UNIVERSITY LIBRARY UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN The person charging this material is responsible for its renewal or return to the library on or before the due date. The minimum fee for a lost item is $ 125 . 00 , $ 300.00 for bound journals. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. Please note: self-stick notes may result in torn pages and lift some inks. Renew via the Telephone Center at 217-333-8400, 846-262-1510 (toll-free) or circlib@uiuc.edu. Renew online by choosing the My Account option at: http://www.library.uiuc.edu/catalog/ Digitized by the Internet Archive in 2016 https://archive.org/details/syllabusoflecturOOgreg SYLLABUS OF LECTURES, ON THE — 4 HISTORY OF* CIVILIZATION. Senior Classes of tins Illionois I:n.d.-u-stria,l HT rai^rerslt3r WINTER TERM, 18 7 7. ESY J. M. GREGORY. o LECTURE f- I. The term Civilization is properly applicable only to Society; or to men in communities. We may tame, domesticate and train ani- mals; we may educate and refine the individual man, but properly we can civilize only society. II. Civilization is the chief fact in history. Proof: i. It is the first question to be asked concerning any age or people. 2. If civilized the nation is deemed worthy of attention and respect. 3. The final test which we apply to institutions, laws and forms of govern- ment is their influence on Civilization. If they promote Civilization we approve them. 4. Arts, and institutions promote public happiness and well being in pro- portion as they promote true Civilization. Advance in Civizization is ad- vance in national power and prosper. tv. The loss of Civilization is th'e loss of all this. 5. In comparing two nations, we judge of their relative rank and worth by their Civilization. All these facts show the high value and importance of Civilization. III. Civilization is complex, embracing many elememts. Proofs: We agree that 1. Higher arts indicate higher civ’n. 2. Higher forms of government higher civ’n. 3. Higher educational systems higher civ’n. 4. Higher religious ideas higher civ*n. 5. Higher social forms and ideas higher civ’n. Civilization must therefore include all these and perhaps other elements which might be enumerated. Remark i. Civ’n. may be partial in character including only one, or a part of its proper elements, as in the case of the Chinese; or these elements in different states of development. Rem. 2. It may vary in degree in different parts of the same nation. Rem. 3. It often varies among different classes of society, and among people ifferent employments. V5. 2962 UNIVERSE ' UtiNOtS 2 IV. Civilization is essentially spiritual. It consists more in ideas- than in things. Arts, governments, educational systems, &c , are its products and manifestations. They are the body of which Civilization is the soul. Proofs: i. Nations the best circumstanced externally are not always the most civilized. 2. Barbarians do not become at once civilized by obtaining the homes of of a civilized people. 3. A civilized nation deprived of its arts, &c., will reproduce them. The Pilgrims. 4. Civilization is measured by its ideas. LECTFRE II. Tire Trae ZElezrreiits of Oi’viliiza.tlorL. Two methods of ascertaining these elements: First, by compar- ing civilized with savage people and noting the constant differences. Second, by determining what elements in man enter into history and civilization. Two fundamental facts: 1. Whatever is in man will appear in history. 2. Nothing can he found in historv which is not first in man. Cousin’s Hist, of Mod. Phil., vol. 1, Lec’t. 2, pp. 30, 31. Rem. 1. It is not meant that every individual passion, appetite or characteristic will produce permanent phenomena in history, though they modify its growth, but that the great fundamental features of human natnre will create departments in history and civilization. Rem. 2. The external circumstances of country, climate, &c., may modify history as the banks modify the stream, but they do not produce it Draper’s mistake. The main facts or principles in man which produce history and civilization are these five: 1. The Vital wants produce the Useful Arts. 2. The ^Hsthetic tastes produce the Fine Arte. 3. The desires for knowledge produce Science, Education, Phil- osophy and Literature. 4. The Social instinct produces Society, Nations, Governments'.. 5. The Religious nature produces Religious Institutions. All the phenomena of civilization, fall under 0112 of these heads. Other passions and feelings act 0.1 history, but not as universal and constant forces. They stimulate and modify these, hut produce no distinct and permanent classes of phenomena. Guizot’s two elements involved in these. Draper’s five elements not fundamental. LECTERE BSE. HPla.ce a,rr:3. Power of Tliose ZEHlerro.eoo.tG. Before attempting to trace their history it is necessary to under- stand the real scope and power of these elements. 3 THE USEFUL ARTS. Rem. i. — Spring from the vital wants for food, shelter and clothing — for all that is necessary to prolong the life of the individual and the race. Rem. 2. — They embrace the food-producing, the cloth-making, the housebuilding, the tool or machine constructing, and the arts of trans- portation and exchange. a. Their extent and variety mark the character and number of the nation’s want?, and hence its civ’n. Savages have few wants and of low character. Falsity of Rouseau’s theory of Savage Life. b. They create wealth, and produce commerce with other people and thus react on civilization. c. As employments, they stimulate mind and modify indivividual and na- tional character. d. They enrich the nation and furnish the necessary support of the other ele- ments of civilization. e. Filling the daily life of the nation, occupying the thought and strength of the people, their history constitutes one of the chief chapters in civilization. f. In modern civilization they hold a place of much higher power and esteem than among the ancients. LKCTURE IV. The iP’Ico.e ^_rts. Rem. i. — Out of man’s aesthetic tastes — his love for the beautiful, the grand, the becoming, the ornamental, the agreeable — come the arts of Sculpture, Painting, Architecture, landscape making, and the more spiritual arts of music, poetry and oratory. a. These tastes exist even in infancy and among savages, in a love for bright colors, regular forms, music, &c., hence essential and universal. b. They are often stronger than the vital wants. Men will sacrifice more for pleasure than for food. Examples; power of fashion, Herbert Spencer’s savage chief. d. The fine arts aid and improve the useful arts. Noticable in modern times, in the uniou of the useful and the beautiful. Cheapness and beauty com- bined command the markets of the world. c. The fine. arts express and promote refinement of taste, which is one of the most conspicuous elements in civilization. e. They promote the spirit of order. Orderly arangement is an element of beauty. Order in all departments of life is a part of civilization. f. They lead to a love and study of nature and thus aid science. g. They constitute an element of national power and .influence, Tne Greeks. The French. h. They stimulate industry, by adding new values and uses to wealth. i. Their excess is a source of national peril, by their stimulation of the spirit of luxury. It may be claimed that they simply accompany national luxury and decadence, but do not cause it. LECTURE V. Science, Education, ZPlo.ilosopl1.3r. 1. Out of man’s desire for knowledge and love for the true, spring the sciences, and all forms of knowledge, opinions, ideas. These create literature and give rise to educational systems. 4 2. The highest form of development of this element is Philoso- phy — man’s highest thinking in every department of knowledge, his supreme conceptions of being, of the origin and nature of things. a. This is. the central element in civilization since civilization resides chieflv in ideas. Cousin’s remark. Napoleon counted ideas as forces in na- tional life. The intellectual life is the real life. b. Literature treasures knowledge and experience, and feeds the mental life. c. Science gives command over nature, changes the external conditions o’f society and reinforces the arts. d. Education increases the mind-torce of a nation, diffuses and makes common its ideas, substitutes reason for passion, and opens the mind to the reception of truth from all sources. e. -rxii cue other elements borrow fresh power from the intellectual. LECTURE VI. Society £un.cl G-overnment. The social instinct in man is the true basis of social organization. It acts as a constant force and produces communities, clans, cities, na- tions, and all the forms of political organizations or governments. Rem. Cousin counts the idea of justice as the basis of the State, but justice follows and regulates, it does not originate the State. a. The true social unit is the family. The aggregation of individuals may make an army or a mob, but households make a state. Hence all the sexual and family affections and relations enter into society and civilization. Pre- vost-Paradol, Essai sur l’Histoire Universellle. b. Government is the most conspicuous phenomenon in history and the largest exponent of national life. c. It builds up the capital city as a centre, selects as its agents the leading men, stretches it protection over all, and stands as the representative of the na- tional power and greatness. d. By its grandeur and authority government overshadows ail the other ele- ments and stimulates or stints their growth. e. The war power of government often puts in motion forces which power- fully modify civilization. f. Within the bosom of society all the personal feelings find place — personal ambition, avarice, party spirit, &c., and these though partial and inconstant, affect the national life. UECTTKE VIS. T : ro.e ZEielig'io-o.s Zllement. The religious sentiment and ideas relate man to the Infinite, the Eternal, the morally perfect, the divine. Their universality and fun- damental character stand confessed in all history. a. Religion is formulated info beliefs and creeds, and thus becomes a public force. b. It establishes rites and systems of worship, and thus religion enters into the visible life of the nation. c. It organizes churches and religious societies and establishes sacerdotal orders. It is in these organized forms that it often usurps powers not religious and functions not belonging to it. Most of the crimes and follies unreflecting- ly charged to religion, belong only to ecclesiastic society. d ; . The gigantic power of the religious element is evidenced by the terrible vio- lence of the so-called religious wars. But it i^ just to remark that these wars have often assumed a religious pretext as a cloak. e. In its alliance with morals, religion lends to public morality its most power- ful support. Under the sancti m and shelter of religion all the moral rela- te ns of men are nourished int > life. f. In savage nations religion is encumbered with gross superstitions, just as all the other elements o'f civilizati >n have among such peoples crude and gro- tesque forms. Science also ha> its superstitions. g. Religion becomes more spiritual in. ideas and worship, and more potential in . influence as civilization advances. LECTURE Vlifl ■ Sec0n.cLa.r3r and 2s^EccLif3rin.gr ZETcrces. Question. Are these five all of the elements of civilization? )r are there others of equal prominence? Answer: These are all that «re constant, producing constant phenomena in history. There are other passions in men which enter into history as mo- tives of leaders, or people at certain emergencies. Such are the love of power, the love of pleasure, love of wealth, desire for fame, Jove of liberty, and conscience, or the sense of l'ight and justice. Besides these there are external circumstances and physical con- ditions which may modify the phenomena of history and civilization. 1. Country and Climate. — These act as a silent but nearly con- stant external force. Draper’s theory exagerates this. a. Countries with much coast line and abundant harbors, favor the spirit of com- merce and adventure. b. Mountainous lands favor hardihood an '; the spirit of personal independence, and love of liberty, while champaign countries favor refinement. c. Torrid and frigid countries seem unfavorable to civilization- The former do not demand much exertion to obtain the necessaries of life; the latter leave , but little time for anything else. d. But the same country has been at one time civilized, at another, barbarous, e. The food-producing power of a country affects density of population and social state. 2. Wars influence civilization. In the past this influence has been nearly constant and of great importance. a. A successful war gives to the nation prestige and national standing, and kin- dles national spirit and thirst for conquest. Athens. b. The defeated nation if too much crushed, is sometimes sent back to bar- barism. c. Conquests of new territory may change the political constitution as in the case of Rome. d. Civil wars give prominence to the victorious parties and ideas. e. Wars favor the ascendancy of the physical over the intellectual — of brute force over moral force 3. National neighborhood modifies civilization. Isolated nations ad- vance slowly. a. New arts and ideas are borrowed from friendly neighbors. b. Warlike neighbors force a nation to constant vigilance and vigor. c. Their example stimulates emulation. 4. Great men powerfully influence the national life. They become types for imitation. a. Their ambition often urges the nation into a new career. b. If great thinkers, their ideas become in time the national ideas. c. They organize and lead, in national enterprises. 6 PART SECOND. LECTI RE I. In the first part of these lectures I have given some account of the Essential and Modifying elements of civilization, We proceed now to consider their historical development. Question: Has civilization a history? Has it followed some law and order of development, or is it the chance incident of national lifer . This question depends on another, “Is there a science of his-' torv?” Goldwin Smith’s objection. Answers: 1. Historical events arise from adequate causes, and follow definite laws. 2. These causes are loo complex and extended to allow us to predict • event 1 -, hut serve to explain the past. 3. The divine and human wills add the element of freedom, but do not destroy the proper scientific character of history. They bring it into the realm of moral forces and laws. a. We affirm then that civilization has a historic development. b. This development has been irregular and often interrupted. It has culmi- nated and declined with national power, dying out among one people only to reappear among others. c. Modern civilization is a direct product of the ancient; growth from ancient germs. Two methods of investigation: First, to ascertain bv analysis existing phe- nomina and featnres, and trace them backwards into the past as far as possible. Second, To find in earlier civilization the phenomena of a given class and trace their progress downward to our own times. Both methods useful and neces- sary. Two methods of presentation : 1. To exhibit the history of each separate element, from its origin to the present time. To divide history into its great natural periods and describe the civilization of each. The first would give us the history of the arts; the second the history of civ- ized peoples. Both seem necessary in, turn to give a complete view. I shall seek to unite them. ILKi'TIkHK EB- Tlxe nT’erlod- History seems to divide naturally into periods. These periods arc marked bv the prevalence of some one great leading nation or group of nations, and bv some particular characteristics. These periods are of unequal duration, including sometimes but one or two centuries, and sometimes manv. The Archaic period stretches back into prehistoric times, and comes down to the time of authentic historv. It is known to 11s only bv its rude and fragmentary remains and monuments, and by equally rude traditions. I / Recent discoveries arc claimed to prove man’s existence on the earth much earlier than the date of creation as ordinarily interpreted. How early is not determined. Foster’s Prehistoric Races pp 21-7. Sir John Lubbocks’ division of prehistoric ages. (See Prehistoric Times, p 3. 1 . Palaeolithic, or Drift Period. 2. Neolithic, or Polished Stone Age. 3. The age of Bronze, 4. The Iron Age. The facts need verification, classification, interpretation All the remains found indicate some knowledge of art. Knives, hatchets, ar- rows, beads, bodkins and needles for sewing are found, also carving on bones and horns. Foster’s Prehistoric Races, pp 33-35. The mound builders of America belong to this period. They show pottery, metal work, cloth and sculpture. Foster, p 79, The legendary period of history shows the existence of the several classes of arts, but in a rnde state. The book of Genesis mentions Agriculture in both of its branches as existing in the first family, and Horticulture as the first employment. The food-producing arts must have had early development. So also the house-building, the tool-making, and the eloth-making. LiKTiiu; 11 a. TIh-e Oriental or -£k.sia/tlc UPeriocL. From the dawn of recorded history to 501, b. c. Asia the cradle of the human race. Its geography peculiar. Mountain systems. Plateaus; Races, Turanean, Semitic, Aryan or Indo - European, Early appearance of great empires. Rawlinson’s Herodotus 1, 523. Chinese, Indian, Assyrian, Egyptian, Arab, Jewish, Phenccian, Persian. a. Civilization partial, conventional, rigid, non progressive. b. Growth of enormous cities, population crowded, life cheap, Man as man not respected. c. Agriculture the leading art, skillful and immensely productive. Intensive cultivation. d. Manufactures of wonderful finess in particular fabrics, hand wrought. Ma- chinery rude and little known. e. Architecture massive and strong but of little grace or beauty. Assyrian palaces and walls, Egyptian pyramids and temp’es, Indian rock temples show the work of immense numbers not the genius of the few. Sculptures and painting, grand in size but unnatural and grotesque, inseparable from Archi- tecture. f. Science in the modern sense did not exist. Knowledge was confined to As- tronomy. Geometry, and some notions of Biology and Chemistry, mixed with superstition. Literature exhibited certain simplicity and grandeur, but lacked high finish. The Hebrew writings the best Education conven- tional and limited. g. Society was a herding of men. The family had no sacs edness; poly gam v, paternal power, justice, no settled forms; despotism reigned unresisted, ar- mies were mere multitudes; war a butchery. h. All the religions had necessarily their native home in Asia, the home of hu- manity. All may have sprung from the original revelation and tradition of the Divine Being. Asiatic religions were chiefly polytheistic, naturalistic and pantheistic. Exceptions, the doctrines of Zoroaster and Confucius. The Jew- ish religion rises above them all, and subordinates nature to God as its Creator and ruler, i Oriental Civilization was not wholly distinct from modern but an earlier form- ation of the common elements like the monster period in geology. Of the three grand orders of being, the Asiatics put Nature first, God next and Man last. A LECTURE IV. O-reek: UPeziod.. Reaching from the burning of Sardis 501 r>. c. to the fall of Corinth 146 b. c. Divided into two parts- — earl) and later Greek. In this period the ascendancy passes from Asia to Europe, and from the Semitic to the Aryan race. Ileeren’s Greece, pp 1-4. This is the true birth time of the European and Modern civiliza- tions — the rise of Man above nature, and finally of God above Man. Geography of Greece — favorable position in respect to Asia, Afiica and Europe. Greek mountains, valleys, &c., favored the main- tenance of small rival sta'es; also national defence. Curtins’ Greece, I, pp 16-22. Greek race mixed — Pelasgians, Phenecian and Egyptian colo- nists. Hellenes, four tribes. Asiatic element. Reactions of elements. Greek migrations, colonies, early, later. Ionians, rise of Athens. Dorian invasion, rise of Sparta. Greek diversity. Union how pro- moted. Curtius’ Greece, I, pp 40-^8. Contemporary peoples and history. Persians, Egyptians, Phene- cians, Romans. Their influence small. Incitements of Greek genius, wars, rivalries of States, personal liberty, great men, philosophy. LECTURE V- ZEPIrst G-resk ZEPericd.. R caching from the Persian invasion of Greece, to the Greek inva- sion of Persia 11:1 1 er Alex rn 1 :r. Greek pre eminence begins with the repulse of the Persians. Eu- rope hurls back Asia. Persian power and character. Aryans. Last great Asiatic empire. Persian struggle continues 170 years. 1st Invasion, Marathon. 2nd Invasion, Sal am is, Plataea. Mil- itary superiority of Greece. Influence of Persian invasions: 1. Athenian growth in power, liberty, art, wealth and commerce. Athenian supremacy near 70 years. Themistocles. Cimon. Pericles. 2. Struggle between Athens and Sparta. 30 years war. Athenian disasters in Sicily ; Alcibiadcs. Fall of Athens. Spartan supremacy. 3. Expedition of Cyrus and retreat’ of 10,030. Greek superiority again shown. 4. Greek rivalries continue. Epaminondas, Theban supremacy. Fall of Spar- ta. Ruin of Greece prepared. ELEMENTS OF GREEK CIVILIZATION. a. industries: Agriculture varied. Thessalian horses; Arcadian sheep; Fruit; Vineyards; Olives; Importation of grain. Commerce chief source of wealth. Athens chief commercial State. b. Fine Arts the most striking feature in Greek civilization. Schools of Sculp- C 9 ture. Phidias, Scopas, Praxiteles. Worship of the beautiful. Arciiitecture, the Parthenon. c. Greek Society, recognition of man; the family appears — monogamic. Greek politics, aristocracy in conflict with democracy. Athens republican. Sparta despotic. Gov’t, recognizes liberty as well as authority. Excess of liberty the fatal fault. Statesmen aim to aggrandize the State. Military spirit exces- sive. Justice regarded. Morals corrupt. d. Greek Literature and Philosophy the second grand feature of civilization* Poetry, Ilomer, Sappho, Euripides, Sophocles. History, Herodotus, , Thu- cydides, Xenophon. Orators, Pericles, Demosthenes. Philosophy, early schools, Ionic, Eleatic, Pythogorean. The Atomists, Sophists, Socratesf, Socratic Schools. Plato, Aristotle, Epicureans, Stoics. Science begins with nature ends with man. e. Greek religion, borrowed but transformed. Anthropomorphic, Polytheistic; Poetic. Divine providence over human affairs. Future retributions. Cele- brated shrines. Dodona, Delphos. Olympia. Paul’s verdict, “too supersti- tious.” Its ideals too low, and its sanctions too feeble to affect morals and character. The divine not master of fate, but subject to it. Oracles. Causes of sudden growth and high grade of Greek Civilization. i. Ethnologic character. Greek genius, composite race. i. Foreign influence. Europe inherits Asia. Greek contact with other lands. Its power to absorb and assimilate. 3. Geographic position of'Greece compels commerce and colonization. 4. Division into small states kindred but diverse and intensely emulous. 5. Greek Philosophy and Politics, Dignity of man over nature. Study of the hu- man form and of mind- Noble conceptions of character and of duty. 6. influence of their great men, Poets, Artists, Orators, Statesmen. LECTURE VIII. 2N/£doccLon.l3.:n. IPeriod.. From the accession of Alexander 336 to the Fall of Corinth 146 b. c. Europe invades and subdues Asia. Spread of Greek Civilization and its decline. Rise of Macedonian power. Philip, Demosthenes, Alexander, Union of Greece against Persia. Invasion of Asia. Battle of Issus. Siege of Tv re. Invasion of Egypt; founding of Alexandria; capture of Babylon. Death of Alexander. Alexander’s successors: Pco'diccas, Ptolomy, Seleucus, Antipater, Antigonus. Struggling for the supremacy, they destroy each other, and leave Greece and Asia to become in time an easy prey to Rome. Greece has gained the Asiatic world hut lost itself. a. Greek civilization is immensely diffused in extent but weakened in character, Persian gold corrupted Greek simplicity. b. The fine arts degenerate. Later school of sculpture. Agesander and his sons produce the Laocoon. c. Philosophy declines into Scepticism or fruitless refinements and speculation * Literature loses its originality and writes comments on the old masters. Alexandria rivals Athens. d. Religion degenerates into philosophic atheism in the higher classes, and into gross superstition in the lower. A io LECTURE BX- Tlxe Roman UPeriod.. The fall of Corinth 146 to the birth of Christ. The seat of Em- pire moves farther from its Asiatic home. Europe becomes more purely European, The long but certain decadence ot the old civili- izations. Greece the mother of the new civilization, perished by the vices ot the old. Rome bridged the chasm, “Part iron and part clay.” She lived with two lives; the senility of the old empires met in her bosom with the rude vigor of the new. Its geographical position. 1. Rise of Rome. Its mixed races: Latins. Sabines, Etruscans. Patricians and Plebs. Arnold’s Rome Chap. 2. 2. Its seven kings. Chiefs of a single obscure city. Republican Rome. Strug- gles between the Plebs and Patricians. Successive victories and final tri- umphs of the people. 3. Roman conqnests: Italy, Carthage, Spain, Gaul, Greece, the Orient, Egypt. Absorbtion of conquered peoples. Extension of citizenship. 4. Increase ot vveath — of slaves. GrovVth of corruption. Intestine struggles. Efforts for reform, Cato, the Gracchi; for mastery Marius, Sylla. The two triumvirates Augustus Caesar. The republic passes into the empire. 5 - I he robber band of Romulus have grown by successive robberries to hold the stolen world. Rome represents physical prowess. Roman genius stal- wart and despotic. The constant absorption of fresh elements prevents re- finement or physical decay. Wealth brings luxury but coarse and cruel. Its civilization is stolen from Greece, but is never improved. It is ouly modi- fied in the order of its leading elements. LECTURE X. IE^o:nn.a,n IPeriod. C02n.ti3fL-u.ecl- Italy like Greece was peopled by the Pelasgi. Michelet’s Roman Republic, Chapter III. Both were Aryan, European. Rome prolongs Greek life, but succumbs v\ ith it to the same fatal causes of decline. Rome was one — Greece, many. Rome centralized; Greece scat- tered. Rome absorbed, Greece disdained, foreign elements. Roman genius was practical; Grecian artistic. Rome excelled jn the useful arts. Greece iu the fine arts. Rome and Greece overlap. Rome rises as Greece declines. The fall of Corinth leaves Rome alone. Her lirst two periods of civiliza- tion were already nearly past. Her ripening and rotting were at hand, a. Romans prided themselves on their agriculture. It was the employment of freemen and nobles, till slavery drove free labor from the fields. Their Ora- tors, Poets Emporers, wrote books on agriculture. They subdued the Cam- pagna, terraced the hills. Roman agriculture anticipated the modern in all points. Liddell, Chap. 48. Michelet Chap. 4. Roman commerce extensive; a chief source of wealth. Arnold’s Rome, p 54. Liddell, p 79. ( I As builders and engineers the Romans excelle 1 . The Appian wbv, Aque, ducts, Sewers. Liddell, p 748. Roman conquests increased her wealth and ruined her industries, Rome subsisted on spoils, and was served by slaves. Michelet B 3, Chap. 1. b. Roman Fine Art was borrowed from Greece and kept up by Greek Artists. Greek Sculptures carried to Rome. Liddell, p 747. c. Roman Society — two castes, Patricians or nobles and Plebs or people — the Roman family monogamous. Paternal power absolute. Dignity of the Roman citizan. Prevalance of great men. Liberty restriced. Roman Government, municipal, regal, fepublican, oligarchic, imperial, military, in turn. Romans the masters of jurisprudence and politics. This leading element of Roman civilization is derived from its history; source of its per- manence of the Roman power. Roman Statesmen and Statecraft. Rome governed as well as conquered the world. Liddell, Chap. 71. Dean’s Ilist Civilization, v 3, Chap. 4. Roman military. Romulus the son of Mars. Rome a nation of soldiers. The Legion. Rome grew by conquest, and fell finally bv her own soldiers. War chief industry. Imperial Rome a camp. Social corruption. The conquere i Orient completes the ruin. d. Roman learning, literature and philosophy, were chiefly of Greek origin. Greek teachers at Rome. Roman youth in Athens. Roman poets, histori- ans. Philosophy, Epicureanism, Stoicism. Roman mind practical, taste coarse. e. Religion Etruscan, Greek. All gods welcome at Rome, Religion political, corrupt, broke down in universal skepticism and atheism. Dean’s History Civilization, v 3, Chap. 3. General estimate.. .Two fundamental ideas in the Roman character, force and lax v. These two worked for Rome. Rome inherited and exhausted the old — She introduced and succumbed to the new. LECTURE XI. Hitter a-n.cl IE3a,rl37- OIb.rIstia,n. From Christ to fall of Rome. Two grand movements fill this period: 1. The slow but resistless decadence of heathen Rome; not without tremendous struggles to recover its standing and resist its fate. 2. The slow but resistless advance of the new Christian power meeting and mastering tremendous efforts for its overthrow, A th ird force — the fresh races emerging into history — mingle with both me vc n ents ; r a intensity the power of each. Greece and Rome though Aryan and European, sought Asiatic empire, and succumbed to the corrupting influence of Orientalism. The new civilization appeared in most of its elements in Rome, but it waited for new races, and anew religion to foster it. This period the overlap of the decaying ancient nations and the incoming modern. The Orient is giving away to the Occident, and Christianity comes to save and transmit the good of the old into the life of the new. Orinental in ori- gin, it discards the vices of oriental sensuality and slavi^hness, and retains only its religiousness and divine trust. Extent of Rome. Conquests in East. Struggles with the Germans. Good Emporers. Bad Emporers. Division of empire. Barbarian invasions — inunda- tions — empire. The Roman eagle takes shelter at Byzantium. The new nations come in. Sack of Rome- Battle of Chalons. Visigothic Empire. Saxons in' Britain. Franks. Lombards. Germans. A 2 Art and industry decline. Decay of tast \ of literature, of social virtue. The reign of Force ends the reign of Law. The dark ages begin. The radical defect of the old civilization, its partial character. God, Man and Nature, out of true relations, and misunderstood. LECTURE XI I. ZEa.r2.37- Olrristiarr UPeriod.. Birth of Christianity. Jesus and his apostles. Obscure beginnings. Steps of progress. Ten persecutions; martyrs make more sacred the faith ; final triumph at Rome; consequent corruption. Religious element too exclusive ; priestly power. Eccle- siastical councils. Nice. Struggles of Bishops for supremacy. Rome, Constan- tinople, Alexandria, Antioch and Jerusalem. Christian doctrine corrupted by philosophy, by heathenism, bv rival sects, by the Barbarians. Superstition supplants religion. Christianity struggles against ignorance, against oppression, against vice; but is rent and weakened by ecclesias- ticisrrt, by sects, by sacerdotalism. Barbarism triumphs, darkness increases. Monasticism rises. Religion recoils from the struggle, and loses its power to resist. The papacv succeeds the empire. Masters the Barbarians, and lays the foundation of a new order of civilization. Agriculture, art and leaning take refuge in the monasteries. Philosophy suc- cumbs to theology. Society rent by fanaticism, and brutalized by war. LECTURE XIII ZkzTIclcLle A.g*es. From the Fifth Century to the Fifteenth. This period is known as the Middle Ages — the long lapse of time between ancient history and modern — The Dark Ages--the night of Barbarism separating the old civilization from the recent. Not so much a decline as a development. The old civilization was swept away, and buried; the new was to grow from its seeds. N^w races advance from bar- barism through a long line of educations and growths. The new faith attaching itself to the new races slowly shaped and lifted them not without being tainted with their barbarism. The Occident is separated from the Orient, and escapes its influences both good and evil. The period not one of stagnation, nor of uniform and continued darkness. Stupendous forces at work, and mighty movements result. Contrast between European vigor and Asiatic lethergy. The meagre survivals of Roman law, and letters, and military art, serve as sparks to kindle the barharisyis. Barbarian prowess, and the spirit of personal in- dependence work out new results. The chief factors of the new results, are religious, military and social or gov- ernmental. Three prominent movements illustrate and express these elemental forces: Feudalism, Mohammedanism, and Papacy and the Crusades. These three will serve us as comprehensive captions for the discussion of the entire period. ( and Land LECTURE XIV. rE r, e-a.d.a,lism.. Three-fold in character; Military, Governmental holding. Growing from necessities, custom made it a system but not uniform nor permanent. Its origin Teutonic. The feudal monarchies. France Germany, Italy, England. a. Its advantages in a barbarous and warlike state of society. The salvation of Europe after the ruin of Pome- It saves society bv enslaving it, rescues the family: elevates woman — chivalry, defends religion, and patronizes learning and art Kohlrausch’s Germany, 83, Guizot's History of Civilization, Vol. 1 Freeman’s Norman Conquest, Chap. 1. b. Its evils: The destruction of of liberty, the perpetuation of war, the multi- plicitv of small States, the discouragement of agriiculture and industrial arts, encouragement of robbery and rapine. c. Feudalism culminated in 10th and 1 ith centuries. Its decline hastened bv the Crusades, and the free cities. It had served its purpose and become a hindrance. It fell before the increase of intelligence and the spirit of liberty. The papacy first used then opposed it. d. Tts survivals, a land holding aristocracy; the empty forms of land titles; the chivalrous respect for women, and for the family. e. Feudalism led the way from barbarism to modern civilization by holding in check the savage spirit of cruelty and robbery till civil government could standalone. It dignified monarchy and introduced stable government. It was not overthrown, but faded as it came, by degrees into other systems. LECTURE XV- Th.9 Papacy a, rad. 3^ola.a-rrarraed.a,raisrra. Papal Rome succeeded imperial Rome Christian Bishops became the magis- trates of the Roman cities. Cunning men seized upon the priestly office as an avenue to power, bad men used it as a cloak to wickedness, and fanatics exaggerated its power. Mighty schisms split the voung Christendom; Sectarianism. Nations made hostile by rival creeds. Monasticism arose out of a false belief and a mis- taken aim of life. The monk was a deserter from the world-saving aim of the Gospel. Arians and Athenasians. Their struggles involve whole provinces. Rome remains Athenasian. Slow rise of the Papacy. Out of the fierce rivalries of sects sprang the Islam creed. Mohammed learned his faith from an Arian monk. He felt only one truth — the unity of God, and believed himself to have been sent as his prophet. Islamism was of the Orient. It was an erithusiam; fierce, sensual, despotic careless of human life — not without a subtle refinement but non-progressive, slavish, sullen. Its one great truth made superior to the idolatries it supplanted and gave it power, Career of Mohammed and his successors. Growth of the Saracenic power. Sweeps through Asia and Africa. Invades Europe. Is checked at Tours, but holds Spain. Ultimately conquers the Eastern Empire. Inherits the Eastern civilization, is schooled in Alexandria. Saracenic art, architecture, philosophy and science. Bagdad, Damascus, Cordova. New struggles between the Orient and Occident. The Occident finally con- quers. Europe remains Christian, The new civilization advances slowly; the Saracenic sinks into Asiatic immobility, loaded with fatalism and polygamy. Prevost-Paradol. Id LECTURE XVI. Tli-e Crusades. From 1096 to 1291. A continuation of the struggle between Islamism and Christianity — the East and West. Europe in turn invades Asia. a. Causes of the crusades. Religious bigotry; Hatred of Mohammedans ; love of advantage; war spirit; desperation of the people; Crusades popular. < b. Movements: 1st Crusade, Godfrey of Bouillon and Robert of Normandy, 600,000 men; end, Conrad III, Louis VII; 3d, Richard Coeur de Leon, Phil. Augustus. Frederic Barbarossa, by land and sea; eighth and last, St. Louis IX. Gibbon, Chap. 48 and Chap. 61. c. Effects. Increased power of the papacy, decline of feudalism; rude awaken - ! ing and slow emancipation of the peoples greater mutual respect and har- mony of the governments; revival of arts, reappearing of commerce; pre- pares the way for revival of learning; infuses a new though rough life into the masses. d. Contemporv history. Norman invasions of France, of England. Increase of papal power and dominion. Hildebrand. e. Europe borrows the arts of Asia and drinks afresh from oriental fountains. The crusades themselves barbarous and bigoted, but their reactions over- throw barbarism LKCTI KE XVII. IF’ea.t-u.res of t!h.e !TDa.rlo ^Lges. These ages, the long school-time of the new nations. The growth of national ideas necessarilv slow. They imply changes in the physical constitution itself. The fragments of the old civilizations and Christianity above all, acted as seed. Buried in the dirt, they germinated, grew and finally ruled. a. Scholasticism, philosophy and theology combined. The sharp stiuggle of new peoples with old questions- Crude, puerile, vague and fruitless, it nev- ertheless led the way to modern philosophy and free thought. Erigina, Abelard. Peter Lombard, Roger Bacon. b. Medieval ecclesisticism anb feudalism combined — the struggle of old ideas of and civil po’.itv for place among free barbarians. < . Alchemy and astrology and the sciences borrowed through the Saracens from the old world served as seeds for modern science. d. Charlemagne and his sue; essors,and the German emperors keep from extinc- tion the Roman idea of wide empire and political union. e, Smuggles of Kings, Nobles, Prieats and people work out constitutional libertv. LECTURE XVIII. aF'o-a.rteeri.tli. and IF’ifteeirLtli. Centmies. The long discipline, of the the Dark Ages had pioduced its effects. The pro- gress of invention reacted on thought, the old master pieces of Roman literature were again read and gave name to the incoming age, as the revival of leaaning. a. Political history still full of war and violence. Wars of England and France. Career of Timour the Tartar. Wars in Italy. Fall of Constantinople. Wars with tlie Turks.. b. Rise of Universities. Old ones flourish; new ones rise at Lyons, Avigno, Orleans, Perngia, Cracow, Heidelberg, Florence, Pavia, Vienna. Pesth, Turin, Leipsig, St. Andrews, Valencia, Freiburg, Basle, Buda, Venice, Upsula, ( i5 Tubingen, Copenhagen, Aberdeen, Toledo. Public education, that grand factor and most significant phenomenon of modern civilization, appears. Sixty Universities in Europe. Over 13,000 students at Bologna. Also great libraries arise. c. Italian literature, Dante, Petrarch, Boccacjio. Litcraturepnultiplies and im- proves. d. Inventions, Mariner’s compass, gunpowder, printing, paper. The modejn victories of man over nature begin. e. Discoveries: The Azores, (Jape Verde Is., America. Cape of Good Hope. Voyages along African coast and to Iceland, &c. LECTURE XBX. SixrteexLtlh. Oexj.t-a.r3r Tire Refcrmaticr.. This stormy century was the natural product of the fifteenth. It"was the up- burst of the kindled volcano. f It was also the necessary transition into intellectual religious and political freedom. The principles of modern civilization enter into full play in this century. a. Protestant reformation, vindicates the right of private judgment and the duty of a personal faith in religion, liberty of conscience. Stages of Reformation. Rise of Jesuits - Religious struggles become national, and political. b. Society in revolution. People rising into notice and power, claiming political rights. National dignity increases. Balance of powers invented. Govern- ments seek to promote natiodal industry. Protection introduced. Statesmen: Charles V,Ximenes, VVolsey, Sulla, Burleigh. c. Intellectual progress. Science: Copernicus, Galileo. Philosophy: Descartes, Bacon. Literature: Shakspeare. Education: 1 uther,Melancthen, the Jesuits. d. Fine Art. The renaissance carries painting and sculpture to their modern culmination. Mtchel Angelo, Raphael, DaVinci, Titian. Cathedral build- ing. Elizabethan age. e. Industrial arts moving to the front; formation of the great labor guilds. Foreign commerce extends markets and increases wealth. f. The modern civilization having passed its infancy is now in full march. LECTURE XX Se-^-exLteexLtlfcL. Oex1.tu1.r3r- In political life this century seemed a period of reaction. Absolutism in gov : eminent appeared in France and England. Jesuit Austria led the last determined onslaught on protestant liberty. But the result showed the reaction temporary. Outside and beneath the ruling classes the energy of free thought was work- ing out the problems of the new civilization. a. The useful arts and agriculture were advancing, wealth increased. Scientific inventions begin to appear. The oppressed Flemish and Huguenot citizens carry their industries into protestant England and Sweden. b. The later schools of painters arise in Belgium, France, England, Spain, Italy, Reubens, Vandyke. Murillo! c. Society grows more courtly and corrupt among the nobles, but the people come steadily forward. The court of Louis XI v; sets fashions for Europe. — Richelieu establishes absolutism in France, In England the Commons tri- umph. The thiitv years war confirms religious liberty. But the century barely saves the past from overthrow. d. Philosophy advances, Bacon, Hobbes, Locke; but plunges again into ntw speculations. Science goes forward to new triumphs. Literature, Milton, Corneille, Racine. e. Religion stuggles through another sea of sects. Seeks as of old the cor- rupting alliance of the State. It goes again into a night of skepticism. i6 l.S CTURE XXI Eigrl2.teex2.tl2. Oex2.t-u.r3r. a - 2 . This century famous for the extent and violence of its political changes. Power of France broken in war for Spanish Succesion. Austria loses and Prussia gains in the two great wars of Fred. IT. England loses its colonies in American Revolution and at close of century the French Revolution shakes all Europe. b. Political science advanced. Adam Smith, the Political Economist. Mon- tesquieu, Rousseau, Blackstone, Mirabeau, Burke, Franklin, Adams, Hamil- ton, Jefferson. The rights of man and the functions of government shown. c. Philosophy speculates and doubts. Berkley, Hume, Reid, Priestly, Dideros, Coudillac, Leibnitz, Wolf, Lessing, Kant. d. Universities multiply; popular education improves and advances; great libraries increase and popular intelligence increases. e. Science and inventions begin to take rapid strides, the steam engine, spin- ning jenny, the lightning rod, galvanism, chemistry. f. Fine arts still flourish though less conspicuous. g. Religion saw some great revivals under the Weslevs and Whitfield and Ed- wards, but skepticism was universal and defiant. LMTIRE XXII H^Ixieteentlx Oex2.t-o.r3r. The stormy morning Napoleonic wars. Fatal to legitimacy Help to open the way for new spirit of popular supremacy. Waterloo and the peace of Paris. Holy alliance and temporary reactions. Rise and successive triumphs of the reform party in England. Reform Bill. Revolutions in Belgium, Switzerland and France. The year of Revolutions, 48. The modern civilization exhibits its fullest power. Its peculiar elements stand forth in grand contrast with all former periods and civilizations. Not stationary as if they had reached their culmination, but advancing swiftly as if to grander growths and achievments The one word Progress, best des- cribes the century in all its departments. The distinguishing features of this civilization: 1. The clear recognition of the rights and value of man as man. 2. The higher position and general respect for woman, and her equality with men before the law. 3. The political equality and authority of the People. It is above all others the Peoples’ Century, 4. Universal Education as the birth-right of men and as demanded by the dig- nity of human nature. 5. The spread of scientific knowledge among the masses, and the consequent scientific improvements and inventions in the useful arts. Agriculture en- riched by new culture.",, and machinery. Mechanic arts increased in num- ber and scope. 6. The age of practical science. Scientific discoveries. New art education. World’s fairs. Inventions which have become forces in civilization, The Railroad and Steamship. The telegraph and power press. The ironclads, breech loading guns. Photography. Spectral analysis. 7. The unexamplified progress in liteiature, and in historical and philological knowledge. The periodical press, 8. Growth of English-speaking peoples. 9. Advance of Slavonic race in power and civilization. 10. Religious and humanitarian progress. Suppression of the Slave trade. Freeing of Slaves in West Indies, in Russia, in United States. Decline of Sectarianism, and liberalization of religious thought. 11. Intense activity of mind in all directions. Mutual stimulation of thought and speech, writers and readers. Freedom and scope of thought and speech; its evil and good. 1