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 CONTENTS

Preface
Acknowledgments
About the Authors
Introduction: The Five-Step Program

STEP 1 Set Up Your Study Program

1 What You Need to Know About the AP World
History: Modern Exam
Background Information
Reasons for Taking the Advanced Placement Exam
What You Need to Know About the AP World History:
Modern Exam
2 How To Plan Your Time
Three Approaches to Preparing for the AP World
History: Modern Exam
When to Take the Practice Exams
Setting Up a Study Group

STEP 2 Determine Your Test Readiness

3 Take a Diagnostic Exam
AP World History: Modern Diagnostic Test

STEP 3 Develop Strategies for Success

4 Tips for Taking the Exam
Multiple-Choice Questions
 Short-Answer Questions
Document-Based Question
Long-Essay Question

STEP 4 Review the Knowledge You Need to

Score High
5 The World History Environment
6 Review: Development of Agriculture and
Technology
7 Structure of Early Civilizations
8 Rise of Classical Civilizations
9 Interactions in the Late Classical Era
Summaries: Technological and Environmental
Transformations
Timelines
Key Comparisons
Change/Continuity Chart
Organization and Reorganization of Human
Societies
Timeline
Key Comparisons
10 Origins of World Belief Systems
11 Rise and Spread of Islam
12 Changes in European Institutions
13 Interregional Trade and Exchange
14 Hemispheric Exchange
15 Systems of Slavery
16 Expansion of China
17 Empires in the Americas
18 Empires and Other Political Systems
19 Cultural and Intellectual Changes
Summaries: The Global Tapestry and Networks
of Exchange
Timeline
Key Comparisons
Change/Continuity Chart
Summaries: Land-Based Empires and Trans-
Oceanic Interconnections
Timeline
Key Comparisons
Change/Continuity Chart
20 Revolutions and the Consequences of
Industrialization
21 Demographic and Environmental
Developments
22 Political Revolutions
23 Western Imperialism
24 World Trade
Summary: Industrialization and Global
Integration: Revolutions and Consequences of
Industrialization
Timeline
Key Comparisons
Change/Continuity Chart
25 Revolutions, World Wars, and Depression
26 Cold War and the Post-War Balance of Power
27 End of the Cold War and Nationalist
Movements
 28 Global Trade
29 Technological Developments
30 Social Changes
31 Demographic and Environmental
Developments
Summary: Accelerating Global Change and
Realignments(c. 1900 to the present)
Timeline
Key Comparisons
Change/Continuity Chart

STEP 5 Build Your Test-Taking Confidence

Practice Test One
Practice Test Two

Glossary
Bibliography
Websites
Maps of the World
Key Individuals
 PREFACE

Welcome to the adventure of Advanced Placement (AP) World

History: Modern. Enjoy the challenges of your studies. During the
course of the year, you should be prepared to read widely in both
your text and readers. Expect to analyze all sorts of primary
documents, from text to political cartoons, photographs, paintings,
maps, and charts; analytical skills are essential to success on both
the multiple-choice and the essay questions. You will write essay
after essay as you not only analyze primary documents but also
compare issues and analyze continuity and change over time. Along
the way, enjoy the fascinating story of humankind and find a little of
yourself among the peoples of other societies.
During the 2019–2020 school year AP World History: Modern
incorporated changes to the curriculum so that there are now four
designated historical periods to cover instead of six: 1200–1450,
1450–1750, 1750–1900, and 1900–present. A new theme—
Technology and Innovation—was added so that there are nine
instead of five thematic units.
Chapters 1 through 9 in this edition cover background
information that may eventually be incorporated into a new AP
World History course with a focus on history before 1200 CE. The
content on the revised exam, however, covers only the years
between 1200 CE and the present. The diagnostic and practice
exams reflect this change. These exams are designed to reflect
mastery of the historical thinking skills cultivated by any AP history
course. Questions that follow each content chapter are designed to
help you recall information, though they follow, in general, the AP
examination format.
There is one major exception to the new periodization: origins
and contributions of major world religions to world history. This
material is covered in Chapters 10 and 11. We have left background
information in the glossary and in the sections on maps and key
individuals. We have included this information with the intent that it
may serve as historical context, review, or reference where
necessary.
This study guide will ease your passage through the challenges
of AP World History: Modern to success on the examination. At first
sight, the amount of material in the AP World History: Modern
course can appear a bit overwhelming. The goal of this manual is to
present that content material and the test-taking skills that will allow
you to approach the AP exam with confidence. As a first step, turn
now to the Introduction to learn about the five-step study program
and how it can help you to organize your preparation.
 ACKNOWLEDGMENTS

We wish to thank Grace Freedson and Del Franz for their

encouragement and editing, outside readers for their invaluable
suggestions, and our families for their extraordinary patience.

—Beth Bartolini-Salimbeni
—Wendy Petersen
 ABOUT THE AUTHORS

BETH BARTOLINI-SALIMBENI holds degrees in history, Spanish, Italian,

and comparative literature. A former Fulbright scholar and twice a
National Endowment for the Humanities (NEH) fellow, she has
taught AP World History, AP European History, and AP Art History at
the high school level as well as history and languages at the high
school and the university levels, both in the United States and in
Italy. Her most recent book is Italian Grammar for Dummies. She is
currently working on a biography of a nineteenth-century Italian
“gentlewoman.” In 2014–2015, she was the recipient of the
American Association of Italian Teachers Distinguished Service
Award (K–12) and the New Mexico Organization of Language
Educators Lifetime Achievement Award for her work in Romance
languages and cultures.

WENDY PETERSEN earned undergraduate degrees in political science

and French before going on to a Master of Arts in political science.
Time spent studying in France and England sparked her interest in
history, and she began her career teaching world history in
southwest Houston in 1997. Since moving to New Mexico in 2000,
she has taught a variety of subjects, including French, AP World
History, and AP United States Government and Politics. In 2014, she
was selected as one of the first teachers to pilot the new Advanced
Placement Seminar course, part of the College Board’s Advanced
Placement Capstone program.
 INTRODUCTION: THE FIVE-STEP
PROGRAM

Introducing the Five-Step Preparation

Program
This book is organized as a five-step program to prepare you for
success on the exam. These steps are designed to provide you with
vital skills and strategies and the practice that can lead you to that
perfect 5. Here are the five steps.

Step 1: Set Up Your Study Program

In this step you’ll read a brief overview of the AP World History:
Modern exam, including an outline of topics and the approximate
percentage of the exam that will test knowledge of each topic. You’ll
learn:

• Background information about the AP exam

• Reasons for taking the exam
• What to bring to the exam
• Other tips to prepare you for the exam
• How to choose the preparation plan that’s right for you
• Timetables for three suggested plans

Step 2: Determine Your Test Readiness

In this step you’ll take a diagnostic exam in AP World History:
Modern. This pretest should give you an idea of how prepared you
are before beginning your study program.
• Go through the diagnostic exam step by step and question by
question to build your confidence level.
• Review the correct answers and explanations so that you see
what you do and do not yet fully understand.

Step 3: Develop Strategies for Success

In this step you’ll learn strategies that will help you do your best on
the exam. These strategies cover all four question types: multiple-
choice, document-based, continuity and change-over-time, and
comparative. This part of your preparation program will help you
learn

• how to read multiple-choice questions.

• how to answer multiple-choice questions, including whether or
not to guess.
• how to analyze primary documents, including texts, photographs,
political cartoons, maps, and charts.
• how to answer the document-based and long essays.
• how to respond to the short-answer questions.

Step 4: Review the Knowledge You Need to

Score High
In this step you’ll learn or review the material you need to know for
the test. This section takes up the bulk of this book. It contains not
only summaries of key events and concepts but also vocabulary lists
and review questions. The material is organized chronologically. Each
unit in this section is followed by a timeline, a list of key
comparisons, and a change/continuity chart. The chart will show you
at a glance key events and issues in the major world regions. It will
also refresh your memory of changes and continuities within each
region during the time covered by the unit.
As you review this material, it may be helpful to work with
others. Find a study pal or form a small study group, and set a time
when you can get together to review.
Step 5: Build Your Test-Taking Confidence
In this step you’ll complete your preparation by testing yourself on a
full-length practice exam modeled after the actual examination. The
test is followed by a discussion of the answers. Be aware that this
practice exam is not simply a reproduction of questions from actual
AP exams, but it mirrors both the material tested and the way in
which it is tested.

• Try the strategies provided in Chapter 4 of this book for each type
of question on the test.
• Pair up with another student and read and critique each other’s
essays.
• Take the time not only to check whether or not your answers are
correct but also to read the explanation for the correct answers.
By doing this, you will review a broad body of concepts in a
shorter period of time.

Finally, at the back of this book you’ll find additional resources to

aid your preparation. These include the following:

• Glossary of terms
• Bibliography for further reading
• List of websites related to the AP World History: Modern exam
• An appendix of selected maps
• An appendix of key individuals

The Graphics Used in This Book

To emphasize particular concepts and strategies, we use several
icons throughout this book. An icon in the margin will alert you that
you should pay particular attention to the accompanying text. We
use these three icons:
The first icon points out a very important concept or fact that you
should not pass over.

The second icon calls your attention to a strategy that you may want
to try.

The third icon indicates a tip that you might find useful.
 STEP 1

Set Up Your Study Program

CHAPTER 1 What You Need to Know About the AP

World History: Modern Exam
CHAPTER 2 How to Plan Your Time
 CHAPTER 1

What You Need to Know About

the AP World History: Modern
Exam

IN THIS CHAPTER
Summary: Learn background information on the AP program and
exam, how exams are graded, what types of questions are asked,
what topics are tested, and basic test-taking information.

Key Ideas
Many colleges and universities will give you credit for exam scores
of 3 or above.
Multiple-choice questions reflect the amount of course time spent
on each of the four AP World History: Modern periods.
 The three types of free-response questions are based on the
broad course themes and are aligned with course skills.

Background Information
What Is the Advanced Placement Program?
The Advanced Placement (AP) program was begun by the College
Board in 1955 to construct standard achievement exams that would
allow highly motivated high school students the opportunity to be
awarded advanced placement as freshmen in colleges and
universities in the United States. Today, there are more than 30
courses and exams with nearly 2 million students taking the annual
exams in May.
There are numerous AP courses in the social studies beside
World History: Modern, including U.S. history, European history, U.S.
government, comparative government, macroeconomics,
microeconomics, and psychology. The majority of students who take
AP tests are juniors and seniors; however, some schools offer AP
courses to freshmen and sophomores, especially in world history.

Who Writes the AP World History: Modern

Exam? Who Corrects the Exams?
Like all AP exams, the World History: Modern exam is written by
college and high school instructors of world history. This group is
called the AP World History Test Development Committee. The
committee constantly evaluates the test, analyzing the test as a
whole and on an item-by-item basis. All questions on the World
History: Modern exam are field-tested before they actually appear on
an AP exam.
A much larger group of college and secondary teachers meets at
a central location in early June to correct the exams that were
completed by students the previous month. The scoring procedure
of each grader (or “reader”) during this session is carefully analyzed
to ensure that exams are being evaluated on a fair and consistent
basis.

How Are Exams Graded?

Sometime in July, the grade you receive on your AP exam is
reported. You, your high school, and the colleges you listed on your
initial application will receive the scores.
There are five possible scores that you may receive on your
exam:

• 5 indicates that you are extremely well qualified. This is the

highest possible grade.
• 4 indicates that you are well qualified.
• 3 indicates that you are qualified.
• 2 indicates that you are possibly qualified.
• 1 indicates that you are not qualified to receive college credit.

Individual colleges and universities differ in their acceptance of

AP exam scores. Most will not consider a score below a 3 on any AP
exam. Many highly competitive colleges and universities honor only
scores of 5 on AP exams. To find out which universities offer credit,
and how much for which score, go to the College Board website:
https://apstudent.collegeboard.org/creditandplacement.

Reasons for Taking the Advanced Placement

Exam
There are several very practical reasons for enrolling in an AP World
History: Modern course and taking the AP World History: Modern
exam in May. During the application process, colleges look very
favorably on students who have challenged themselves by taking
Advanced Placement courses. Although few would recommend this,
it is possible to take any AP exam without taking a preparatory
course for that exam.
 The higher-order thinking skills that characterize the AP World
History: Modern course provide an excellent preparation for
college and university studies.
—College professor

Most important, most colleges will reward you for doing well on
your AP exams. Although the goal of this manual is to help you
achieve a 5, if you get a 3 or better on your AP World History:
Modern exam, many colleges will either give you actual credit for a
required introductory world history course or allow you to receive
elective credit. You should definitely check beforehand with the
colleges you are interested in to find out their policy on AP scores
and credit; they will vary.
Taking a year of AP World History: Modern (or any AP) course
will be a very exacting and challenging experience. If you have the
capabilities, allow yourself to be challenged! Many students feel a
great personal satisfaction after completing an AP course, regardless
of the scores they eventually receive on the actual exam.

What You Need to Know About the AP World

History: Modern Exam
The AP World History: Modern exam consists of both multiple-choice
and essay questions. The multiple-choice portion is worth 40 percent
of the total exam grade, whereas the three essays together count
equally for the other 60 percent. Your score on the multiple-choice
section is based on the number of questions you answer correctly.
There is no “guessing penalty.” No points will be deducted for
incorrect answers; unanswered questions will be graded as incorrect
answers.

Format of the Exam

The following table summarizes the format of the AP World History:
Modern exam.

Multiple-Choice Questions (MCQs)

This section consists of 55 questions. Each question has four

possible answers. The questions are arranged in sets of two to four
questions per set. Each set begins with a written or visual stimulus.
It is recommended that you use 55 minutes of the total 95 minutes
you are given for Section I of the exam.
The College Board annually publishes material on the breakdown
of questions on the multiple-choice test. However, at press time, it
was unknown what that breakdown would be.
 For DBQs, group your information and then analyze all the details.
Find what will actually be useful for your essay. Be clear, concise,
and to the point.
—AP student

Short-Answer Questions (SAQs)

The AP exam contains four short-answer questions: you will answer
questions 1 and 2, and then choose between questions 3 and 4.
Each question will have Parts A and B, and some questions will also
contain a Part C. All questions, regardless of the number of parts,
are worth the same number of points. The first two SAQs will have
prompts using historical texts, images, or data that require
interpretation and analysis. The first SAQ will be based on a primary
source and the second will be based on a secondary source. The last
two SAQs will not contain sources, but will be traditional questions.
It is recommended that you use 40 minutes of the 95 total minutes
you are given for Section I to work on your responses to the short-
answer questions.

Long-Essay Question (LEQ)

During the remaining 100 minutes of the test you will be asked to
write two essays: a document-based question (DBQ) and a long-
essay question. The essays will be based on the broad themes that
form the background of the AP World History: Modern course.
According to the College Board description of the AP World History:
Modern course, these themes include:

• Human-environmental interaction
 • Disease and its effects on population
• Migration
• Settlement patterns
• Technology
• Cultural development and interaction
• Religions, belief systems, and philosophies
• The arts and architecture
• State-building, expansion, and conflict (governance)
• Political structures and forms of government
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global organizations and structures
• Creation, growth, and interaction of economic systems
• Agriculture and pastoralism
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
• Development and change of social structures
• Gender roles
• Family and kinship relations
• Race and ethnicity
• Social and economic class structures
• Technology and innovation

Also essential to success on the essays is the ability to visualize

global patterns and the reactions of societies to global processes.
The ability to interpret the context of a document, as well as to
analyze point of view, is necessary to compose a satisfactory
response to the DBQ.
For further information on the multiple-choice and essay
questions, refer to Step 3 of this manual.

Taking the Exam

When you arrive at the exam site, you should have brought the
following:

• Several pencils for the multiple-choice questions

• Several black or blue pens for the essays
• A traditional, not a smart, watch. Silence any alarms that would
go off during the exam period
• Tissues
• Your school code
• Your driver’s license and Social Security number

Leave the following items at home:

• A cell phone or calculator

• Books, a dictionary, study notes, flash cards, highlighters,
correction fluid, a ruler, or any other office supplies
• Portable music of any kind; no MP3 players, iPods, or CD players
are allowed

Other recommendations:

• Don’t study the night before. Arrive at the exam rested.

• Wear comfortable clothing. It’s a good idea to layer your clothing
so that you are prepared for a variety of temperatures in the exam
 room.
• Eat a light breakfast and a light lunch on the day of the exam.
 CHAPTER 2

How to Plan Your Time

IN THIS CHAPTER
Summary: The right preparation plan for you depends on your
study habits, your own strengths and weaknesses, and the amount
of time you have to prepare for the test. This chapter recommends
some study plans to get you started.

Key Points
Preparing for the exam is important. It helps to have a plan—and
stick with it!
You should create a study plan that best suits your situation and
prioritize your review based on your strengths and weaknesses.
Three Approaches to Preparing for the AP
World History: Modern Exam
It’s up to you to decide how you want to use this book to study for
the AP World History: Modern exam. This book is designed for
flexibility; you can work through it in order or skip around however
you want. In fact, no two students who purchase this book will
probably use it in exactly the same way.
Your study plan should begin with taking the diagnostic test in
Chapter 3. Based on that, you can decide what parts of world history
you need to review. The world history content you need for the
exam is reviewed in Chapters 14–31. Included in each chapter are
test-like multiple-choice questions to help you check your knowledge
and practice for the test. You should also include Chapter 4 in your
study plan; it contains tips and strategies for each type of question
on the exam. Any study plan should culminate with the practice test
at the end of the book.

Plan A: The Full-Year Plan (Beginning in

Summer)

To review for the World History: Modern AP test, I went over the
major concepts and periods in my notes. I also found it helpful to
read outside world history books and sources. Also, practice,
practice, practice on multiple-choice world history questions,
because they are one-half of the AP test. As far as the AP essay
section, DBQ practice all year was great preparation.
—AP student

If you have purchased this book in the summer before your course
begins, you can use it to obtain a basic understanding of world
history prior to 1200 CE. Your AP course officially starts with that
year, but, of course, to understand what’s going on in 1200, you’ll
need some basic knowledge of what’s been happening in the world
before that date. Chapters 5–13 contain that summary. Include that
in your study plan to get up to speed so you can start day one of
your course with the background information you need.
A key step in developing your study plan is to take the diagnostic
test in the next chapter. This is a practice exam that closely mirrors
the actual exam. By taking the diagnostic test, you’ll find out exactly
what you’re up against. You will also see what content you need to
review and what skills you need to practice. Identify your
weaknesses and focus on these first. Plan to take the diagnostic test
in January and the final test in April just before the exam.
Following this plan will allow you to practice your skills and
develop your confidence gradually as you go through the AP course.
Since you purchased this book in the summer, you’ll be able to get
the background reading done to begin your course with an
understanding of world history prior to 1200. This book is filled with
practice exercises; beginning to work through them at the start of
the school year maximizes your preparation for the exam. Since
you’ve practiced the whole year, you’ll be in peak condition to
perform your best on the exam.

The One-Semester Plan

Starting in the middle of the school year should give you ample time
to review and prepare for the test. Of course, if you also need to
prepare for other AP exams, or if you are super-busy with
extracurricular activities, your time will be more limited. You can skip
the background reading sections; they are designed to get you up to
speed when you start the course.
Regardless of how much time you are able to devote to prepping
for the AP World History: Modern exam, you should start by taking
the diagnostic test in the next chapter. This will give you an accurate
idea of what the test is like. You’ll get a sense of how hard the test
will be for you, how much time you need to devote to practice, and
which types of questions and areas of content you most need to
work on. Skip around in this book, focusing on the chapters that
deal with the content you find most difficult. Take the final practice
test a few days before you take the actual test.

The Six-Week Plan

Okay, maybe you procrastinated a bit too long. But this might not be
a problem if you are doing well in your AP World History: Modern
class and just need to review areas where you are relatively weak
and practice with the types of questions on the exam. In fact,
practice with test-like questions is included in most AP World History:
Modern classes. So you may be more ready for the exam than you
realize.
Start by taking the diagnostic test in the next chapter to find out
what the actual test will be like and to identify the content areas and
the types of questions that you most need to practice. If you find the
diagnostic test difficult, try to devote as much time as possible to the
practice questions in the chapters you most need to review. Skip
around in this book, focusing first on the content areas where you
are weakest. Even if you do well on the diagnostic test, you should
take the practice test at the back of this book to practice pacing
yourself within the time limits of the exam.

When to Take the Practice Exams

You should take the diagnostic test in Chapter 3 mid-year or

whenever you begin your test preparation. It will show you what the
exam is like and, based on your performance, you can identify your
strong points as well as the weaknesses you’ll need to focus on.
Take the final practice test a week or so before the actual test. The
practice tests are perhaps the most important part of this book.
Taking them will help you do all of the following:
• Give you practice with all the different types of questions and
tasks on the AP World History: Modern exam
• Allow you to measure progress and identify areas you need to
focus on in your test preparation
• Allow you to practice pacing yourself within the time limits
imposed on the test

Following are some things to remember as you plan your test-prep

effort, regardless of when you start and how long you plan to
practice:

• Establish a calendar of review and start as early as you can.

• Use your mobile phone to time yourself every time you take a
timed test.
• Take advantage of the practice tests in this book. They are your
friends.
• Don’t stay up the night before the test trying to do some last-
minute cramming; this may be counterproductive.

Setting Up a Study Group

One of the most effective strategies in preparing for the AP World
History: Modern Exam is to study with other students preparing for
the exam; however, not all study groups are equally successful. Here
are some important considerations to assist you in the successful
planning and implementation of your study group.

Why?
• Take advantage of others’ strengths and abilities. Different
students will have different insights.
• Lessen the individual workload by delegating specific topics (a
time period, an event, an individual) to each member to present
to the group.
• Increase your likelihood of following through by making
commitments to others.

Get more in-depth with your readings. If you can spark a stronger
interest in the subject, it is much less difficult to retain the
information.
—AP student

Who?
• Keep the group small. Study groups tend to work best when
there are relatively few participants, usually somewhere between
two and five people. Groups that are too large are less efficient
and more easily distracted.
• Consider the composition of the group. Close friends do not
necessarily make the best study partners. All members should be
committed to the success of the group. Think about students who
are interested in the material, are willing to ask questions, and are
prepared and well organized for class.
• Consider, too, how much flexibility members have in their
schedules. Students with many commitments may have trouble
accommodating the study group sessions.

Where?
• Select locations with minimal distractions, where conditions allow
for discussions.
• Provide seating that is comfortable, preferably with a table for
notes and books.
• Some libraries have specific rooms for this purpose.
• Turn off your cell phones.
• Remember that this is a working group, not a potluck. By all
means, bring something to drink or eat if you need to; just don’t
make socializing the focus of the group.

When?
• Plan for sessions to last two to three hours. Any longer and
students will lose focus and be more likely to become distracted.
Much shorter, and it will be difficult to cover material with any
degree of depth.
• If possible, try to plan study sessions for the same day and time.
A regular schedule will help the group remember to meet and
make it seem more of a commitment, like a class. It also gives
members time to prepare in advance.

How?
• For maximum efficiency, have a defined goal or purpose for each
session, and ensure that it is clearly communicated to each
member in advance. Assign each member specific tasks or
responsibilities before meeting. These could include chapters,
eras, or historical themes. By doing so, you increase the
participation of all members.
• Consider assigning a member to be the facilitator, responsible for
managing the time and keeping members focused.

Commitment and discipline in studying are the most important

factors in preparing well for the test.
—AP student
 STEP 2

Determine Your Test Readiness

CHAPTER 3 Take a Diagnostic Exam
 CHAPTER 3

Take a Diagnostic Exam

IN THIS CHAPTER
Summary: In the following pages, you will find a diagnostic exam
that is modeled after the actual AP exam. It is intended to give you
an idea of your level of preparation in world history. After you have
completed both the multiple-choice and the essay questions, check
your multiple-choice answers against the given answers and read
over the comments to the possible solutions to the free-response
questions.
Adjusted rubrics for the DBQ and long-essay question are
available on the AP Central website.

Key Ideas
 Practice the kind of multiple-choice and free-response questions
you will be asked on the real exam.
Answer questions that approximate the coverage of periods and
themes on the real exam.
Check your work against the given answers and the possible
solutions to the free-response questions.
Determine your areas of strength and weakness.
Earmark the concepts to which you must give special attention.
AP World History: Modern
Diagnostic Test
ANSWER SHEET
 AP World History: Modern
Diagnostic Test
Section I
Time: 1 hour, 35 minutes

PART A: MULTIPLE-CHOICE QUESTIONS

Recommended Time for Part A—55 Minutes

Directions: Each of the incomplete statements or questions is

followed by four answer choices. Select the answer choice that best
answers the question and fill in the corresponding oval on the
answer sheet provided.

Questions 1 to 3 refer to the following image, a frieze of a

Buddhist couple around a stupa with Corinthian columns on
either side, India, c. first century CE.
1. What historical process is best illustrated by this frieze?
(A) The diffusion of cultural ideas and patterns through military
conquest
(B) The significance of trade in the weakening of class systems
(C) The use of monumental architecture to strengthen political
support
(D) The spread of religion as a result of trade
2. The combination of Greek culture and Eastern political forms
shown in this frieze is illustrative of which of the following
periods?
(A) Punic
(B) Justinian
(C) Constantinian
(D) Hellenistic
3. The adoption of conquered people’s ideas, institutions, and
traditions by ruling groups is best characterized by which of the
following rulers?
(A) Mohandas Gandhi
(B) Caesar Augustus
 (C) Alexander the Great
(D) Chinggis Khan

Questions 4 to 7 refer to the following passage.

At the peak of their power, the domains of the Mongol khans,

or rulers, made up a vast realm in which once-hostile peoples
lived together in peace and virtually all religions were
tolerated. … The law code first promulgated by Chinggis Khan
ordered human interaction. The result was an important new
stage in international contact. From eastern Europe to
southern China, merchants and travelers could move across
the well-policed Mongol domains without fear for their lives or
property. The great swath of Mongol territory that covered or
connected most of Europe, Asia, and the Middle East served
as a bridge between the civilizations of the Eastern
Hemisphere. The caravans and embassies that crossed the
Mongol lands transmitted new food, inventions, and ideas
from one civilized pool to others and from civilized pools to
the nomadic peoples who served as intermediaries. Secure
trade routes made for prosperous merchants and wealthy,
cosmopolitan cities. They also facilitated the spread of foods
[and] inventions … a major force for economic and social
development and the enhancement of civilized life.

—Robert Guisepi, 1992

4. The legacies or adaptations of legacies from the Mongol empire

are varied. Most notably, they include which of the following
selections?
(A) Public libraries
(B) Universal health care
(C) The game of chess
(D) Religious tolerance
Another random document with
no related content on Scribd:
 "We are a people of peaceful traders—shopkeepers, our rivals
of the Continent affirm—and are consequently at war on only
eight points of the globe, with forces which in the aggregate
only just exceed sixty thousand men. There are thirty-five
thousand on the Indian Frontier fighting the clansmen of the
Northern Himalayas, who, according to the Afridi sub-officers
interrogated by Sir Henry Havelock-Allan, are all eager to
enter our service; twenty-five thousand about to defeat the
Khalifa at Omdurman; a thousand doing sentry duty in Crete;
four hundred putting down an outbreak in Mekran; three hundred
crushing a mutiny in Uganda; and some hundreds more restoring
order in Lagos, Borneo, and Basutoland. All these troops,
though of different nationalities—Englishmen, Sikhs, Ghoorkas,
Rajpoots, Malays, Egyptians, Soudanese, Haussas, and Wagandas—
are under British officers, are paid from funds under British
control, and are engaged in the self-same work, that of
solidifying the 'Pax Britannica,' so that a commercial
civilisation may have a fair chance to grow."

The Spectator (London), February 5, 1898.

ENGLAND: A. D. 1898 (February).

Resentment shown to China for rejection of a loan,
through Russian influence.
Chinese agreement not to alienate the Yang-tsze region
and to open internal waters to steam navigation.

See (in this volume)

CHINA: A. D. 1898 (FEBRUARY).

ENGLAND: A. D. 1898 (February-May).

Native revolt in the Sierra Leone Protectorate.

See (in this volume)

SIERRA LEONE PROTECTORATE.
ENGLAND: A. D. 1898 (March-April).
Unsuccessful opposition to Russian lease of Port Arthur
and Talienwan from China.
Compensatory British lease of Wei-hai Wei.

See (in this volume)

CHINA: A. D. 1898 (MARCH-JULY).

ENGLAND: A. D. 1898 (April-August).

Further exactions from China.
Lease of territory opposite Hong Kong, etc.

See (in this volume)

CHINA: A. D. 1898 (APRIL-AUGUST).

ENGLAND: A. D. 1898 (May).

Death of Mr. Gladstone.

After a long and painful illness, the great statesman and

leader of the Liberal party in England, William Ewart
Gladstone, died on the 19th of May. His death drew tributes in
Parliament from his political opponents which exalted him quite
to the height of great distinction that those who followed him
would claim. It was said by Lord Salisbury that "the most
distinguished political name of the century had been withdrawn
from the roll of Englishmen." Mr. Balfour described him as
"the greatest member of the greatest deliberative assembly
that the world had yet seen": and expressed the belief that
"they would never again have in that assembly any man who
could reproduce what Mr. Gladstone was to his contemporaries."

Lord Rosebery paid an eloquent tribute to the dead statesman.

"This country." he said, "this nation, loves brave men. Mr.
Gladstone was the bravest of the brave. There was no cause so
hopeless that he was afraid to undertake it; there was no
amount of opposition that would cowe him when once he had
undertaken it. My lords, Mr. Gladstone always expressed a hope
 that there might be an interval left to him between the end of
his political and of his natural life. That period was given
to him, for it is more than four years since he quitted the
sphere of politics. Those four years have been with him a
special preparation for his death, but have they not also been
a preparation for his death with the nation at large?
{210}
Had he died in the plenitude of his power as Prime Minister,
would it have been possible for a vigorous and convinced
Opposition to allow to pass to him, without a word of dissent,
the honours which are now universally conceded? Hushed for the
moment are the voices of criticism, hushed are the controversies
in which he took part; hushed for the moment is the very sound
of party faction. I venture to think that this is a notable
fact in our history. It was not so with the elder Pitt. It was
not so with the younger Pitt. It was not so with the elder
Pitt, in spite of his tragic end, of his unrivalled services,
and of his enfeebled old age. It was not so with the younger
Pitt, in spite of his long control of the country and his
absolute and absorbed devotion to the State. I think that we
should remember this as creditable not merely to the man, but
to the nation." With the consent of Mrs. Gladstone and family,
a public funeral was voted by Parliament, and the remains of the
great leader were laid, with simple but impressive ceremonies,
in Westminster Abbey, on the 28th of May.

ENGLAND: A. D. 1898 (June).

The Sugar Conference at Brussels.

See (in this volume)

SUGAR BOUNTIES.

ENGLAND: A. D. 1898 (July).

The Local Government Act for Ireland.

See (in this volume)

IRELAND: A. D. 1898 (JULY).
ENGLAND: A. D. 1898 (July-December).
In the Chinese "Battle of Concessions."

See (in this volume)

CHINA: A. D. 1898 (FEBRUARY-DECEMBER).

ENGLAND: A. D. 1898 (September-November).-

The Nile question with France.
Marchand's expedition at Fashoda.

See (in this volume)

EGYPT: A. D. 1898 (SEPTEMBER-NOVEMBER).

ENGLAND: A. D. 1898 (December).

Imperial Penny Postage.

On Christmas Day, 1898, the Imperial penny postage came into

operation,—i. e., it became possible to send for a penny a
letter not above half an ounce in weight to all places in the
British Empire, except the Australasian Colonies and the Cape.
"Thousands of small orders and business transactions and
millions of questions and answers will fly round the world at
a penny which were too heavily weighted at two-pence
halfpenny. The political effect of the fact that it will not
now be necessary to think whether an address is outside the
United Kingdom, but only whether it is inside the British
Empire, will be by no means insignificant. If people will only
let the Empire alone we shall ultimately weave out of many
varied strands—some thick, some thin—a rope to join the
Motherland and the Daughter States which none will be able to
break. Not an unimportant thread in the hawser will
be,—letters for a penny wherever the Union Jack is flown."

The Spectator (London),

December 31, 1898.
ENGLAND: A. D. 1898-1899.
Joint High Commission for settlement of pending questions
between the United States and Canada.

See (in this volume)

CANADA: A. D. 1898-1899.

ENGLAND: A. D. 1898-1899 (June-June).

Convention with France defining West African and
Sudan possessions.

See (in this volume)

NIGERIA: A. D. 1882-1899.

ENGLAND: A. D. 1899.
Dealings with anti-missionary demonstrations in China.

See (in this volume)

CHINA: A. D. 1899.

ENGLAND: A. D. 1899 (January).

Agreement with Egypt, establishing the Anglo-Egyptian
Condominium in the Sudan.

See (in this volume)

EGYPT: A. D. 1899 (JANUARY).

ENGLAND: A. D. 1899 (March-April).

Agreement with Russia concerning railway interests in China.

See (in this volume)

CHINA: A. D. 1899 (MARCH-APRIL).

ENGLAND: A. D. 1899 (May-June).

The Bloemfontein Conference with President Kruger.

See (in this volume)

 SOUTH AFRICA (THE TRANSVAAL): A. D. 1899 (MAY-JUNE).

ENGLAND: A. D. 1899 (May-July).

Representation in the Peace Conference at The Hague.

See (in this volume)

PEACE CONFERENCE.

ENGLAND: A. D. 1899 (June-October).

Arbitration and settlement of the Venezuela boundary question.

See (in this volume)

VENEZUELA: A. D. 1896-1899.

ENGLAND: A. D. 1899 (July).

Passage of the London Government Act.

See (in this volume)

LONDON: A. D. 1899.

ENGLAND: A. D. 1899 (July-September).

Discussion of proposed amendments to the Franchise Law
of the South African Republic.

See (in this volume)

SOUTH AFRICA (THE TRANSVAAL):
A. D. 1899 (JULY-SEPTEMBER).

ENGLAND: A. D. 1899 (August).

The Board of Education Act.

An Act of Parliament which became law on the 9th of August,

1899, and operative on the 1st of April, 1900, created a
national Board of Education, "charged with the superintendence
of matters relating to education in England and Wales," and
taking the place of the Committee of the Privy Council on
Education, by which that function had previously been
 performed. The Act provided that the Board "shall consist of a
President, and of the Lord President of the Council (unless he
is appointed President of the Board), Her Majesty's Principal
Secretaries of State, the First Commissioner of Her Majesty's
Treasury, and the Chancellor of Her Majesty's Exchequer. … The
President of the Board shall be appointed by Her Majesty, and
shall hold office during Her Majesty's pleasure." The Act
provided further for the creation by Her Majesty in Council of
"a Consultative Committee consisting, as to not less than
two-thirds, of persons qualified to represent the views of
Universities and other bodies interested in education, for the
purpose of—(a) framing, with the approval of the Board of
Education, regulations for a register of teachers, … with an
entry in respect to each teacher showing the date of his
registration, and giving a brief record of his qualifications
and experience; and (b) advising the Board of Education on any
matter referred to the committee by the Board."

62 & 63 Victoria, chapter 33.

ENGLAND: A. D. 1899 (August).

Instructions to the Governor of Jamaica.

See (in this volume) JAMAICA: A. D. 1899.

ENGLAND: A. D. 1899 (September-October).

Preparations for war in South Africa.
The Boer Ultimatum.

See (in this volume)

SOUTH AFRICA (THE TRANSVAAL AND ORANGE FREE STATE):
A. D. 1899 (SEPTEMBER-OCTOBER).

ENGLAND: A. D. 1899 (October-November).

Opening circumstances of the war in South Africa.
Want of preparation.
 See (in this volume)
SOUTH AFRICA (THE FIELD OF WAR):
A. D. 1899 (OCTOBER-NOVEMBER).

ENGLAND: A. D. 1899 (November).

Adhesion to the arrangement of an "open door" commercial
policy in China.

See (in this volume)

CHINA: A. D. 1899-1900 (SEPTEMBER-FEBRUARY).

{211}

ENGLAND: A. D. 1899 (November).

Withdrawal from the Samoan Islands, with compensations in the
Tonga and Solomon Islands and in Africa.

See (in this volume)

SAMOAN ISLANDS.

ENGLAND: A. D. 1899-1900.
Renewed investigation of the Old-Age Pension question.

On the initiative of the government, a fresh investigation of

the question of old-age pensions was opened in 1899 by a
select committee of the House of Commons, under the
chairmanship of Mr. Chaplin. The report of the Committee, made
in the following year, suggested the following plan: Any
person, aged 65, whether man or woman, who satisfied the
pension authority that he or she"

(1) Is a British subject;

(2) Is 65 years of age;

(3) Has not within the last 20 years been convicted of an

offence and sentenced to penal servitude or imprisonment
without the option of a fine;

(4) Has not received poor relief, other than medical relief,
unless under circumstances of a wholly exceptional character,
during twenty years prior to the application for a pension;

(5) Is resident within the district of the pension authority;

(6) Has not an income from any source of more than 10s. a
week; and

(7) Has endeavoured to the best of his ability, by his

industry or by the exercise of reasonable providence, to make
provision for himself and those immediately dependent on
him—"should receive a certificate to that effect and be
entitled to a pension. The amount of pension to be from 5s. to
7s. a week.

As a means of ascertaining approximately the number of persons

in the United Kingdom who would be pensionable under this
scheme, a test census was taken in certain districts made as
representative as possible by the inclusion of various kinds
of population. In each of the selected areas in Great Britain
a house-to-house visitation was made with a view of
ascertaining how many of the aged would satisfy the conditions
of the scheme. In Ireland a similar census had to be abandoned
as impracticable because "the officials, although they
proceeded courteously, were received with abuse"; but the Poor
Law inspectors framed some rough estimates after consultation
with local authorities. Altogether the inquiry in Great
Britain extended to a population of rather over half a million
persons. From facts thus obtained the following estimate of
the cost of the proposed pensioning project was deduced:

Estimated number of persons

over 65 years of age in 1901
2,016,000
Deduct:
1. For those whose incomes exceed 10s. a week
741,000
2. For paupers
515,000
3. For aliens, criminals, and lunatics
32,000
4. For inability to comply with thrift test
72,700

Total deductions
1,360,700

Estimated number of pensionable persons

655,000

Estimated cost (the average pension being

taken at 6s. a week)
£9,976,000
Add administrative expenses (3 per cent.)
£299,000

Total estimated cost.

£10,275,000

In round figures.
£10,300,000

The Committee estimated, still further, that the cost would

rise to £15,650,000 by 1921. No legislative action was taken
on the report.
ENGLAND: A. D. 1899-1900 (October-January).
Troops from Canada for the South African War.

See (in this volume)

CANADA: A. D. 1899-1900.

ENGLAND: A. D. 1899-1901.
The Newfoundland French Shore question.

See (in this volume)

NEWFOUNDLAND: A. D. 1899-1901.

ENGLAND: A. D. 1900.
Industrial combinations.

See (in this volume)

TRUSTS: IN ENGLAND.

ENGLAND: A. D. 1900.
Naval strength.

See (in this volume)

NAVIES OF THE SEA POWERS.

ENGLAND: A. D. 1900 (January-March).

The outbreak of the "Boxers" in northern China.

See (in this volume)

CHINA: A. D. 1900 (JANUARY-MARCH).

ENGLAND: A. D. 1900 (February).

Compulsory education.

A bill introduced in Parliament by a private member,

unsupported by the government, providing that the earliest
date at which a child should be permitted to leave school
 should be raised from 11 to 12 years, was passed, only one
member of the Cabinet voting for it.

ENGLAND: A. D. 1900 (February).

Negotiation of a convention with the United States relative
to the projected Interoceanic Canal.

See (in this volume)

CANAL, INTEROCEANIC: A. D. 1900 (DECEMBER).

ENGLAND: A. D. 1900 (March).

Overtures of peace from the Boer Presidents.
Reply of Lord Salisbury.

See (in this volume)

SOUTH AFRICA (THE FIELD OF WAR):
A. D. 1900 (MARCH).

ENGLAND: A. D. 1900 (May).

Annexation of Orange Free State by right of conquest.

See (in this volume)

SOUTH AFRICA (ORANGE FREE STATE): A. D. 1900 (MAY).

ENGLAND: A. D. 1900 (June-December).

Co-operation with the Powers in China.

See (in this volume)

CHINA.

ENGLAND: A. D. 1900 (July).

Passage of the "Commonwealth of Australia Constitution Act,"
federating the Australian Colonies.

See (in this volume)

AUSTRALIA: A. D. 1900;
and CONSTITUTION OF AUSTRALIA.
ENGLAND: A. D. 1900 (September).
Proclamation of the Commonwealth of Australia.

See (in this volume)

AUSTRALIA: A. D. 1900 (SEPTEMBER-DECEMBER).

ENGLAND: A. D. 1900 (September-October).

Dissolution of Parliament.
Election of a new Parliament.
Victory for the Conservatives and Liberal Unionists.

By royal proclamation, September 17, the existing Parliament

was dissolved and order given for the issue of writs calling a
new Parliament, the elections for which were held in October,
concluding on the 24th of that month. The state of parties in
the House of Commons resulting from the election was as
follows: Conservatives, 334, Liberal Unionists, 68; total
supporters of the Unionist Ministry, 402. Liberals and Labor
members, 186, Nationalists (Irish), 82; total opposition, 268.
Unionist majority, 134, against 128 in the preceding
Parliament. The issues in the election were those growing out
of the South African War. Although most of the Liberals upheld
the war, and the annexation of the South African republics,
they sharply criticised the prior dealings of the Colonial
Secretary, Mr. Chamberlain, with the Transvaal Boers, and the
general conduct of the war. A number of the leading Liberals
were uncompromising in condemnation of the war, of the policy
which caused it, and of the proposed extinction of Boer
independence. The sentiment of the country was shown by the
election to be strongly against all questioning of the
righteousness of the war or of the use to be made of victory
in it.

{212}

ENGLAND: A. D. 1900 (October).

 Anglo-German agreement concerning policy in China.

See (in this volume)

CHINA: A. D. 1900 (AUGUST-DECEMBER).

ENGLAND: A. D. 1900 (October).

Annexation of the Transvaal.

See (in this volume)

SOUTH AFRICA (THE TRANSVAAL):
A. D. 1900 (OCTOBER).

ENGLAND: A. D. 1900 (November-December).

The Fourth Ministry of Lord Salisbury.
Brief session of Parliament.

For the fourth time, Lord Salisbury was called to the lead in
government, and formed his Ministry anew, making considerable
changes. He relieved himself of the conduct of Foreign Affairs
(which was transferred to the Marquis of Lansdowne), and took,
with the office of Prime Minister, that of Lord Privy Seal. Mr.
Brodrick, who had been an Under Secretary, succeeded Lord
Lansdowne as Secretary of State for War. Mr. Balfour continued
to be First Lord of the Treasury, and Leader of the House; Mr.
Chamberlain remained in the Colonial Office. Mr. Goschen
retired.

Parliament met on the 6th of December, for the purpose set

forth in a remarkably brief "Queen's Speech," as follows: "My
Lords, and Gentlemen, It has become necessary to make further
provision for the expenses incurred by the operations of my
armies in South Africa and China. I have summoned you to hold
a Special Session in order that you may give your sanction to
the enactments required for this purpose. I will not enter
upon other public matters requiring your attention until the
ordinary meeting of Parliament in the spring." The estimates
of the War Office called for £16,000,000, and it was voted
 after a few days of debate, in which the causes and conduct of
the war were criticised and defended by the two parties, and,
on the 15th, Parliament was prorogued to the 14th of February,
1901, by the Queen's command.

ENGLAND: A. D. 1900 (December).

Fall of stones at Stonehenge.

See (in this volume)

STONEHENGE.

ENGLAND: A. D. 1900 (December).

Parliamentary statements of the number of men employed in the
South African War, and the number dead and disabled.

In the House of Commons, December 11, Mr. Brodrick, Secretary

of State for War, moved a vote of £16,000,000, required for
the current year, to meet additional expenditure in South
Africa and China. In the course of his remarks, explanatory of
the need for this supplementary supply, he made the following
statement: "When the war broke out we had in South Africa in
round figures 10,000 men, all Regular troops. We have in the
14 months' which have since elapsed sent from this country and
landed in South Africa 175,000 Regular soldiers, a number which
exceeds by far any number which any Minister from this bench
or any gentleman sitting behind these benches or in front of
them ever suggested that this country ought to be in a
position to ship to any part of the world, and a number far in
excess of that which during any period that I have sat in the
house any member of the House, except an official, would have
been willing to believe that the War Office could find to
dispose of. But they are not the only troops. We have called
on them, I will not say to the extreme limit of our power,
but, at all events, with an unsparing hand. But you have in
addition, as this return will show, some 40,000 Volunteers of
various descriptions from the United Kingdom—40,000 including
the Imperial Yeomanry, whose service is spoken of by every
officer under whom they have served with such satisfaction; 30
Militia regiments, who are also Volunteers, since their term
of service was only for the United Kingdom and who have gone
abroad at great personal sacrifice to themselves; and the
volunteer companies who have joined the Regular battalions.
You have also got 40,000 colonial troops, to a large extent,
no doubt, men raised in the colonies affected, and as
everybody knows to a still larger extent consisting of men who
have gone for a year from Australia, Canada, and other
places."

Sir William Harcourt replied to Mr. Brodrick, not in

opposition to the motion, but in criticism of the conduct of
the war. Referring to a return submitted by the War Office, he
analyzed its showing of facts, thus: "Now just let us look at
this table. By some accident it only gives the rank and file
and non-commissioned officers. It is a very terrible return,
and I think it is worthy of the attention of the men who
delight in war, of whom, I am afraid, there are unhappily not
a few. I have made a short analysis of the paper. It shows
that the garrison at the Cape before the war was 9,600.
Reinforcements of 6,300 men were sent out in October last year
and from India 5,600, which with the former garrison made up
21,000 in all when the war broke out. Up to August, that is,
after the last estimate for 1900, according to this table
267,000 men had been in arms in South Africa—that is without
the officers. Therefore I will call it 270,000 men in round
numbers. I think the right honourable gentleman made a mistake
when he said that the colonial troops were more numerous from
beyond the seas than they were in the Cape. This return shows
that the men raised in South Africa were 30,000, and, apart
from them, the colonials from beyond the seas were 11,000.
According to the last return there were 210,000 men in South
Africa. You will observe there is a balance of some 60,000 or
70,000 men. What has become of those men? You would find from
this return, one would suppose, that a good many of these have
returned safe and sound to England. No, Sir; the men who have
 returned to England according to this paper, not invalids, are
7,500 and to the colonies 3,000 more. That makes 10,000 men,
or with the officers about 11,000 men. But since July you have
sent out 13,000 men to South Africa, more, in fact, than you
have been bringing home, and yet you have only 210,000 men
there. Now, Sir, how is this accounted for? First of all you
have the heading, 'killed or died of wounds,' 11,000 men. You
have 'wounded,' 13,000, you have 'in hospital in South
Africa,' 12,000, and you have 'returned to England, sick,
wounded, or died on passage,' 36,000 men. That is the balance.
Seventy thousand men have been killed, wounded, or disabled,
or have died in this war. And now what is the prospect that is
held before us with this force, once 270,000 men, and now
210,000, in South Africa? Lord Roberts has declared that the
war is over, yet you hold out to us no prospect of diminishing
the force you have in South Africa of 210,000 men."

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ENGLAND: A. D. 1901 (January).

Death of Queen Victoria.

The following notice, which appeared in the "Court Circular,"

on the 18th of January, dated from the winter residence of the
Queen at Osborne House, in the Isle of Wight, seems to have
been the first intimation to the country of its sovereign's
failing health: "The Queen has not lately been in her usual
health and is unable for the present to take her customary
drives. The Queen during the past year has had a great strain
upon her powers, which has rather told upon her Majesty's
nervous system. It has, therefore, been thought advisable by
her Majesty's physicians that the Queen should be kept
perfectly quiet in the house and should abstain for the
present from transacting business." It was subsequently found,
as stated in an "authoritative account" by the "British
Medical Journal," and the "Lancet," that "the Queen's health
for the past 12 months had been failing, with symptoms mainly
of a dyspeptic kind, accompanied by impaired general
nutrition, periods of insomnia, and later by occasional slight
and transitory attacks of aphasia, the latter suggesting that
the cerebral vessels had become damaged, although her
Majesty's general arterial system showed remarkably few signs
of age. … The dyspepsia which tended to lower her Majesty's
original robust constitution was especially marked during her
last visit to Balmoral. It was there that the Queen first
manifested distinct symptoms of brain fatigue and lost notably
in weight. These symptoms continued at Windsor, where in November
and December, 1900, slight aphasic symptoms were first
observed, always of an ephemeral kind, and unattended by any
motor paralysis. … A few days before the final illness
transient but recurring symptoms of apathy and somnolence,
with aphasic indications and increasing feebleness, gave great
uneasiness to her physician." Before the publication of the
cautious announcement quoted above, the symptoms had become
too grave to leave any doubt as to the near approach of death.
It came on Tuesday, the 22d of January, at half past six
o'clock in the evening, the dying Queen being then surrounded
by a large number of her many children, grandchildren and
great grandchildren, whom she recognized, it is said, within a
few moments of the end. The eldest of the Queen's children,
the Empress Frederick, was kept from her mother's side a this
last hour by serious illness of her own; but the Emperor
William, of Germany (son of the Empress Frederick and eldest
grandson of Queen Victoria) had hastened to the scene and
showed a filial affection which touched English hearts.

On Friday, the first day of February, the remains of the Queen

were borne from the island where she died to Portsmouth, between
long lines of battle-ships and cruisers—British, German,
French, Italian, Japanese, Belgian and Portuguese. The scene
of the funeral voyage was impressively described by a
correspondent of the New York "Sun," as follows: "Nature was
never kindlier. The smiling waters of the Solent were as calm
as on a summer's morning. It was 'Queen's weather' to the very
last. The cavalcade which wended slowly through the narrow
lane, green even in midwinter, down through the streets of the
little town of Cowes to the Trinity pier was a funeral
procession such as the world had never seen before. Kings and
princes, a Queen and princesses, walked humbly between black
lines of mourning islanders, escorting the coffin of the dead
sovereign. Then followed a sight far more notable and more
impressive, indeed, than the great tribute the great capital
of the empire will pay to-morrow. It was the transit of the
funeral yacht across the waters between lines of steel which
are England's bulwarks against the world. Battleship after
battleship thundered its grief, band after band wailed its
dirge and crew after crew bowed low their heads as the pigmy
yacht swept past, bearing no passengers save an admiral on the
bridge and four red-coated guards at the corners of the
simple, glowing white bier resting amidships. It was a picture
neither a painter's brush nor an orator's eloquence could
reproduce. … The boat slowly glided on in the mellow light of
the afternoon sun, herself almost golden in hue, sharply
contrasting with the black warships. The ears also were
assailed in strange contrast, the sad strains of Beethoven's
funeral march floating over the water being punctuated by the
roar of minute guns from each ship. Somehow it was not
incongruous and one felt that it was all a great and majestic
tribute to a reign which was an era and to a sovereign to whom
the world pays its highest honors."

On the following day the remains were conveyed by railway from

Portsmouth to London, carried in solemn procession through the
streets of the capital, and thence by railway to Windsor,
where the last rites were performed on Monday, the 4th. The
Queen was then laid to rest, by the side of her husband, in
the mausoleum which she had built at Frogmore.

Of the sincerity with which Queen Victoria had been loved by

her own people and respected and admired by the world at
large, and of the genuineness of sorrow that was manifested
 everywhere at her death, there can be no doubt. To the
impressiveness of the ending of an unexampled period of
history there was added a true sense of loss, from the
disappearance of a greatly important personage, whose high
example had been pure and whose large influence had been good.

Among all the tributes to the Queen that were called out by
her death none seem so significant and so fully drawn from
knowledge of what she was in her regal character, as the words
that were spoken by Lord Salisbury in the House of Lords, at
the meeting of Parliament on the Friday following her death.
"My lords." he said, "the late Queen had so many titles to our
admiration that it would occupy an enormous time to glance at
them even perfunctorily; but that on which I think your
lordships should most reflect, and which will chiefly attach
to her character in history, is that, being a constitutional
monarch with restricted powers, she reigned by sheer force of
character, by the lovableness of her disposition, over the
hearts of her subjects, and exercised an influence in moulding
their character and destiny which she could not have done more
if she had bad the most despotic power. She has been a great
instance of government by example, by esteem, by love; and it
will never be forgotten how much she has done for the
elevation of her people, not by the exercise of any
prerogative, not by the giving of any commands, but by the
simple recognition and contemplation of the brilliant
qualities which she has exhibited in her exalted position. My
lords, it may be, perhaps, proper that those who, like noble
lords opposite and myself, have had the opportunity of seeing
the close workings of her character in the discharge of her
duties as Sovereign, should take this opportunity of
testifying to the great admiration she inspired and the great
force which her distinguishing characteristics exercised over
all who came near her.
{214}
The position of a Constitutional Sovereign is not an easy one.
Duties have to be reconciled which sometimes seem far apart.