 362, 363, 365, 366, 371,
404, 538; xi. 307, 370, 427, 455, 500.
Don Giovanni and Kean’s Eustace de St Pierre, xi. 307.
—— John (in Beaumont and Fletcher’s The Chances), viii. 49, 461,
515.
—— —— (in Much Ado), i. 335.
—— Juan (Byron’s), iv. 256, 259 n.; vi. 236, 425; vii. 319; viii. 90,
370; ix. 258; xi. 489; xii. 23, 374.
—— Lopez (in Mrs Centlivre’s The Wonder), viii. 156.
—— Manuel (in Mrs Centlivre’s The Wonder), viii. 156.
—— —— (Cibber’s Kind Impostor, or She Would and She Would
Not), ii. 83.
—— —— (in Maturin’s Bertram), viii. 368.
—— Octavio (in Don Juan), viii. 365.
—— Pedro (in Don Juan), viii. 363, 371.
—— Quixote (Cervantes), i. 12, 57 n., 71 n., 138, 349, 350, 422; iii. 41,
61, 90, 142; iv. 53, 83, 245; v. 83, 140, 325, 372; vi. 85, 97, 162,
 225, 238, 395, 409; vii. 120, 160, 164 n., 223, 229, 465, 474; viii.
11, 65, 108, 109, 110, 111, 112, 117, 125, 151, 398, 429; x. 27, 28, 29,
30, 31, 35, 43, 56, 57, 394; xi. 266, 273 n., 328, 338, 458, 510; xii.
37, 72, 165.
—— —— receiving Mambrino’s Helmet, etc. (Richter’s), ix. 309.
—— Sebastian (Dryden’s), v. 356, 357–8.
Donald (in Holcroft’s The Deserted Daughter), ii. 159.
—— Bean Lean (in Scott’s Waverley), viii. 129; xiii. 354.
—— Mackay (Bartley), xi. 389.
Donatus, Letters to (Milton’s), vi. 180.
Donna Anna, viii. 365; xi. 370.
—— Elvira (in Don Juan), viii. 365.
—— Isabella (in Mrs Centlivre’s The Wonder), xi. 402.
Donne, John, iv. 212; v. 83; vi. 304; vii. 36; viii. 49, 51, 53, 57; xii. 28.
Doria Palace, The, vii. 177; ix. 238.
Doriforth (in Mrs Inchbald’s A Simple Story), xii. 65.
Dorimant (in Etherege’s Man of Mode), viii. 68.
Dorinda, xii. 451.
Dorington (Holcroft’s Man of Ten Thousand, The), ii. 160.
Dornton (in Holcroft’s Road to Ruin), ii. 123; xii. 24.
Dorothea (in Cervantes’ Don Quixote), iv. 245.
—— (in Massinger’s The Virgin Martyr), v. 266.
Dorset, Lord, v. 369, 373.
Dorsetshire, iii. 396, 400.
Dottrel-Catching, iii. 51.
Dou. See Douw, Gerard.
Double Dealer (Congreve’s), viii. 72.
—— Gallant (Cibber’s), viii. 359.
 Also referred to in viii. 161, 162, 360.
Douce, Francis, vii. 38.
Douglas, Family of, x. 172.
—— Gawin, v. 399; x. 311.
—— (Home’s), iv. 233; v. 359; vi. 294; viii. 292; xi. 546 n.
—— (in Miss O’Neill’s Elwina), viii. 257.
Douro, The Marquis of, xi. 362.
Dousterswivel (in Scott’s The Antiquary), vii. 156.
Douw, Gerard, vi. 10; ix. 35, 355.
Dover, ii. 211; ix. 94, 286.
—— -cliff, i. 176, 268.
—— packet-boat, viii. 435.
Dow. See Douw, Gerard.
Downing, (?) George (or Dunning), ii. 66.
—— Mrs, ii. 67, 68.
—— Street, iii. 217, 461.
Downs, The, ii. 126.
Dowton, William, i. 157; viii. 167, 168, 189, 229, 245, 246, 249, 250,
256, 258, 260, 270, 278, 317, 361, 362, 370, 392, 400, 451, 472; xi.
303, 305, 306, 307, 368, 369, 376, 378, 395.
Dowton in the Hypocrite, xi. 395.
Drake, Sir Francis, v. 175; vi. 367.
Drama, Schlegel on the, x. 78.
Dramatic Literature of the Age of Elizabeth, Lectures on the, v. 169;
also x. 275 n.
—— Pieces translated from English.
—— —— Selection of Smaller (by Claude Pierre Patu), i. 66 n.
—— Scenes (by B. Cornwall), v. 346.
—— Writers contemporary with Shakespeare, Lyly, Marlow,
Heywood, Middleton and Rowley, On the, v. 192.
Draper, Sir William, iv. 238.
Drawcansir (in Buckingham’s The Rehearsal), iv. 277, 309; vi. 216.
Drayton, Michael, v. 295; also referred to in v. 201, 370; viii. 42; xi.
284.
Dream of a Painter (Northcote’s), i. 442; ix. 66.
Dreams, On, vii. 17.
Drelincourt, Charles, vi. 430.
Drennan, Dr Wm., ii. 224.
Dresden Gallery, vii. 135.
Drinking (by Cowley), viii. 59.
Droitwich, ii. 66, 196.
Drölling (Michel Martin), ix. 123, 137 n.
Dromios, The Two (Shakespeare’s Comedy of Errors), i. 351.
Drouet, Louis-François Philippe, viii. 298.
Druids, v. 335.
Drummer, or The Haunted House (Addison’s), viii. 158.
Drummond (of Hawthornden), William, v. 299, 301, 302, 303; vi.
175; xii. 34.
—— Samuel, ii. 228.
Drury Lane Theatre, i. 157, 194, 248; ii. 78, 83, 89, 113, 114, 122, 159,
160, 193, 199, 213, 218, 219, 228, 230, 236; vii. 204; viii. 179, 189,
190, 208, 229, 233, 237, 249, 252, 254, 258, 263, 264, 270, 272,
276, 277, 278, 279, 284–285, 289, 292, 294, 297, 300, 304, 310,
316, 335, 340, 341, 352–9, 368, 372, 374, 388, 394, 398, 423–4,
426–7, 430, 435, 439, 450, 461, 465–6, 470, 472, 476, 524, 525,
526, 529, 534, 539; ix. 149; xi. 301, 303, 305, 308, 351, 359, 365,
370, 375–7, 382, 384, 386, 392, 395, 397, 399, 402, 404–5, 409–
10, 413; xii. 17, 139 n., 140 n., 168, 217, 275.