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VO LU M E 2

ASPECTS of
WESTERN CIVILIZATION
Problems and Sources in History

Seventh Edition

Edited by
PERRY M. ROGERS

Prentice Hall
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Library of Congress Cataloging-in-Publication Data

Aspects of western civilization : problems and sources in history : volume i / edited by Perry M. Rogers.—7th ed.
p. cm.
Includes index.
ISBN-13: 978-0-205-70833-8
ISBN-10: 0-205-70833-1
1. Civilization, Western—History. 2. Civilization, Western—History—Sources. I. Rogers, Perry McAdow.
CB245.A86 2010
909'.09821—dc22
2009052325
10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-205-70832-3

ISBN 13: 978-0-205-70832-1
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For Ann,
Elisa, Kit, and Tyler
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BRIEF CONTENTS

VOLUME 1
THE ANCIENT WORLD THROUGH THE REFORMATION

PART I THE FOUNDATIONS OF CIVILIZATION 1

1 Civilization in the Ancient Near East: Mesopotamia, Egypt, and Israel 1

PART II THE GREEK WORLD 35

2 Legend and History: The World of Early Greece 35
3 Democracy and Empire: The Golden Age of Athens 51
4 The Age of Alexander the Great 91

PART III THE ROMAN WORLD 111

5 The Roman Republic: Origins, Breakdown, and Rebirth 111
6 Caesar and Christ 143
7 The Pax Romana and the Decline of Rome 175

PART IV THE MEDIEVAL WORLD 201

8 Icon, Scimitar, and Cross: Early Medieval Civilization (500–1100) 201
9 The Sword of Faith: The High Middle Ages (1100–1300) 232
10 The Waning of the Middle Ages (1300–1450) 269

PART V TRANSITIONS TO THE MODERN WORLD 287

11 The Age of the Renaissance 287
12 The Reformation Era 309
13 “An Embarrassment of Riches”: The Interaction of New Worlds 351

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VOLUME 2
THE AGE OF THE RENAISSANCE THROUGH THE CONTEMPORARY WORLD

PART I FOUNDATIONS OF THE MODERN WORLD 1

1 The Age of Renaissance and Reformation 1
2 “I Am the State”: The Development of Absolutism in England and France 22
3 “Dare to Know!”: The Scientific Revolution 49
4 The Enlightenment and the Revolution of the Mind 65

PART II THE ERA OF REVOLUTION 91

5 “Liberty, Equality, Fraternity!”: The French Revolution 91
6 Paths of Glory: Napoleon and the Romantic Movement 119
7 “A World To Win!”: The Industrial Revolution 137
8 Fatherland: The Power of Nationalism 174
9 “Mark Them with Your Dead!”: The Scramble for Global Empire 195
10 Fin de Siècle: The Birth of the Modern Era 213

PART III THE TWENTIETH CENTURY AND BEYOND 235

11 The Great War (1914–1918) 235
12 The Russian Revolution and the Development of the Soviet State (1917–1939) 262
13 Europe between the Wars: Fascism and the Nazi Rise to Power (1919–1939) 290
14 “The Abyss Also Looks into You”: War and Holocaust (1939–1945) 321
15 The Era of the Superpowers: Cold War Confrontation (1945–1990) 269
16 The Dynamics of Change in the Contemporary World (1990–2010) 406
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THEMATIC CONTENTS xxii

PREFACE xxxvi

PART I
FOUNDATIONS OF THE MODERN WORLD 1

1 THE AGE OF RENAISSANCE AND REFORMATION 1

Section I: The Renaissance Movement 2

The Humanist Movement 3
Oration on the Dignity of Man (1486) PICO DELLA MIRANDOLA 3
The Soul of Man (1474) MARSILIO FICINO 4

The Political Life of Florence 5

The Rule of Cosimo de’Medici VESPASIANO 5
The Prince: “Everyone Sees What You Appear to Be, Few Perceive What You Are”
NICCOLÒ MACHIAVELLI 6

Section II: The Reformation Era 9

The Lutheran Reformation 11
“How Many Sins Are Committed in a Single Day?” (1517) JOHANN TETZEL 11
Salvation through Faith Alone MARTIN LUTHER 12
The Ninety-Five Theses (1517) MARTIN LUTHER 13
“Here I Stand”: Address at the Diet of Worms (1521) MARTIN LUTHER 14
The Edict of Worms (1521) EMPEROR CHARLES V 15

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In the Wake of Luther 16

John Calvin and the Genevan Reformation 16

On the Necessity of Reforming the Church (1544) JOHN CALVIN 17

Predestination: Institutes of the Christian Religion (1536) JOHN CALVIN 18

The Catholic Reformation 19

Spiritual Exercises (1548) IGNATIUS LOYOLA 19

The Council of Trent: Profession of Faith 20
The Tridentine Index of Books (1564) 20

2 “I AM THE STATE”: THE DEVELOPMENT OF ABSOLUTISM IN ENGLAND AND FRANCE 22

The English Revolution (1649–1689) 26

The Origins of Confrontation (1603–1625) 26
Charles I and the Limitations of Royal Authority (1625–1642) 26
The English Civil War (1642–1649) 27
The Struggle for Constitutional Government (1649–1660) 27
“The Mortal God”: Leviathan (1651) THOMAS HOBBES 28
The Instrument of Government (December 16, 1653) 30
Cromwell Denies the Crown (May 8, 1657) OLIVER CROMWELL 31

THE REFLECTION IN THE MIRROR Oliver Cromwell: The Lord Protector 32

“To You Our Country Owes Its Liberties” JOHN MILTON 32
“Guilty of Crimes for Which Hell-Fire Is Prepared” EDWARD HYDE OF CLARENDON 34

The Restoration and the Glorious Revolution (1660–1689) 34

“A Force Sufficient to Defend Us from the Violence of Those Evil Counsellors”

WILLIAM OF ORANGE 35
The Bill of Rights (1689) 36

The Absolutism of Louis XIV 36

The Theory of Divine-Right Monarchy 37

The Ideal Absolute State (1697) JEAN DOMAT 37

Politics and Scripture (1679) JACQUES BÉNIGNE BOSSUET 39

The Sun King and the Practice of Absolute Rule 40

“Vanity Was His Ruin” THE DUKE OF SAINT-SIMON 40

Letters to His Heirs: “Allow Good Sense to Act” KING LOUIS XIV 43
“A Frightful Plot”: The Revocation of the Edict of Nantes THE DUKE OF SAINT-SIMON 45
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THE ARTISTIC VISION The Palace of Versailles 46

The Palace of Versailles: “A Celebration of Greatness” JEAN COLBERT 47
Visible Majesty KING LOUIS XIV 48

3 “DARE TO KNOW!”: THE SCIENTIFIC REVOLUTION 49

Science and the Church 51
The Heliocentric Statement (ca. 1520) NICOLAUS COPERNICUS 52
On the Movement of the Earth (1543) NICOLAUS COPERNICUS 52
Science and the Bible: “They Would Have Us Abandon Reason” (1615) GALILEO GALILEI 53

THE REFLECTION IN THE MIRROR Galileo Absolved: The Resolution 56

“Science and Faith Are Both Gifts from God” (1993) POPE JOHN PAUL II 56

The Foundations of Modern Science 58

The Advancement of Learning (1605) SIR FRANCIS BACON 58
“I Think, Therefore I Am”: Discourse on Method (1637) RENÉ DESCARTES 59

AGAINST THE GRAIN On the Circulation of the Blood 60

“A Motion, As It Were, in a Circle” WILLIAM HARVEY 60

Principles of Analysis—Induction and God: Optics (1704) SIR ISAAC NEWTON 63

4 THE ENLIGHTENMENT AND THE REVOLUTION OF THE MIND 65

Thoughts on the Human Condition and Human Progress 68

The Blank Slate of the Mind: An Essay Concerning Human Understanding (1690) JOHN LOCKE 68

AGAINST THE GRAIN On Crimes and Punishments 69

“The Greatest Happiness of the Greatest Number” CESARE BECCARIA 69

Thoughts on Religion 71
God—“A Cause Contradicted by Its Effects”: Common Sense (1770) BARON D’HOLBACH 71
On Universal Toleration VOLTAIRE 72
“If God Did Not Exist, He Would Have to Be Invented” VOLTAIRE 74

Thoughts on Education 74
Introduction to the Encyclopedia (1751) JEAN LE ROND D’ALEMBERT 74
“We Did Not Live Entirely in Vain” (1764) DENIS DIDEROT 76
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Thoughts on Government: The Political Framework 77

Second Treatise of Civil Government (1690) JOHN LOCKE 77
The Spirit of the Laws (1748) BARON DE MONTESQUIEU 80
The Social Contract (1762) JEAN JACQUES ROUSSEAU 80
The Declaration of Independence (1776) THOMAS JEFFERSON 83

Thoughts on Women: The Social Framework 84

Woman: “Especially Constituted to Please Man” JEAN-JACQUES ROUSSEAU 84
A Vindication of the Rights of Women (1792) MARY WOLLSTONECRAFT 85

Thoughts on Commerce: The Economic Framework 87

The Wealth of Nations (1776) ADAM SMITH 87

PART II
THE ERA OF REVOLUTION 91

5 “LIBERTY, EQUALITY, FRATERNITY!”: THE FRENCH REVOLUTION 91

Conditions of Society on the Eve of Revolution 93

Corruption of the French Court MARQUIS D’ARGENSON 93
“Ancient Oaks Mutilated by Time” MARQUIS DE BOUILLE 94
The Grievances of Carcassonne 94
Beggars, Rags, and Misery ARTHUR YOUNG 95

The Outbreak of Revolution (1789–1791) 96

“What Is the Third Estate?” (January 1789) THE ABBÉ SIEYÈS 96
Women of the Third Estate: “We Ask to Be Enlightened” (January 1789) 97
The Tennis Court Oath (June 20, 1789) 98
The Fall of the Bastille (July 14, 1789) 99
Declaration of the Rights of Man (August 27, 1789) 101

AGAINST THE GRAIN The Flip Side of Liberty 103

Declaration of the Rights of Woman (1791) OLYMPE DE GOUGES 103

Reflections on the Revolution (1790) EDMUND BURKE 106

The Radicalization of the Revolution (1792–1794) 107

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The Fall of Louis XVI (1792–1793) 107

The Execution of Louis XVI (January 21, 1793) HENRY EDGEWORTH DE FIRMONT 108
Proclamation of the Convention to the French People (January 23, 1793) 109
Reflections on Louis XVI MME ROLAND 110

THE REFLECTION IN THE MIRROR A Revolutionary Reality Check 111

An Update on the Political Rights of Women (1793) 111

The Reign of Terror (1793–1794) 112

“You Would Exterminate All Your Enemies by the Guillotine!” (December 20, 1793)
CAMILLE DESMOULINS 113

THE ARTISTIC VISION Jean-Claude Marat: “The Martyr of the Revolution” 114
The Death of Marat (1793) JACQUES-LOUIS DAVID 114
And What Happened to Jacques-Louis David? 115

“Virtue and Terror”: Speech to the Convention (February 5, 1794)

MAXIMILIEN ROBESPIERRE 116
The Administration of Terror (June 10, 1794) 117
The Execution of Robespierre (July 28, 1794) DURAND DE MAILLANE 118

6 PATHS OF GLORY:
NAPOLEON AND THE ROMANTIC MOVEMENT 119

The Napoleonic Era (1796–1815) 123

The Will to Power (1796–1802) 123

On the Realities of Power (1796) NAPOLEON BONAPARTE 123

Suppression of the Newspapers (1800) 124
Articles for the Catholic Church (1802) 124

The Imperial Mantle (1804–1806) 125

“The Only Salvation Lies in Hereditary Power” (December 1804)

NAPOLEON BONAPARTE 125
Why the French Submitted to Napoleon’s Rule (1804) COMTESSE DE RÉMUSAT 126
The Imperial Catechism (April 1806) 127

AGAINST THE GRAIN Beethoven’s Eroica Symphony:

“To the Memory of a Great Man” 128
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Exile and Death: The Hero in History 131

Napoleon in Exile: “We Stand as Martyrs to an Immortal Cause!” NAPOLEON BONAPARTE 131
The Role of Great Men in History G. W. F. HEGEL 132

The Romantic Movement (1780–1830) 132

“The Erlking” JOHANN WOLFGANG VON GOETHE 133
Terror and the Macabre: Frankenstein (1818) MARY WOLLSTONECRAFT SHELLEY 134

THE ARTISTIC VISION “The Tyrant of Europe” 135

“Ode to Napoleon Bonaparte” (1814) LORD BYRON 135
The Third of May, 1808 FRANCISCO GOYA 136

7 “A WORLD TO WIN!”: THE INDUSTRIAL REVOLUTION 137

Rural and Urban Transformations 139

The Dependent Poor (1795) DAVID DAVIES 140
“How Are Men to Provide for Their Families?” A Worker’s Petition (1786) 141

The Urban Landscape 143

The Factory System 143

Sybil (1845) BENJAMIN DISRAELI 143

The Sadler Report: “Not Many as Deformed as I Am” (1832) 144
Child Labor 146
A Defense of the Factory System (1835) ANDREW URE 149

Living Conditions 151

The Condition of the Working Class in England (1844) FRIEDRICH ENGELS 151
The Impact of the Factory System on Women and the Family FRIEDRICH ENGELS 152

Reaction and Reform 153

AGAINST THE GRAIN The Horrors of the Slave Trade 153

“A Scene of Horror Almost Inconceivable” OLAUDA EQUIANO 154
“We Can No Longer Plead Ignorance” WILLIAM WILBERFORCE 155

Law and Liberty: The Liberal Truth 157

The Iron Law of Wages (1817) DAVID RICARDO 157

The Chartist Demands (1838) 159
A Middle-Class Perspective (1859) SAMUEL SMILES 160
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THE ARTISTIC VISION The Social Perspective by Train 162

Over London by Rail GUSTAVE DORÉ 162
Third Class Carriage HONORÉ DAUMIER 163

Visions of a New World: The Socialist Truth 164

Utopian Socialism (1816) ROBERT OWEN 164
The Communist Manifesto (1848) KARL MARX AND FRIEDRICH ENGELS 166

THE REFLECTION IN THE MIRROR A Papal Perspective: Rerum Novarum 170

“A Yoke Little Better Than That of Slavery Itself” POPE LEO XIII 170

8 FATHERLAND: THE POWER OF NATIONALISM 174

Volksgeist: The “Spirit of the People” (1815–1850) 176

The Conservative Confession of Faith PRINCE KLEMENS VON METTERNICH 176
Stirrings: The People and the Fatherland JOHANN GOTTLIEB FICHTE 178
The Duties of Man GIUSEPPE MAZZINI 180

THE REFLECTION IN THE MIRROR The Greek Revolution of 1820 181

“To Avenge Ourselves against a Frightful Tyranny” 181
Greece Expiring on the Ruins of Missolonghi (1826) EUGÈNE DELACROIX 183

“A Moderate Amount of Happiness for All Men” ALEXIS DE TOCQUEVILLE 184

1848: “A Great Outburst of Elemental Forces Had Begun” CARL SCHURZ 184

The Political Unification of Italy and Germany (1850–1890) 187

Proclamation for the Liberation of Sicily (1860) GIUSEPPE GARIBALDI 188
Address to the Italian Parliament (1871) KING VICTOR EMMANUEL II 189
“We Germans Fear God, and Nothing Else in the World”: Speech to the Reichstag (1888)
OTTO VON BISMARCK 190

AGAINST THE GRAIN The Zionist Movement 192

The Jewish State (1896) THEODOR HERZL 193

9 “MARK THEM WITH YOUR DEAD!”: THE SCRAMBLE FOR GLOBAL EMPIRE 195

“Send Forth the Best Ye Breed!”: The Foundations of Imperialism 198

Racism and the Corruption of Science 199

The Descent of Man (1871) CHARLES DARWIN 199

The Standpoint of Science (1900) KARL PEARSON 200
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For God and Country 202

The Mandate System: Britain’s Duty in Egypt (1890) JOSEPH CHAMBERLAIN 202
“France Must Be a Great Country!” (1883) JULES FERRY 203
Germany’s Place in the Sun (1901) KAISER WILHELM II 204
“The White Man’s Burden” (1899) RUDYARD KIPLING 205

“To Seek Another’s Profit and Work Another’s Gain” 206

“Your New-Caught Sullen Peoples” 206

Education in India: “The Intrinsic Superiority of Western Literature” (1835)

THOMAS BABINGTON MACAULAY 207
“Foreign Children” ROBERT LOUIS STEVENSON 208
“A Natural Inclination to Submit to a Higher Authority” (1893)
SIR FREDERICK DEALTRY LUGARD 209

THE REFLECTION IN THE MIRROR “The Judgment of Your Peers” 211

The “White Man’s Face”: Terror in the Congo FREDERICK STARR 211
“The Battle Hymn of the Republic” (Brought Down to Date) MARK TWAIN 212

10 FIN DE SIÈCLE: THE BIRTH OF THE MODERN ERA 213

The Woman Question and Anti-Feminism 216

Seneca Falls Declaration (1848) 217
“Sisters of America! Your Sisters of France Are United with You” (1851)
PAULINE ROLAND AND JEANNE DEROINE 218
Against Woman Suffrage (1884) FRANCIS PARKMAN 218
“The Brain Weight of Women Is Five Ounces Less Than That of Men” (1887)
GEORGE ROMANES 221

AGAINST THE GRAIN The Independent Woman 222

A Doll’s House (1879) HENRIK IBSEN 222

“This Is the Logic of Demons!” JOSEPHINE BUTLER 226

“I Incite This Meeting to Rebellion” (1912) EMMELINE PANKHURST 227

The Revolt against Reason 229

Faith, Love, and Hope: “Enough! Enough!” (1887) FRIEDRICH NIETZSCHE 230
“God Is Dead!” FRIEDRICH NIETZSCHE 232

THE ARTISTIC VISION The Insular World of Edvard Munch 233

The Scream (1893) 233
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PART III
THE TWENTIETH CENTURY AND BEYOND 235

11 THE GREAT WAR (1914–1918) 235

The Road to War (1900–1914) 239
The Celebration of War 239

“Without War, No State Could Exist” HEINRICH VON TREITSCHKE 239

“Blind Obedience to Primitive Instincts” (1910) NORMAN ANGELL 240

The Lamps Go Out over Europe 241

Statutes of the “Black Hand” 242

Assassination at Sarajevo: The Plot and Murder (June 28, 1914) 242
“The Sword Is Drawn!” (August 18, 1914) KAISER WILHELM II 244

“They Shall Not Pass”: The Great War (1914–1918) 246

The Horror of Battle 246

The Battle of Verdun (February–December 1916) 247

The Battle of the Somme (July–November 1916) 249
“No Man’s Land” J. KNIGHT-ADKIN 250
“What Are You Fighting For, Michel?” 251

AGAINST THE GRAIN Glory in the Skies: The Red Baron 252
“An Englishman for Breakfast” BARON MANFRED VON RICHTHOFEN 252
“On the Other Side of the Boundary” ERNST UDET 254

It Is Sweet and Proper to Die for One’s Country 254

“Five Souls” W. N. EWER 255

A German War Letter: “One Blood-Soaked, Corpse-Strewn Field”
RICHARD SCHIEMDER 256

THE ARTISTIC VISION The Nightmare of Otto Dix 256

Dance of Death in the Year ’17: Dead Man Hill 256

Aftermath: The Light That Failed 258

“This Is the Way the World Ends” 258

A German Soldier Returns Home: “A Complete Stranger” ANNA EISENMENGER 259

“If You Want to Endure Life—Prepare for Death” SIGMUND FREUD 260
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12 THE RUSSIAN REVOLUTION AND THE DEVELOPMENT OF THE

SOVIET STATE (1917–1939) 262

The Provisional Government (March–November 1917) 266

“A New, Free Russia Is Born”: First Declaration of the Provisional Government (March 19, 1917) 266
The April Theses (April 20, 1917) V. I. LENIN 268

The Bolshevik Revolution (November–December 1917) 269

The Overthrow of the Provisional Government: “A New Page in the History of Russia”
V. I. LENIN 269
“Little Good Is to Be Expected” (November 8, 1917) IZVESTIA 270
Censorship of the Press (November 9, 1917) V. I. LENIN 271
Establishment of the Secret Police (December 20, 1917) V. I. LENIN 271

The Aftermath of Revolution (1917–1928) 272

State and Revolution: The Transition from Capitalism to Communism (August 1917)
V. I. LENIN 273
“Days of Grueling Work” ALEXANDRA KOLLONTAI 276
The Communist Emancipation of Women (1920) V. I. LENIN 277
“Stalin Is Too Rude” (January 4, 1923) V. I. LENIN 278
Stalin’s Falsification of History (1927) LEON TROTSKY 279

The Development of the Totalitarian State (1928–1938) 281

The Soviet Control of Society 281

Industrialization: “Either Perish or Overtake Capitalistic Countries” (1931) JOSEPH STALIN 281
Collectivization and the Liquidation of the Kulaks (1929) JOSEPH STALIN 282

THE ARTISTIC VISION Engineers of the Soul: The Soviet Creation of Belief 283
Industrial Worker and Collective Farm Girl (1937) VERA MUKHINA 283

“For the Fatherland!” (1936) PRAVDA 285

The Purge Trials: “Traitors Must Be Shot Like Dirty Dogs!” (1938) ANDREI VYSHINSKY 286
The Gulag: “Stalin’s Sadistic Nature Thirsted for Blood!” (1938) 287

THE REFLECTION IN THE MIRROR The Orwellian World 288

“Power Is in Tearing Human Minds to Pieces” GEORGE ORWELL 288

13 EUROPE BETWEEN THE WARS:

FASCISM AND THE NAZI RISE TO POWER (1919–1939) 290

The Legacy of World War I 294

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The Rise of Benito Mussolini 294

“The State’s Authority Was Ready for the Grave” (1922) BENITO MUSSOLINI 295
The Fascist March on Rome (October 26, 1922) BENITO MUSSOLINI 295
The Doctrine of Fascism: “This Will Be the Century of the State” BENITO MUSSOLINI 296

“Germany in Her Deepest Humiliation” 298

“I Resolved Now to Become a Politician” ADOLF HITLER 298

“Stabbed in the Back” (1919) PAUL VON HINDENBURG 299
The Treaty of Versailles (1919) 299

The Weimar Republic 301

Germany’s Unstable Democracy: The Best and Worst of Times 301

The Weimar Constitution: Fundamental Rights and Duties of the Germans (1919) 301
Inflation: “The Boiling Kettle of a Wicked Witch” LILO LINKE 302

Hitler’s Response to Germany’s Problems 303

The Nazi Program (1920) 303

Nazi Political Rally Announcement (February 1921)
NATIONAL SOCIALIST GERMAN WORKERS’ PARTY 306

Nazi Appeal and Victory 306

Nazi Propaganda 307

Nationalists, Socialists, and Jews (1930) JOSEPH GOEBBELS 307

Free Germany! (1932) 309
Nazi Victory by the Numbers: Elections to the German Reichstag (1924–1932) 309

Chancellor to Dictator 311

Decree for the Protection of the People and State (February 28, 1933) 311
The Enabling Act (March 24, 1933) 311
Law against the New Formation of Parties (July 14, 1933) 312
Law Concerning the Head of the German State (August 1, 1934) 312

The Role of the Family in the Nazi State 312

“Our Fanatical Fellow-Combatants” (September 8, 1934) ADOLF HITLER 313

“The Disenfranchisement of Women” HANNA SCHMITT 314
Hitler Youth: “Tough as Leather, Hard as Krupp Steel” ADOLF HITLER 315

Conversion and Resistance 316

“Now I Know Which Road to Take” JOSEPH GOEBBELS 317

“I Had Given Him My Heart” KURT LUDECKE 317
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AGAINST THE GRAIN “Guilty! Guilty! Guilty!” 318

Leaflets of “The White Rose” (1942) HANS AND SOPHIE SCHOLL 318

14 “THE ABYSS ALSO LOOKS INTO YOU”:

WAR AND HOLOCAUST (1939–1945) 321

The Road to War (1938–1939) 325

The Czechoslovak Crisis (September 1938–March 1939) 325

“The Misery of the Sudeten Germans Is Indescribable” (September 12, 1938)

ADOLF HITLER 326
“Czechoslovakia Has Ceased to Exist” (March 15, 1939) ADOLF HITLER 327
“I Bitterly Regret What Has Now Occurred” (March 15, 1939) NEVILLE CHAMBERLAIN 328

The Invasion of Poland (September 1939) 329

“Our Enemies Are Little Worms” (August 22, 1939) ADOLF HITLER 329
“Everything I Have Hoped for Has Crashed into Ruins” (September 3, 1939)
NEVILLE CHAMBERLAIN 330

Total War (1939–1943) 332

The Battlefield and the Home Front 334

Alone: “Their Finest Hour” (June 18, 1940) WINSTON CHURCHILL 334
The Battle of Britain: “So Much Owed by So Many to So Few” (August 20, 1940)
WINSTON CHURCHILL 334
London Aflame! MRS. ROBERT HENREY 335
“A Date Which Will Live in Infamy” PRESIDENT FRANKLIN DELANO ROOSEVELT 336
Women in the Factories: “My Hands Are as Smooth as the Steel I Worked On” (August 1943)
ELIZABETH HAWES 337

The Jewish Holocaust (1923–1945) 338

“The Jews Are the Cause of Our Misfortune!” 340

The Jewish Peril (April 1923) ADOLF HITLER 340

“Not a Single Jew” (1932) 341
“I Got You at Last, You Little German Girl!” (1938) ERNST HIEMER 342

The Radicalization of Anti-Semitism (1938–1941) 343

“Jewish Ghettos Shall Have to Be Created” (November 12, 1938) 343

“The Annihilation of the Jewish Race in Europe!” (January 30, 1939) ADOLF HITLER 344
“The Jews Are to Blame!” (1941) JOSEPH GOEBBELS 344
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The Final Solution (1942–1945) 345

“A Complete Solution to the Jewish Question” (July 31, 1941) HERMANN GOERING 345
The Wannsee Conference (January 20, 1942) 346

The Death Camps: “Work Makes You Free” 347

Sites of Nazi Concentration Camps 347

Genocide RUDOLF HOESS 348
The Pit HERMANN GRÄBE 349
Gas KURT GERSTEIN 351
Mobile Killing 352
Nazi Medical Experiments DR. FRANZ BLAHA 352
Commandant of Auschwitz RUDOLF HOESS 353

AGAINST THE GRAIN Jewish Resistance 355

Nazi Problems in the Warsaw Ghetto (May 1, 1943) JOSEPH GOEBBELS 355
The Destruction of the Warsaw Ghetto (May 1943) JÜRGEN STROOP 355
Manifesto of the Jewish Resistance in Vilna (September 1943) 356

Götterdämmerung: The Final Destruction (1944–1945) 358

The D-Day Invasions (June 6, 1944) 359

The Paratrooper: “He Was Blown Away” KEN RUSSELL 359

The Assault on Omaha Beach: “I’m Hit! I’m Hit!” HAROLD BAUMGARTEN 360

THE REFLECTION IN THE MIRROR Fiftieth Anniversary of D-Day 361

“When They Were Young, These Men Saved the World” PRESIDENT BILL CLINTON 361
The Vision at Sixty-Five PRESIDENT BARACK OBAMA 362
The Funeral Oration of Pericles THUCYDIDES 363

The Aftermath of War 364

The Destruction of Hiroshima (August 6, 1945) HARRY S. TRUMAN 364

Nuremberg: The Crimes of the Nazi Regime JUSTICE ROBERT H. JACKSON 366
The Existential Perspective (1956) JEAN-PAUL SARTRE 367

15 THE ERA OF THE SUPERPOWERS: COLD WAR CONFRONTATION (1945–1990) 369

Retrenchment (1945–1965) 373

The Reconstruction of Europe 373

The Marshall Plan (June 1947) GEORGE C. MARSHALL 374

Program for the Welfare State: The Beveridge Report 375
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The Retreat from Empire 376

Vietnam: “Determined to Fight to the Bitter End” (1945) HO CHI MINH 377
British Rule in India (1946) JAWAHARLAL NEHRU 379
The Arab Nationalist Movement and Revolution (1958) GAMAL ABDEL NASSER 380

The Cold War (1945–1990) 382

The “Superpower” Rivalry 382

The Soviet Victory: Capitalism versus Communism (February 1946) JOSEPH STALIN 383
“An Iron Curtain Has Descended Across the Continent” (March 1946)
SIR WINSTON CHURCHILL 384
The Truman Doctrine (March 1947) HARRY S. TRUMAN 385
Marx Was Wrong: The Flaws of Communism (1953) THEODORE WHITE 386
How to Spot a Communist (1955) 388

Currents of Dissent 390

The New Class (1957) MILOVAN DJILAS 391

“The Victory of Communism Is Inevitable!” The Secret Speech (1962) NIKITA KHRUSHCHEV 393
Prague Spring: The Brezhnev Doctrine (1968) 394

“A World Turned Upside Down!” The Gorbachev Era 397

AGAINST THE GRAIN Cracks in the Berlin Wall 397

“Mr. Gorbachev, Tear Down This Wall!” (June 12, 1987) PRESIDENT RONALD REAGAN 398

Perestroika and the Socialist Renewal of Society (September 11, 1989) MIKHAIL GORBACHEV 400
Gorbachev’s Resignation: “This Society Has Acquired Freedom” (December 25, 1991)
MIKHAIL GORBACHEV 402

16 THE DYNAMICS OF CHANGE IN THE CONTEMPORARY WORLD (1990–2010) 406

Political and Economic Initiatives 410

A United Germany in a United Europe (June 5, 1990) HELMUT KOHL 410
The Reconciliation of France and Germany (September 24, 1990) FRANÇOIS MITTERAND 411
“Czechoslovakia Is Returning to Europe” (February 21, 1990) VÁCLAV HAVEL 412
Communism: “Far Away from the Mainstream of Civilization” (December 31, 1999)
VLADIMIR PUTIN 413
Monetary Union: Europe’s Global Role (1998) LAWRENCE H. SUMMERS 415

Ethnic Strife and Terrorism 417

Ethnic Strife in Eastern Europe (April 15, 1994) HELMUT TUERK 417
Crimes against Humanity: “Ethnic Cleansing” in Serbia (1992) 419
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THE REFLECTION IN THE MIRROR Balkan Crimes 421

“We Are Witnesses to a Process of Death in the Balkans” (January 12, 1994)
POPE JOHN PAUL II 421

“We Wage a War to Save Civilization Itself ” (2001) PRESIDENT GEORGE W. BUSH 423

The Islamic World and the West 426

“Fanaticism Is Not a State of Religion, but a State of Mind” (July 11, 2005)
PRIME MINISTER TONY BLAIR 427
“This Is Going to Be Freedom’s Century” (March 29, 2006) PRESIDENT GEORGE W. BUSH 428
Turkey and the European Union (2009) PRESIDENT BARACK OBAMA 430

AGAINST THE GRAIN The Future of the West 431

“A New Beginning” (June 4, 2009) PRESIDENT BARACK OBAMA 431
But What About the Burqa?
“The Burqa Is Not Welcome in France”: The Press Conference (June 6, 2009)
PRESIDENT BARACK OBAMA AND PRESIDENT NICHOLAS SARKOZY 435
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T H E M AT I C CO N T E N TS

PART I: FOUNDATIONS OF THE MODERN WORLD 1

Chapter 1: The Age of Renaissance Revolution and Historical Transition

and Reformation 1 Martin Luther: Salvation through Faith Alone 12
The Power Structure The Ninety-five Theses (1517) 13
“Here I Stand”: Address at the Diet of
Vespasiano: The Rule of Cosimo de’Medici 5 Worms (1521) 14
Niccolò Machiavelli: The Prince: “Everyone Sees
What You Appear to Be, Few Perceive What
You Are” 6
Emperor Charles V: The Edict of Worms Chapter 2: “I Am the State”: The Development
(1521) 15 of Absolutism in England and France 22
The Tridentine Index of Books (1564) 20
The Power Structure
Social and Spiritual Values
Thomas Hobbes: “The Mortal God”: Leviathan
Pico Della Mirandola: Oration on the Dignity of (1651) 28
Man (1486) 3 The Instrument of Government (December 16,
Marsilio Ficino: The Soul of Man (1474) 4 1653) 30
Johann Tetzel: “How Many Sins Are Committed Oliver Cromwell: Cromwell Denies the Crown
in a Single Day?” (1517) 11 (May 8, 1657) 31
Martin Luther: Salvation through Faith Alone 12 The Bill of Rights (1689) 36
The Ninety-five Theses (1517) 13 Jean Domat: The Ideal Absolute State
“Here I Stand”: Address at the Diet of (1697) 37
Worms (1521) 14 Jacques Bénigne Bossuet: Politics and Scripture
John Calvin: On the Necessity of Reforming the (1679) 39
Church (1544) 17 The Duke of Saint-Simon: “Vanity Was
Predestination: Institutes of the Christian His Ruin” 40
Religion (1536) 18 King Louis XIV: Letters to His Heirs: “Allow
Ignatius Loyola: Spiritual Exercises (1548) 19 Good Sense to Act” 43
The Council of Trent: Profession of Faith 20 The Duke of Saint-Simon: “A Frightful Plot”: The
The Tridentine Index of Books (1564) 20 Revocation of the Edict of Nantes 45
xxii
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Social and Spiritual Values The Institution and the Individual

Jacques Bénigne Bossuet: Politics and Scripture Nicolaus Copernicus: The Heliocentric Statement
(1679) 39 (ca. 1520) 52
The Duke of Saint-Simon: “Vanity Was On the Movement of the Earth (1543) 52
His Ruin” 40 Galileo Galilei: Science and the Bible: “They Would
Have Us Abandon Reason” (1615) 53
The Institution and the Individual Sir Francis Bacon: The Advancement of Learning
(1605) 58
John Milton: “To You Our Country Owes Its René Descartes: “I Think, Therefore I Am”:
Liberties” 32 Discourse on Method (1637) 59
Edward Hyde of Clarendon: “Guilty of Crimes for William Harvey: “A Motion, as It Were, in
Which Hell-Fire Is Prepared” 34 a Circle” 60
The Duke of Saint-Simon: “Vanity Was
His Ruin” 40 Revolution and Historical Transition
King Louis XIV: Letters to His Heirs: “Allow
Pope John Paul II: “Science and Faith Are Both
Good Sense to Act” 43
Gifts from God” (1993) 56
The Varieties of Truth
Chapter 4: The Enlightenment and the
John Milton: “To You Our Country Owes Its Revolution of the Mind
Liberties” 32
Edward Hyde of Clarendon: “Guilty of Crimes for The Power Structure
Which Hell-Fire Is Prepared” 34 John Locke: Second Treatise of Civil Government
William of Orange: “A Force Sufficient to (1690) 77
Defend Us from the Violence of Those Evil Baron de Montesquieu: The Spirit of the Laws
Counsellors” 35 (1748) 80
Jean Colbert: “The Palace of Versailles: A Jean Jacques Rousseau: The Social Contract
Celebration of Greatness” 47 (1762) 80
King Louis XIV: Visible Majesty 48 Thomas Jefferson: The Declaration of
Independence (1776) 83
Chapter 3: “Dare to Know!” The Scientific Adam Smith: The Wealth of Nations (1776) 87
Revolution 49 Social and Spiritual Values
The Power Structure Baron d’Holbach: God—“A Cause Contradicted
by Its Effects”: Common Sense (1770) 71
Galileo Galilei: Science and the Bible: “They Would
Voltaire: On Universal Toleration 72
Have Us Abandon Reason” (1615) 53
“If God Did Not Exist, He Would Have to
Be Invented” 74
Social and Spiritual Values
The Institution and the Individual
Galileo Galilei: Science and the Bible:
“They Would Have Us Abandon Reason” Cesare Beccaria: “The Greatest Happiness of the
(1615) 53 Greatest Number” 69
Pope John Paul II: “Science and Faith Are Both Jean Le Rond d’Alembert: Introduction to the
Gifts from God” (1993) 56 Encyclopedia (1751) 74
Sir Isaac Newton: Principles of Analysis— Denis Diderot: “We Did Not Live Entirely in
Induction and God: Optics (1704) 63 Vain” (1764) 76
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John Locke: The Blank Slate of the Mind: An Baron de Montesquieu: The Spirit of the Laws
Essay Concerning Human Understanding (1748) 80
(1690) 68 Jean Jacques Rousseau: The Social Contract
Second Treatise of Civil Government (1690) 77 (1762) 80
Baron de Montesquieu: The Spirit of the Laws Thomas Jefferson: The Declaration of
(1748) 80 Independence (1776) 83
Jean Jacques Rousseau: The Social Contract Adam Smith: The Wealth of Nations (1776) 87
(1762) 80
Adam Smith: The Wealth of Nations (1776) 87 Women in History
Jean-Jacques Rousseau: Woman: “Especially
Revolution and Historical Transition
Constituted to Please Man” 84
John Locke: Second Treatise of Civil Government Mary Wollstonecraft: A Vindication of the Rights
(1690) 77 of Women (1792) 85

PART II: THE ERA OF REVOLUTION 91

Chapter 5: “Liberty, Equality, Fraternity!” Social and Spiritual Values

The French Revolution 91 Marquis d’Argenson: Corruption of the French
The Power Structure Court 93
Marquis de Bouille: “Ancient Oaks Mutilated
The Tennis Court Oath (June 20, 1789) 98 by Time” 94
The Fall of the Bastille (July 14, 1789) 99 The Grievances of Carcassonne 94
Declaration of the Rights of Man (August 27, Arthur Young: Beggars, Rags, and Misery 95
1789) 101 The Abbé Sieyès: “What Is the Third Estate?”
Olympe de Gouges: Declaration of the Rights of (January 1789) 96
Woman (1791) 103 Women of the Third Estate: “We Ask to Be
Edmund Burke: Reflections on the Revolution Enlightened” (January 1789) 97
(1790) 106 Maximilien Robespierre: “Virtue and Terror”:
Henry Edgeworth de Firmont: The Execution of Speech to the Convention (February 5,
Louis XVI (January 21, 1793) 108 1794) 116
Proclamation of the Convention to the French Jacques-Louis David: The Death of Marat
People (January 23, 1793) 109 (1793) 114
Mme Roland: Reflections on Louis XVI 110
Camille Desmoulins: “You Would Exterminate All
The Institution and the Individual
Your Enemies by the Guillotine!”
(December 20, 1793) 113 Olympe de Gouges: Declaration of the Rights of
Maximilien Robespierre: “Virtue and Terror”: Woman (1791) 103
Speech to the Convention (February 5, Mme Roland: Reflections on Louis XVI 110
1794) 116 An Update on the Political Rights of Women
The Administration of Terror (June 10, (1793) 111
1794) 117 Camille Desmoulins: “You Would Exterminate
Durand de Maillane: The Execution of All Your Enemies by the Guillotine!”
Robespierre (July 28, 1794) 118 (December 20, 1793) 113
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Maximilien Robespierre: “Virtue and Terror”: Olympe de Gouges: Declaration of the Rights of
Speech to the Convention (February 5, Woman (1791) 103
1794) 116 Mme Roland: Reflections on Louis XVI 110
The Administration of Terror (June 10, An Update on the Political Rights of Women
1794) 117 (1793) 111
Durand de Maillane: The Execution of
Robespierre (July 28, 1794) 118 Chapter 6: Paths of Glory: Napoleon and the
Romantic Movement 119
Revolution and Historical Transition
The Power Structure
The Tennis Court Oath (June 20, 1789) 98
The Fall of the Bastille (July 14, 1789) 99 Napoleon Bonaparte: On the Realities of
Declaration of the Rights of Man (August 27, Power (1796) 123
1789) 101 Suppression of the Newspapers (1800) 124
Edmund Burke: Reflections on the Revolution Articles for the Catholic Church (1802) 124
(1790) 106 Napoleon Bonaparte: “The Only Salvation Lies in
Henry Edgeworth de Firmont: The Execution of Hereditary Power” (December 1804) 125
Louis XVI (January 21, 1793) 108 Comtesse de Rémusat: Why the French Submitted
Proclamation of the Convention to the French to Napoleon’s Rule (1804) 126
People (January 23, 1793) 109 The Imperial Catechism (April 1806) 127
Mme Roland: Reflections on Louis XVI 110 Lord Byron: “Ode to Napoleon Bonaparte”
Camille Desmoulins: “You Would Exterminate All (1814) 135
Your Enemies by the Guillotine!”
(December 20, 1793) 113 Social and Spiritual Values
Maximilien Robespierre: “Virtue and Terror”: Articles for the Catholic Church (1802) 124
Speech to the Convention (February 5, The Imperial Catechism (April 1806) 127
1794) 116 G. W. F. Hegel: The Role of Great Men in History
The Administration of Terror (June 10, 1794) 117 132
Durand de Maillane: The Execution of Johann Wolfgang von Goethe: “The
Robespierre (July 28, 1794) 118 Erlking” 133
Jacques-Louis David: The Death of Marat Mary Wollstonecraft Shelley: Terror and the
(1793) 114 Macabre: Frankenstein (1818) 134

The Varieties of Truth The Institution and the Individual

Edmund Burke: Reflections on the Revolution The Imperial Catechism (April 1806) 127
(1790) 106 Napoleon Bonaparte: Napoleon in Exile:
Maximilien Robespierre: “Virtue and Terror”: “We Stand as Martyrs to an Immortal
Speech to the Convention (February 5, Cause!” 131
1794) 116 G. W. F. Hegel: The Role of Great Men in
Jacques-Louis David: The Death of Marat History 132
(1793) 114 Lord Byron: “Ode to Napoleon Bonaparte”
(1814) 135
Women in History Revolution and Historical Transition
Women of the Third Estate: “We Ask to Be Napoleon Bonaparte: On the Realities of
Enlightened” (January 1789) 97 Power (1796) 123
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xxvi T H E M AT I C C O N T E N T S

Suppression of the Newspapers (1800) 124 Samuel Smiles: A Middle-Class Perspective

Articles for the Catholic Church (1802) 124 (1859) 160
Comtesse de Rémusat: Why the French Gustave Doré: Over London by Rail 162
Submitted to Napoleon’s Rule (1804) 126 Honoré Daumier: Third Class Carriage 163
G. W. F. Hegel: The Role of Great Men Robert Owen: Utopian Socialism (1816) 164
in History 132 Karl Marx and Friedrich Engels: The Communist
Lord Byron: “Ode to Napoleon Bonaparte” Manifesto (1848) 166
(1814) 135 Pope Leo XIII: “A Yoke Little Better Than That of
Slavery Itself ” 170
The Varieties of Truth
Suppression of the Newspapers (1800) 124 The Institution and the Individual
Articles for the Catholic Church (1802) 124
David Davies: The Dependent Poor
Napoleon Bonaparte: Napoleon in Exile:
(1795) 140
“We Stand as Martyrs to an Immortal
“How Are Men to Provide for Their Families?”:
Cause!” 131
A Workers Petition (1786) 141
Francisco Goya: The Third of May, 1808 136
Benjamin Disraeli: Sybil (1845) 143
The Sadler Report: “Not Many as Deformed as
Chapter 7: “A World to Win!” The Industrial I Am” (1832) 144
Revolution 137 Child Labor 146
Andrew Ure: A Defense of the Factory System
The Power Structure (1835) 149
Andrew Ure: A Defense of the Factory System Olauda Equiano: “A Scene of Horror Almost
(1835) 149 Inconceivable” 154
David Ricardo: The Iron Law of Wages William Wilberforce: “We Can No Longer Plead
(1817) 157 Ignorance” 155
The Chartist Demands (1838) 159 David Ricardo: The Iron Law of Wages
Karl Marx and Friedrich Engels: The Communist (1817) 157
Manifesto (1848) 166 Robert Owen: Utopian Socialism (1816) 164
Karl Marx and Friedrich Engels: The Communist
Social and Spiritual Values Manifesto (1848) 166
Benjamin Disraeli: Sybil (1845) 143 Pope Leo XIII: “A Yoke Little Better Than That
The Sadler Report: “Not Many as Deformed as of Slavery Itself ” 170
I Am” (1832) 144
Child Labor 146 Revolution and Historical Transition
Andrew Ure: A Defense of the Factory System Olauda Equiano: “A Scene of Horror Almost
(1835) 149 Inconceivable” 154
Friedrich Engels: The Condition of the Working William Wilberforce: “We Can No Longer Plead
Class in England (1844) 151 Ignorance” 155
The Impact of the Factory System on Women and Karl Marx and Friedrich Engels: The Communist
the Family 152 Manifesto (1848) 166
Olauda Equiano: “A Scene of Horror Almost
Inconceivable” 154
The Varieties of Truth
William Wilberforce: “We Can No Longer Plead
Ignorance” 155 Gustave Doré: Over London by Rail 162
The Chartist Demands (1838) 159 Honoré Daumier: Third Class Carriage 163
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Women in History Imperialism

The Impact of the Factory System on Women and “To Avenge Ourselves against a Frightful
the Family 152 Tyranny” 181
Eugène Delacroix: Greece on the Ruins of
Chapter 8: Fatherland: The Power of Missolonghi (1826) 183
Nationalism 174 Otto von Bismarck: “We Germans Fear God,
and Nothing Else in the World”: Speech to
The Political Structure the Reichstag (1888) 190
Prince Klemens von Metternich: The Conservative Theodor Herzl: The Jewish State
Confession of Faith 176 (1896) 193
“To Avenge Ourselves against a Frightful The Basel Program (1897) 194
Tyranny” 181
Guiseppe Garibaldi: Proclamation for the Revolution and Historical Transition
Liberation of Sicily (1860) 188
“To Avenge Ourselves against a Frightful
King Victor Emmanuel II Address to the Italian
Tyranny” 181
Parliament (1871) 189
Eugène Delacroix: Greece on the Ruins of
Otto von Bismarck: “We Germans Fear God,
Missolonghi (1826) 183
and Nothing Else in the World”:
Carl Schurz: 1848: “A Great Outburst of
Speech to the Reichstag (1888) 190
Elemental Forces Had Begun” 184
Social and Spiritual Values Guiseppe Garibaldi: Proclamation for the
Liberation of Sicily (1860) 188
Johann Gottlieb Fichte: Stirrings: The People Address to the Italian Parliament (1871) 189
and the Fatherland 178 Theodor Herzl: The Jewish State (1896) 193
Giuseppe Mazzini: The Duties of Man 180 The Basel Program (1897) 194
Eugène Delacroix: Greece on the Ruins of
Missolonghi (1826) 183
The Varieties of Truth
Otto von Bismarck: “We Germans Fear God, and
Nothing Else in the World”: Speech to the Eugène Delacroix: Greece on the Ruins of
Reichstag (1888) 190 Missolonghi (1826) 183
Theodor Herzl: The Jewish State (1896) 193 Otto von Bismarck: “We Germans Fear God, and
Nothing Else in the World”: Speech to the
The Institution and the Individual Reichstag (1888) 190
Johann Gottlieb Fichte: Stirrings: The People and Theodor Herzl: The Jewish State (1896) 193
the Fatherland 178
Giuseppe Mazzini: The Duties of Man 180 Women in History
Alexis de Tocqueville: “A Moderate Amount of
Eugène Delacroix: Greece on the Ruins of
Happiness for All Men” 184
Missolonghi (1826) 183
Guiseppe Garibaldi: Proclamation for the
Liberation of Sicily (1860) 188
King Victor Emmanuel II Address to the Italian Chapter 9: “Mark Them with Your Dead!”
Parliament (1871) 189 The Scramble for Global Empire 195
Otto von Bismarck: “We Germans Fear God, and
The Power Structure
Nothing Else in the World”: Speech to the
Reichstag (1888) 190 Joseph Chamberlain: The Mandate System:
Theodor Herzl: The Jewish State (1896) 193 Britain’s Duty in Egypt (1890) 202
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Jules Ferry: “France Must Be a Great Country!” Frederick Starr: The “White Man’s Face”: Terror in
(1883) 203 the Congo 211
Kaiser Wilhelm II: Germany’s Place in the Mark Twain: “The Battle Hymn of the Republic”
Sun (1900) 204 (Brought Down to Date) 212

Social and Spiritual Values

The Varieties of Truth
Charles Darwin: The Descent of Man (1871) 199
Rudyard Kipling: “The White Man’s Burden”
Rudyard Kipling: “The White Man’s Burden”
(1899) 205
(1899) 205
Robert Louis Stevenson: “Foreign Children” 208
Thomas Babington Macaulay: Education in India:
Mark Twain: “The Battle Hymn of the Republic”
“The Intrinsic Superiority of Western
(Brought Down to Date) 212
Literature” (1835) 207
Robert Louis Stevenson: “Foreign Children” 208
Sir Frederick Dealtry Lugard: “A Natural Inclination to
Chapter 10: Fin de Siècle: The Birth of the
Submit to a Higher Authority” (1893) 209
Modern Era 213
The Institution and the Individual
The Power Structure
Charles Darwin: The Descent of Man (1871) 199
Seneca Falls Declaration (1848) 217
Karl Pearson: The Standpoint of Science
Francis Parkman: Against Woman Suffrage
(1900) 200
(1884) 218
Rudyard Kipling: “The White Man’s Burden”
George Romanes: “The Brain Weight of Women
(1899) 205
Is Five Ounces Less Than That of Men”
Robert Louis Stevenson: “Foreign Children” 208
(1887) 221
Frederick Starr: The “White Man’s Face”: Terror in
Emmeline Pankhurst: “I Incite This Meeting to
the Congo 211
Rebellion” (1912) 227
Mark Twain: “The Battle Hymn of the Republic”
(Brought Down to Date) 212
Social and Spiritual Values
Imperialism
Seneca Falls Declaration (1848) 217
Joseph Chamberlain: The Mandate System: Pauline Roland and Jeanne Deroine: “Sisters of
Britain’s Duty in Egypt (1890) 202 America! Your Sisters of France Are United
Jules Ferry: “France Must Be a Great Country!” with You” (1851) 218
(1883) 203 Francis Parkman: Against Woman Suffrage (1884)
Kaiser Wilhelm II: Germany’s Place in the Sun 218
(1900) 204 George Romanes: “The Brain Weight of Women
Rudyard Kipling: “The White Man’s Burden” Is Five Ounces Less Than That of Men”
(1899) 205 (1887) 221
Thomas Babington Macaulay: Education in India: Henrik Ibsen: A Doll’s House (1879) 222
“The Intrinsic Superiority of Western Friedrich Nietzsche: Faith, Love, and Hope:
Literature” (1835) 207 “Enough! Enough!” (1887) 230
Robert Louis Stevenson: “Foreign “God Is Dead!” 232
Children” 208
Sir Frederick Dealtry Lugard: “A Natural
The Institution and the Individual
Inclination to Submit to a Higher
Authority” (1893) 209 Henrik Ibsen: A Doll’s House (1879) 222
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Josephine Butler: “This Is the Logic of George Romanes: “The Brain Weight of Women
Demons!” 226 Is Five Ounces Less Than That of Men”
Emmeline Pankhurst: “I Incite This Meeting to (1887) 221
Rebellion” (1912) 227 Edvard Munch: The Scream (1893) 233
Friedrich Nietzsche: Faith, Love, and Hope:
“Enough! Enough!” (1887) 230 Women in History
“God Is Dead!” 232
Seneca Falls Declaration (1848) 217
Edvard Munch: The Scream (1893) 233
Pauline Roland and Jeanne Deroine: “Sisters of
America! Your Sisters of France Are United
Revolution and Historical Transition with You” (1851) 218
Seneca Falls Declaration (1848) 217 Francis Parkman: Against Woman Suffrage
Josephine Butler: “This Is the Logic of (1884) 218
Demons!” 226 George Romanes: “The Brain Weight of Women
Emmeline Pankhurst: “I Incite This Meeting to Is Five Ounces Less Than That of Men”
Rebellion” (1912) 227 (1887) 221
Henrik Ibsen: A Doll’s House (1879) 222
Josephine Butler: “This Is the Logic of
The Varieties of Truth
Demons!” 226
Francis Parkman: Against Woman Suffrage Emmeline Pankhurst: “I Incite This Meeting to
(1884) 218 Rebellion” (1912) 227

PART III: THE TWENTIETH CENTURY AND BEYOND

Chapter 11: The Great War The Institution and the Individual
(1914–1918) 235 The Battle of Verdun (February–December
The Power Structure 1916) 247
The Battle of the Somme (July–November
Statutes of “The Black Hand” 242 1916) 249
Assassination at Sarajevo: The Plot and Murder J. Knight-Adkin: No Man’s Land 250
(June 28, 1914) 242 “What Are You Fighting For, Michel?” 251
Kaiser Wilhelm II: “The Sword Is Drawn!” Baron Manfred von Richthofen: “An Englishman
(August 18, 1914) 244 for Breakfast” 252
Ernst Udet: “On the Other Side of the
Social and Spiritual Values
Boundary” 254
Norman Angell: “Blind Obedience to Primitive W. N. Ewer: “Five Souls” 255
Instincts” (1910) 240 Richard Schiemder: A German War Letter: “One
J. Knight-Adkin: No Man’s Land 250 Blood-Soaked, Corpse-Strewn Field” 256
W. N. Ewer: “Five Souls” 255 Anna Eisenmenger: A German Soldier Returns
Otto Dix: Dance of Death in the Year ’17: Dead Home: “A Complete Stranger” 259
Man Hill 256 Sigmund Freud: “If You Want to Endure Life—
Sigmund Freud: “If You Want to Endure Life— Prepare for Death” 260
Prepare for Death” 260
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Imperialism Leon Trotsky: Stalin’s Falsification of History

(1927) 279
Heinrich von Treitschke: “Without War, No State
Joseph Stalin: Industrialization: “Either Perish
Could Exist” 239
or Overtake Capitalistic Countries”
Norman Angell: “Blind Obedience to Primitive
(1931) 281
Instincts” (1910) 240
Collectivization and the Liquidation of the
Kulaks (1929) 282
Revolution and Historical Transition Pravda: “For the Fatherland!” (1936) 285
Anna Eisenmenger: A German Soldier Returns Andrei Vyshinsky: The Purge Trials: “Traitors Must
Home: “A Complete Stranger” 259 Be Shot Like Dirty Dogs!” (1938) 286
Sigmund Freud: “If You Want to Endure The Gulag: “Stalin’s Sadistic Nature Thirsted for
Life–Prepare for Death” 260 Blood!” (1938) 287
George Orwell: “Power Is in Tearing Human
The Varieties of Truth Minds to Pieces” 288

Heinrich von Treitschke: “Without War, No State Social and Spiritual Values
Could Exist” 239
Otto Dix: Dance of Death in the Year ’17: Dead Alexandra Kollontai: “Days of Grueling
Man Hill 256 Work” 276
V. I. Lenin: The Communist Emancipation of
Women (1920) 277
Chapter 12: The Russian Revolution and Vera Mukhina: Industrial Worker and Collective
the Development of the Soviet State Farm Girl (1937) 283
(1917–1939) 262 Pravda: “For the Fatherland!” (1936) 285

The Power Structure The Institution and the Individual

“A New, Free Russia Is Born!” First Declaration of Establishment of the Secret Police (December 20,
the Provisional Government (March 19, 1917) 271
1917) 266 Vera Mukhina: Industrial Worker and Collective
V. I. Lenin: The April Theses (April 20, 1917) Farm Girl (1937) 283
268 George Orwell: “Power Is in Tearing Human
The Overthrow of the Provisional Government: “A Minds to Pieces” 288
New Page in the History of Russia” 269
Revolution and Historical Transition
Izvestia: “Little Good Is to Be Expected”
(November 8, 1917) 270 V. I. Lenin: The April Theses (April 20, 1917)
V. I. Lenin: The Overthrow of the Provisional 268
Government: “A New Page in the History of The Overthrow of the Provisional
Russia” 269 Government: “A New Page in the History of
Censorship of the Press (November 9, Russia” 269
1917) 271 Izvestia: “Little Good Is To Be Expected”
Establishment of the Secret Police (December (November 8, 1917) 270
20, 1917) 271 V. I. Lenin: The Overthrow of the Provisional
State and Revolution: The Transition from Government: “A New Page in the History of
Capitalism to Communism (August Russia” 269
1917) 273 Censorship of the Press (November 9,
“Stalin Is Too Rude” (January 4, 1923) 278 1917) 271
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Establishment of the Secret Police (December The Weimar Constitution: Fundamental Rights
20, 1917) 271 and Duties of the Germans (1919) 301
State and Revolution: The Transition from The Nazi Program (1920) 303
Capitalism to Communism (August National Socialist German Workers’ Party Nazi
1917) 273 Political Rally Announcement (February
Vera Mukhina: Industrial Worker and Collective 1921) 306
Farm Girl (1937) 283 Nazi Victory by the Numbers: Elections to the
George Orwell: “Power Is in Tearing Human German Reichstag (1924–1932) 309
Minds to Pieces” 288 Decree for the Protection of the People and State
(February 28, 1933) 311
The Varieties of Truth The Enabling Act (March 24, 1933) 311
Law against the New Formation of Parties
V. I. Lenin: “Stalin Is Too Rude” (January 4,
(July 14, 1933) 312
1923) 278
Law Concerning the Head of the German State
Leon Trotsky: Stalin’s Falsification of History
(August 1, 1934) 312
(1927) 279
Hans and Sophie Scholl: Leaflets of “The White
Vera Mukhina: Industrial Worker and Collective
Rose” (1942) 318
Farm Girl (1937) 283
George Orwell: “Power Is in Tearing Human Social and Spiritual Values
Minds to Pieces” 288
Joseph Goebbels: Nationalists, Socialists, and Jews
(1930) 307
Women in History
Free Germany! (1932) 309
Alexandra Kollontai: “Days of Grueling Adolf Hitler: “Our Fanatical Fellow-Combatants”
Work” 276 (September 8, 1934) 313
V. I. Lenin: The Communist Emancipation of Hanna Schmitt: “The Disenfranchisement of
Women (1920) 277 Women” 314
Vera Mukhina: Industrial Worker and Collective Adolf Hitler: Hitler Youth: “Tough as Leather,
Farm Girl (1937) 283 Hard as Krupp Steel” 315
Joseph Goebbels: “Now I Know Which Road to
Take” 317
Chapter 13: Europe between the Wars: Kurt Ludecke: “I Had Given Him My Heart” 317
Fascism and the Nazi Rise to Power
(1919–1939) 290 The Institution and the Individual
Benito Mussolini: The Doctrine of Fascism:
The Power Structure
“This Will Be the Century of the
Benito Mussolini: “The State’s Authority Was State” 296
Ready for the Grave” (1922) 295 Adolf Hitler: “I Resolved Now to Become a
The Fascist March on Rome (October 26, Politician” 298
1922) 295 Lilo Linke: Inflation: “The Boiling Kettle of a
The Doctrine of Fascism: “This Will Be the Wicked Witch” 302
Century of the State” 296 Adolf Hitler: Hitler Youth: “Tough as Leather,
Adolf Hitler: “I Resolved Now to Become a Hard as Krupp Steel” 315
Politician” 298 Joseph Goebbels: “Now I Know Which Road
Paul von Hindenburg: “Stabbed in the Back” to Take” 317
(1919) 299 Kurt Ludecke: “I Had Given Him My
The Treaty of Versailles (1919) 299 Heart” 317
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xxxii T H E M AT I C C O N T E N T S

Revolution and Historical Transition “Czechoslovakia Has Ceased to Exist” (March

15, 1939) 327
Benito Mussolini: “The State’s Authority Was
Neville Chamberlain: “I Bitterly Regret What Has
Ready for the Grave” (1922) 295
Now Occurred” (March 15, 1939) 328
The Fascist March on Rome (October 26, 1922)
Adolf Hitler: “Our Enemies Are Little Worms”
295
(August 22, 1939) 329
The Doctrine of Fascism: “This Will Be the
Neville Chamberlain: “Everything I Have Hoped
Century of the State” 296
for Has Crashed into Ruins” (September 3,
Decree for the Protection of the People and State
1939) 330
(February 28, 1933) 311
“Jewish Ghettos Shall Have to Be Created”
The Enabling Act (March 24, 1933) 311
(November 12, 1938) 343
Law against the New Formation of Parties
Adolf Hitler: “The Annihilation of the Jewish
(July 14, 1933) 312
Race in Europe!” (January 30, 1939) 344
Law Concerning the Head of the German State
Joseph Goebbels: “The Jews Are to Blame!”
(August 1, 1934) 312
(1941) 344
Hans and Sophie Scholl: Leaflets of “The White
Hermann Goering: “A Complete Solution to the
Rose” (1942) 318
Jewish Question” (July 31, 1941) 345
The Wannsee Conference (January 20,
The Varieties of Truth 1942) 346
Benito Mussolini: The Doctrine of Fascism: “This Sites of Nazi Concentration Camps 347
Will Be the Century of the State” 296 Rudolf Hoess: Genocide 348
Joseph Goebbels: Nationalists, Socialists, and Jews Hermann Gräbe: The Pit 349
(1930) 307 Kurt Gerstein: Gas 351
Free Germany! (1932) 309 Mobile Killing 352
Joseph Goebbels: “Now I Know Which Road to Dr. Franz Blaha: Nazi Medical Experiments 352
Take” 317 Rudolf Hoess: Commandant of Auschwitz 353
Kurt Ludecke: “I Had Given Him My Heart” 317 Joseph Goebbels: Nazi Problems in the Warsaw
Hans and Sophie Scholl: Leaflets of “The White Ghetto (May 1, 1943) 355
Rose” (1942) 318 Jürgen Stroop: The Destruction of the Warsaw
Ghetto (May 1943) 355
Women in History Manifesto of the Jewish Resistance in Vilna
(September 1943) 356
Adolf Hitler: “Our Fanatical Fellow-Combatants” Justice Robert H. Jackson: Nuremberg: The
(September 8, 1934) 313 Crimes of the Nazi Regime 366
Hanna Schmitt: “The Disenfranchisement of
Women” 314 Social and Spiritual Values
Hans and Sophie Scholl: Leaflets of “The White
Winston Churchill: Alone: “Their Finest Hour”
Rose” (1942) 318
(June 18, 1940) 334
The Battle of Britain: “So Much Owed by So
Chapter 14: “The Abyss Also Looks into You”: Many to So Few” (August 20, 1940) 334
War and Holocaust (1939–1945) 321 Adolf Hitler: The Jewish Peril (April 1923) 340
“Not a Single Jew” (1932) 341
The Power Structure
Ernst Hiemer: “I Got You at Last, You Little
Adolf Hitler: “The Misery of the Sudeten German Girl!” (1938) 342
Germans Is Indescribable” (September Joseph Goebbels: “The Jews Are to Blame!”
12, 1938) 326 (1941) 344
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President Bill Clinton: “When They Were Young, Revolution and Historical Transition
These Men Saved the World” 361
Hermann Goering: “A Complete Solution to the
President Barack Obama: The Vision at Sixty-Five
Jewish Question” (July 31, 1941) 345
362
The Wannsee Conference (January 20,
Thucydides: The Funeral Oration of Pericles
1942) 346
363
Manifesto of the Jewish Resistance in Vilna
Justice Robert H. Jackson: Nuremberg: The
(September 1943) 356
Crimes of the Nazi Regime 366
President Bill Clinton: “When They Were Young,
These Men Saved the World” 361
The Institution and the Individual President Barack Obama: The Vision at
Mrs. Robert Henrey: London Aflame! 335 Sixty-Five 362
Elizabeth Hawes: Women in the Factories: “My Thucydides: The Funeral Oration of
Hands Are as Smooth as the Steel I Worked Pericles 363
On” (August 1943) 337 Justice Robert H. Jackson: Nuremberg: The
President Bill Clinton: “When They Were Young, Crimes of the Nazi Regime 366
These Men Saved the World” 361 Jean-Paul Sartre: The Existential Perspective
President Barack Obama: The Vision at (1956) 367
Sixty-Five 362
Thucydides: The Funeral Oration of Pericles 363 The Varieties of Truth
Justice Robert H. Jackson: Nuremberg: The
Crimes of the Nazi Regime 366 Adolf Hitler: “Our Enemies Are Little Worms”
Jean-Paul Sartre: The Existential Perspective (August 22, 1939) 329
(1956) 367 The Jewish Peril (April 1923) 340
“Not a Single Jew” (1932) 341
Ernst Hiemer: “I Got You at Last, You Little
Imperialism
German Girl!” (1938) 342
Adolf Hitler: “The Misery of the Sudeten Joseph Goebbels: “The Jews Are to Blame!”
Germans Is Indescribable” (September 12, (1941) 344
1938) 326 Rudolf Hoess: Commandant of Auschwitz 353
“Czechoslovakia Has Ceased to Exist” (March
15, 1939) 327 Women in History
“Our Enemies Are Little Worms” (August 22,
1939) 329 Mrs. Robert Henrey: London Aflame! 335
Winston Churchill: Alone: “Their Finest Hour” Elizabeth Hawes: Women in the Factories: “My
(June 18, 1940) 334 Hands Are as Smooth as the Steel I Worked
The Battle of Britain: “So Much Owed by So On” (August 1943) 337
Many to So Few” (August 20, 1940) 334
Mrs. Robert Henrey: London Aflame! 335
President Franklin Delano Roosevelt: “A Date Chapter 15: The Era of the Superpowers: Cold
Which Will Live in Infamy” 336 War Confrontation (1945–1990) 369
Ken Russell: The Paratrooper: “He Was Blown
The Power Structure
Away” 359
Harold Baumgarten: The Assault on Omaha George C. Marshall: The Marshall Plan (June
Beach: “I’m Hit! I’m Hit!” 360 1947) 374
Harry S. Truman: The Destruction of Hiroshima Program for the Welfare State: The Beveridge
(August 6, 1945) 364 Report 375
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xxxiv T H E M AT I C C O N T E N T S

Joseph Stalin: The Soviet Victory: Capitalism Revolution and Historical Transition
versus Communism (February 1946) 383
Ho Chi Minh: Vietnam: “Determined to Fight to
Winston Churchill: “An Iron Curtain Has
the Bitter End” (1945) 377
Descended Across the Continent”
Jawaharlal Nehru: British Rule in India
(March 1946) 384
(1946) 379
Harry S Truman: The Truman Doctrine
Abdul Gamal Nasser: The Arab Nationalist
(March 1947) 385
Movement and Revolution (1958) 380
Theodore White: Marx Was Wrong: The Flaws
Prague Spring: The Brezhnev Doctrine
of Communism (1953) 386
(1968) 394
How to Spot a Communist (1955) 388
President Ronald Reagan: “Mr. Gorbachev, Tear
Milovan Djilas: The New Class (1957) 391
Down This Wall!” (June 12, 1987) 398
Nikita Khrushchev: “The Victory of Communism
Mikhail Gorbachev: Perestroika and the Socialist
Is Inevitable!” The Secret Speech
Renewal of Society (September 11,
(1962) 393
1989) 400
Prague Spring: The Brezhnev Doctrine
Gorbachev’s Resignation: “This Society
(1968) 394
Has Acquired Freedom” (December 25,
Mikhail Gorbachev: Perestroika and the Socialist
1991) 402
Renewal of Society (September 11,
1989) 400
The Varieties of Truth
Gorbachev’s Resignation: “This Society
Has Acquired Freedom” (December 25, Joseph Stalin: The Soviet Victory: Capitalism
1991) 402 versus Communism (February 1946) 383
Theodore White: Marx Was Wrong: The Flaws of
Social and Spiritual Values Communism (1953) 386
Theodore White: Marx Was Wrong: The Flaws of How to Spot a Communist (1955) 388
Mikhail Gorbachev: Gorbachev’s Resignation:
Communism (1953) 386
“This Society Has Acquired Freedom”
How to Spot a Communist (1955) 388
President Ronald Reagan: “Mr. Gorbachev, (December 25, 1991) 402
Tear Down This Wall!” (June 12,
1987) 398 Chapter 16: The Dynamics of Change in the
Contemporary World (1990–2010) 406
The Institution and the Individual
The Power Structure
How to Spot a Communist (1955) 388
Helmut Kohl: A United Germany in a United
President Ronald Reagan: “Mr. Gorbachev, Tear
Europe (June 5, 1990) 410
Down This Wall!” (June 12, 1987) 398
François Mitterrand: The Reconciliation of France
and Germany (September 24, 1990) 411
Imperialism
Václav Havel: “Czechoslovakia Is Returning to
Ho Chi Minh: Vietnam: “Determined to Fight to Europe” (February 21, 1990) 412
the Bitter End” (1945) 377 Vladimir Putin: Communism: “Far Away from the
Jawaharlal Nehru: British Rule in India Mainstream of Civilization” (December 31,
(1946) 379 1999) 413
Abdul Gamal Nasser: The Arab Nationalist Lawrence H. Summers: Monetary Union: Europe’s
Movement and Revolution (1958) 380 Global Role (1998) 415
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Helmut Tuerk: Ethnic Strife in Eastern Europe Imperialism

(April 15, 1994) 417
Helmut Tuerk: Ethnic Strife in Eastern Europe
Crimes against Humanity: “Ethnic Cleansing” in
(April 15, 1994) 417
Serbia (1992) 419
Crimes against Humanity: “Ethnic Cleansing” in
President George W. Bush: “We Wage a War to
Serbia (1992) 419
Save Civilization Itself ” (2001) 423
Pope John Paul II: “We Are Witnesses to a Process
President Barack Obama: Turkey and the
of Death in the Balkans” (January 12,
European Union (2009) 430
1994) 421
“A New Beginning” (June 4, 2009) 431
President George W. Bush: “We Wage a War to
President Barack Obama and President Nicholas
Save Civilization Itself ” (2001) 423
Sarkozy: “The Burqa Is Not Welcome in
France”: The Press Conference (June 6,
2009) 435 Revolution and Historical Transition
Social and Spiritual Values Helmut Kohl: A United Germany in a United
Europe (June 5, 1990) 410
Helmut Tuerk: Ethnic Strife in Eastern Europe François Mitterrand: The Reconciliation of
(April 15, 1994) 417 France and Germany (September 24,
Crimes against Humanity: “Ethnic Cleansing” in 1990) 411
Serbia (1992) 419 Václav Havel: “Czechoslovakia Is Returning to
Pope John Paul II: “We Are Witnesses to a Process Europe” (February 21, 1990) 412
of Death in the Balkans” (January 12, Vladimir Putin: Communism: “Far Away from the
1994) 421 Mainstream of Civilization” (December 31,
President George W. Bush: “We Wage a War to 1999) 413
Save Civilization Itself ” (2001) 423 Pope John Paul II: “We Are Witnesses to a Process
Prime Minister Tony Blair: “Fanaticism Is Not a of Death in the Balkans” (January 12,
State of Religion, but a State of Mind” 1994) 421
(July 11, 2005) 427 President George W. Bush: “We Wage a War to
President George W. Bush: “This Is Going to Save Civilization Itself ” (2001) 423
Be Freedom’s Century” (March 29, President Barack Obama: Turkey and the
2006) 428 European Union (2009) 430
President Barack Obama: Turkey and the “A New Beginning” (June 4, 2009) 431
European Union (2009) 430
“A New Beginning” (June 4, 2009) 431
President Barack Obama and President Nicholas The Varieties of Truth
Sarkozy: “The Burqa Is Not Welcome in Vladimir Putin: Communism: “Far Away
France”: The Press Conference (June 6, from the Mainstream of Civilization”
2009) 435 (December 31, 1999) 413
The Institution and the Individual
Women in History
Pope John Paul II: “We Are Witnesses to a Process
of Death in the Balkans” (January 12, President Barack Obama and President
1994) 421 Nicholas Sarkozy: “The Burqa Is Not
President Barack Obama and President Nicholas Welcome in France”: The Press Conference
Sarkozy: “The Burqa Is Not Welcome in (June 6, 2009) 435
France”: The Press Conference (June 6,
2009) 435
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PREFACE

T he Roman orator Cicero once remarked, “History

is the witness of the times, the torch of truth, the
life of memory, the teacher of life, the messenger of
Yet, for the beginning student, this poses some
difficulties. Such inquiry casts the student adrift from
the security of accepting the “truth” as revealed in a
antiquity.” In spite of these noble words, historians have textbook. In fact, history is too often presented in a
often labored under the burden of justifying the value of deceptively objective manner; one learns facts and
studying events that are over and done. Humankind is dates in an effort to obtain the “right” answers for
practical, more concerned with its present and future multiple-choice tests. But the student who has wres-
than with its past. And yet the study of history provides tled with primary sources and has experienced voices
us with unique opportunities for self-knowledge. It from the past on a more intimate level accepts the
teaches us what we have done and therefore helps define responsibility of evaluation and judgment. He or she
what we are. On a less abstract level, the study of history understands that history does not easily lend itself to
enables us to judge present circumstance by drawing on “right” answers but demands reflection on the prob-
the laboratory of the past. Those who have lived and lems that have confronted past societies and are at play
died, through their recorded attitudes, actions, and even in our contemporary world. Cicero was right in
ideas, have left a legacy of experience. viewing history as the “life of memory.” But human
One of the best ways to travel through time and memory is fragile, and the records of the past can be
space and perceive the very humanness that lies at the destroyed or distorted. Without the past, people have
root of history is through the study of primary sources. nothing with which to judge what they are told in the
These are the documents, coins, letters, inscriptions, present. Truth then becomes the preserve of the ruler
art, music, architecture, and monuments of past ages. or government, no longer relative, but absolute. The
The task of historians is to evaluate this evidence with study of history, and primary sources in particular,
a critical eye and then construct a narrative that is con- goes far in making people aware of the continuity of
sistent with the “facts” as they have established them. humankind and the progress of civilization.
Such interpretations are inherently subjective and Aspects of Western Civilization offers the student an
therefore open to dispute. History is thus filled with opportunity to evaluate the primary sources of the past
controversy as historians argue their way toward the and to do so in a structured and organized format. The
so-called “truth.” The only way to work toward an documents provided are diverse and include state papers,
understanding of the past is through personal exami- secret dispatches, letters, diary accounts, poems, newspa-
nation of the primary sources. per articles, papal encyclicals, propaganda flyers, and
xxxvi
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PREFACE xxxvii

trial testimony. Occasionally, the assessments of modern religious values and moral attitudes affected the
historians are included to lend perspective. All give testi- course of Western history? Is there a natural
mony to human endeavor in Western societies. Yet this competition between Church and State as two
two-volume book has been conceived as more than a controlling units in society? Which is more influ-
simple compilation of primary sources. The subtitle of ential, which legacy more enduring? How has
the work, Problems and Sources in History, gives true indi- religion been used as a means of securing political
cation of the nature of its premise. It is meant to provide power or of instituting social change? To what
the student with thoughtful and engaging material extent have spiritual reform movements resulted
focused around individual units that encompass time in a change of political or social policy? Are ideas
periods, specific events, and historical questions. more potent than any army? Why have so many
Students learn from the past most effectively when posed people died fighting for religions that abhor vio-
with problems that have meaning for their own lives. lence? Does every society need a spiritual founda-
In evaluating the material from Aspects of Western tion? Also included in this rubric are sources that
Civilization, the student will discover that issues are not express the values of particular societies, thus
nearly as simple as they may appear at first glance. affording comparison with others.
Historical sources often contradict each other and truth 3. The Institution and the Individual: What is
then depends on logic and one’s own experience and the relationship between the institutions of soci-
outlook on life. Throughout these volumes, the student ety and the individual—between personal, cre-
is confronted with basic questions regarding historical ative expression in society and the governing
development, human nature, moral action, and practical political, religious, and social institutions of the
necessity. The text is therefore broad in its scope and age? How have writers, artists, and poets been var-
incorporates a wide variety of political, social, economic, iously employed through patronage systems to
religious, intellectual, and scientific issues. It is internally enhance political authority, perpetuate myths,
organized around seven major themes that provide and create heroes who embody the values of the
direction and cohesion to the text while allowing for age? What is the role of the rebel, the free thinker,
originality of thought in both written and oral analysis: who works against the grain and threatens the sta-
tus quo by exploring new dimensions of thought
1. The Power Structure: What are the institu- or creative expression?
tions of authority in Western societies and how 4. Imperialism: How has imperialism been justi-
have they been structured to achieve political, fied throughout Western history and what are the
social, and economic stability? This theme seeks moral implications of gaining and maintaining an
to introduce the student to the various systems empire? Is defensive imperialism a practical for-
of rule that have shaped Western civilization: eign policy option? Is containment essentially a
classical democracy, representative democracy defensive or offensive policy? This theme is often
(republican government), oligarchy, constitu- juxtaposed with subtopics of nationalism, war,
tional monarchy, divine-right monarchy, theoc- altruism, and human nature.
racy, and dictatorship (especially fascism and 5. Revolution and Historical Transition: This
totalitarian rule). What are the advantages and theme seeks to define and examine the varieties of
drawbacks to each? This rubric also includes the revolution: political, intellectual, economic,
concepts of balance of power and containment, social, and artistic. What are the underlying and
principles of succession, geopolitics, and social and precipitating causes of political revolution? How
economic theories such as capitalism, communism, essential is the intellectual foundation? Do tech-
and socialism. nological and economic revolutions have a direct
2. Social and Spiritual Values: The Judeo- correlation to political or social revolutions? Does
Christian and Islamic heritage of Western civiliza- an artistic revolution stem from political change
tion form the basis of this theme. How have or a shifting of social realities? This theme focuses
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xxxviii PREFACE

on transition through historical or artistic periods • Chapter Themes: Each chapter is framed by
and encourages students to debate and develop several questions that direct the reader to broader
their own philosophy of historical change. issues and comparative perspectives found in the
6. The Varieties of Truth: What is the role of pro- ideas and events of other chapters. This feature
paganda in history? Many sections examine the use acknowledges the changing perspectives of differ-
and abuse of information, often in connection ent eras while linking historical problems that
with absolute government, revolution, imperial- emphasize the continuity of history.
ism, or genocide. What roles do art, architecture, • General Introduction: A general introduction
poetry, and literature play in the “creation of belief” then provides a brief historical background and
and in the successful consolidation of power? This focuses on the themes or questions to be dis-
theme emphasizes the relativity of truth and stresses cussed in the chapter.
the responsibility of the individual to assess the • Headnotes: These are extensive introductions
validity of evidence. that explain in detail the historical or biographical
7. Women in History: The text intends to help background of each primary source. They also
remedy the widespread omission of women from focus on themes and discuss interrelationships
the history of Western society and to develop an with other relevant primary sources.
appreciation for their contributions to the intellec- • Primary Sources: The sources provided are
tual and political framework of Western civiliza- diverse and include excerpts from drama and lit-
tion. At issue is how women have been viewed—or erature, short stories, speeches, letters, diary
rendered invisible—throughout history and how accounts, poems, newspaper articles, philosophi-
individually and collectively their presence is inex- cal tracts, propaganda flyers, and works of art and
tricably linked with the development and progress architecture.
of civilization. This inclusive approach stresses the • Study Questions: A series of study questions
importance of achieving a perspective that lends conclude each source or chapter section and pre-
value and practical application to history. sent a basis for oral discussion or written analysis.
The study questions do not seek mere regurgita-
tion of information but demand a more thought-
STRUCTURE OF ASPECTS OF WESTERN
ful response that is based on reflective analysis of
CIVILIZATION
the primary sources.
The main strength of the text lies in its structure and
the direction given to the student through introduc-
tions to each primary source. Study questions promote
FEATURES AND INTEGRATED FORMAT
analysis and evoke critical response. Each chapter fol-
lows the same format: The study of history is necessarily an integrative expe-
rience. Aspects of Western Civilization provides insight
• Timeline Chronological Overview: These into the interrelationships among art, music, litera-
brief one word, as above and in Vol. 2 are ture, poetry, and architecture during various historical
designed to give students a visual perspective of periods. Students are linked to relevant historical
the main events, movements, and personalities events, broader artistic movements, styles, and histori-
discussed in the chapter. Each chapter also has a ography through four unique features of the text:
Key Events chronology for historical continuity.
• Quotations: These are statements from various 1. The Artistic Vision: This feature emphasizes
historians, artists, philosophers, diplomats, liter- the creative processes and vision of an artist who
ary figures, and religious spokespersons who offer embodies a dominant style of the period or
insight and give perspective on the subject matter expresses the social or spiritual values of the age.
of the chapter. This feature includes architecture as an expression
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of culture and presents a visual analysis of paint- provides an extensive historical framework so that
ing and sculpture, architectural floor plans, reli- student discussion and written analysis can always be
gious shrines, theaters, or other monuments that achieved with perspective. The following suggestions
are important cultural expressions of a particular should help instructors understand more clearly the
society. full didactic structure and overriding intent of Aspects
2. Against the Grain: This feature focuses on of Western Civilization:
those who don’t fit or are in conflict with their
societies but embody the edge of creative change Developing Historical Continuity: The chapters fit
and set new artistic or historical parameters: the into a more or less standard lecture format and are
outsider, the radical mind, the free thinker. What ordered chronologically. There is a historical flow to
impact does the individual have on the historical each chapter that is structured from the outset with a
landscape? To what extent does progress depend Timeline for students who are more visual in their
on those who threaten the status quo and seek approach to learning. But each chapter is supplemented
new directions outside the mainstream? with an expanded Key Events chronology. This is not
3. The Reflection in the Mirror: This feature just a list of dates, but a short explanation of the pri-
offers an analysis of a focused moral or philosoph- mary events of the historical period under discussion
ical problem within a culture. It emphasizes the that should help the student focus information and gain
more abstract themes of progress and decline, clarity. The Key Events chronology is designed as a
arrogance and power, salvation, the impact of war guidepost at appropriate moments in the chapter to act
and disease, the conflict between science and reli- as a point of reference for a better understanding of his-
gion, the relationship between divinity and torical periods and the essence of complex ideas.
humanity, and the importance of human memory
and creativity when juxtaposed with technologi- Quotations: Presented at the beginning of each chap-
cal progress. This feature promotes thoughtful ter or sometimes at the beginning of major chapter sec-
reflection at critical moments of change. tions, the quotations are designed to spark interest and
4. The Historian at Work: This is a feature of encourage class discussion as an intellectual supplement
Volume 1 that provides a longer and more exten- to the primary sources. Therefore, the quotations are
sive analysis of the work of an historian who is a selected for their controversial perspectives or their
central source for our knowledge of the period. philosophical applicability to the historical themes at
This feature allows students to view the creation play in the chapter. They also demonstrate the eternal
of history by critically assessing method and applicability of historical problems or issues across time.
understanding how the individual strengths and Several of the study questions refer to these quotations.
weaknesses of particular historians actually limit
or enhance our perspective on the past and affect Study Questions: The study questions form the heart
our assessment of truth. of this text and guide the student experience throughout.
They are designed to establish a common foundation for
discussion and critical assessment and to provide a
USING ASPECTS OF WESTERN CIVILIZATION
framework for students to think and react in oral or
Aspects of Western Civilization offers the instructor a written analysis. The study questions follow each
wide variety of didactic applications. The primary pur- source or chapter section and are divided into three
pose of the text is to develop in students a more refined separate types of questions, each numbered for easy
sense of the value of history through a critical assess- reference and designed to develop a range of answers
ment of primary sources. Toward that end, Aspects is on several levels of complexity:
designed to supplement various textbooks that provide
a foundational historical narrative. Yet because of the • Consider This: These questions are direct and
introductory essays and detailed headnotes, Aspects pertain to individual sources. They are primarily
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xl PREFACE

designed to solicit specific information about the Features: Students can focus on the historian
context and content of the primary source and Thucydides (“Bloodbath at Corcyra”), the artistic
sometimes ask follow-up comparative questions perspective of Eugène Delacroix (“The Greek
that link sources. They are rather limited in focus, Revolution of 1820”), perspectives on slavery
but should provide a foundation for class discus- with Olaudah Equiano and William Wilberforce
sion or a short paper. They demand some amount (“The Horrors of the Slave Trade”), or freedom
of regurgitation, but do not neglect important through the eyes of Nora Helmer in Ibsen’s A
analytical possibilities. This is how instructors can Doll’s House (“The Independent Woman”).
engage the discussion and easily determine the • The Term Paper: For those instructors who are
extent of student understanding. looking for a more extensive analysis of a topic or
• The Broader Perspective: These questions go historical era, they might assign entire sections of
beyond foundational information and frame the particular chapters. For example, the chapter enti-
larger, more abstract problems and perspectives of tled “Democracy and Empire: The Golden Age of
historical analysis: moral responsibility, justifica- Athens” in Volume 1 is focused on the compati-
tions of power, definitions of freedom, decline or bility of democracy and empire: From a moral
progress. These questions are more complex and standpoint, should a state that espouses freedom for
challenging and they require more attention on all of its citizens control an empire that is main-
the part of the instructor. But they stimulate dis- tained by fear and force? Is it even possible for a
cussions on a deeper level and seek to push stu- democratic government to rule an empire effectively?
dents toward a more expansive awareness of the Finally, do the beauty and cultural worth of the
world around them. monuments of a civilization justify the means of
• Keep in Mind: These questions occur at the obtaining them? In other words, what price civiliza-
beginning of primary sources contained only in tion? These complex and abstract questions can
the Features and help students analyze the source be more easily understood by assigning the sec-
by providing a guidepost. They are designed to tion on the Athenian Empire and choosing ques-
enhance discussion of a more complex topic. tions on specific sources like Pericles’ Funeral
Oration, the Mytilenian Debate, and the Melian
Dialogue of Thucydides accompanied by the
The Written Assignment: Aspects of Western selection on The Trojan Women by Euripides. This
Civilization has been designed to promote both oral and could produce a longer paper of six to eight or
written analysis. The study questions lend themselves eight to ten pages depending on the selection.
to discussion, but the text has also been conceived as a Aspects is also set up to produce thematic papers as
vehicle for written assignments that are self-contained, well by comparing the treatment of women across
are problem-oriented, promote reflection and analysis, time in the ancient, medieval, or Renaissance
and encourage responsible citation of particular primary worlds, or by comparing the French and Russian
sources. Revolutions, or by analyzing the Jewish
Holocaust and the genocide in the Balkans dur-
• The Short Paper: This paper might run about ing the 1990s.
two to four pages and focus on particular primary
sources, pulling from the “Consider This” ques-
tions or in combination with one or more Thematic Contents: Located after the table of con-
“Broader Perspective” questions. Since each study tents, the Thematic Contents groups each primary
question is numbered, instructors can easily source by chapter according to the seven themes listed
assign various combinations to students that in the Preface. Some sources are cross-referenced under
would produce an engaged section analysis. This multiple rubrics as application warrants. Sources are
also works well for the framed debates in the listed by author where appropriate and are grouped
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within each rubric according to their position in the Montaigne) in Volume 1. Enhanced coverage in
chapter. The Thematic Contents allows instructors to Volume 2 includes the American Declaration of
assign discussion or written assignments along the- Independence; Romantic poetry of Schiller,
matic lines across chapters and sections. For example, a Goethe, and Byron; perspectives on the slave
comparative paper regarding women’s roles or the treat- trade from Olaudah Equiano and William
ment of women in different societies during the Wilberforce; additional nationalist sources from
ancient, medieval, and modern worlds can be struc- Alexis de Tocqueville and Theodor Herzl; and
tured by identifying these sources in the Thematic enhanced coverage of nineteenth-century femi-
Contents and assigning their accompanying study nist movements (Elizabeth Cady Stanton,
questions. Parenthetical citation of page numbers will Lucretia Mott, and Ibsen’s A Doll’s House). Several
establish credibility. Additional themes may be selected selections have also been added to the coverage of
or blended to expand perspective. the Holocaust and there are new sections on
Serbian genocide in the Balkans in the 1990s,
including the papal response. Coverage of the
NEW TO THIS EDITION
Cold War focuses on internal rebellion
The seventh edition of Aspects of Western Civilization (Hungarian and Czechoslovakian revolutions),
maintains a balanced coverage of historical periods the Brezhnev Doctrine, and post–Cold War
while restructuring several chapters and enhancing developments of Eastern European and Balkan
coverage in particular areas. It also offers additional states. Finally, a new section on the Islamic world
pedagogical resources for the instructor and guidance and the West concentrates on economic relation-
for students. ships between Turkey and the European Union,
and Muslim relationships with France and the
• Structural Changes: There are two new chap- United States.
ters in Volume 2 designed to help students better • New Feature Selections: Several new feature
understand the development of nationalism and selections have been added to the seventh edition,
subsequent political unification movements during including a new rubric in Volume 1 entitled “The
the nineteenth century (“Paths of Glory: Napoleon Historian at Work.” This section introduces stu-
and the Romantic Movement” and “Fatherland: dents to historiography as well as to critical
the Power of Nationalism”). Chapter 10 (“Fin method, and provides longer excerpts from sev-
de Siècle: The Birth of the Modern Era”) has eral of the most important historians of the
been restructured for greater continuity. There ancient and medieval worlds (Herodotus,
are also two new chapters added at the end of Thucydides, Livy, Tacitus, Josephus, Appian, and
Volume 2 (“The Era of the Superpowers: Cold War Usamah Ibn-Munqidh). New feature selections
Confrontation” and “The Dynamics of Change in often focus on the integration of art and archi-
the Contemporary World”) in order to expand cov- tecture into the political mainstream as revolu-
erage of the Cold War from 1945 to 1990 and to tionary cultural elements (Giotto, Bernini and
focus in greater detail on events in the contempo- St. Peter’s Basilica, Beethoven’s Eroica Symphony,
rary world from 1990 to 2010. Francisco Goya and Napoleon, Eugène Delacroix
• Enhanced Coverage: Beyond the additional and the Greek Revolution of 1820, the social per-
coverage from 1945 to 2010, several chapters in spective by train during the Industrial Revolution,
both volumes have been expanded to enhance the the insular world of Edvard Munch, and the night-
study of important topics: Hebrew prophets mare visions of Otto Dix during World War I).
(Amos and Isaiah), early Greek literature New features also include Theodor Herzl and the
(Sappho, Pindar, and Hesiod), values in the early Zionist movement, excerpts from A Doll’s House by
and middle Roman Republic (Livy), and visions Henrik Ibsen, Pope John Paul II on the Serbian
of the New World (Thomas More and Michel de genocide, and President Obama’s 2009 speech to
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xlii PREFACE

the Muslim world in Egypt regarding “a new begin- ACKNOWLEDGMENTS

ning” with the West.
I would particularly like to thank friends and col-
• New Pedagogical Aids: Every effort has been
leagues who contributed their expertise and enthusi-
made in the seventh edition to aid both instruc-
asm to this book. Susan Altan lent her perspective and
tors and students in using the text for discussions
sensitive awareness of women’s issues at critical
and class papers. Opening chapter essays and
moments when new avenues of thought were most
introductions to the primary sources have been
needed. Daniel Hall and Thomas Tappan advised me
reviewed and edited to establish a strong sense of
on several scientific and technological matters that
historical continuity, and study questions have
broadened the scope of the text immeasurably. Linda
been clarified and refined to solicit specific informa-
Swarlis and Mary Ann Leonard offered their unique
tion and offer a broader perspective on the abstract
perspectives regarding ethical issues, which often
implications of ideas and events. I have inserted
caused me to pause and certainly forced the introduc-
additional secondary sources on the decline of the
tion of new questions into the discussion. Marsha Ryan
Roman Empire and focused some questions on
provided me with material and literary insight that
contending ideas under the rubric: “Taking Sides.”
added greatly to the accuracy of the text, and Jack Guy
I have edited and modernized translations to
read drafts of some chapters, offering sterling commen-
clarify ideas and bring older idioms into confor-
tary throughout. Thanks also to the students of
mity with modern usage. Study questions have
Columbus School for Girls, who continue to test the
been numbered within each chapter for easier
chapters in this book with their typical diligence and
reference in class discussions and written assign-
hard work; the final product has benefited greatly from
ments. New Key Events chronologies have been
their suggestions and ideas. The following reviewers
added to each chapter and placed near corre-
provided helpful suggestions and insights: Anthony
sponding coverage. This should give students a
Heideman, Front Range Community College; David
solid historical reference point. Finally, a new
Proctor, Tufts University; and David Stone, Kansas
Thematic table of contents is available to
State University. Finally, I owe an immeasurable debt
instructors to assist in developing comparative
to my wife, Ann, who suffered all the outrageous for-
ideas across time.
tune and disruption that goes into writing a book of
this kind over a period of years—she did it with me.
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