S.

CHAND

- •

UI II11

J.E. SWAIN
 A History
of World Civilization
 lulyl
WORLD CIVILIZATION

By.
.JAMFS EDGAR SWAIN, Ph.D.
Professo r of History, MuhlenberS College

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A HISIORY OF WORLD CMLIZATION

Copyright 1938, 1947 by The McGraw Hill Book Company Inc.
Published India bv Eurasia Publishing House c'Pvt) Ltd., New Do/hi by
- arrangement with McGraw Hill Book Co., Inc., New York

ISBN: 81-219-0543-5

PRINTEO IN INDIA

BY
r?ajondra Ravindra Printers (Pvt.) Ltd., 7361, Ram Nagar, New Delhi-110 055
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Ddwated to the memory of
";y father and mother
 Preface to the Second Edition

This edition has been prepared in an attempt to remedy certain

defects in the original work and to bring into the picture events
which have occurred in the past few years. Recent trends have
neessitated some reinterpetations of earlier periods and the addi-
tion of new materials. Any world survey must include increased
emphasis on the Far East and Latin America. Their prominence
today is beyond question. There also have been profound changes
in our economic and social orders. Theac musl be r:ana tud.
The author is very grateful for the friendly -he l p and criticism
which various teachers have given the first edition of this text.
Many of their ideas have been incorporated in the revision. He is
especially indebted to Professor Frederick L. Schuman for the USC
of maps that appeared in the third edition of his international
Politics, and to Dr. Ralph Turner for permission to use maps and
illustrations from his Great Cultural Traditions. Dr. Victor L.
Johnson bf the Social Science Department at Muhlenberg College
has givn much time and effort in preparing the manuscript for
publication.
Js EDGAR SWAIN,
MUHLE1REG COLLEGE,
Azpi, 1947.
 Preface to the First Edition

This book is an outgrowth of ten years' experimentation with a

course in the Histdry of Civilization. It is presented With the hope
that teachers and students will find it useful in solving some of the
difficult problems that arise in such a course.
A book of this kind should be presented with modesty. I think
I am thoroughly imbued with this feeling. The field is so large that
no one person can claim to have mastered the whole thing. The
specialist will be dissatisfied with the parts of the book that treat
his particular subject, and justly so. Some years ago, as an under-
graduate, I took a course in which Wails's Oialine of iIistoy was
used as the text. Specialists from different departments in the
university were called in to conduct th recitations, each in that
part which was his p articular field. Alnt without exception each
one, unaware of the nature of the remarks of the others, in corn-
mentirig on the text, made the point that all the fields except his
own were quite well done. In other words, the important thing to
keep in mind is that a work of this kind is intended not for special-
ists but for eginning students or (may I oPtimistically add?) for
the general reader.
The author of a book like this is under heavy obligations to a
number of authorities. Tribute must be paid to pioneers in the
field, such as H. G. Wells's Outline of History, L. Thorndike's
History of Civilization, and Barnes's The History
of Western Civiiza-
tion. I have naturally leaned heavily on other standard works, since
original research on all these topics was impossible. I Suri indebted
to the following publishers for permission to use quotations from
books Which they have published: The Macmillan Company;
Harvard University Press; Ginn and Co mpany; Harcourt, Brace
and Company, Inc.; Yale University Press; F. S. Crofts and Corn-
x PREFACE

pany; Harper & Brothers; Doubleday, Doran & Company; Uni-

versity of Minnesota Press; University of California Press; and
University of North Carolina Press.
I am especially indebted to Mr. Ephraim B. Everitt of the
English Departmext in Muhlenberg College for patiently and
painstakingly going over the whole manuscript. Dr. S. S. Visher
of the Geography Department in Indiana University, Dr. William
T. Morgan and Dr. F. Lee Benns of the History Departmeht in
Indiana University, Dr. C. H: Karraker of Bucknell University,
Dr. W. H. Mohr of George School, Dr. J. S. Jackson, Dr. Victor L.
Johnson, Mr. R. F. Hartman, and Dean R. C. Horn of Muhlenberg
College, as well as a number of others, have given advice and
encouragement in this work. These mcxi have saved me from-many
pitfalls. Mistakes that remain are clearly my fault and I assume
responsibility for them.
JAMES EDGAR SWAIN.

MUI4LENBERG COLLEGE,
SepLcmber, 1938.
 Contents

PREFACE TO THE ! —COND EDITION vii

PREFACE TO THE 11ST EDITION . . . . . . . . . . . . . . . ix

JNTR0DUCrI0N........................ 3

Chapter 1. History n General and in Part i cular .............6

Chapter II. In the Beginnin g . . . . . . . . . . . . . . . . . . . . . 12

1. The Origin of the Eth
2. The Origin of Life
3. Life as Represented in Geological Periods

Chapter ilL Pi-ehistoric Man................... . 25

1. Geography an,3 History
2, Early Types o M,-,n
3. The Prelitet ate Age
4. Primitive Custom and Thought
S. Prehistoric \lar.

Chapter IF. The Age of Ancient Empires..... . . . 4

I. EGYPT—THF. DAUGHTER OF -I. NILE
1. 9pvernrnent
and Economic Developments
Arta
.f ReIigon
5. Lj.teture and Learning
u/Estimate of Egyptian Civilization
II. civiLizATioNs OF THE EASTERN PART OF THE "FERTILE CRESCENT"
I. The Sumerians
2. The Babylonians
 Xli CONTENTS

a. Government
b. The Arts
c. Religion
d. Literature and Learning
e. Estimate of Babylonian Civilization
3, Assyrian Civilization aSeqel to Babylonian
II!. CWXLI7.A1iQN3 07 THE WESTERN PART OF THE "FERTILE CRESCENT"
1. The Land and the People
2. The Hitjtts and the Aramaeans
3. The Hebrews
a. Government
b. Art
c. Religion
d. Literature and Learning
e. Estim2te of Hebrew Culture
4. The Phoenicians
IV./AEGEAN CIVILIZA T ION A FORER UNNER OF ThE GREEK
1. Government
2. Art
3. Religion
4. Summi5' ol Aegean Civilization
V. PERSIA
1. Government
2. The Arts
3. Religion
4. Literature pvd Learning
5. Estimate of Persian Civilization
Vi. THE DECLINE OF THE ANCIENT NEAR-ORIENTAl, CIVILIZATION

Ckapier V.'Classical,Civilization ...................115

I. THE LAND AND THE PEOPLE OF EARLY EUROPE
1. The Geographical Basis of European Cultures
2. Early Peoples of Europe
II. GREEK CIVILIZATION
1. The Land and the People
2. Government
3. Art
A. Music
b. Architecture
 CONTENTS XIII

c. Painting and Sculpture

4. Religion and Philosophy
5. Literature
6. )..eirnirg
Estimate of Greek Civilization
ROMAN CIVILIZATION
1. The Land and the People
2. Government
3. Economic Developments
4. The Art,
S. Religion and Philosophy
a. Religion
k- Philosophy
6. Literature and Learning
a. Literature
b Learning
7. Estimate of Roman Civilization
W. EARLY INDIAN 'CIVILIZATION
1. The Land and the People
2. Political and Social Organizations
3. Art
4. Religion and Philosophy
S. Literature and Learning
a. Literature
b. Learning
6. Estimate of Indian Civilization
V. CHINESE CIVILIZATION
I. The Land and the People
2. Pdlitjcal Institutions
3. Economic and Social Developments
4. The Arts
5. Religion and Philosophy
6. Literature and Learning
a. Uteature
b. Learning
7. Estimate of Chinese Civilization
VI. ANCIENT CIVILIZATIONS IN AMERICA
1. The Land and the People
2. Maya Political Institutions
xiv CONTENTS

3. Maya and Aztec Art

4. Maya and Aztec Religion
S. Maya and Aztec Literature and Learning
6. The Incas
7. Estimate of Aiicient Civilization in America

VI. The Middle Ages: The Formative Period in Modern Civilization. 258
1. THE MIDDLE AGES DEFINED
1. THE MIDDLE AGES INTRODUCED
I. The Germans
2. Christianity
III. TIlE ROMAN EMPIRE IN THE EAST (BYZANTIUM)
1. Government
2. The Arts
3. Religion and Philosophy
4. importance of Byzantine Civilization
V. THE CIVILIZATIONS OF THE NEAR EAST
1. Periia
2. Arabic and Moslem Civilization
V. THE FAR EAST; DOMINATION OF THE MONGOLS
i HE MIDDLE AGES IN EURO?E
The Land and the People
2. Government
3. Economic Development
4. Society
S. The Arts
6. The Church and the State
7 Philosophy
8. Education and Learning
9. Literature
10. The End of the Middle Ages

C.sptr VII. The Development of National Cultures, 1500-1789 . . . 346

r. EVIDENCES OF A NE* AGE
1.. The Crusades
2. Explorations
3. The Renaissance
a. The Renaissance in Art
b. The Renaissance in Music
 CONTENTS xv
c. The Renaissance in Literature
d. The Renaissance in Science
4. The Reformation
II. GOVERNMENT
1. The Growth of Nationalism
2. Absolutism in Practice
3. Declire of Absoitisn
4. Theory of Modern Constitutionalism
5. Representative Governments in Practice
6. The European States System
fl ECONOMIC AND SOCIAL PROBLEMS
1. Economic Theory in the Seventeenth and Eighteenth Centuries
2. The Commercial Revolution
. The Rise of Capitalism
4. Social Changes
IV. ART AND LITERATURE
1. Spain
2. The Low Countries
. England
. France
S. Germany
6. Architecture
7. Music
V. LICiO AND PHILOSOPHY
1. Divisions in the Christian Religion
Spread of Intolerance
. Growth of the Spirit of Toleration
VS, SCIENCE AND LEARNING
I. Aids in the Progress of Science
T
. he Eighteenth Century
i. Fducation
4. Spirit of the "Age of Enlightenment"

C!ap's-Y11L From the French Revolution_ to-World Wan: Begiz-.ini f

an International Culture......................
5. rfE PERIOD INTRODUCED
1. The French Revolution
a. The French Revolution Takes Definite Form
b. Importance of the French Revolution
 XVI CONTENTS

2. The industrial Revolution

a. Preliminaries
b. Technological Revolution
c. The Factory System
d. The Agricultural Revolution
3. The Transition Complete
IL. COV-EJNsE

I. The Napoleonic Period

I. The Aftermath: A Period of Reaction, 1815-1830
3. Progress of Democracy and Nationalism
4. Evolution of the English Political System
S. Political Evolution of the United States to World War I
6. The Unification of Germany and the Rise of Intense Natioafisoi
7. Central and South American Countries
S. The Far East
9. International Relations, 1872-1918
a. The Great Alliances, 1879-1914
b. Attempts at International Conciliation
c. World War I
d. The Paris Peace Conference.
e. The Aftermath
M. ECONOMIC AND SOCIAL TRENDS OF cHE NINETEENTH CENTURY

I. Continuation of Industrial Revolution in the Nineteenth Century

2. Applied Economics
3. Social and Economic Adjustments; Economic and Social Theories
4. Trade Union and Labor Organizations
S. Socialism
IV. ART
1. 1he Neoclassical School
2. Romanticism: Later Artistié Trends
3. Music
V. RELIGION AND PHILOSOPHY
1. Religion
2. Philosophy
VI. LITERATURE

1. General Charater
2. Romanticism
3; Later Literary Developments
 CON?IrIrg
VII. EDUCATION AND LEARNING
1. Education
2. Science
3. The Social Sciences
Ckapur IX. Trends of Civilization and Culture in the Twentieth Century 629
I. POLITICAL
1. Postwar Tendencies
2. Soviet Russia: A Challenge to Tradition
3. Italy: The Pioneer Fascist State
4. Germany: A Nazi Experiment
S. Military Dictatorship: Japanese Style
6. Dictatorships: an Evaluation
7. International Relations: World War 11
11. ECONOMIC TENDENCIES
1. Theories and Problems
2. Principles and Practices
3. Cooperatives
lit. SOCIETY AND SOCIAL ?RODLEtt!
L Great Soda! Problems of the Twentieth Ceatur-
2. The Social Outlook
. lIgCTUAI.. PE0GEE86

1. Education
2. Religion
. Literatur, Art, and Mutic
4, Science
V $iGNS OP TEE TIM!

INDEX .............................71
 List of Illustrations

1. Early types of man . .27

2. Engraved outlines and hair underlying the painting of a mammoth 31
3. Stone implements ......................... 33
4. The alphabet ........................... 37
S. Model of hypostyle halt at Karriak................. 55

6. Slate statue of Queen Hatshepsut ................. $7

7. Vases from Egyptian tomb ................... 58

8. Statuette of a scribe ........................ 59

9. Book of the Dead ........................ .64
10. Limestone Relief, Royal Tomb of Ur............... 71
IL Ziggurat at Tie .......................... 75
12. "Story of the Creation of the World and the Deluge" ....... 76
22
13. Assyrian "Winged Bull"....................
14. The Parthenon .........................
15. Restored interior of the Parthenon.................. .13
I& View of E,tchtheum....................... • 137
17. Red-figured amphora...................... 139
18. Hermes.............................. 141
19. Discobolus .......................... 142
20. Death of laocoön ........................ 143
21. Roman aqueduct .......................... 178
22. Roman house, peristyle with garden ................ .179
181
23. Head of Roman youth.......................
.203
24. Interior of Karli Cave Temple.......................
.204
25. Inner shrine, Angkor Wat ....................
.220
26. "Whirlwind Victory" .....................
221
27. "Spring Morning in the Palace".................
223
28. Detail of Nine Dragons Scroll, Sung Dynesty............
237
29. Temple of Warriors ......................
xil
 XX LIST OF ILLUSTR4TIONS

30.. ElCistillo •.-

238
31. Restoration of lintel 3, Piedras Negras.....................239
32. St. Sophia, Constantinople..........................279
33. Mosaic fountain, Cairo. •- .
................
34. Tai Mahal ...................................294
5.- Church of St. Trophime ..............317
36- Notre Dame, Paris............................... . 318
37. Raph;el, "Colonna Midoa" ....................
359
38. -Leonardo da Vinci, "Mona Lisa"
..360
39. Donatello, "St. George" ........................362
40. Michelangelo, detail from a Medici tomb -..363
41. El Greco, "Burial of Count Org" ............. - .....418
42. Rembrandt, "Portrait of an Old Man".................421
-45. "The Zwinger," Dresden............ -
...429
44. Rococo decoration...............430
43. Rococo bedroom ...........................431
46. David, "Death of Socrates" ....................577
47. Sargent, "El Jaleo" ..........................384
48. Rodin, "Flight of Love"......................
49. Government of U.S.S.R........................642
50. Chart of the United Nations: Structure and Function . , .. 704-705
51. Parke County Farm Bure au ...................
722
52. What agricultural cooperation has achieved .............723
53.1 Our educational system has not done a complete job.........739
54. Matisse, "Portrait de Femme" ..................749
.55. Picasso, "Young Ladies of Avignon ... ................750
56. McGraw-Hill Building, New York . . . . . . . . . .. . . . . . . . 753
57. Grinding the helical timing gears in Mack Truck Works .........756
 List or Maps

Egyptian Empire ..........................49

Assyrian Empire ..........................81
Hebrew United Kingdom .......................86
Persian Empire. .......................103
Greece............................120
Eastern Mediterranean Lands Ca. 280 B. c. .............129
Early Italy........................ . 162
Centers of Christianity Ca. A.D. 100 .................186
Asia in Classical Times ... . . . . . . . . . . . . . . . . . . . . . 199
Roman Empire ...........................262
The Medieval State System .....................305.
Principal Voyages of Discovery .................... 352
Emergence of the Modern State System.................386
The Americas in the Eighteenth Century.................397
Europe in 1815...........................501
Europe in 1914............................ 537
Europe after Versailles .......................... 545
Where Europe's Principal Minority Grous A re. ............ 635
Eastern Asia in 1937........................69
The Pacific Area ..........................683
The Expansion of Japan................... .
Strategic Materials in Latin America ............. . 687
The Latin-American Republics ....................688
Europe_ on January 1, 1941 ........ .............. 693
 A History
of World Civilization
 Introduction
The modern age appears to be a period of disillusionment.
Principles and practices that in the past have been accepted gen-
erally are being discredited and challenged without hesitation.
Democracy was regarded as the ideal form of government, its
value'seemed unquestionable, and its future assured. Philosophers
in ancient times dreamed of the day when it could be realized. In
more recent times, thousands have given their lives to promote
and to protect the democratic ideal. Within one-half centur y. two
of the most destructive wars in history have been fought ostensi
bly to make the world safe for democracy. More than twenty
million people were killed, countless homes were destroyed, and
untold suffering occurred.
A realization of only a part of the ideals for which these wars
were fought might have been sufficient compensation. However, it
is questionable if there is any greater feeling of security now than
before. The implications drawn from the possible use of the
atomic bomb casts an even deeper shadow over the whole picture.
The League of Nations failed to control international anarchy,
and there is grave doubt about the success of the United Nations
Organization. Materialism seems to have submerged our idealism
and intolerance has raised its ruthless head in theriiost unexpected
places.
The cause for this general disorder is not easily discernible.
Perhaps, we have been too confident and too satisfied to face reali-
ties. More likely, it is due to a lack of understanding of the past.
The only clue to the future we possess is an understanding of the
past and that must be presented in a true perspective.
One important advantage in studying world history is that it
tends to correct the distortion of flotionalism, one of the recog-
nized present-day evils. Civilization is not confined within the
 4 A HISTORY OF IVORLD . en'r LlZATlON

political boundaries of a state; it is world-wide. A recognition 0

i
this fact ought to relieve, to a certain degree, in.ternational friction. '
Too many people have an exalted opinion of t~i.r · own country ' .
and are woefully ignorant of the others. Woodrow Wilson, a histo-
rian of experience, went to the Congress of Versailles with the
best of intentions, but he met with insurmol,w table obstacles. He
had greater knowledge of American history than of European.
What he had in mind might have represented the American point of
view, but certainly not the European. An intelligent interpretation
of 20th century civilization necessitates an understanding of world
affairs and an acquaintance with all the great cultures of the past.
The terms civilization and culture are used here in the most
inclusive sense, embracing economics and politics, as well as art,
literature, and learning. These are, after all, very closely inter-
related, one depending up on the other. There are periods in which
art, in the restrictive sense, is more emphasized than it is in others.
Since the middle of the 19th century, economics and politics seem
to have monopolized man's mind. The cultural aspects of life
appear to have been pu.shed into the background. With this in
mind, I have put what may seem to be undue emphasis on eco-
nomics and politics in the last two chapters. However, these are
the most outstanding developments in the world today. A material-
istic philosophy hR 5 us firmly within its grasp and has rendered
everything else secondary. Where it is going to lead us remains to
be seen .
Thi s is an age of specialization. The specialist becomes so
engrossed in his particular field that he neglects almost everything
else. Too many students complete their formal education withOlit
much appreciation of the vast storehouse of human knowledge. To
enjoy life at its fullest and to be a man of culture, one should have
at least an appreciation of the various phases of culture, be it
Occidental or Oriental. The world today is too small to allow any-
one to live a segrega ted existence. We are being brought closer
and closer to the once remote Orient. One reason for the conflict
between Orientalism and Occidentalism is that they do not under-
stand each other.
The purpose of this hook is to open up to the student the vast
field of human knowledge; to 'present a perspective of the whole
cultural history of mankind. It would be presumptuous to assume
 INTRODUCTION 5

that a record of all human accomplishment is compressed between

the over of this volume. What they enclose is merely an outline,
and the book will not have served its purpose unless the student is
encouraged to read further on certain subjects in more specialized
works. The names of books of that nature will be found in the
bibliography at the end of each chapter.