REESE LIBRARY OF THE UNIVERSITY OF CALIFORNIA. Class -u— u— v— u— u— u— vr-u— u— u— u— ir— u— u — u— u ,u u u u u u u— u— u- *1 W U «f % GENERAL HISTORY OF CIVILIZATION IN EUROPE, FROM THE FAIL OF THE ROMAN EMPIRE TO THE FRENCH REVOLUTION. BY M. GUIZOT, « » PROFESSOR OF HISTORY IN TIjE FACULTY^F LITERATURE AT FARES; AND MINISTER OF PUBLIC INSTRUCTION. NINTH AMERICAN, TROM THE SECOND ENGLISH EDITION, WITH OCCASIONAL NOTES, BY C. S. HENRY, D.D., PEOFBSSnR 01 PHILOSOPHY AND HISTORT IN THB VKIVXRS1TY OF THE CITY OF NFW YOBK UHIVERSITYB D. APPLETON & CO., 443 & 445 BROADWAY.. 1865. \ % 6> V^iLr^jQ^ Entered according to Act of Congress, in the year lb42, By D. APPLETON & COMPANY, In ihe Clerk's Office cf the District Court of the United States for the Southern District of New York. «y^/^ J m 17NIVI J ITT PREFACE TO THE THIRD AMERICAN EDITION. The adoption of this work as a text-book by numerous in* Etitutions, and the demand for a third edition within so short a period, indicate the favorable estimation in which it is held in this country. In complying with the request of the publishers to superin- tend the present edition, the editor has seen fit to add a few notes, which, if of no value to the accomplished historical scholar, may perhaps be of some use to the younger student. He takes this occasion to offer a few observations on the study of history, and on the use which he conceives may be made of works like the present. The study of history is a necessary part of a thorough edu- cation. Aside from its more immediate practical advantages a full and familiar knowledge of history is requisite to the most liberal cultivation of the mind. Accordingly, the study of history has always had a place in the course of instruction pursued in our higher institutions. Precisely here, however, lies a serious difficulty. History is not, like many of the other studies prescribed in such a course, a science whose leading principles can be systemati- cally exhibited within a moderate compass, and of which a complete elementary knowledge can be imparted within a iimited time. There is, properly speaking, no short road to a competent knowledge of history. For any valuable purpose 6 PREFACE. here is really no such thing as an elementary study of history It is not worth while to study it at all, unless it be thoroughly studied. A thorough knowledge of it cannot, however, be imparted in the lecture room ; it must be acquired by the student himself in the solitary labor of the closet. The most accomplished instructer can do nothing more than to assist him in pursuing his investigations for himself. He must study special histories. He must carefully exarfiine the bes, sources, — if possible, the original sources. He must make himself familiar with the details — at least of all the most important portions — of the history of the world This is the work of years. It is obvious, therefore, that a thorough knowledge of his- tory can never be acquired in the time allowed for its study in the usual course of public instruction. The same thing may perhaps be said to hold true of other studies. To a cer- tain extent it does. Still, in regard to most of the other studies, more can be done within the allotted time towards ac- quiring a competent knowledge of them, than can be done in regard to history. A good foundation may be laid ; a suc- cessful beginning may be made. In respect to h/story it is far more difficult. In what way, therefore, to occupy the time allotted to his- tory to the best advantage, is a perplexing problem. To devote the whole period to the study of some compend of universal history, containing a summary or abridgment of all the special histories of the world, is a very common method. Yet such w r orks, from the nature of the case, can be but little more to the young student than a barren mass of dates, names, and dead facts. We might as well expect to gain a correct and lively impression of the form, features, and expression of a living man from the contemplation of the hu- man skeleton, as to acquire a true knowledge of history from such abridgments alone. " Abridgments," as Professor Smyth well remarks, " have their use, but to read them as a PREFACE. 7 more summary method of acquiring historical knowledge, is not their use, nor can he. When the detail is tolerably known, the summary can then be understood, but not before. Sum maries may always serve most usefully to revive the know ledge which has been before acquired, may throw it into proper shapes and proportions, and leave it in this state upon the memory, to supply the materials of subsequent reflection. But general histories, if they are read first, and before the particular history is known, are a sort of chain, of which the links seem not connected ; contain representations and state- ments, which cannot be understood, and therefore cannot be remembered ; and exhibit to the mind a succession of objects and images, each of which appears and retires too rapidly to* be surveyed ; and, when the whole vision has passed by, as soon it does, a trace of it is scarcely found to remain. Were I to look from an eminence over a country which I had never before seen, I should discover only the principal objects ; the villa, the stream, the lawn, or the wood. But if the landscape before me had been the scene of my childhood, or lately of my residence, every object would bring along with it all its attendant associations, and the picture that was presented to the eye would be the least part of the impression that was received by the mini . Such is the difference between read- ng general histories before, or after, the particular histories o which they refer." I must not, indeed, omit to observe," continues the same writer, " that there are some parts of history so obscure and of so little importance, that general accounts of them are all that can either be expected or acquired. Abridgments and general histories must here be used. Not that much can be thus received, but that much is not wanted, and that what little is necessary may be thus obtained. "I must also confess that general histcries may in like manner be resorted to, for the purpose of acquiring a general notion of the great leading features of any particular history ; 8 PREFACE. thej may be to the student what maps are to the trave ler and give an idea of the nature of the country, and of the mag- nitude and situation of the towns through which he is to pass ; they may teach him what he is to expect, and at what points he is to be the most diligent in his inquiries. " Viewed in this light, general histories may be considered ad of great importance, and that even before the perusal of the particular histories to which they refer ; but they must never be resorted to except in the instances, and for the pur- poses just mentioned ; — they must not be read as substitutes for more minute and regular histories, nor as short methodi of quiring knowledge."* While, therefore, the time devote-d to history in our usual course of public instruction may not be altogether lost, even if wholly employed in the study of some general compendium, there is yet great danger that its fruit will be merely the me- chanical acquisition of a mass of dead facts, soon forgotten. The zealous teacher will naturally feel a strong desire to lead his pupils to a more intimate acquaintance with the living spirit of history, the true meaning and significance of its mere facts. In this view resort is often had to such works as this of Guizot and others, which treat of what is called the philosophy of history. But in such works a knowledge of the facts which are made the basis of generalization and reflection, is almost wholly presumed ; while the young stu- dent, from ignorance of the details of history, or a too slight acquaintance with them, may not be in a condition to under- stand, much less to judge for himself of the force and justness of, the general views presented to him, — at all events, is ex- posed to the danger of getting the habit of too easily taking upon trust, of acquiescence without insight. Against all these dangers the faithful teacher must do his best to protect tho ttudent. The most proper time to study such works is ua« — m * Smyth's Lectures ou Modem History, vol. L p. 6.— Am. ed. PREFACE. 9 doubiedly when a thorough historical knowledge of the facts upon which they rest is acquired. Some one such work may. however, under the guidance of a competent teacher, be read with benefit by the young student. Even if there be some things which he cannot adequately appreciate till he shall have gained a more minute knowledge of the historical de- tails ; even if there be some things which for the present he must leave unsettled or take upon trust, — he will still gain the advantage of having his attention directed to the great prob- lems which history presents for solution ; he will form an idea of what is meant by the most general spirit of history; he will have learned that the mere external events of history are worthy of record only as significant of the moral spirit of humanity ; and he will be guided in his future study of the facts and details of special histories by a more determinate aim, and a more enlightened interest. At the same time it is extremely desirable that the student should in the course of his elementary education be led to accomplish thoroughly some portion, however small, of the great task of the historical scholar ; that some epoch, or por- tion of an epoch, some interesting and important event, at least, forming a sort of historical whole, should be selected and minutely studied, till he is thoroughly familiar with all its details, and perfectly comprehends the connexion, meaning, and consequences, of all the facts. This should be done for the purpose of teaching him how to investigate and compare, combine and reflect for himself. In the impossibility, then, of communicating a thorough knowledge of history during the usual course of public in* struction, thus much, it is conceived, should be attempted-— to add to the study of some judicious compend of universal nistory, that of some good specimen of philosophical gene- ralization of historical facts, and the thorough investigation of some small portion of special history The present work by M. Guizot may be recommended as 10 PREFACE. an excellent specimen of the sort of books which may aid the student in forming the habit of reflecting upon the facts of history, and in awakening and directing an intelligent in- terest in the study of those facts Its generalizations, it is true, are often extremely rapid, and presume a vast amount of historical knowledge ; but with the guidance of a compe tenc teacher, the diligent student may supply for himself the needful information ; while the clearness and liveliness of the style render it an attractive work, and the general justness of its thought, the moderation and candor of its spirit, make it for the most part a safe and salutary work. In the occasional notes added to this edition — and which are referred to by numerals — the editor has had no regular plan of elucidating the work. He has sometimes made a critical or qualifying remark simply because it could be done in a short space, and at other times has omitted to say any thing, because he would otherwise have been led into too extended a disquisition. So, likewise, in some places he has given historical or chronological statements of facts where he thought he could do so to any good purpose within a mode- rate compass, and in other places, which might seem equally or more to require similar illustration, he has added nothing, because he could not save the student the trouble of looking elsewhere without increasing too much the size of the volume. In short, they are what they are — here and there a note ; and the editor would fain hope that they will not detract from the value of the work in the view of any readers, and that to some they may be of use. C S. H University of New- York, June, 1842. ANALYTICAL TABLE OF CONTENTS LECTURE I. CIVILIZATION IN GENERAL. PAGE. Object of the course 15 History of European civilization 16 Part taken in it by France 16 \Civilization may be recounted 17 Forms the most general and interesting fact of history 17 Popular and usual meaning of the word civilization 20 Civilization consists of two principal facts : — 1st. the progress of socie- ty; 2d. The progress of indivi- duals 25 Proofs of this assertion- 26 TAGS That these two facts are necessarily connected to one another, and sooner or later produce one an- other 28 The entire destiny of man not con- tained in his present or social con- dition 31 Two ways of considering and writing the history of civilization 31 A few words upon the plan of this course 32 Of the actual state of opinion, and of the future, as regards civilization 33 LECTURE n. OF EUROPEAN CIVILIZATION ;— IN PARTICULAR ITS DISTINGUISHED CHARACTERISTICS — ITS SUPERIORITY— ITS ELEMENTS. Object of the lecture ....." 35 Unity of ancient civilization 36 Variety of modern civilization 37 | Superiority of the latter 39 State of Europe at the Fall of the Ro- man Empire • 41 Preponderance of cities t 41 Attempts at political reform made by the emperors 45 Rescripts of Honorius and Theodo- sius II 45* Power in the name of empire .„ 48 The Christian Church 48 The various states in which it had existed down to the fifth century. 50 The clergy possessed of municipal offices 52 Good and evil influence of the church 54 The Barbarians 55 They introduce into the modern world the sentiments of personal independence and loyalty 57 Sketch of the various elements of civi- lization at the beginning of the fifth century. 58 LECTURE IIL OF POLITICAL LEGITIMACY — CO-EXISTENCE OF ALL THE SYSTEMS OF GOVERNMBN» IN THE FIFTH CENTURY — ATTEMPTS TO RE-ORGANIZE SOCIETY. All the various systems of civilization lay claim to legitimacy 61 Explanation of political legitimacy. ... 64 Co-existence of all the various sys- cems of government in the fifth century 66 Instability of the state of persons, estates, domains, and institu- tions. 67 fwo causes— one material, the con- tinuation of the invasions 69 4 second moral, the sentiment of ego- tist individualism, peculiar to the barbarians 72 The elementary principles of civiliza- tion have been, 1. The want of order 74 2 Remembrances of the empire. ... 74 3. The Christian Church 74 4. The barbarians 75 Attempts at organization 75 1. By the barbarians 75 2. Bythe cities 76 3. By the church of Spain 77 " 4. By Charlemagne — Alfred 78 The German aud Saracen invasion ar rested • SC The feudal system begins >••• , . 12 CONTENTS. LECTURE IV. THE FEUDAL SYSTEM PAGE. Necessary alliance of facts and theo- ries 82 Preponderance of country life 87 Organization of a little feudal so- ciety 88 Influence of feudalism upon the dispo- sition of a proprietor of a fief. .... 89 Upon the spirit of family 89 Hatred of the people for the feudal sys- tem 93 Priests could do but littis for the serfs. 93 rA II Impossibility of regular crganiiAtioi. ^ the feudal system 94 1st. No gTeat authority 98 2d. No public power 97 3d. Difficulties of the federative sys- tem 99 Right of resistance inherent in the feudal system 99 Influence of feudalism good for the de- velopment of individual man 100 Eadfor social order 101 LECTURE V. 104 110 Religion a principle of association. Fjice not essential to government. Conditions necessary to the legitimacy of a government 112 1. Power in the hands of the most worthy 112 2. Respect for the liberties of the governed 112 The church being a corporation and not a caste, answered to the first of these conditions 113 Various modes of nomination and elec- tion in the church 114 THE CHRISTIAN CHUfCH It failed in the second condition by the unlawful extension of the principle of authority 116 And by its abusive employment of force 117 Activity and liberty of mind within the church 119 Connexion of the church with prin- ces 121 Principle of the independence of spirit- ual authority 123 Claims of the church to dominion over temporal powers 123 LECTURE VI. THE CHRISTIAN CHURCH. Separation of the governing and the governed in the church 126 Indirect influence of the laity upon the church 129 The clerical body recruited froir all ranks of society 130 Influence of the church on public order and legislation 132 Its system of penitence 135 The progress of the human mind pure- ly theological 136 The church ranges itself on the side of authority 138 Not astonishing — the object of religion is to regulate human liberty 138 Various states of the church from the fifth to the twelfth century 141 1 . The imperial church Ill 2. The barbarian church — develop- ment of the principle of the sepa- ration of the two powers 142 The monastic orders 143 3. The feudal church 144 Attempts at organization 145 Want of reform 145 Gregory VII 146 4. The theocratic church 146 Revival of free inquiry 147 Abelard, &c 147 Agitation in the municipalities.. 148 No connexion between these two facts 148 LECTURE VII. RISE OF FREE CITIES. A Blcetch of the different states of cities in the twelfth and eigh- teenth centuries 150 Twofold question : — Jst. Affranchisement of cities 154 State of cities from the fifth to the tenth centuries 1 55 Their decline and revival 155 Insurrection of the commons. 159 Charters ,, 161 Social and moral effects of the af franchisement of the cities. . . . 16S 2d. Of the interior government cf cities 169 Assemblies of the people 169 Magistrates 169 Ifigh and low burghers 169 Diversity in the state of the com- mons in various countries. ....... 170 CONTENTS. 13 LECTURE VIII SKETOH OF EUROPEAN CIVILIZATION— THE CRUSADES. PA8E. PAGE. 3ene»-al view af the civilization of Eu- The Crusades: rope 173 Their character ..... 177 Ita distinctive and fundamental charac- Their moral and social causes. , 176 ter 175 These causes cease at the end of the When this character began to appear. . 175 thirteenth century 181 State of Europe from the twelfth to Effects of the crusades upon civili- the sixteenth century 175 zation 18t LECTURE IX. MONARCHY. Important part of monarchy in the his- • tory of Europe 193 In the history of the world 194 True causes of its importance 195 Twofold point of view under which monarchy should be considered.. 195 1st. Its peculiar and permanent char- acter 195 It is the personification of legitimate sovereignty 196 Within what limits 198 2d. Its flexibility and diversity 200 The European monarchy seems the result of the various species of monarchy 200 Of the barbarian monarchy 201 Of the imperial monarchy 202 Of the feudal monarchy 206 Of modern monarchy, properly so call- ed, and of its true f-haracter 209 LECTURE X. ATTEMPTS AT ORGANIZATION. Attempts to reconcile the various so- cial elements of modern Europe, so as to make them live and act in common — to form one society under one same central power. . . . 2.10 1st. Attempt at theocratic organiza- tion 213 Why it failed 213 Four principal obstacles 213 Faults of Gregory VII 215 Re-action against the dominion of the church 217 On the part of the people 217 On the part of the sovereigns 217 3d. Attempts at republican organiza- tion 218 Italian republics — then vices 220 Cities of the south of France 222 Crusade against the Albigenses. . . . 222 The Swiss confederacy 222 Free cities of Flanders and the Rhine.;.. .- 222 Hanseatic League 223 Struggle between the feudal nobility and the cities 223 3d. Attempts at mixed organization. . . 224 The States-general of France 224 The Cortes of Spain and Portugal. . 225 The Parliament of England 22r) Bad success of all these attempts 228 Causes of their failure..; 228 General tendency of Europe 228 LECTURE XI. CENTRALIZATION, DIPLOMACY, ETC., Particular character if the fifteenth century 229 Progressive centralizations of nations and governments 230 tat. OfFrance 231 Formation of the national spirit of France 232 Formation of the French territory. . 232 Louis XI., manner of governing. . . . 234 2d. Ot Spain 235 3d. Of Germany 236 4th 01 England 236 5th Of Italy 237 Rise of the exterior relations of states and of diplomacy 238 Agitation of religious opinions 24( Attempt at aristocratic reform in the church 241 Councils of Constance and Bale 241 Attempt at popular reform 243 John Huss 243 Revival of ancient literature 244 Admiration for antiquity 245 Classic school 245 General activity 246 Voyages, travels, inventions, &c 248 Conclusion 247 14 CONTENTS LECTURE XII. THE REFORMATION. PAGE. Difficulty of unravelling general facts in modern history 248 Picture of Europe in the sixteenth century 249 Danger of precipitate generalizations.. 253 Various causes assigned for the refor- mation 254 Its predominant characteristic — the in- surrection of the Human mind PAGl against absolute power ip intellec- tual affairs 255 Proofs of this fact 257 P'ogress of the reformation in different countries 258