BULLETIN HE UNIVERSITY OF TEXAS NO. 224 FOUR TIMES A MONTH GENERAL SERIES 24 MARCH 22, 1912 A PROBLEM IN THE USE OF PARALLEL SOURCE MATERIAL IN MEDIEVAL HISTORY THE CAPTURE OF JERUSALEM IN 1099 FREDERIC DUNCALF, Ph. D. Instructor in Medieral History The University of Texas PUBLISHED BY THE UNIVERSITY OF TEXAS AUSTIN TEXAS Entered as seoond-cla&s mail matter at the poatoffice at Auitin, Texai iioMfrapi 474-312-15h-1095 BULLETIN THE UNIVERSITY OF TEXAS NO. 224 FOUR TIMES A MONTH GENERAL SERIES 24 MARCH 22, 1912 A PROBLEM IN THE USE OF PARALLEL SOURCE MATERIAL IN MEDIEVAL HISTORY THE CAP TV RE OF JERUSALEM IN 1099 BY FREDERIC DONCALF, Ph. D, il Instructor in Medieral History The University of Texas PUBLISHED BY THE UNIVERSITY OF TEXAS AUSTIN. TEXAS Entered as second-class mail matter at the postoffice at Austin, Texas A^ V Cultivated iniud is the guardian genius of democracy ... It is the only dictator that freemen acknowledge and the only security that freemen desire. President Mirabeau B. Lamar. A PROBLEM IN THE USE OF PARALLEL SOURCE MA- TERIAL IX MEDIEVAL HISTORY INTRODUCTION I. THE PURPOSE OF THIS BULLETIN The purpose of tins bulletin is to present an experimental source problem, in the hope that it may contain a practical basis for the selection and use of source material in secondary history teaching. A great deal has been said, first and last, about the benefits that can be obtained by source work, and in general there is agreement that it should make high school history teaching more interesting and more effective. In prac- tice, however, there is much doubt as to the general success of the pre-ent use of sources. It would seem that the present diffi- culty is the lack of source books that i)resent material arranged in such form that satisfactory results can be obtained without too great effort on the part of both teacher and student. ]Many teachers are making eti'ective . use of source material, but to a great extent their success is the result of their own individ- ual methods and experience. As source books are commonly arranged, too much time must be consumed by the teachers in giving the student a suitable background and in working out details with the thoroughness that is necessary, to justify the results gained from such supplementary work. If the results that can be obtained from source work have not been over-rated, it would seem that the necessary helps and equipment should be provided, so that every history teacher may use source material to greater advantage than is now possible. Tlie amount of time that should be spent in source work can not be definitely determined. In the course on Medieval and Modern history, which is commonly given in the first and second years of the high school, other phases of history work certainly deserve far more attention than the extended use of source material. However, the second year student ought to have a taste of such supplementary work. If he can be inter- ested by the use of source extracts, he will gain a fresher and more real insight into the past life that he is studying th&n can be obtained from text or secondary books. Certainly he should do some comparative and critical work and should be taught to exercise his judgment. This ti'ainiug can best be obtained by 4 The University of Texas Bulletin the use of problems selected from source extracts. It would seem that the teacher with limited time and immature second year students, who have not advanced far in their history work, could obtain better results by deliberate concentration in source work than by attempting to use a series of documents that cover every phase of European history. Inasmuch as the use of even a selected number of the disconnected extracts in the average source book now on the market necessarily means su- perficial treatment, it seems far more practical deliberately to use only three or four source problems, giving enongh time to each to make the work thorough and intensive. By such a plan, the student certainly ought to gain more valuable training and should have the satisfaction of really understanding the ma- terial on which he has been working. The average secondary history teacher covers the entire field of history from x\ncient to American and, no matter how well trained, can not be expected to be suifieiently familiar with the sources or even with the best secondary material of every field to interpret satisfactorily an isolated source extract. The best use of source material often depends on the ability of the teacher to point out the importance of significant details and such appreciation can not be gained without study and a knowl- edge of other contemporary source material. Under such cir- cumstances, it is not to be exi)ected that the teacher should be- able to use many extracts effectively, especially isolated docu- ments. On the other hand, if the teacher is provided with three or four exercises, each consisting of parallel extracts, and equipped with sufficient helps, it will be possible to become fa- miliar enough with each problem to make it both interesting and profitable. Certain definite results can reasonably be expected of such a method of source work. By using parallel extracts the stu- dent can be given small problems that will call for the practice of his ingenuity and judgment. In searching for information about a particular point, he will find confiicting statements and differences in the point of view that will call for the exercise of some critical ability. He will learn that there is often room for doubt about historical facts that some secondary books may regard as definitelv established. Valuable lessons will be learned The Capture of Jerusalem in 1099 5 about the importance of cautiously forming opinions of his own on other than historical questions. In a mild way, the stu- dent can be initiated into the more intensive form of historical method. Such intensive study of parallel extracts should lead to a keener appreciation of the life and character of the people of the past. Students can be encouraged to look for incidents that reveal what manner of men lived centuries ago and they will thus acquire a more intimate knowledge as well as a more sym- pathetic point of view than the text-book can furnish. It can be brought home by such intensive source work that these peo- ple had hopes and ambitions, weaknesses and frailties very like human beings of today. One of the important results that the study of history should produce is the development of a ca- pacity to appreciate the point of view of another person or of a different race. This m_eans broad-mindedness and toleration. By studying the sources in detail the student can realize all this from his own experience and his knowledge of people, and he will find pleasure in applying such practical knowledge of human nature as he has acquired in actual life. Not only should the student acquire a broader jioint of view, but he can be made more interested in history work by such an exercise. When he can be shown in a tangible way that history is past life and that human nature is very much the same even under very different conditions and in different ages, he will regard history as worth while and as interesting. By taking enough time for a small amount of sourc'e work and by doing it with thoroughness, the student will study his text-book with new interest. Furthermore, there is an opportunity for a kind of intensive training that can be obtained only by work on such problems, whether made up from source extracts or secondary material. If the student is given a small problem adapted to his ability and making demands upon his ingenuity, he will learn the first les- sons in the criticism and oi'ganization of facts, and in forming conclusions by the use of his powers of judgment. Conflicting statements in the different extracts will challenge his curiosity. He M'ill beconio anxious to reconcile them and to find a solution for his difficulties in the same spirit that the solution of a 6 The University of Texas Bulletin puzzle would call out his best mental efforts. By direction in working out conclusions from indefinite details, which must first be carefully examined, the student will learn the importance of using all information carefully. If the teacher can impress this On the student, it will be a start toward the realization of the importance of acquiring intellectual independence. There is no greater obligation resting on the history teacher than that of awakening the desire of the student to form independent opinions on all subjects. No form of educational training can have a greater practical value or will make the student more useful to himself or his fellow men. In the belief that many of the present source books do not enable the teacher to obtain the best results from the use of source material, this bulletin is offered as an experiment. It presents several problems with sufficient material and sufficient helps and suggestions to enable teacher and pupil to solve them with satisfying results. It is hoped that the history teachers of the state will, if possible, try it in the class room. If the ex- periment should prove successful, it may result in a better method of arranging source material for history teaching and in greater emphasis on this phase of supplementary work than has hitherto been possible.* II. THE PROBLEM The siege and capture of Jerusalem by the crusaders in 1099 has been selected as the subject of the present exercise. The four most authentic accounts of this event, three of which have been translated from the Latin and given below, are of sufficient brevity to enable students to read them all and form their own conclusions. The problem in its completeness should be to reconstruct from the narratives given here a full account of the siege and capture of Jerusalem in 1099, with all the attendant circumstances; but it may be more satisfactory to assign small problems of a more definite character, covering the topics sug- gested below. *See Krey, "Suggestions for the Teaching of History and Civics in the High School," University of Texas Bulletin. 1912, pp. 18-22. This Bulletin can be obtained free on application to The University of Texas. It presents several problems with sufficient material and sufficient helps and suggestions to enable teachers and pupils to solve them- with satis- fying results. The Capture of Jerusalem in 1099 7 The teacher should encourage the student to use all possible ingenuity and to give his reasons for 3very statement which he ipakes. The point of view or the character of each writer should always be considered in every instance where this might affect the value of any particular fact. The students should be asked to write reports on their topics to be read before the class. Since the other members of the class, as a result of their own work, will be familiar with the different narratives, they will be in a position to criticise such reports. Such exercises should awaken lively discussion and bring about animated reci- tation work. 1. Subdivisions of the Problem — Topics 1. Describe the fortification of Jerusalem in 1099. 2. What was the location of the different leaders during the siege ? 3. What changes vvere made in the plan of attack during the siege? What reasons can be found for r^ueh changes? 4. Describe the first assault made by the crusaders. 5. How was the progress of the siege delayed by the lack of provisions and the poor water supply^ 6. Describe the fight that Kaymond Piletus had, on his march to Joppa. 7. What part did the fleet and Genoese sailors have in the siege ? 8. What evidence of dissension and lack of harmony in the crusading army is to be found in the extract^- ? 9. By what means was harmony established among the cru- saders ? 10. Discuss the use of siege towers. 11. What machines and siege devices were used to obtain an entrance into the city? 12. What methods did the Turks use to defend the city? 13. Describe the first attack on the city. Try to give date and tell why it failed. 14. Describe the final attack that resulted m the Franks entering the city. What was the date ? 15. What part did Rajmiond have in the siege? 8 TJie University of Texas Bulletin 16. What resistance did the crusaders encounter after they had forced their way into the city ? 17. Describe the fight at the temple of Solomon. 18. How did the crusaders treat the inhabitants and defend- ers of the city ? 19. Describe the sacking of the city. 20. In what ways do the chroniclers illustrate the general attitude of Westerners toward the Mohammedans? 21. What can you say of the piety of the crusaders? 22. Can you show that people in the year 1099 believed in mira.cles? 23. How long did the siege of Jerusalem last ? 24. How was the capture of the city celebrated? 25. How does the importance of the capture of Jerusalem, in the estimation of the chroniclers, show the general western atti- tude toward the crusade? III. HOW TO WORK OUT THE PROBLEM 1. The ILisiorical Setting of the Problem.* To understand the narratives and to get a sympathetic ap- preciation of the characters, the pupil must know something of the history of the crusades and the relative conditions of west- ern Europe and the East. The crusaders, who in 1096 undertook the conquest of the Holy. Land from the Turks, were uncultured AVesterners, who knew little about the higher civilizations of the Byzantine em- pire or of the Saracen world. The years spent on the crusade meant a liberal education to these people, who, except as they may have chanced to hear tales of the magic East from the lips of pilgrims and travelers, had previously known nothing better than the crude life of western Europe. The wealth and luxury that they found were beyond all their expectations, and at every city that they captured the leaders quarrelled; each was eager to obtain possession, to settle down in this wondrous land and build up a principality for himself. Thus, the religious purpose was often forgotten in the rivalry of the leaders, and it long *The best account of the capture of Jerusalem in English may be found in Archer and Kingsford, The Crusades (The Story of the Nations Series, Putnams, New York.) The Capture of Jerusalem in 1099 9 seemed doubtful whether the crusading army would ever reach the Holy City that they had started ont with such eagerness to rescue. Thus Bohemond, the Norman adventui'ei" from Southern Italy, who probably started on the expedition with a definite purpose to win territory for himself with his sword, outwitted the other leaders and obtained the splendid city of Antioch as his prize. Baldwin, the brother of Duke Godfrey of Bouillon, left the main army at Antioch and established himself at Edessa. Raymond, the count of Touh)use and the greatest lord in Southern Prance, was equally anxious to gain a i)ortion of this rich land, but his ambition was cheeked at every point, and chietly by his crafty rival, Bohemond. The ambitions and jealousies of the leaders threatened to wreck the crusade, but the people in the ranks at length grew weary of quarrels and demanded that they be led to Jerusalem. Thus the army forced the leaders to forget their selfish ambitions, and early in June of 1099. the crusader- ar- rived before Jerusalem. The jealousies of the leaders; continued during the siege, and althoutih Boheirond wa-; not present. Ray- mond was always regarded with suspicion by the othpi" leaders. Later, the Westerners who remained in the East and made it their home came to appreciate the culture of their Saracen neighbors. They found it to their advantage to cultivate friendly relations, but in 1099, the crusaders had not been l.onu' enough in the East to adopt >o tolerant an attitude. They had been impressed by the wealth of the country and hoped to conquer and rule it, but they still regarded the Saracens as enemit^s of their religion who deserved no consideration. Firm in their belief that all unbelievers were an inferior race, they had not .yet re- alized that they could learn much from their Saracen enemies. Thus at the siege of Jerusalem, the crusaders show the same fa- natical hatred that had characterized the beginning of the cru- sade. Some lessons, however, the crusaders had learned. In warfare, where they were most expert and in which they were most in- terested, they had found it necessary to change their methods. The heavy western horsemen had too often found themselves helpless before the light Turkish cavalry that never gave them peace but would not come to close quarters and fight hand to 10 The University of Texas Bulletin hand. Such methods of fighting were new to the crusaders. They also found that the taking of the walled cities of the East was a much more difficult matter than the storming of the less scientifically fortified castles of the AA^est. From the Greeks, they learned how to besiege walled cities and many of these ideas were used at the siege of Jerusalem. Siege-craft and fortification were greatly modified in the West by returning crusaders, who used to advantage the knowledge which they had acquired in the East. The crusade and the capture of Jerusalem made a wonderful impression on the popular imagination of the AA^est. In an age when fighting and the type of religion that found expression in the crusades were matters of absorbing iDterest, it is not sur- prising that an awakening Europe should develop an universal interest in this rescue of the Holy Land. Tlie extracts reflect this popular attitude. The idea, that the places where the Christian religion had found its origin, could confer actual spiritual benefit upon the pilgrim who visited them, was a part of the religious belief, of the age. Its counterpart was the belief that relics, any articles that had been sanctified by some holy person, had a practical spiritual value and miraculous attri- butes. Thus the unearthing at Antioch of what was believed to be the spear that had pierced the side of Christ had been inter- preted as a sign of the Lord's favor, and had resulted in a burst of religious fanaticism that had saved the crusaders from the dangerous plight in which they had found themselves. Similar expressions of religious enthusiasm occurred at Jerusalem. However, the spirit of the crusade was not mere religious romanticism. The cold blooded ambition of the leaders delib- erately exploited the religious feeling of the common people. The army itself fluctuated from intense piety, which usual- ly appeared when thev found themselves unprosperous and in danger, to moral laxity. The medieval man was a creature of moods. The matter uppermost in his mind received absorbing attention to the exclusion of all else. Thus in trying to understand these crusaders, it is necessary to remember that they were naive and childlike, but although the ideals and standards of the age were very different from those of today, the motives that guided action were never- The Capture of Jerusalem in 1099 H theless intensely human even in the last days of the eleventh century. It is only by such an interpretation that the real spirit of the crusaders can be appreciated. It is further necessary to have some knowledge of the men wlio wrote the accounts which follow. 2. The Authors of the Aqcoiuits . The three extracts that follow have been translated from the Latin chronicles of the crusades. The writers of these accounts gn-e the best information that we have concerning the capture of Jerusalem in 1099, for they were themselves eye witnesses of this event. There are other narratives of the taking of the Holy City which contain additional information, but. because the authors were not eye witnesses, we can not be so sure of the re- liability of their facts. Often tliey merely copied earlier writ- ings, or obtained their information from men who had been to the Holy Land; again they may have gone to the Holy Land later and heard the story of the siege there. In any of these cases they obtained their facts second hand. One other short account of this event may be mentioned. It is to be found in a letter written by the leaders of the armv to the Pope in September of 1099.* ITiis letter and the three extracts printed below are the onlv accounts writtei-i by eye witnesses known to be in existence and they can thus be regarded as the most accurate narratives of the capture of Jerusalem by the crusaders. In comparing different statements, any bias or characteristic that might affect the point of view of the chronicler should be carefullv considered The writers present the attitude of different factions in the army as well as the different points of view of the leaders and of the common people. The name of the author of The Deeds of the Franks and other Crusaders is unknown. He makes no specific reference to himself m the chronicle. Other chroniclers who used this book (one of them saw it in 1101) apparentlv did not know the author, at least they have not given us his name. The reliability of the work has been estal)lished by internal criticism, that i. by *This has been translated and may be found in Translations and Reprints, University of Pennsylvania, Vol. I, No. 4, p. 10 12 The University of Texas Bulletin a careful consideration of the subject matter and by testing the facts given by the author by comparison with other writers. The account is in the form of a diary written from time to time on the march. The author was apparently not a man who knew the secrets of the leaders, but wrote down his own impres- sions and experiences, describing the events of which he was an eyewitness. lie was religious, intensely interested in the cru- sade, and, because of his genuine and sincere effort to tell what he observed, his account is one of the best that we have of the first crusade. Apparently, the Anonymous, as he is called, was a Norman knight from Southern Italy. He accom- panied Bohemond to Constantinople. Then for a short period he was with Tancied, but was again in Bohemond 's service in 1098. Later, he became connected with Raymond of Toulouse, with whom he went to Jerusalem in 1099, where he witnessed the suffering and hardships as well as the final triumph. The Anonymous represents the attitude of the average crusader. Fulk, the author of The Deeds of the French Crusaders, was a priest from Chartres. He began his journey with Robert of Normandy and Stephen, count of Blois and Chartres. but at Antioch, he attached himself to Baldwin, the brother of Godfrey, whose chaplain he became, and he is thus our principal source for the story of Baldwin's capture of Edessa. He was at Je- rusalem in 1099. The chronicle has somewhat the form of a diary and is full of the interesting observations that a curious Westerner of the time would make on such an expedition. Fulk represents the point of view of the crusader from north- ern France. TTie work is continued down to 1125, although the first part, containing the extract that describes the capture of Jerusalem, was probably written not later than 1105. The third account. The History of the Franks who Captured. Jerusalem by Raymond of Agiles, although the work of an eye- witness and the longest, deserves more cautious use. The author was a priest, like Fulk. and went on the crusade as the chaplain of Raymond (count of Toulouse), who led the crusaders from southern France. The account was written later than the others, probably about 1112. Count Raymond received favorable treatment at the hands of his chaplain, but this priest, who was canon of Puy, had personal reasons for writing a history of the The Capture of Jerusalem in 1099 13 crusade. He was one of the men who helped to find the holy lance at Antioch. The enemies of Comit Raymond, because he made every possible use of this relic, charged him with fraud, and his chaplain tried to vindicate both his master and himself by writing a history of the crusade. Thus, although his infor- mation was obtained first hand, our chronicler is biased and fur- thermore on the defensive. In any case where his information might be colored by such prejudice, careful comparison should be made with the other writers. 14 The University of Texas Bulletin THE NARRATIVES— THE MATERIAL FOR WORKING OUT THE PROBLEM 1. The Story from "The Deeds of the Franks and other Cru- saders," by an Ano7iymoiis Author Eejoicing and exulting-, we reached the city of Jerusalem on Tuesday, June 6, and began to besiege the city in a marvelous manner. Robert, the Norman, located himself on the north side, near the church of St. Stephen,^ Avhich was built on the very spot where that first martyr won eternal happiness by being stoned in Christ's name. Next to the Norman duke, Robert, count of Flanders, stationed his contingent, while Duke Godfrey and Tancred prepared to attack the city from the west.- The count of St. Aegidius located himself on the south, on Mount Sion, near the church of St. Mary, the mother of the Lord, where Christ once supped with His disciples. On the third day, some of our men, namely Raymond Piletus and Raymond of Taurina, went out on a foraging expedition. They encountered a force of two hundred Arabs and the sol- diers of Christ fought these unbelievers. With the Lord's help, they fought so valiantly that they killed many of the enemy and captured thirty horses. On the first Monday after our ar- rival, we made an attack on the city and so bravely did we tight that if scalding ladders had been ready for our use, the city would most certainly have fallen into our hands. As it was, we pulled down the outer wall and placed one ladder against the main wall, so that some of our men ascended and fought hand to hand with swords and lances against the Saracen defenders of the city. Many of our men were killed in this attack, but the enemy lost more heavily. However, for a period of ten days, we were not able to buy ^The church of St. Stephen was built on the spot where Stephen was supposed to have been stoned. The church that the crusaders found in ruins was built by the Greeks about the 8th century. =Tancred was the nephew of Robert Guiscard, the Norman ruler of southern Italy. With Bohemond, the oldest son of Robert, he led the crusading army from southern Italy. Raymond, count of Toulouse, was also count of St. Gilles, duke of Narbonne, and marquis of Pro- vence. He was also called count of St. AEgidius. Raymond was the most powerful lord in southern France. y'^ ^ /-^ ^fO PLAN OF THE CITY OF JERUSALEM, 1099. 1, Ruined church of St. Stephen; 2 Gate of St. Stephen; 3, The Angular tower; 4, Tower of David; 5, Gate of David or Joppa Gate; 6, Holy Scpulcher; 7, Temple of the Lord: 8, Sion Gate; 9, Tomb of David and church of St. Mary; 10, Pool of Siloam. 16 The University of Texas Bulletin bread at any price, until a messenger arrived announcing the arrival of our ships. We also sulfered greatly from thirst. In fear and terror we were forced to water our horses and other animals at a distance of six miles from camp. The Spring of Siloam,^ at the foot of Mount Sion sustained us. When the messenger arrived from our ships, the leaders took counsel and decided that armed men should be sent to guard the ships and sailors at the port of Joppa. So one hundred men from the army of Raymond, count of St. AEgidius, under Ray- mond Piletus. Achard of Montemerlus and William of Sabram, left camp in the early dawn and started confidently toward Joppa. Thirty of these knights separated themselves from the rest of the band and met seven hundred Arabs, Turks and Sara- cens from the army of the Emir. The soldiers of Christ boldly attacked the enemy, but as they were greatly outnumbered, they were soon surrounded ; Achard and some of the poor footmen were killed.* While this band was completely surrounded and all believed that they could not escape death, a messenger was sent to Raymond Piletus who said, "Why do you stand here with these knights? Lo. all of our men are in serious danget from the Arabs, Turks and Saracens and may all be dead by this time. Hasten to them and aid them." As soon as they heard this our men hastened to the scene of battle. The Pagans, when they saw the rest of our knights approach, formed themselves into two lines. Our men rushed upon the unbelievers, shouting the name of Christ, each determined to bring down his man. The enemy soon realized that they would not be able to with- stand the bravery of the Franks, so they turned their backs and fled in terror. TTiey were pursued for a distance of six miles. Many of the enemy were killed and one man, whom they re- garded as a very important person, was taken alive. One hun- dred and three horses were captured. During this siege, we were so distressed with thirst, that we were forced to carrv water a distance of six miles in the skins ^See note 9. *The knights were always accompanied by foot soldiers, so the numeri- cal strength of this band was larger than the number of knights would indicate. In the crusading battles the footmen outnumbered the horsement 2, ?,. 4, and even 7 to 1. The personal attendant of a knight was a squire. The Capture of Jerusalem in 1099 17 of cattle and wild oxen, and between fetid water and barley bread we were daily in great want and sutfering. Moreover the Saracens hid in ambush at the watering places and either killed and wounded our animals or drove them away to caverns and caves in the hills. At length our leaders decided to beleaguer the city with siege machines, so that we might enter and worship the Savior at the Holy Sepulchre. Two wooden towere and many other siege machines were constructed." Duke Godfrey made a wooden tower and other siege devices and Count Raymond did the same, although it was necessary to bring the wood from a considerable distance. However, when the Saracens saw our men engaged in this work they greatly strengthened the fortifications of the city by increasing the height of the turrets at night. On a cer- tain Sabbath night, after the leaders had decided which parts of the wall were weakest, they dragged the towers and the ma- chines to the eastern side of the city. The tower and machines were erected, equipped, and made ready for u e during Sunday, Monday and Tuesday. The count of St. AEgidius erected his tower on the plain to the south of the city. While all this was going on, our water supply was so ]imitee, who had first established his camp on the western side of the city, while reconnoitering, decided that Mt. Sion was a better posi- tion. He decided to move his camp, but encountered opposition on the part of the other leaders. He made the change, but ac- cording to his chaplain became very unpopular because of his action.* (Raymond, p. 23.) It would seem that the real reason for this change was the ir- regular character of the land to the West, for a ravine would have made it difficult to move the siege engines close to the walls. However, this was not the reason that the count gave. According to the story of his chaplain, he was so much impressed by the church on Mt. Sion and its sacred associations, the he became much alarmed lest the Saracens should get possession of it and defile it. He thus tried to make out that he was really doing a pious act in occupying such a holy spot. (See the speech that Raymond puts into the mouth of the count, p. 23.) Raymond already had the reputation of being more or less of a hypocrite, for he had used the holy lance that was found at Antioch to further his own interests. Here again he was trying to allay the jealousies of the other leaders, by trying to convince them that he was guided solely by religious motives. It would seem that the other crusaders knew his methods, for eventually he was not able to persuade his men to follow him to the new loca- tion that he had selected for his camp, except by bribing them with money. Although Raymond is the only writer who says that the count of Toulouse first located his camp to the West of the city, there *This is an evidence of the fear that the other leac^ers had of Raymond's ambition. 38 The Vniversity of Texas Bulletin is little reason to doubt tliat his final position was on Mt. Sion {An07iymous, p. 14, 17, 18; Fulk, p. 20). Just what part of the wall he attacked is more difficult to determine. It would seem likely that Raymond attacked the western part of the southern wall, or the southwest corner. However, we are told that the tower of David was surrendered to him and that "the gate at which the pilgrims had always been accustomed to pay tribute" Avas opened {Anonymous, p. 18). The gate by the tower of David, the David or Joppa gate, which opened on the Joppa road, from which port the pilgrims usually came. Why Raymond entered by this gate, may be explained by his failure to force an entrance through the wall, before the other division of the crusading army had done so at the northwest corner. More- over, as the gate was opened from within, Rajonond and his men undoubtedly gave up their efforts to force their way in at the place where they had l)een working, and sought an easier entrance through the western gate. ; LIBRARY OF CONGRESS 018 459 848 6