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V A L U E E D I T I O N
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M c K AY • C R O W S T O N • W I E S N E R - H A N K S • P E R R Y
A HISTORY OF
2 WESTERN
VOLUME
SOCIETY E L E V E N T H E D I T I O N
F R O M T H E A G E O F E X P L O R AT I O N T O T H E P R E S E N T
BEDFORD INTEGRATED MEDIA
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Assignments — two valuable resources accessible with just one access code.
LearningCurve: Everyone’s got a learning curve — what’s yours?

Be smart: get ready for class and tests by using LearningCurve’s game-like online
quizzing to discover what you know and learn what you don’t. Quiz feedback tells you
why answers are right or wrong and links you to your book for review — with a chance
to try again! Try it today and find out why students across the country rave about the
LearningCurve advantage.
Online Document Assignments: Draw your own conclusions.

Each chapter comes with an Online Document Assignment based either on the
“Individuals in Society” feature or on a key development in a “Life” chapter. Each assignment
challenges you to draw your own conclusions about the past by examining a variety of
documents — just as historians do.
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About the Cover Art
Dod Procter, Girl in Blue
A young woman gazes directly at the viewer
in this portrait composed by British artist
Dod Procter in 1922. The woman’s bobbed
hair, powerful arms, and confident pose
may well symbolize the new autonomy
attained by Western women in the 1920s.
Procter’s own life likewise represents this
new sense of women’s independence. At a
time when men dominated the fine arts, her
powerful portraits of ordinary people, many
of them women, brought her international
recognition. Procter was born Doris Shaw,
and even her chosen pseudonym seems
calculated to challenge the male status quo.
MCK_4576_Europe_broadside
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Europe Broadside
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A History of Western Society

value edition
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value edition
A History of Western Society

Eleventh Edition
Volume 2
From the Age of Exploration to the Present
John P. McKay
University of Illinois at Urbana-Champaign
Bennett D. Hill
Late of Georgetown University
John Buckler
Late of University of Illinois at Urbana-Champaign
Clare Haru Crowston
University of Illinois at Urbana-Champaign
Merry E. Wiesner-Hanks
University of Wisconsin–Milwaukee
Joe Perry
Georgia State University
bedford/st. martin’s
Boston • New York
For BedFord/St. Martin’S
Publisher for History: Mary V. Dougherty
Executive Editor for History: Traci M. Crowell
Director of Development for History: Jane Knetzger
Developmental Editor: Annette Fantasia
Senior Production Editor: Christina M. Horn
Senior Production Supervisor: Dennis J. Conroy
Executive Marketing Manager: Sandra McGuire
Editorial Assistant: Emily DiPietro
Production Assistant: Elise Keller
Copy Editor: Jennifer Brett Greenstein
Indexer: Leoni Z. McVey
Cartography: Mapping Specialists, Ltd.
Photo Researcher: Carole Frohlich and Elisa Gallagher, The Visual Connection Image Research, Inc.
Senior Art Director: Anna Palchik
Text Designer: Jonathon Nix
Cover Designer: Billy Boardman
Cover Art: Dod Procter (1882–1972), Girl in Blue, 1925 (oil on canvas). Laing Art Gallery, Newcastle-
upon-Tyne, UK/© Tyne & Wear Archives & Museums/The Bridgeman Art Library.
Composition: Jouve
Printing and Binding: RR Donnelley and Sons
President, Bedford/St. Martin’s: Denise B. Wydra

Director of Marketing: Karen R. Soeltz
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Copyright © 2014 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or trans-
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(617-399-4000)
ISBN 978-1-4576-4849-6 (Combined Edition)

ISBN 978-1-4576-4850-2 (Volume 1)
ISBN 978-1-4576-4851-9 (Volume 2)
Preface
Why This Book This Way
A History of Western Society grew out of the initial three authors’ desire to infuse new
life into the study of Western Civilization. With this new edition, we three new authors,
Clare Haru Crowston, Merry E. Wiesner-Hanks, and Joe Perry — who first used the
book as students or teachers — have assumed full responsibility for the revision and
continue to incorporate the latest and best scholarship in the field. We are now pleased
to introduce A History of Western Society, Value Edition, which provides the same high-
quality material included in the thoroughly revised eleventh edition — the full narrative
and select images, maps, features, and pedagogical tools — in a two-color, trade-sized
format at a low price.
We know that many of today’s students are on a budget and that instructors desire
greater flexibility and more digital options in their choice of course materials. We are
proud to offer a low-cost text that not only offers the engaging and readable narrative
infused with vivid details about life as it was lived — qualities that have long distinguished
A History of Western Society and that make it an especially good fit for a trade-sized
format — but also includes a rich abundance of print and digital tools designed to help
students think historically and master the material. In response to the growing empha-
sis on historical thinking skills in the teaching of history at all levels, the Value Edition
includes carefully chosen primary source excerpts as well as additional document sets
online. Indeed, as the digital world continues to transform teaching and learning, this
volume is integrated with exciting online resources — automatically available when
students purchase a new copy of the book — consisting of Online Document Assignments
tied closely to each chapter that allow students to practice analysis and synthesis of
fascinating document sets, as well as LearningCurve, an adaptive learning tool that
helps students master the content. Finally, this edition introduces LaunchPad, a ro-
bust new interactive e-book built into its own course space that makes customizing
and assigning the book and its resources simpler than ever. To learn more about the
benefits of LearningCurve and LaunchPad, see the “Versions and Supplements” section
on page xiv.
The Story of A History of Western Society :

Bringing the Past to Life for Students
At the point when A History of Western Society was first conceptualized, social history
was dramatically changing the ways we understood the past, and the original authors
decided to create a book that would re-create the lives of ordinary people in appealing
human terms, while also giving major economic, political, cultural, and intellectual
developments the attention they unquestionably deserve. The three new authors remain
committed to advancing this vision for today’s classroom, with a broader definition of
social history that brings the original idea into the twenty-first century.
vii
viii PrEfaCE
History as a discipline never stands still, and over the last several decades cultural
history has joined social history as a source of dynamism. Because of its emphasis on
the ways people made sense of their lives, A History of Western Society has always included
a large amount of cultural history, ranging from foundational works of philosophy and
literature to popular songs and stories. The focus on cultural history highlights the in-
terplay between men’s and women’s lived experiences and the ways men and women
reflect on these experiences to create meaning. We know that engaging students’ inter-
est in the past is often a challenge, but we also know that the text’s hallmark approach —
the emphasis on daily life and individual experience in its social and cultural dimen-
sions — connects with students and makes the past vivid and accessible.
Although social and cultural history can be found in every chapter, they are par-
ticularly emphasized in the acclaimed “Life” chapters that have always distinguished
this book. In response to popular demand by reviewers of the previous edition of the
parent text, these have been increased to five in this edition and now include Chap-
ter 4: Life in the Hellenistic World, 336–30 b.c.e., and Chapter 30: Life in an Age of
Globalization, 1990 to the Present, which join Chapter 10: Life in Villages and Cities
of the High Middle Ages, 1000–1300; Chapter 18: Life in the Era of Expansion,
1650–1800; and Chapter 22: Life in the Emerging Urban Society, 1840–1914. We are
delighted to incorporate additional “Life” chapters, as many instructors have told us
that it is these distinctive chapters that spark student interest by making the past pal-
pable and approachable in human terms. These “Life” chapters are also enhanced with
neW online document assignments, rich and carefully crafted sets of primary sources
that allow students to delve further into a key development from each chapter while
they analyze and synthesize the evidence. See the “Primary Source Program” section
below for more details.
Primary Source Program

To maintain students’ interest and help them develop historical thinking skills, we are
pleased to offer a selection of high-quality features both in the text and beyond the
printed page. To give students many opportunities for analysis as well as a sense of the
variety of sources on which historians rely, the Value Edition includes over 60 primary
source boxes that present a mix of canonical and lesser-known sources; a diversity of
perspectives representing ordinary and prominent individuals alike; and a wide variety
of source types, including tomb inscriptions, diaries, sermons, letters, poetry, and drama.
In addition, we have quoted extensively from a wide range of primary sources in the
narrative, demonstrating that such quotations are the “stuff ” of history. We believe that
our extensive use of primary source extracts as an integral part of the narrative as well
as in extended form in the primary source boxes will give students ample practice in
thinking critically and historically. Each source opens with a headnote and closes with
questions for analysis that invite students to evaluate the evidence as historians would.
Selected for their interest and carefully integrated into their historical context, these
sources provide students with firsthand encounters with people of the past along with
the means and tools for building historical skills.
This Value Edition also breaks new ground by offering additional document sets
online — called online document assignments — tied closely to each chapter of the
text and available with the purchase of a new textbook via the code printed on the inside
PrEfaCE ix
front cover. Each assignment, based on either the “Individuals in Society” feature or key
developments from the “Life” chapters (Chapters 4, 10, 18, 22, and 30), prompts stu-
dents to explore a key question through analysis of multiple sources. Chapter 14, for
example, asks students to analyze documents on the complexities of race, identity, and
slavery in the early modern era to shed light on the conditions that made Juan de Pareja’s
story possible. The assignments feature a wealth of textual and visual sources as well as
video and audio. Assignments based on the “Individuals in Society” feature include three
to four documents in each assignment, while those based on the “Life” chapters include
six to eight documents. These Online Document Assignments provide instructors with
a rich variety of assignment options that encourage students to draw their own conclu-
sions, with the help of short-answer questions, multiple-choice questions that provide
instant feedback, and a final essay assignment that asks students to use the sources in
creative ways.
Finally, the thoroughly revised companion reader, Sources for Western Society, Third
Edition, provides a rich selection of documents to complement each chapter of the text
and is heavily discounted when packaged with the textbook.
“Individuals in Society”
To give students a chance to see the past through ordinary people’s lives, each chapter
includes one of the popular “individuals in Society” biographical essays, which offer
brief studies of individuals or groups, informing students about the societies in which
they lived. We have found that readers empathize with these human beings as they
themselves seek to define their own identities. The spotlighting of individuals, both
famous and obscure, perpetuates the book’s continued attention to cultural and intel-
lectual developments, highlights human agency, and reflects changing interests within
the historical profession as well as the development of “microhistory.” The Value Edition
includes essays on Cyrus the Great, who in the sixth century b.c.e. founded the Persian
Empire; Rebecca Protten, a former slave and leader in the Moravian missionary move-
ment; and Margaret Thatcher, the first woman elected to lead a major European state.
As mentioned previously, the majority of these features are tied to online document
assignments that allow students to further explore the historical conditions in which
these individuals lived.
Learning Aids
We know firsthand and take seriously the challenges students face in understanding,
retaining, and mastering so much material that is often unfamiliar, and the Value Edition
offers a number of pedagogical tools to help students grasp key concepts and get the
most out of their reading. As mentioned earlier, the LearningCurve online adaptive
tool allows students to rehearse the content and come to class prepared. In addition, to
focus students’ reading, each chapter includes focus questions keyed to the main chap-
ter headings. These questions are repeated in the Chapter review at the end of each
chapter that provides helpful guidance for reviewing key topics. In addition, “Make
Connections” questions in the Chapter Review prompt students to assess larger de-
velopments across chapters, thus allowing them to develop skills in evaluating change
and continuity, making comparisons, and analyzing context and causation.
x PrEfaCE
To promote clarity and comprehension, boldface key terms in the text are defined
in the glossary and listed in the chapter review. Phonetic spellings are located directly
after terms that readers are likely to find hard to pronounce. The chapter chronologies,
which review major developments discussed in each chapter, mirror the key events of
the chapter.
In this Value Edition, we made sure to include carefully selected illustrations and
maps that complement and reinforce the narrative. The 150 contemporaneous illustra-
tions — including paintings, photographs, and artifacts, make the past tangible and
include captions that inform students while encouraging them to read the text more
deeply. The high-quality maps illustrate major developments in the narrative.
The new directions taken in this Value format have not changed the central mission
of the book, which is to introduce students to the broad sweep of Western Civilization
in a fresh yet balanced manner. As we have made these changes, large and small, we
have sought to give students and teachers an integrated perspective so that they could
pursue — on their own or in the classroom — the historical questions that they find
particularly exciting and significant.
Acknowledgments
It is a pleasure to thank the many instructors who read and critiqued the previous edition
of A History of Western Society to make suggestions for the new edition of the parent
text and this Value Edition:
William M. Abbott, Fairfield University

Joseph Avitable, Quinnipiac University
Dudley Belcher, Tri-County Technical College
Amy Bix, Iowa State University
Nancy Bjorklund, Fullerton College
Robert Blackey, California State University, San Bernardino
Stephen Blumm, Montgomery County Community College
Robert Brennan, Cape Fear Community College
Daniel Bubb, Gonzaga University
Jeff Burson, Georgia Southern University
George Carson, Central Bible College
Michael Cavey, Northern Virginia Community College
Marie Therese Champagne, University of West Florida
Mark W. Chavalas, University of Wisconsin–LaCrosse
David Cherry, Montana State University, Bozeman
Benzion Chinn, Ohio State University
Thomas Colbert, Marshalltown Community College
Elizabeth Collins, Triton College
Amy Colon, Sullivan County Community College
Kristen Cornelis, Community Colleges of Spokane, Institute for Extended
Learning
Michael H. Creswell, Florida State University
Andrea DeKoter, State University of New York at Cortland
PrEfaCE xi
Donna Donald, Liberty University

Kurt J. Eberly, Tidewater Community College
John Ebley, Anne Arundel Community College
Christopher Ferguson, Auburn University
Robert Figueira, Lander University
Paula Findlen, Stanford University
Jennifer Foray, Purdue University
Laura Gathagan, State University of New York at Cortland
Stephen Gibson, Allegany College of Maryland
Gregory Golden, Rhode Island College
Jack Goldstone, George Mason University
Chuck Goodwin, Illinois Valley Community College
Dolores Grapsas, New River Community College
Robert Grasso, Monmouth University
Robert H. Greene, University of Montana
Edward Gutierrez, University of Hartford
David Halahmy, Cypress College
Michael Harkins, Harper College
David M. Head, John Tyler Community College
Jeff Horn, Manhattan College
Barry Jordan, Cape Fear Community College
Cheryl L. Kajs, Pellissippi State Community College
Michael Kennedy, High Point University
Michele Kinney, Strayer University
Willem Klooster, Clark University
Pamela Koenig, Seminole State College
Roy G. Koepp, University of Nebraska at Kearney
James Krapfl, McGill University
Andrew E. Larsen, Marquette University
Kenneth Loiselle, Rice University
Susan Mattern, The University of Georgia
Maureen A. McCormick, Florida State College at Jacksonville
James McIntyre, Moraine Valley Community College
Deena McKinney, East Georgia College
Linda A. McMillin, Susquehanna University
Jennifer McNabb, Western Illinois University
Michael Meng, Clemson University
Scott Merriman, Troy University
Ryan Messenger, Monroe Community College/Genesee Community College
Byron J. Nakamura, Southern Connecticut State University
Jeannine Olson, Rhode Island College
Lisa Ossian, Des Moines Area Community College
Jotham Parsons, Duquesne University
Margaret Peacock, The University of Alabama
Kathy L. Pearson, Old Dominion University
Amanda Podany, California State Polytechnic University, Pomona
Ann Pond, Bishop State Community College
xii PrEfaCE
Matthew Restall, Pennsylvania State University

Michael D. Richards, Northern Virginia Community College
Jason Ripper, Everett Community College
Russell J. Rockefeller, Anne Arundel Community College
Leonard N. Rosenband, Utah State University
Mark Edward Ruff, Saint Louis University
Ernest Rugenstein, Hudson Valley Community College
Anne Ruszkiewicz, Sullivan County Community College
Wendy A. Sarti, Oakton Community College
Linda Scherr, Mercer County Community College
Elise Shelton, Trident Technical College
Chris Shepard, Trident Technical College
Robert Shipley, Widener University
Sherri Singer, Alamance Community College
Daniel Snell, University of Oklahoma
Steven Soper, The University of Georgia
Susan Souza-Mort, Bristol Community College
James Taw, Valdosta State University
Alfred T. Terrell, Yuba College
Timothy Thibodeau, Nazareth College
Karl Valois, University of Connecticut, Torrington
Liana Vardi, University at Buffalo, The State University of New York
Joseph Villano, Indian River State College
Gregory Vitarbo, Meredith College
David Weiland, Collin County Community College
Scott White, Scottsdale Community College
Pamela Wolfe, Yeshiva of Greater Washington
James Wright, Triton College
Sergei Zhuk, Ball State University
It is also a pleasure to thank the many editors who have assisted us over the years,
first at Houghton Mifflin and now at Bedford/St. Martin’s. At Bedford/St. Martin’s,
these include development editor Annette Fantasia; freelance development editors
Michelle McSweeney and Dale Anderson; associate editor Jack Cashman and editorial
assistant Emily DiPietro; executive editor Traci Mueller Crowell; director of development
Jane Knetzger; publisher for history Mary Dougherty; photo researcher Carole Frohlich;
text permissions editor Eve Lehmann; and Christina Horn, senior production editor,
with the assistance of Elise Keller and the guidance of managing editor Michael Granger
and assistant managing editor John Amburg. Other key contributors were designer
Jonathon Nix, page makeup artist Cia Boynton, copy editor Jennifer Brett Greenstein,
proofreaders Angela Morrison and Susan Moore, indexer Leoni McVey, and cover de-
signer Billy Boardman. We would also like to thank president Denise Wydra and co-
president of Macmillan Higher Education Joan E. Feinberg.
Many of our colleagues at the University of Illinois, the University of Wisconsin–
Milwaukee, and Georgia State University continue to provide information and stimula-
tion, often without even knowing it. We thank them for it. We also thank the many
students over the years with whom we have used earlier editions of this book. Their
PrEfaCE xiii
reactions and opinions helped shape the revisions to this edition, and we hope it remains
worthy of the ultimate praise that they bestowed on it: that it’s “not boring like most
textbooks.” Merry Wiesner-Hanks would, as always, also like to thank her husband,
Neil, without whom work on this project would not be possible. Clare Haru Crowston
thanks her husband, Ali, and her children, Lili, Reza, and Kian, who are a joyous re-
minder of the vitality of life that we try to showcase in this book. Joe Perry thanks his
colleagues and students at Georgia State for their intellectual stimulation and is grateful
to Joyce de Vries for her unstinting support and encouragement.
Each of us has benefited from the criticism of our coauthors, although each of us
assumes responsibility for what he or she has written. Merry Wiesner-Hanks has inten-
sively reworked and revised John Buckler’s Chapters 1–6 and has revised Chapters 7–13;
Clare Crowston has written and revised Chapters 14–19 and took responsibility for
John McKay’s Chapter 20; and Joe Perry took responsibility for John McKay’s Chapters
21–24 and has written and revised Chapters 25–30.
We’d especially like to thank the founding authors, John P. McKay, Bennett D.
Hill, and John Buckler, for their enduring contributions and for their faith in each of
us to carry on their legacy.
Clare Haru Crowston

Merry E. Wiesner-Hanks
Joe Perry
xiv VErsions anD suPPlEMEnts
Versions and Supplements
Adopters of the Value Edition of A History of Western Society and their students have
access to abundant extra resources, including documents, presentation and testing ma-
terials, the acclaimed Bedford Series in History and Culture volumes, and much more.
See below for more information, visit the book’s catalog site at bedfordstmartins.com
/mckaywestvalue/catalog, or contact your local Bedford/St. Martin’s sales representative.
Get the Right Version for Your Class

To accommodate different course lengths and course budgets, the Value Edition of
A History of Western Society is available in several different formats, including e-books,
which are available at a substantial discount.
• Combined edition (Chapters 1–30): available in paperback and e-book formats
• Volume 1, From Antiquity to the Enlightenment (Chapters 1–16): available in
paperback and e-book formats
• Volume 2, From the Age of Exploration to the Present (Chapters 14–30): available
in paperback and e-book formats
Any of these volumes can be packaged with additional books for a discount. To get ISBNs
for discount packages, see the online catalog at bedfordstmartins.com/mckaywestvalue
/catalog or contact your Bedford/St. Martin’s representative.
new Assign LaunchPad — the Online, Interactive e-Book

in a Course Space Enriched with Integrated Assets
The new standard in digital history, LaunchPad course tools are so intuitive to use that
online, hybrid, and face-to-face courses can be set up in minutes. Even novices will find
it’s easy to create assignments, track students’ work, and access a wealth of relevant
learning and teaching resources. It is the ideal learning environment for students to
work with the text, maps, documents, and assessment. LaunchPad is loaded with the
full interactive e-book and the Sources for Western Society documents collection — plus
LearningCurve, the Online Document Assignments, additional primary sources, guided
reading exercises designed to help students read actively for key concepts, boxed feature
reading quizzes, chapter summative quizzes, and more. LaunchPad can be used as is or
customized, and it easily integrates with course management systems. And with fast
ways to build assignments, rearrange chapters, and add new pages, sections, or links, it
lets teachers build the course materials they need and hold students accountable.
Let Students Choose their e-Book Format. In addition to the LaunchPad e-book,
students can purchase the downloadable Bedford e-Book to Go for A History of Western
Society from our Web site or find other PDF versions of the e-book at our publishing
partners’ sites: CourseSmart, Barnes & Noble NookStudy, Kno, CafeScribe, or Chegg.
xiv
VErsions anD suPPlEMEnts xv
new Go Beyond the Printed Page with

Bedford Integrated Media
As described in the preface and on the inside front cover, students purchasing new books
receive access to LearningCurve and Online Document Assignments for A History of
Western Society.
assign LearningCurve so You Know What Your Students Know and they Come
to Class Prepared. Assigning LearningCurve in place of reading quizzes is easy for
instructors, and the reporting features help instructors track overall class trends and spot
topics that are giving students trouble so they can adjust their lectures and class activi-
ties. This online learning tool is popular with students because it was designed to help
them rehearse content at their own pace in a nonthreatening, gamelike environment.
The feedback for wrong answers provides instructional coaching and sends students
back to the book for review. Students answer as many questions as necessary to reach a
target score, with repeated chances to revisit material they haven’t mastered. When
LearningCurve is assigned, students come to class better prepared.
assign the online document assignments so that Students Put interpretation
into Practice. In addition to the primary sources embedded in each chapter, this
text comes with brand-new, ready-made assignable document sets based either on the
five “Life” chapters (Chapters 4, 10, 18, 22, and 30) or on the popular “Individuals in
Society” feature. Callouts to these assignments appear in each chapter and prompt
students to go online to explore a key question through analysis of the document set.
The Online Document Assignments provide a helpful framework for working with the
sources. Each assignment comes with an introduction that sets the specific context for
the document set, as well as pre-reading questions that ask students to recall the related
developments in the textbook. Individual documents are accompanied by a brief head-
note and a set of questions. In addition, multiple-choice questions help students analyze
the sources by providing instant feedback, and each assignment culminates in a one- to
two-page essay prompt that encourages students to use the sources in creative ways.
With Online Document Assignments, students draw their own conclusions about the
past while practicing critical thinking and synthesis skills.
Send Students to Free Online Resources

The book’s Student Site at bedfordstmartins.com/mckaywestvalue gives students a way
to read, write, and study by providing plentiful quizzes and activities, study aids, and
history research and writing help.
free online Study Guide. Available at the Student Site, this popular resource pro-
vides students with quizzes and activities for each chapter, including multiple-choice
self-tests that focus on important concepts; flash cards that test students’ knowledge
of key terms; timeline activities that emphasize causal relationships; and map quizzes
intended to strengthen students’ geography skills. Instructors can monitor students’
progress through an online Quiz Gradebook or receive e-mail updates.
free research, Writing, and anti-plagiarism advice. Available at the Student Site,
Bedford’s History research and Writing Help includes History research and reference
xvi VErsions anD suPPlEMEnts
Sources, with links to history-related databases, indexes, and journals; Build a Bibliography,
a simple Web-based tool known as The Bedford Bibliographer that generates bibliog-
raphies in four commonly used documentation styles; and tips on avoiding Plagiarism,
an online tutorial that reviews the consequences of plagiarism and features exercises to
help students practice integrating sources and recognize acceptable summaries.
Take Advantage of Instructor Resources

Bedford/St. Martin’s has developed a wide range of teaching resources for this book and
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VErsions anD suPPlEMEnts xvii
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Brief Contents
14 European Exploration and Conquest, 1450–1650 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
15 absolutism and Constitutionalism, ca. 1589–1725 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476

16 toward a new Worldview, 1540–1789 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516
17 the Expansion of Europe, 1650–1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551
18 Life in the Era of Expansion, 1650–1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583
19 revolutions in Politics, 1775–1815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617
20 the revolution in Energy and industry, ca. 1780–1850 . . . . . . . . . . . . . . . . . . . . . . . . . 654
21 ideologies and upheavals, 1815–1850. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 687
22 Life in the Emerging urban society, 1840–1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 722
23 the age of nationalism, 1850–1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758
24 the West and the World, 1815–1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 796
25 War and revolution, 1914–1919 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 830
26 the age of anxiety, 1880–1940 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 867
27 Dictatorships and the second World War, 1919–1945. . . . . . . . . . . . . . . . . . . . . . . . . . . 901

28 Cold War Conflict and Consensus, 1945–1965. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 939
29 Challenging the Postwar order, 1960–1991 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 980
30 Life in an age of Globalization, 1990 to the Present . . . . . . . . . . . . . . . . . . . . . . . .1018
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-1
index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i-1
about the authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i-66
xix
xx ContEnts
Contents
Preface vii
Versions and suPPlements xiv
maPs, figures, and tables xxxii
sPecial features xxxiv
introduction : the origins of modern Western society xxxvii
chapter 14
European Exploration and Conquest 1450–1650 438

World Contacts Before Columbus 439
The Trade World of the Indian Ocean 439 • The Trading States of Africa 441 •
The Ottoman and Persian Empires 442 • Genoese and Venetian Middlemen 442
the European Voyages of Discovery 444

Causes of European Expansion 444 • Technology and the Rise of Exploration 446
• The Portuguese Overseas Empire 447 • The Problem of Christopher
Columbus 449 • Later Explorers 452 • Spanish Conquest in the New
World 453 • Early French and English Settlement in the New World 455
the impact of Conquest 457

Colonial Administration 457 • Impact of European Settlement on Indigenous
Peoples 458 • Life in the Colonies 461 • The Columbian Exchange 462
Europe and the World after Columbus 462

Sugar and Slavery 462 • Spanish Silver and Its Economic Effects 467 •
The Birth of the Global Economy 468
Changing attitudes and Beliefs 470

New Ideas About Race 470 • Michel de Montaigne and Cultural Curiosity 471 •
William Shakespeare and His Influence 472
chaPter reVieW 474 LearningCurve

Individuals in Society Juan de Pareja 464
online document assignment
Primary source A Portuguese Traveler Describes Swahili City-States of

East Africa 450
Primary source Tenochtitlán Leaders Respond to Spanish Missionaries 460
xx
ContEnts xxi
chapter 15
absolutism and Constitutionalism ca. 1589–1725 476

seventeenth-Century Crisis and rebuilding 477
The Social Order and Peasant Life 477 • Famine and Economic Crisis 478 •
The Thirty Years’ War 479 • Achievements in State-Building 480 • Warfare
and the Growth of Army Size 481 • Popular Political Action 482
absolutism in france and spain 483

The Foundations of Absolutism 483 • Louis XIV and Absolutism 484 • Life at
Versailles 485 • French Financial Management Under Colbert 488 • Louis XIV’s
Wars 489 • The Decline of Absolutist Spain in the Seventeenth Century 491
absolutism in austria and Prussia 492

The Return of Serfdom in the East 492 • The Austrian Habsburgs 493 • Prussia
in the Seventeenth Century 494 • The Consolidation of Prussian Absolutism 496
the Development of russia and the ottoman Empire 497

The Mongol Yoke and the Rise of Moscow 497 • The Tsar and His People 498 •
The Reforms of Peter the Great 499 • The Growth of the Ottoman Empire 500
alternatives to absolutism in England and the Dutch republic 502

Absolutist Claims in England 503 • Religious Divides and the English Civil
War 503 • Cromwell and Puritanical Absolutism in England 506 • The
Restoration of the English Monarchy 507 • Constitutional Monarchy and
Cabinet Government 508 • The Dutch Republic in the Seventeenth Century 510
Baroque art and Music 512

Individuals in Society Hürrem 504
Primary source Letter from Versailles 486

Primary source John Locke, Two Treatises of Government 509
chapter 16
toward a new Worldview 1540–1789 516

Major Breakthroughs of the scientific revolution 517
Scientific Thought in 1500 517 • Origins of the Scientific Revolution 518 •
The Copernican Hypothesis 520 • Brahe, Kepler, and Galileo: Proving Copernicus
Right 521 • Newton’s Synthesis 524
important Changes in scientific thinking 525

Bacon, Descartes, and the Scientific Method 525 • Medicine, the Body, and
Chemistry 527 • Empire and Natural History 528 • Science and Society 528
the Enlightenment 529

The Emergence of the Enlightenment 530 • The Influence of the Philosophes 531
• Jean-Jacques Rousseau 535 • The International Enlightenment 536 • Urban
Culture and Life in the Public Sphere 537 • Race and the Enlightenment 539
xxii ContEnts
Enlightened absolutism 541

Frederick the Great of Prussia 541 • Catherine the Great of Russia 543 •
The Austrian Habsburgs 544 • Jewish Life and the Limits of Enlightened
Absolutism 546

Individuals in Society Moses Mendelssohn and the Jewish
Enlightenment 546
Primary source Galileo Galilei, The Sidereal Messenger 523

Primary source Du Châtelet, Foundations of Physics 534
chapter 17
the Expansion of Europe 1650–1800 551

Working the land 552
The Legacy of the Open-Field System 552 • New Methods of Agriculture 553 •
The Leadership of the Low Countries and England 554
the Beginning of the Population Explosion 556

Long-Standing Obstacles to Population Growth 556 • The New Pattern of the
Eighteenth Century 557
the Growth of rural industry 559

The Putting-Out System 559 • The Lives of Rural Textile Workers 561 •
The Industrious Revolution 563
the Debate over urban Guilds 563

Urban Guilds 564 • Adam Smith and Economic Liberalism 564
the atlantic World and Global trade 566

Mercantilism and Colonial Competition 567 • The Atlantic Economy 570 •
The Atlantic Slave Trade 571 • Identities and Communities of the Atlantic
World 573 • The Colonial Enlightenment 576 • Trade and Empire in Asia and
the Pacific 577

Individuals in Society Rebecca Protten 578
Primary source Adam Smith on the Division of Labor566

Primary source Olaudah Equiano’s Economic Arguments for Ending
Slavery 574
ContEnts xxiii
chapter 18
Life in the Era of Expansion 1650–1800 583

Marriage and the family 584
Late Marriage and Nuclear Families 584 • Work Away from Home 585 •
Premarital Sex and Community Controls 586 • New Patterns of Marriage and
Illegitimacy 587 • Sex on the Margins of Society 588
Children and Education 589

Child Care and Nursing 590 • Foundlings and Infanticide 591 • Attitudes
Toward Children 592 • The Spread of Elementary Schools 595
Popular Culture and Consumerism 596

Popular Literature 596 • Leisure and Recreation 598 • New Foods and
Appetites 599 • Toward a Consumer Society 601
religious authority and Beliefs 604

Church Hierarchy 604 • Protestant Revival 606 • Catholic Piety 609 •
Marginal Beliefs and Practices 610
Medical Practice 610

Faith Healing and General Practice 611 • Improvements in Surgery 611 •
Midwifery 612 • The Conquest of Smallpox 612

The Inner Life of the Individual 616
Primary source Parisian Boyhood 594

indiViduals in society Rose Bertin, “Minister of Fashion” 602
Primary source Advice to Methodists 608
chapter 19
revolutions in Politics 1775–1815 617

Background to revolution 618
Social Change 618 • Growing Demands for Liberty and Equality 619 •
The Seven Years’ War 620
the american revolutionary Era, 1775–1789 621

The Origins of the Revolution 621 • Independence from Britain 624 • Framing
the Constitution 625 • Limitations of Liberty and Equality 626
revolution in france, 1789–1791 627

Breakdown of the Old Order 627 • The Formation of the National Assembly 629
• Popular Uprising and the Rights of Man 631 • A Constitutional Monarchy
and Its Challenges 632
xxiv ContEnts
World War and republican france, 1791–1799 633

The International Response 634 • The Second Revolution and the New
Republic 635 • Total War and the Terror 636 • The Thermidorian Reaction
and the Directory 637
the napoleonic Era, 1799–1815 638

Napoleon’s Rule of France 639 • Napoleon’s Expansion in Europe 642 •
The Grand Empire and Its End 643
the Haitian revolution, 1791–1804 645

Revolutionary Aspirations in Saint-Domingue 645 • The Outbreak of Revolt 647
• The War of Haitian Independence 648

Individuals in Society Toussaint L’Ouverture 650
Primary source Abigail Adams, “Remember the Ladies” 628

Primary source Napoleon’s Proclamation to the French People 640
chapter 20
the revolution in Energy and industry

ca. 1780–1850 654
the industrial revolution in Britain 655
Origins of the British Industrial Revolution 655 • Technological Innovations
and Early Factories 656 • The Steam Engine Breakthrough 659 • The Coming
of the Railroads 662 • Industry and Population 664
industrialization Beyond Britain 665

National and International Variations 666 • Industrialization in Continental
Europe 667 • Agents of Industrialization 669 • Government Support and
Corporate Banking 670 • The Situation Outside of Europe 672
new Patterns of Working and living 673

Work in Early Factories 673 • Working Families and Children 674 • The New
Sexual Division of Labor 675
relations Between Capital and labor 679

The New Class of Factory Owners 679 • Debates over Industrialization 680 •
The Early British Labor Movement 682 • The Impact of Slavery 684

Individuals in Society Josiah Wedgwood 662
Primary source Living Conditions of the Working Classes 677

Primary source Advice for Middle-Class Women 681
ContEnts xxv
chapter 21
ideologies and upheavals 1815–1850 687

the aftermath of the napoleonic Wars 688
The European Balance of Power 688 • Metternich and Conservatism 690 •
Repressing the Revolutionary Spirit 692 • Limits to Conservative Power and
Revolution in South America 693
the spread of radical ideas 696

Liberalism and the Middle Class 696 • The Growing Appeal of Nationalism 697 •
The Foundations of Modern Socialism 698 • The Birth of Marxist Socialism 700
the romantic Movement 701

The Tenets of Romanticism 701 • Literature 702 • Art and Music 704
reforms and revolutions Before 1848 707

National Liberation in Greece 707 • Liberal Reform in Great Britain 707 •
Ireland and the Great Famine 710 • The Revolution of 1830 in France 711
the revolutions of 1848 712

A Democratic Republic in France 713 • Revolution and Reaction in the Austrian
Empire 717 • Prussia, the German Confederation, and the Frankfurt National
Parliament 718

Individuals in Society Germaine de Staël 704
Primary source Metternich: Conservative Reaction in the German

Confederation 694
Primary source The Republican Spirit in Paris, 1848 714
chapter 22
Life in the Emerging urban society 1840–1914 722

taming the City 723
Industry and the Growth of Cities 723 • The Advent of the Public Health
Movement 725 • The Bacterial Revolution 728 • Improvements in Urban
Planning 729 • Public Transportation 731
rich and Poor and those in Between 731

The Distribution of Income 731 • The People and Occupations of the Middle
Classes 733 • Middle-Class Culture and Values 734 • The People and Occupations
of the Working Classes 735 • Working-Class Leisure and Religion 737
Changing family lifestyles 739

Middle-Class Marriage and Courtship Rituals 739 • Middle- and Working-Class
Sexuality 740 • Prostitution 741 • Separate Spheres and the Importance of
Homemaking 742 • Child Rearing 744 • The Feminist Movement 746
xxvi ContEnts
science and thought 747

The Triumph of Science in Industry 747 • Darwin and Natural Selection 750 •
The Modern University and the Social Sciences 751 • Realism in Art and
Literature 753

Life in the Modern City on Film 757
Primary source First Impressions of the World’s Biggest City 726

indiViduals in society Franziska Tiburtius 748
Primary source Max Weber Critiques Industrial Capitalism 752
chapter 23
the age of nationalism 1850–1914 758

napoleon iii in france 759
France’s Second Republic 759 • Napoleon III’s Second Empire 760
nation Building in italy, Germany, and the united states 761

Italy to 1850 762 • Cavour and Garibaldi in Italy 764 • Growing Austro-
Prussian Rivalry 766 • Bismarck and the Austro-Prussian War 766 • Taming
the German Parliament 767 • The Franco-Prussian War 769 • Slavery and
Nation Building in the United States 771
the Modernization of russia and the ottoman Empire 772

The “Great Reforms” in Russia 772 • The Russian Revolution of 1905 774 •
Reform and Readjustment in the Ottoman Empire 775
the responsive national state, 1871–1914 778

The German Empire 779 • Republican France 780 • Great Britain and
Ireland 782 • The Austro-Hungarian Empire 784
the nation and the People 784

Making National Citizens 785 • Nationalism and Racism 786 • Jewish
Emancipation and Modern Anti-Semitism 787
Marxism and the socialist Movement 789

The Socialist International 789 • Unions and Revisionism 792

Individuals in Society Theodor Herzl 790
Primary source The Struggle for the Italian Nation

763
Primary source Eyewitness Accounts of Bloody Sunday 776
ContEnts xxvii
chapter 24
the West and the World 1815–1914 796

industrialization and the World Economy 797
The Rise of Global Inequality 797 • The World Market 798 • The Opening
of China 799 • Japan and the United States 802 • Western Penetration of
Egypt 802
Global Migration around 1900 804

The Pressure of Population 804 • European Emigration 806 • Asian
Emigration 807
Western imperialism, 1880–1914 810

The European Presence in Africa Before 1880 810 • The Scramble for Africa
After 1880 811 • Imperialism in Asia 815 • Causes of the New Imperialism 815
• A “Civilizing Mission” 818 • Orientalism 819 • Critics of Imperialism 820
responding to Western imperialism 821

The Pattern of Response 821 • Empire in India 822 • The Example of
Japan 824 • Toward Revolution in China 825

Individuals in Society Cecil Rhodes 812
Primary source Nativism in the United States 808
chapter 25
War and revolution 1914–1919 830

the road to War 831
Growing International Conflict 831 • The Mood of 1914 833 • The Outbreak
of War 835
Waging total War 839

Stalemate and Slaughter on the Western Front 839 • The Widening War 841
the Home front 843

Mobilizing for Total War 843 • The Social Impact 844 • Growing Political
Tensions 847
the russian revolution 849

The Fall of Imperial Russia 849 • The Provisional Government 850 • Lenin
and the Bolshevik Revolution 851 • Trotsky and the Seizure of Power 852 •
Dictatorship and Civil War 852
the Peace settlement 856

The End of the War 856 • Revolution in Austria-Hungary and Germany 857 •
The Treaty of Versailles 859 • The Peace Settlement in the Middle East 861 •
The Human Costs of the War 863
Another random document with
no related content on Scribd:
wohl an genügendem Materiale weiter zu untersuchen (s.
B u r m e i s t e r Tarsius 1846, 17 u. 126 und W e b e r 265).
Eine jetzigen Anforderungen entsprechende Abbildung 3 von T.

fuscus giebt es nicht; ich hoffe eine, die sich der von T. philippensis
auf Tafel IV zur Seite stellt, bei anderer Gelegenheit bieten zu
können. (Vgl. F i s c h e r : Anat. Maki 1804 T. III, Skelet IV u. V;
B u r m e i s t e r : Tarsius 1846 T. 2 u. 7 f. 8–14, Skelet; S c h l e g e l :
Handleiding 1857 pl. I, 9; Cassels Nat. Hist. I, 249 s. a.)
Die Schwanzbeschuppung kommt, wie wir sehen werden, wohl bei

T. sangirensis, bemerkenswertherweise aber nicht bei T. spectrum
und philippensis vor. (S., ausser bei W e b e r l. c., d e M e i j e r e :
Haren der Zoogdieren, Diss. 1893, 46 u. 119 und R e h : Verh. Ntw.
Ver. Hamburg 3. F. I, 35 1893 u. Jena. Zeitschr. 29, 189 u. 190 1894,
wo sich eine interessante Zusammenstellung des Vorkommens von
Schuppen bei den Säugethierordnungen findet.)
W e b e r nannte die Art fuscomanus, da aber F i s c h e r (Maki 1804,

37) „fuscus s. fuscomanus“ sagt, so ist der erste Name der
berechtigtere. [9]
1 Te i j s m a n n (Natuurk. Tijdschr. Nederl. Ind. 38, 77 1879) glaubt, dass das

Thierchen hier podi heisse. ↑
2 Ob W a l l a c e (Geogr. Verbr. D. A. I, 496 1876) die Insel Manado tua meinte,
als er sagte: „Soll auch auf einer kleinen Insel an der Nordspitze von Celebes
vorkommen“? (S. auch Is. life 1880, 427.) In seinem Mal. Arch. (1869) hatte er das
in der Minahassa gar nicht seltene Thier nicht näher localisirt, im 2. Bde. der
Geogr. Verbr. (p. 201) dagegen hiess es, dass es „auf einigen Theilen von
Celebes“ gefunden werde. (Vgl. auch J e n t i n k in T. Aardr. Gen. 2. s. VI, 247
1889 und c. S c h u i l i n g 251.) ↑
3 Man findet bei B u r m e i s t e r : Tarsius 1846, 3 alle bis dahin vorhandenen
aufgezählt. ↑
[Inhalt]
7. Tarsius sangirensis n. sp.
Tarsius T. fusco Fisch.-Waldh. simillimus, sed cauda minus pilosa et

tarsis fere nudis.
Hab. In insulis Sangi.
Alle mir bekannten Exemplare 1 von den Sangi Inseln weichen durch
den weniger behaarten Schwanz und die wenig behaarten Tarsen
von dem gleich grossen T. fuscus ab, sie nähern sich also darin der
Philippinen-Form mit ihrem ganz spärlich und kurz behaarten (und
unbeschuppten) Schwanz und ihren so gut wie nackten Tarsen,
während fuscus gut behaarte Tarsen und einen sehr stark behaarten
Schwanz hat. Die langen und dunklen Haare des Schwanzes
reichen bei sangirensis proximal nicht so weit und die Haare sind
kürzer. Die Beschuppung ist dieselbe wie bei fuscus. Das Museum
besitzt ein Exemplar von Siao und eins von Gross Sangi, das
Berliner, Wiener und Braunschweiger je eins von Gross Sangi
(erstere 4 aus meinen Sammlungen, letzteres von Dr. P l a t e n ) mit
denselben Charakteren, 2 das Leidener (Cat. XI, 81 1892) eins von
„Sangi“, von dem Dr. J e n t i n k so freundlich war mir mitzutheilen,
dass der Schwanz und der Tarsus weniger behaart seien als bei
Celebes Exemplaren. Es liegt hierin also eine insulare Abweichung
und eine Hinneigung zur Philippinen Form. Ich hoffe später eine
Abbildung der Art geben zu können.
1 Vgl. Abh. Mus. Dresden 1894/5 Nr. 1 p. 1. ↑

2 Prof. W . B l a s i u s und Dr. v. L o r e n z hatten die Güte, sie mir zum Vergleich
einzusenden, das Berliner Exemplar sah ich an Ort und Stelle wieder. ↑
[Inhalt]
8. Tarsius philippensis A. B. Meyer
Tafel IV
Ich beschrieb diese Art Abh. Mus. Dresden 1894/5 Nr. 1 und habe
dem Gesagten wenig hinzuzufügen, da die Abbildung in n. Gr. zur
weiteren Erkennung der Merkmale genügen dürfte. Nur über die
Behaarung des Schwanzes möchte ich noch einige Worte sagen, da
diese, der Natur der Sache nach, in der Abbildung nicht deutlich
genug wiedergegeben werden konnte. Die proximalen ¾ des
Schwanzes sind fast nackt, nur mit spärlich und einzeln stehenden,
kaum 1 mm langen weissen Härchen besetzt; am distalen Viertel
werden sie allmählich bis 3 mm lang und an den distalen 4
Centimetern stehen sie eng aneinander und sind bräunlich gefärbt.
— Das Museum erhielt inzwischen 2 weitere Exemplare von den
Philippinen, und zwar noch eins von Samar durch Dr.
S c h a d e n b e r g und eins von Nord Mindanao durch Dr. R i z a l .
Das rothbraune Gesicht und überhaupt die braunere Farbe ist bei
allen auffallend, und sie sind hierdurch zusammen mit den fast
nackten Tarsen und dem wenig behaarten Schwanze leicht von
anderen Tarsiern zu unterscheiden.
[Inhalt]
9. Tarsius spectrum (Pall.)
B o r n e o -Exemplare zeigen vorwiegend braune Töne wie die von

den Philippinen, allein sie haben behaarte Tarsen und einen spärlich
behaarten Schwanz mit heller Quaste, wie T. spectrum von anderen
Inseln. Immerhin wäre es möglich, dass auch die Borneo Form als
locale abgetrennt werden könnte. Schon Te m m i n c k (Coup-d’oeil
III, 112 1849) sagt: „La même espèce se trouve aussi dans les
parties méridionales de Bornéo; toutefois elle paraît former une
variété locale propre à cette île. Le Tarsius spectrum de Célèbes a le
bout ou flocon terminal de la queue noir, celui de Bornéo a cette
partie d’un cendré-fauve.“ T. fuscus von Celebes unterscheidet sich
allerdings bedeutend von spectrum, wie wir besonders durch
W e b e r (Zool. Ergebn. III, 262 1893) wissen, ob aber die Borneo
Exemplare von denen der übrigen Inseln, wo Tarsius vorkommt,
hinlänglich und so constant differiren, um einen besonderen Namen
zu verdienen, kann ich wegen zu geringen Materiales von den
anderen Inseln nicht entscheiden. Das Museum besitzt 5 von
Borneo: vier vom Südosten und eins vom Westen. Auch die 3 von
Borneo im Berliner Museum zeichnen sich durch viel Braun aus, es
ist darunter eins vom Nordosten; H o s e führt welche (Mamm.
Borneo, Diss. 1893, 17, inl. Name ingkat) vom Nordwesten, W o l f f
(Natuurk. Tijdschr. Nederl. Ind. 16, 44 1858/9) welche von der
Ostküste auf, Tarsius ist also über ganz Borneo verbreitet. Auch auf
der [10]Insel K a r i m a t a , westlich von Borneo, kommt er vor
(Te i j s m a n n l. c. 36, 246 1876, inl. Name kebuku) und auf
S i r h a s s e n , einer der Natuna Inseln (T h o m a s & H a r t e r t
Nov. Zool. I, 655 1894). W e b e r (l. c. III, 263 1893) meinte, dass es
nicht ganz sicher gewesen wäre, ob T. spectrum auch auf
S u m a t r a lebe oder nicht, allein es lagen schon früher Exemplare
aus dem Lampongschen (Natuurk. Tijdschr. Nederl. Ind. 16, 87
1858/9 und 27, 383, 1864, inl. Name krabuku) in Batavia vor. (S.
noch mehrere inländische Bezeichnungen für Tarsius bei
H u b r e c h t l. c. 54, 39 1895.) Von B i l i t o n hat J e n t i n k (Notes
Leyden Mus. XII, 149 1890) die Art registrirt.
Ich hoffe auch von T. spectrum später eine Abbildung geben zu

können, da die vorhandenen den jetzigen Anforderungen nicht mehr
entsprechen. (Vgl. A u d e b e r t : Maki p. 29 Pl. I, an 8, col.;
H o r s f i e l d : Zool. Res. 1824 pl. 4, col. und Taf. zu Nr. 2, Figur G
Zähne; B u r m e i s t e r : Tarsius 1846 T. 1, col.; G. C u v i e r : Règne
animal Mamm. 1849 pl. 22, 1, col., 1 a–c Zähne; G e r v a i s : Mamm.
1854, 162, Skelet s. zu p. 178; B r e h m : Thierl. I, 307 3. Aufl. 1890,
mit nackten Tarsen! — seitens L y d e k k e r : Nat. Hist. I, 236 1893/4
copirt; F o r b e s : Prim. I pl. II 1894, col.)
[Inhalt]
10. Paradoxurus musschenbroeki Schl.
Tafel V und VI
1878 S c h l e g e l Prospectus von „Annals of the R. Zool. Mus. of

(?) the Netherlands at Leyden“ (mit Schädel-Tafel)
1879 S c h l e g e l Notes Leyden Mus. I, 43
1883 J e n t i n k Notes Leyden Mus. V, 178
1885 B l a n f o r d P. Z. S. 790, 806
1887 J e n t i n k Cat. (ost.) IX, 94 Pl. 1 u. 2 (Schädel)
1890 W e b e r Zool. Erg. I, 110
1894 W e b e r Zool. Erg. III, 469 fg.
Dieses grösste Raubthier von Celebes 1 blieb merkwürdig lange

unbekannt, es ist allen früheren Reisenden entgangen, oder wenn
sie davon gehört hatten, wie z. B. v. R o s e n b e r g (Mal. Arch.
1878, 268) und i c h , so war es ihnen nicht gelungen, es zu
erbeuten. Laut Tagebuchnotiz hörte ich am 20. Juni 1871 in Belang
in der Minahassa, dass ein „andjing utan“ (Waldhund) seit einiger
Zeit in der Nähe sei und Hühner weghole. Ich hatte schon früher
einen Preis auf das Thier, von dem Mancher in der Minahassa
sprach, gesetzt, aber erfolglos. Erst v a n M u s s c h e n b r o e k
verschaffte, als er 1875 Resident von Manado war, 5 Exemplare von
Kinilo und Tanawangko, und 1883 kamen durch v. F a b e r noch 7
nach Leiden, die von denselben Localitäten herrührten. 2 Das
Dresdener Museum erhielt seit Anfang 1894 6 Bälge mit den
Skeletten (2 m. u. 1 f. ad., 1 m. u. 1 f. jun., 1 f. juv.), beim Dorfe Kali
in der Nähe von Kakaskassen Februar, Mai und October in Fallen
gefangen, mit den Bezeichnungen andjing utan (mal.) und lonkoi.
Auch P. und F. S a r a s i n bekamen mehrere, wie sie mir unter dem
4. August 1894 mittheilten, und zwar aus den Wäldern, die die
verschiedenen Kraterberge in der Nähe von Rurukan bedecken. „Sie
nähren sich, wie uns die Untersuchung des Magens lehrte, sowohl
von Waldratten, als auch von den reifen Früchten der Papaya.“ Das
Thier ist daher keineswegs selten, wie man, da es so lange
unentdeckt geblieben ist, versucht sein könnte zu vermuthen. Der
Grund hiervon lag vielmehr darin, dass die Eingebornen den Fang
nicht übten, bis sie genügend dazu angespornt wurden, und dass die
Naturforscher früher die Art und Weise des Fanges nicht kannten,
sowie darin, dass das Thier überhaupt verborgen lebt und wohl nur
Nachts auf Raub ausgeht. Die bis jetzt bekannten Fundorte: Kinilo,
Rurukan und Kali liegen dicht bei einander, nicht fern von Manado;
Tanawangko etwas mehr westlich; allein die Art hat gewiss eine viel
weitere Verbreitung. Die R o s e n b e r g schen Angaben (s. bei
J e n t i n k Notes Leyden Mus. V, 179 1883) beziehen sich auf das
Gorontalosche, es ist jedoch noch fraglich, ob es sich dort, wie auch
bei meiner [11]Notiz von Belang, um P. musschenbroeki handelt. Ob
die Art auch in Central, Nordost und Süd Celebes 3 vorkommt, bleibt
festzustellen.
Ein altes Männchen und ein junges Weibchen sind auf Tafel V in ⅕–
⅙ n. Gr. abgebildet.
B l a n f o r d , der vorzügliche Kenner der Paradoxuri, sagt (P. Z. S.

1885, 790): „P. musschenbroeki differs greatly from all other species
in its annulated tail. The skull is intermediate in form between the last
mentioned little group (Paguma) and typical Paradoxuri, but rather
nearer to the former. The shape of the palate is peculiar“. Und (p.
806): „The most remarkable peculiarity of the skull and dentition is
that the rows of upper premolars and molars, instead of diverging
greatly behind, as in all other Paradoxuri, are nearly parallel 4, the
hinder part of the palate being proportionately much narrower than in
other species of the genus. The distance between the anterior
premolars is 0.68 inch [17,3 mm], between the last molars 0.77
[19,6]. In other species the latter measurement exceeds the former
by at least one half“. Die von B l a n f o r d erwähnten Maasse sind
bei dem Tafel VI Figur 1 in ⅓ n. Gr. abgebildeten männlichen adulten
Skelette (2324) 20,6 und 23,6 mm, der Schädel ist auch länger mit
157 mm, gegen 146 (5.75 inches) bei B l a n f o r d . J e n t i n k (p.
179) giebt die Länge eines adulten Schädels auf 148 mm an, die
Breite auf 45, die Jochbogenbreite auf 85, bei dem 157 mm langen
Schädel von 2324 ist die Breite nur 43 und die Jochbogenbreite 79,
er ist also länger und schmäler als der von J e n t i n k abgebildete.
Die ersten Praemolaren sind noch vorhanden, J e n t i n k sagt, sie
fehlen bei adulten Exemplaren, was aber wohl nur bei alten der Fall
sein mag, denn 2324 ist adult, wenn auch etwas jünger als das
Exemplar a (Cat. p. 94), dessen Schädel J e n t i n k abbildete. Länge
des Körpers und Kopfes des ausgestopften Ex. (2310, zu Skelet
2324) 820 mm, Länge vom Vertex zum Anus 680, Länge des
Schwanzes 690.
Da mir das Exemplar 2310 in Spiritus zukam, so liess ich die (linke)
Vola und Planta, ihres bemerkenswerthen Oberflächenreliefs wegen,
photographiren und bilde sie Tafel VI Figur 2 und 3 in n. Gr. ab. Ein
auffallender Unterschied mit anderen von mir daraufhin untersuchten
Paradoxuri besteht darin, dass die Tastballen bei P. musschenbroeki
glatt, bei jenen gefeldert sind.
V o l a (Figur 2). Die 5 Nagel- oder Endballen (a–e) 5 sind relativ

mässig, die sie verbindende Schwimmhaut dagegen ist sehr stark
entwickelt, die 4 Metacarpophalangealballen (α–δ), besonders der 3.
(γ), zeigen mächtige Ausbildung, wie auch der Radial- und der
Ulnarballen (r und u), besonders letzterer, der überhaupt der grösste
Tastballen der Vola ist; der 4. Metacarpophalangealballen (δ) zeigt
proximal eine kleine Abschnürung; ein Pisiformballen (P) ist kaum
angedeutet. Diese Metacarpophalangeal-, Radial- und Ulnarballen
bilden mehr oder weniger ein zusammenhängendes, nur durch
schmale Furchen von einander getrenntes Gebilde, mit der
Ausnahme jedoch, dass sie in der Mitte eine mit groben Warzen
besetzte vertiefte intermediäre Tastfläche 6 umschliessen, auch
proximal und peripher reihen sich den Ballen einige Warzen an; die
Tastballen aber sind ganz glatt und nicht mit Warzen besetzt.
P l a n t a (Figur 3). Die Endballen und Metatarsophalangealballen

verhalten sich sehr ähnlich denen der Vola, so dass die Abbildung
zum Verständnisse genügen dürfte. Der Tibialballen (t) ist
langgestreckt, und verschmälert sich proximalwärts, der
Fibularballen (f) ist etwas kürzer; zwischen beiden liegt eine
längliche intermediäre Tastfläche, die mit unregelmässig
angeordneten polygonalen oder abgerundeten, groben, an einander
stossenden Warzen besetzt ist. Die peripher stehenden Warzen sind
hier regelmässiger (einreihig) angeordnet als auf der Vola.
Untersucht man dagegen dieselben Gebilde z. B. bei P. musanga Gr.

(B 3261 von Sumatra, in Spiritus), so findet man eine grosse Reihe
von Unterschieden, vor Allem aber sieht man schon mit
unbewaffnetem Auge, dass alle Tastballen gleichmässig mit
polygonalen flachen Hautwarzen vollkommen [12]besetzt sind, und
ebenso die intermediären Tastflächen, soweit vorhanden, so dass
ein dichtes Netzwerk, eine Felderung, entsteht; nur die
Schwimmhaut zwischen den Endballen und den Metacarpo- und
Metatarsophalangealballen ist glatt. Die 5 Endballen der Vola und
Planta sind sehr stark entwickelt. Der 1. Metacarpophalangealballen
steht etwas abgegrenzt, die anderen 3 sind aber fast mit einander
verschmolzen; der Ulnarballen ist sehr gross, der Radialballen etwas
kleiner, beide liegen aber direct an den Metacarpophalangealballen;
dem Ulnarballen reiht sich ein kleiner Pisiformballen an. 1. und 2.
Metatarsophalangealballen etwas gegeneinander abgegrenzt, 3. und
4. mit einander verschmolzen; Tibial- und Fibularballen
langgestreckt, letzterer etwas breiter und distal mit dem 1.
Metatarsophalangealballen verschmolzen; zwischen dem Tibial- und
Fibularballen eine lange breite intermediäre Tastfläche mit groben
polygonalen, an einander stossenden Warzen besetzt.
An trockenen Exemplaren lässt sich die Disposition der Tastballen

nicht genau studiren, ihre Felderung aber konnte ich bei P. musanga
von Borneo, fasciatus Desm. von Java, philippensis Jourd. von
Panay und leucomystax Gr. von Borneo (?) als die gleiche erkennen
wie bei P. musanga in Spiritus. K l a a t s c h (Morphol. Jahrb. 14, 417
1888) beschreibt die Ballen von P. typus [niger (Desm.)] auch als mit
grösseren polygonalen, ziemlich flachen Hautwarzen besetzt, es
scheint also, dass die meisten, wenn nicht alle Paradoxurus-Arten,
bis auf P. musschenbroeki, gefelderte Tastballen haben, während
dieser die glatten mit Viverren gemein hat. 7 Das Oberflächenrelief
einer jeden Paradoxus Art wird wohl anders gestaltet sein, allein
wenn alle bis auf P. musschenbroeki gefelderte Tastballen besitzen,
so hat dieses abweichende Verhalten des letzteren doch wohl mehr
Gewicht. Allerdings kommen derartige morphologische
Differenzirungen innerhalb einer Gattung auch sonst vor, wie wir
denn oben (S. 8) eine solche, nach W e b e r , in dem beschuppten
und glatten Tarsier-Schwanze zu erkennen hatten; falls jedoch dies
Verhalten von P. musschenbroeki unter den Paradoxuri wirklich ein
isolirtes ist, und Hand in Hand geht mit den anderen abweichenden
Charakteren (Schädel, Schwanzringelung etc.), so wäre eine
generische Abtrennung vielleicht geboten. Der ganze Habitus von P.
musschenbroeki weicht von dem der anderen Paradoxuri durch
Plumpheit ab, der dicke Kopf ferner mit seinen langen steifen, hellen
und dunklen Schnurren, und die breiten Füsse mit ihren stark
ausgebildeten Schwimmhäuten geben dem Thier etwas otterartiges,
was Jedem sofort in die Augen springt, so dass man zuerst gar
keinen Paradoxurus vor sich zu haben vermeint.
1 Wie Cryptoprocta ferox Th. Benn. das grösste von Madagaskar; Paradoxurus
leucomystax Gr. von Malacca, Borneo und Sumatra ist kleiner als P.
musschenbroeki. ↑
2 F a b e r hatte 1878 auch zwei Exemplare an das Gothaer Museum geschickt. ↑
3 Te i j s m a n n (Natuurk. Tijdschr. Nederl. Ind. 38, 77 1879) hörte, dass sie am
Pik von Bonthain vorkomme, dies bedarf natürlich der Bestätigung; W e b e r
(Zool. Erg. I, 110 1890) fand in Süd Celebes keine Spur davon, ebensowenig wie
W i c h m a n n (l. c.) als er von Palos nach Parigi ging, allein wenn man bedenkt,
wie lange das relativ grosse Thier in der naturwissenschaftlich so viel
durchsuchten Minahassa verborgen blieb, so sind solche negativen Befunde
vorläufig ganz und gar nicht beweisend. ↑
4 Wie aus J e n t i n k s Pl. 2 ersichtlich. ↑
5 Ich folge der Nomenklatur und sonst K l a a t s c h : Zur Morphologie der
Tastballen der Säugethiere (Morphol. Jahrb. 14, 407 1888). ↑
6 K o l l m a n n : Tastapp. d. Hand 1883, 40. ↑
7 Bei Viverra civetta Schreb. fand K l a a t s c h (p. 418) sie glatt und punktirt, was
ich auch für V. tangalunga Gr. angeben kann, die Tastballen bei Paradoxurus
musschenbroeki aber zeigen diese höckerige Punktirung nicht, sie sind ganz
glatt. ↑
[Inhalt]
11. Bubalus mindorensis Heude
Tafel VII und VIII
1860 B l y t h J. Asiat. Soc. Bengal. XXIX, 303 (Misc. pap. rel. to

Indo China II, 295 1886) Tamarao
1878 E v e r e t t P. Z. S. 792 Anoa depressicornis
A . B . M e y e r P. Z. S. 881 Tamarao
B a r t l e t t P. Z. S. 882 Indian Buffalo of small size
1885 J o r d a n a Bosquejo geogr. Fil. 171 Antilope depressicornis
1887 H o f f m a n n Abh. Mus. Dresden 1886/7 Nr. 3 p. 26 Taf. Fig. 6
a–f Bubalus indicus?
1888 (vor Aug.) H e u d e Mém. Hist. Nat. Chin. II, 1 p. 4 und 50
Bubalus mindorensis
(16. Aug.) S t e e r e (bei S c l a t e r ) Nature 38, 363 Anoa
mindorensis
(1. Nov.) A . B . M e y e r Nature 39, 9 Bubalus sp.
(20. Nov.) S t e e r e P. Z. S. 413 Anoa oder Probubalus
mindorensis
(6. Dez.) H e u d e Nature 39, 128 Bubalus mindorensis
(13. Dez.) E v e r e t t Nature 39, 150 Bubalus sp.
G o g o r z a An. Soc. Espan. XVII, II (des S. A.) Anoa
depressicornis
1889 A . B . M e y e r Zool. Garten 251 Bubalus sp.
1890 H e l l e r Abh. Mus. Dresden 1890/1 Nr. 2 p. 3 u. 31 Bubalus
mindorensis
S t e e r e List Phil. 29 Probubalus mindorensis
N e h r i n g Zool. Anz. 448, SB. Ges. naturf. Berlin 101,
Naturw. Wochenschr. V, 227 Bubalus mindorensis[13]
1894 J e n t i n k Notes Leyden Mus. XVI, 199 pl. 8–11 Bubalus
mindorensis
B o u r n s & W o r c e s t e r Notes Exp. Phil. Is. 63 Bubalus
mindorensis
L y d e k k e r Nat. Hist. II, 206 Bos mindorensis
H e u d e Mém. Hist. Nat. Chin. II, 4 p. 204 pl. XIX E Fig. 19
Bubalus mindorensis
1895 O u s t a l e t Bull. Mus. Paris 202 Anoa mindorensis
E l e r a Cat. sist. Fil. I, 33 Bubalus mindorensis
1896 L y d e k k e r Geogr. Hist. Mamm. 47, 279, 305 Bos
mindorensis
Es könnte ein Zweifel darüber entstehen, ob H e u d e oder S t e e r e

als Autor dieser Art zu nennen sei, da S t e e r e s erste Beschreibung
am 16. August 1888 veröffentlicht war, und das 1. Heft des 2.
Bandes der Mémoires concernant l’histoire naturelle de l’empire
chinois par des pères de la compagnie de Jésus in Chang-Hai im
Jahr 1888 ohne Datum erschien. Es lässt sich aber aus
buchhändlerischen Catalogen (z. B. F r i e d l ä n d e r Nat. nov. Sept.
1888, 289) nachweisen, dass H e u d e s Publication vor August statt
gefunden hat, und dieser daher, und nicht S t e e r e , als Autor
figuriren muss.
Der einheimische Name des Zwergbüffels von Mindoro ist, nach

vielfachen Angaben, Ta m a r a o 1, nicht Tamaron oder Tamarou, wie
S t e e r e (P. Z. S. 1888, 414 und List 1890, 29) schreibt. Er ist bis
jetzt nur von Mindoro bekannt, denn dass E l e r a (l. c.) ihn auch von
Celebes aufführt, beruht auf einer Verwechslung mit der Anoa oder
auf einer anderen Unzulänglichkeit, wie man sie auf Schritt und Tritt
in seiner Compilation antrifft. N e h r i n g (SB. Ges. naturf. Berlin
1894, 185) beschrieb von der Mindoro nahen Calamianen Insel
Busuanga noch einen wilden Büffel als B. moellendorffi, der etwas
grösser als der Tamarao sei, allein ich halte ihn nicht für einen
wilden, da Dr. S c h a d e n b e r g mir mittheilte, dass es nach der
Aussage von Don B e r n a r d o A s c a n i o , der 20 Jahr auf den
Calamianen, speziell in Malbató auf Busuanga gelebt hat, dort keine
wilden Büffel gebe. Dass auf der kleinen Insel Jemandem, der so
lange dort als Pflanzer ansässig ist, das Vorhandensein wilder Büffel
unbekannt geblieben sein sollte, kann man ausschliessen; es
handelt sich daher nur um einen verwilderten, oder vielleicht nicht
einmal um einen solchen, 2 falls man darunter nur schon seit
Generationen verwilderte versteht. 3 Dr. S c h a d e n b e r g theilte mir
mit, dass auf Mindoro verwilderte Büffel neben dem Tamarao
vorkommen sollen, er habe aber keine gesehen; man spräche auch
davon, dass sie sich mit Tamaraos kreuzten, worüber er sich jedoch
vorläufig kein Urtheil erlauben wolle. Den Schädel eines solchen
angeblich wilden Carabao von Mindoro sandte er auch ein (B 3199).
Die bis jetzt bekannten Tamaraos geben keinen Anlass zur
Annahme von Kreuzungen, und wenn sie ausnahmsweise statt
hätten, so würde dies bei dem zweifellosen Überwiegen des auf
ganz Mindoro und, wie es scheint, zahlreich vorkommenden
Tamarao wahrscheinlich keinen dauernden Einfluss auf die
Umgestaltung der Art gewinnen können. J o r d a n a (Bosquejo
1885, 172) sagt: „El Tamarao es animal muy agreste y vigoroso, que
á veces lucha victoriosamente con el bufelo silvestre en el seno de
los bosques“, allein auf solche Angaben nach Hörensagen ist vorerst
gar Nichts zu geben.
J e n t i n k (l. c. 204) hält es für möglich, dass der Tamarao ein

Bastard zwischen Bubalus bubalus und Anoa depressicornis von
Celebes sei. Ich kann mir gar nicht vorstellen, wie eine solche
Hybridisation hätte zu Stande kommen sollen. Dazu hätte die Anoa
zahlreich nach Mindoro gebracht worden sein [14]müssen, was
gewiss nicht geschehen ist. Auch ist der Tamarao eine ganz stabile,
typische und gewiss alte Form. Der Schädel 1569 des Museums,
den S e m p e r vor dem Jahr 1865 erhielt, stimmt vollkommen
überein mit denen von in den Jahren 1894 und 1895 durch
S c h a d e n b e r g erlegten Exemplaren. Dies beweist schon die
Constanz, nicht minder wie die in den Museen vorhandenen, ganz
untereinander übereinstimmenden Häute es darthun. Nimmt
J e n t i n k an, dass die Anoa früher auf Mindoro gelebt habe, und
sich dann mit den importirten Büffeln kreuzte? Welche Gründe
könnte man wohl zu Gunsten einer solchen Annahme ins Feld
führen? L y d e k k e r , der (l. c. 306) die Möglichkeit einer
Bastardirung nach J e n t i n k nicht abweist, sagt, der Tamarao
müsse noch als gute Art erwiesen werden. Wenn aber, wie jetzt,
schon viele gleiche Exemplare bekannt sind (Berlin 1, Dresden 6,
Leiden 3, Manila 2, Paris 2, durch Steere 3, Stuttgart 1 etc.), so ist
es mir ganz unerfindlich, wesshalb man noch an der Artberechtigung
zweifeln, oder einen Bastard im Tamarao erblicken wollte. Auch
vermag ich J e n t i n k darin nicht beizustimmen, dass er meint,
wenn der Tamarao kein Bastard sei, so müsse er eine neue
generische Bezeichnung erhalten, da er weder als echter Büffel,
noch als Anoa angesehen werden könne, denn der Tamarao hat, m.
A. n., genügend Büffelcharaktere, um ihn zu den übrigen Büffeln zu
stellen. Doch die Bildung einer neuen Gattung ist in diesem Fall
unwesentlich und mehr oder weniger Geschmacksache. Die
Hypothese, dass der Tamarao ein Bastard sei, halte ich für um so
entbehrlicher, als sie an und für sich wenig plausibel ist. Tamarao
und Anoa können vielmehr als Nachkommen des Sivalikrindes
angesehen werden, daher die vielfache Übereinstimmung. Die
insulare Sonderung führte zu einer Divergenz in ihrer Entwicklung,
auf Celebes zur Anoa, auf Mindoro zum Tamarao. Diese Hypothese,
wenn schon eine aufgestellt werden soll, scheint mir weit
annehmbarer. (Vgl. H e l l e r : A n o a in Abh. Mus. Dresden 1890/1
Nr. 2 p. 34.)

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A History of Western Society

A History of Western Society

President, Bedford/St. Martin’s: Denise B. Wydra

Copyright © 2014 by Bedford/St. Martin’s

Manufactured in the United States of America.

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116

ISBN 978-1-4576-4849-6 (Combined Edition)

The Story of A History of Western Society :

Primary Source Program

William M. Abbott, Fairfield University

Donna Donald, Liberty University

Matthew Restall, Pennsylvania State University

Clare Haru Crowston

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14 European Exploration and Conquest, 1450–1650 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438

15 absolutism and Constitutionalism, ca. 1589–1725 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476

26 the age of anxiety, 1880–1940 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 867

27 Dictatorships and the second World War, 1919–1945. . . . . . . . . . . . . . . . . . . . . . . . . . . 901

30 Life in an age of Globalization, 1990 to the Present . . . . . . . . . . . . . . . . . . . . . . . .1018

European Exploration and Conquest 1450–1650 438

the European Voyages of Discovery 444

the impact of Conquest 457

Europe and the World after Columbus 462

Changing attitudes and Beliefs 470

chaPter reVieW 474 LearningCurve

Primary source A Portuguese Traveler Describes Swahili City-States of

absolutism and Constitutionalism ca. 1589–1725 476

absolutism in france and spain 483

absolutism in austria and Prussia 492

the Development of russia and the ottoman Empire 497

alternatives to absolutism in England and the Dutch republic 502

Baroque art and Music 512

Primary source Letter from Versailles 486

toward a new Worldview 1540–1789 516

important Changes in scientific thinking 525

the Enlightenment 529

Enlightened absolutism 541

chaPter reVieW 549 LearningCurve

Primary source Galileo Galilei, The Sidereal Messenger 523

the Expansion of Europe 1650–1800 551