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c。 ntents
Prefa.c e xi
A.p plications Index xix
VII
VIII Contents
Decimals 281
4.1 Introduction to Decimals 282
4.2 Adding and Subtracting Decimals 295
4.3 Multiplying Decimals and Circumference of a Circle 307
4.4 Dividing Decimals 316
Integrated Review-Operations on Decimals 327
4.5 Fractions, Decimals, and Order of Operations 329
4.6 Square Roots and the Pythagorean Theorem 338
Group Activity 346
Vocabulary Check 347
Chapter Highlights 347
Chapter Review 350
Chapter Test 355
Cumulative Review 357
Percent 443
6.1 Percents, Decimals, and Fractions 444
6.2 Solving Percent Problems Using Equations 456
6.3 Solving Percent Problems Using Proportions 463
Integrated Review-Percent and Percent Problems 472
6.4 Applications of Percent 474
6.5 Percent and Problem Solving: Sales Tax, Commission, and Discount 485
6.6 Percent and Problem Solving: Inter巳st 492
Group Activity 499
Vocabulary Check 499
Chapter Highlights 500
Chapter Review 503
Chapter Test 507
Cumulative Review 509
Contents IX
Geometry 624
9. 1Lines a.n d Angles 625
9.2 Plane Figures a.n d Solids 635
9.3 Perimeter 644
9.4 Area 654
9.5 Volume and Surface Area 664
Integrated Review-Geometry Concepts 673
9.6 Congruent and Similarτriangles 674
Group Activity 683
Vocabulary Check 683
Chαpter Highlights 684
Chαpter Review 687
Chαpter Test 694
Cumulαtive Review 696
x c。ntents
Appendices
Appendix A Tables 698
A.1 Addition Table and One Hundred Addition Facts 698
A.2 Multiplication Table and One Hundred Multiplication Facts 700
A.3 Tables 。f Geometric Figures 702
A.4 Table 。f Percents, Decimals, and Fracti。n Equivalents 704
A.5 Table 。n Finding c。mm。n Percents 。f a Number 705
A.6 丁able 。f Squares and Square R。。ts 706
Photo Credits Pl
Prerace
Basic College Mathematics with Early Integers, Third Edition was written to
provide a solid foundation in the basics of college mathematics, including the top-
ics of whole numbers, integers, fractions, decimals, ratio and proportion, percent,
and measurement as well as introductions to geometry, statistics and probability,
and algebra topics. Integers are introduced in Chapter 2 and integrated through-
out the text. This allows students to gain confidence and mastery by working with
integers throughout the course. Specific care was taken to make sure students have
the most up-to-date relevant text preparation for their next mathematics course or
for nonmathematical courses that requ让e an understanding of basic mathematical
concepts. I have tried to achieve this by writing a user-friendly text that is keyed to
objectives and contains many worked-out examples. As suggested by AMATYC
and the NCTM Standards (plus Addenda), real-life and real-data applications, data
interpretation, conceptual understanding, problem solving, writing, cooperative
learning, appropriate use of technology, number sense, estimation, critical thinking,
and geometric concepts are emphasized and integrated throughout the book.
The many factors that contributed to the success of the previous editions have
been retained. In preparing the Third Edition, I considered comments and sugges-
tions of colleagues, students, and many users of the prior edition throughout the
country.
• The Martin-Gay Program has been revised and enhanced with a new de-
sign in the text and MyMathLab® to actively encourage students to use the
text, video program, and Video Organizer as an integrated learning system.
• The New Video Organizer is designed to help students take notes and
work practice exercises while watching the Interactive Lecture Series
videos (available in MyMathLab and on DVD). All content in the Video
Organizer is presented in the same order as it is presented in the videos,
making it easy for students to create a course notebook and build good
study habits.
- Covers all of the video examples in order.
- Provides ample space for students to write down key definitions and
properties.
- Includes “ Play” and “ Pause” button icons to prompt students to follow
along with the author for some exercises while they try others on their
own.
η1e Video Organizer is available in a loose-leaf, notebook-ready format. It
is also available for download in MyMathLab.
• Vocabulary, Readiness & Video Check questions have been added prior to
eveηsection exercise set. These exercises quickly check a student ’s under-
standing of new vocabulary words. The readiness exercises center on a stu-
dent’ s understanding of a concept that is necessary in order to continue to
the exercise set. New Video Check questions for the Mar伽-Gay Interactive
Lecture videos are now included in every section for each learning objec-
tive. These exercises are all available for assignment in MyMathLab and
are a great way to assess whether students have viewed and understood the
key concepts presented in the videos.
• New Student Success lips Videos are 3- to 5-minute video segments designed
to be daily reminders to studen也 to continue practicing and maintaining good
organizational and study habits. They are organized in three categories and
XI
XII Preface
are available in My肌1athLab and the Interactive Lecture S巳ries. Th巳 cat巳go-
ri巳s are:
1. Success Tips that apply to any course in college in general, such as Time
Management.
2. Success Tips that apply to any mathematics course. On巳 example is based
on und巳rstanding that mathematics is a course that requires homework
to be completed in a timely fashion.
3. Section- or Content-specific Succ巳ss Tips to help students avoid com-
mon mistakes or to better understand concepts that often prove chal-
lenging. One example of this type of tip is how to apply the order of
operations to simplify an expression.
• Interactive DVD Lecture Series, featuring your t巳xt author (Elayn Martin-
Gay), provid巳s students with active learning at their own pace.η1e videos
o旺er the following resources and more:
A complete lecture for each section of the text highlights key examples
and exercises from the text. “ Pop-ups ” reinforce k巳y terms, definitions,
and concepts.
An interface with menu navigation features allows students to quickly
find and focus on the examples and exercises they need to review.
“
Interac ve Concept Check exercises measure students ’ understanding
of key concepts and common trouble spots.
New Student Success Tips Videos.
• The Interactive DVD Lecture Series also includes the following resources
for test prep:
The Chapter Test Prep Videos help students during their most teachable
moment-when they are preparing for a test. This innovation provides
step-by-step solutions for the exercises found in 巳ach Chapter Test.
For the Third Edition, the chapter t巳st prep videos are also available on
YouTube™. The videos are captioned in English and Spanish.
The Practice Final Exam Videos help students prepar巳 for an end-of-course
final. Students can watch full video solutions to each exercise in the Practice
Final Exam at the end of this text.
• The Martin-Gay MyMathLab cours巳 has be巳n updated and revised to
provide more 巳xercise cov巳rage, including assignable video check ques-
tions and an expanded video program. Tuer巳 ares巳ction lecture videos for
every S巳ction, which stud巳nts can also access at the sp巳ci自c objective lev巳l;
Student Success Tips videos; and an increased numb巳r of watch clips at the
exercise level to help students while doing homework in MathXL. Sug-
gest巳d homework assignments have been premade for assignment at the
instructor ’s discr巳tion.
• New MyMathLab Ready to Go Courses (access code required) provide stu-
dents with all the sam巳 great MyMathLab features that you’re used to, but
make it easier for instructors to get started. Each course includes preas-
signed hom巳work and quizzes to make creating your course even simpler.
Ask your Pearson r巳presentative about the details for this particular course
or to see a copy of this course.
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EE & VE
The following key features have been retain巳d and/or updated for the Third Edition
of the text:
their wide applicability. Reinforcing the steps can increase students' comfort level
and confidence in tackling problems.
Exercise Sets Revised and Updated The exercise sets have been carefully exam-
ined and extensively revised. Special focus was placed on making sure that even- and
odd-numbered exercises are paired and that real-life applications were updated.
Practice Exercises Throughout the text, each worked-out example has a parallel
Practice exercise. These invite students to be actively involved in the learning pro-
cess. Students should tηeach Practice exercise after finishing the corresponding
example. Learning by doing will help students grasp ideas before moving on to other
concepts. Answers to the Practice exercises are provided at the bottom of each page.
Concept Checks This feature allows students to gauge their grasp of an idea as it
is being presented in the text. Concept Checks stress conceptual understanding at
the point-of-use and help suppress misconceived notions before they start. Answers
appear at the bottom of the page. Exercises related to Concept Checks are included
in the exercise sets.
Mixed Practice Exercises In the section exercise sets, these exercises require stu-
dents to determine the problem type and strategy needed to solve it just as they
would need to do on a test.
Integrated Reviews This unique mid-chapter exercise set (and notes where
appropriate) helps students assimilate new skills and concepts that they have
learned separately over several sections. These reviews provide yet another oppor-
tunity for students to work with “ mixed” exercises as they master the topics.
Chapter Highlights Found at the end of every chapter, these contain key defini-
tions and concepts with examples to help students understand and retain what they
have learned and help them organize their notes and study for tests.
Chapter Review The end of eveηr chapter contains a comprehensive review of top-
ics introduced in the chapter. The Chapter Review offers exercises keyed to every sec-
tion in the chapter, as well as Mixed Review exercises that are not keyed to sections.
Chapter Test and Chapter Test Prep Videos The Chapter Test is structured to
include those exercises that involve common student errors. The Chapter Test Prep
Videos gives students instant access to a step-by-step video solution of each exer-
cise in the Chapter Test.
Writing Exercises These exercises occur in almost every exercise set and re-
quire students to provide a written response to explain concepts or justify their
thinking.
Exercise Set Resource Icons Located at the opening of each exercise set, these
icons remind stud巳nts of the resourc巳s available for extra practic巳 and support:
MyMathlab®
See Student Resources descriptions on pag巳 xv for details on th巳 individual resources
available.
Exercise Icons These icons facilitate the assignment of specialized exercises and
let students know what resources can support them.
。 DVD Video icon: exercise worked on the Interactive DVD Lecture Series.
今 Triangle icon: identifies exercises involving geometric conc巳pts.
也 Pencil icon: indicates a written response is needed.
Group Activities Found at the end of 巳ach chapter, these activities are for indi-
vidual or group completion, and are usually hands-on or data-based activities that
巳xtend the conc巳pts found in the chapter, allowing students to make decisions and
interpretations and to think and write about alg巳bra.
INSTRUCT。R RES。URCES
AC K n o w e Auqd me n L CJV
-
+
There ar巳 many people who helped me develop this text, and I will attempt to thank
some of them here. Emily Keaton and Cindy Trimble w巳re invaluable for contribut-
ing to th巳 OV巳rall accuracy of the text. Dawn Nuttall was invaluable for her many
suggestions and contributions during the development and writing of this Third
Edition. Allison Campbell and Lauren Mors巳 provided guidanc巳 throughout the
production process.
A very special thank you goes to my editor, Mary Beckwith, for being th巳re
24/7/365, as my students say. And my thanks to the staff at Pearson for all their
support: Heather Scott, Patty B巳rgin, Matt Summers, Michelle Renda, Roxanne
McCarley, Rachel Ross, Michael Hirsch, Chris Hoag, and Paul Corey.
I would like to thank the following reviewers for their input and suggestions:
Anita Aikman, Collin County Community Sonya Johnson, Central Piedmont
College Community College
Sheila Anderson, H ousatonic CommuniηDeborah Jones, High Tech College
College Nancy Lange, Inver Hills Community
Adrianne Arata, College of the Siskiyous College
Cedric Atkins, Mott Communiη College Jean McArthur, Joliet Junior College
Laurel Berry, Bryant & Stratton College Carole Shap巳ro, Oakton Community
Connie Bull巳r, Metropolitan Community College
College Jennifer Strehler, Oakton Community
Lisa Feintech, Cabrillo College College
Chris Ford, Shasta College Tanomo Taguchi, Fullerton College
Cindy Fowler, Central Piedmont Leigh Ann 矶Theeler, Greenνille
Community College Technical Community College
Pam Gerszewski, College of the Albemarle Val巳rie Wright, Central Piedmont
Doug Harley, Del Mar College Community College
I would also like to thank the following dedicated group of instructors who
participated in our focus groups, Martin-Gay Summits, and our design revi巳w for the
series. Their f巳edback and insights have h巳lped to strengthen this edition of the text.
Th巳se instructors include:
A special thank you to those stud巳nts who participated in our design r巳view:
Katherine Browne, Mike Bulfin, Nancy Canipe, Ashley Carpenter, Jeff Chojnachi,
Roxanne Davis, Mike Dieter, Amy Dombrowski, Kay Herring, Todd Jaycox,
Kale巳na Levan, Matt Montgomery, Tony Plese, Abigail Polkinghorn, Harley Price,
Eli Robinson, Avery Rosen, Robyn Schott, Cynthia Thomas, and Sherry 矶Tard.
比队U协ν(Jay
XVIII Preface
Geometry (continued) cost of flooring tiles, 697 postal revenue from each
circumference of circle, 356 cost of wallpaper border, 647 item, 86
diameter of circle, 210 estimating height of building to price comparisons, 109
perimeter of geometric figures, paint, 691 proofreading pages, 102
20, 24, 95,102 fencing requirements, 25 ratio of amount of ice cream by
perimeter of rectangle, 25, 27, garden length, 80-81 average citizen, 368
47, 57, 82,109, 273,278 gutter measurements and rope length measurements, 72
perimeter of square, 27 , 饵, costs, 25 seats in lecture hall, 58
109,264 invisible fence wire needed, 25 shipping orders, 78-79
perimeter of triangle, 20, 47 length of boards needed by song downloads for each
radius of circle, 210 carpenter, 404 person, 69
number of bricks for side of tallest and shortest man in
Health/medicine/human body building, 661 world, 403
allergy shot reaction times, 69 paint costs, 109 tea bags produced in one day, 60
aspirin use, 222, 453 railing purchases for deck, 304 total cost of an order for
blood cholesterol levels, 36 tiles needed for floor construc由 DVDs,55
blood pressure medication tion, 404 total land area, 105
results, 547 travel projections for China, 607
blood types among donors, 274 如'liscellaneous
types of books available in
blood types among U.S. allowable weight in elevator, 411
library, 531
population, 454 amount of rock salt in ice
types of milk beverage
caffeine content in selected cream, 388
consumed, 535
foods, 515 amount of water in aquarium, 417
UPS delivery fleet, 15
calories in Starbucks tea, 386 apartments in building
UPS tracking requests per
cholesterol in lobster, 388 calculations, 58
day, 14
components of bones, 454 area covered by house on lot, 80
volume of packing boxes, 693
distribution of blood types, 199 average adult height, 299- 300
waste of grain products in
emergency room visits resulting crayon use by children, 324
home, 453
in prescriptions, 388 dimensions of aquarium, 672
window washing calculations, 61
fiber content of foods, 522 drinking glass packing
words per book estimates, 55
fluid intake measurements, 26 calculations, 107
home health aide earnings, 83 height of burning building, 681 Politics
medicine dose calculations, human chain length, 47 Congressmen who were Boy
324,381- 382,388, 414, 420, Indian reservations in U.S., 184 Scouts, 37
423,622 legal lobster size, 254 electoral votes in various states,
muscles used to smile and length of toy sailboat, 691 605
frown, 84 magic squares, 162 presidents born in Ohio, 183
nurse shortages, 607 mail volume, 46 votes for incumbents vs.
organ transplant patients in measurements of Statue of challengers, 616
U.S., 13 Liberty, 387, 403 votes in presidential election, 103
percentage of physician money collected for fundraiser,
Real estate
assistants, 480 556
amount of new homes built, 551
rehabilitation of heart attack national parks in U.S., 194, 200,
commission rate on home, 492
patients, 262 238
house sale profits, 82
sodium recommendation per Nobel Prize winners per
interest rate on mortgage, 497
week, 86 country, 74
percentage of sale going to real
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amount of paint for room, 324 paychecks received in one dimension of CDs, 424- 425, 438
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amount of shingles for roof, 661 year,85 favorite music types, 557
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colours are charmingly blended. We may assume as certain that Deioces
possessed a principality, the central point of which was Ecbatana (or
Agbatana; old Persian Hagmatana, now Hamadan), a place which for
thousands of years has held the rank of a capital. This principality probably
never embraced the whole of Media (i.e., nearly the present provinces of Irak
Adjemi and Azerbijan with a portion of Turkish Kurdistan), but by his
successors it was enlarged into the great Median empire. Of course there was
no smooth and formal constitution, no fixed frontier, no exact determination
of the prerogatives of different chiefs in the particular districts. From of old
the Assyrians had made frequent attempts to subjugate the country of the
Medes, but perhaps never quite possessed the whole land with its numerous
inaccessible mountains and warlike robber tribes. Nevertheless they made
successful expeditions into the interior of Media even down to the time at
which Herodotus regards Media as independent. Neither the liberation of
Media nor the foundation of the monarchy is an event which can be limited to
a particular year, the thing took place gradually. In the period not long before
Deioces, according to Herodotus’ reckoning, very many tributary Median
chieftains are mentioned in the Assyrian inscriptions; this confirms, in some
measure at least, the statement that “anarchy” then prevailed. In 715 b.c.
there was carried off as prisoner one Daiaukku; this is certainly the same
name, perhaps the same person (for his captivity may have been brief), as
Daiokes, which appears in Herodotus in the Ionic form Deiokes. We can
certainly identify Herodotus’ first king with the prince whose land, called Bit
Daiaukku (i.e., land of Daiaukku), King Sargon of Assyria conquered in 713
b.c. The man who thus gave his name to the land must have occupied a high
station. The date is not very remote from that assigned by Herodotus to
Deioces; for we get from Herodotus as the date of Deioces 709-656, or, if we
correct his error in dating the end of the empire, 700-647. Deioces was not a
king of kings; he was forced to bow to the Assyrians repeatedly, but he was
the founder of the empire. Three kings followed him. It is possible that there
were really more, and that in the summary list the shorter reigns are passed
over. Nor can we place much reliance on Herodotus’ assertion that each
successive ruler was the son of his predecessor.
In perfect harmony with the conditions of development
[ca. 700-625 b.c.] of a small state into a great power is the statement of
Herodotus that the second king of the Medes, Phraortes
(Frawarti; according to Herodotus’ reckoning 656-634 [647-625]), extended
his sway beyond the limits of Media, and first of all subjugated Persis, or
Persia proper, the secluded mountain-land southeast of Media. During all this
time indeed, as we learn from Darius’ great inscription, Persis had kings of its
own; but these were simply vassals of the sultan who had his seat in
Ecbatana. After conquering the Persians, Phraortes, says Herodotus,
subjugated piece after piece of Asia, until he was discomfited and slain in the
attempt to conquer the Assyrians in Nineveh, whose empire was by that time
completely lost. Allowing for some exaggerations with respect to the extent of
the empire, there is nothing in these statements that need excite suspicion.
Independent evidence seems to show that towards the middle of the seventh
century the Assyrian empire had fallen very low; and that the inhabitants of
the cluster of vast cities to which Nineveh belonged were able to repel the
first attack of an enemy who could hardly have been their match in the art of
siege-warfare is perfectly natural. Besides, the stability of the Median military,
political, and court institutions, which were afterwards taken over unaltered
by the Persians, must surely have required for its development a longer time
than some modern inquirers, following exclusively the cuneiform inscriptions,
have assumed for the actual duration of the Median empire.
Phraortes’ successor, Cyaxares (Huwakhshatara; according to Herodotus’
reckoning 634-594 [625-585]), brought the empire to the highest pitch of
power. He is said to have introduced fixed tactical arrangements into the
army. It was to him that the pretenders whom Darius had to overcome traced
their descent, as he tells us himself. Cyaxares, according to Herodotus, took
the field successfully against Nineveh, but as he was besieging the city the
inroad of the “Scythians” compelled him to forego for a time all the fruits of
victory. Who these Scythians were is unknown. Herodotus took them for the
people tolerably familiar to the Greeks, whose true name was Scolotæ; but his
evidence does not go for much, since he often falls into the popular misuse of
the term “Scythian” as a name for all the peoples of the steppes, and brings
the inroads of these Scythians into a most unlikely connection with the
desolating raids of Thracian tribes (the Trares or Treres, commonly called
Cimmerians) in Asia Minor. We must content ourselves with assuming that we
have here one of those irruptions of northern barbarians into Iran of which we
hear so often in later times. Probably these nomads came, as Herodotus
indicates, through the natural gate between the Caucasus and the Caspian
Sea, the pass of Derbend, though it is quite possible that they came from the
east of the Caspian, from the steppes of Turkestan. Whether these Scythians
are really the same people who made their way as far as Palestine and Egypt
is, indeed, far from being as certain as is commonly supposed, nor can the
date of the irruption into these countries be determined. At any rate, the
barbarians overthrew the Medes and flooded the whole empire. From what we
know of the doings of Huns, Khazars, Turks, and Mongols in later times we
can infer how these Scythians behaved in Iran. Cyaxares must have come to
some sort of terms with them: and at last he rid himself of them in a truly
Eastern fashion, by inviting most of them (i.e., of their chiefs) to a feast,
where he made them drunk and slew them at their wine. It is not in the least
surprising that Cyaxares afterwards had Scythians in his service; savages like
these have no steady national feeling, and serve any potentate for pay.
With the Scythian disorders we might combine the
[ca. 625-600 b.c.] contests which, according to Ctesias, the Parthians and
Sacæ (i.e., the inhabitants of the Turkoman desert, who
are also called “Scythians” by the Greeks) waged with Cyaxares, or Astibaras,
as Ctesias calls him. But it is not safe to do so, as the whole narrative is only
the framework for a pretty romance.
Cyaxares marched a second time against Nineveh and destroyed it about
607. Not only Ctesias but also Berosus asserts that the king of the Medes
achieved this great success in league with the king of Babylon. In order to
protect himself against his ally, who by the fall of the Assyrian empire had
grown too powerful, the Chaldean had recourse to a double precaution: he
married his son, afterwards the potent Nebuchadrezzar, to Amyite or Amyitis,
daughter of the Median king; but he also erected extensive fortifications. After
the fall of Nineveh, Nebuchadrezzar made himself master of Syria and
Palestine, and Cyaxares acquired most of the rest of the Assyrian territory.
Probably Assyria proper belonged to him also, and we can thus explain
Xenophon’s error that the Assyrian cities before their destruction belonged to
the Medes (Anab., III, 4, 7-10). When Cyaxares afterwards began the war
with the Lydians he was already master of Armenia and Cappadocia, though
he probably did not acquire them until after he had got rid of the Scythians
and destroyed Nineveh.
The pretext for the war was afforded by the flight of
[ca. 600-550 b.c.] some Scythians in Cyaxares’ service to Alyattes, king of
Lydia; but the real cause was doubtless thirst of
conquest. The war lasted for five years with varying fortune, and was ended
by the battle during which the eclipse of the sun, said to have been predicted
by Thales, took place. The terrified combatants saw in this a divine warning
and hastily concluded peace. An impression so profound could be produced by
nothing short of a total eclipse. Now, according to Airy’s calculation, of all the
eclipses of that period the only one which was total in the east of Asia Minor
(where we must necessarily look for the seat of war) was that of May 28th,
585. The 28th of May 585 b.c. is perhaps the oldest date of a great event
which can be fixed with perfect certainty down to the day of the month. The
conclusion of peace which followed affords us a remarkable instance of
diplomatic mediation in very ancient times. The peace was brought about by
Syennesis, prince of Cilicia, and Nebuchadrezzar, king of Babylon. Astyages,
son of Cyaxares, married Aryenis, daughter of Alyattes. But according to
Herodotus’ calculation the above date does not fall within the time of
Cyaxares; and even with the necessary correction Astyages ascended the
throne in this same year. We might suppose that the battle fell in the father’s,
the peace in the son’s time. But, as we saw above, the dates of these reigns
are not of a sort in which we can place much confidence, and it is more likely
that the reign of Astyages did not last so long as tradition asserts. Thus
Cyaxares probably died after 585.
Of the reign of his son Astyages (in Ctesias, Astyigas; in a Babylonian
inscription Ishtuvegu) we have no particulars. It is not even certain that he
was cruel, for Herodotus’ account of him and of the revolt of Cyrus is not
impartial, based as it is on the narratives of the descendants of Harpagus,
who had an interest in portraying in unfavourable colours the prince whom
their ancestor had betrayed. On the other hand, Ctesias’ Median authority
(Nicolaus Dam., 64 et seq.), which sets Astyages in a very favourable light,
has no better claim to credence on this point.c
FOOTNOTES
[24] [It is interesting to note that this description tallies very well with
what the Assyrian monuments have taught us concerning the Mada or true
Medes, whom the Greeks confused so hopelessly with the Manda or
Scythians of whom Cyaxares and Astyages were kings.]
[25] [The philological confusion is now complete. Deioces may have
been a Median prince, since the political conditions described by Herodotus
are precisely those that existed in Media; whereas, so far as we can
ascertain from the Babylonian monuments, the Manda had a strong central
government ruling at Ecbatana.]
[26] [Professor Sayce in the article “Babylonia and Assyria,” in the New
Volumes of the Encyclopædia Britannica, says: “Under his
[Asshurbanapal’s] successor, Asshur-etil-ilani, the Scythians penetrated into
Assyria and made their way as far as the borders of Egypt. Calah was
burned, though the strong walls of Nineveh protected the relics of the
Assyrian army which had taken refuge behind them.” This occurred about
626 b.c.]
[27] [Of course since the Scythians themselves were besieging Nineveh,
this could not be. But it is easy to see how the application of one name to
another people could have been responsible for Herodotus’ words.]
[28] Probably the Agusi of the Assyrian texts.
First line. 5. Cyrus. 6. Cambyses. 7. Cyrus (Great King). 8. Cambyses (Great King).
Cyrus played too great a part in the world and did too much for the
progress of humanity that we should leave him without some account of the
character and influence on history of a man of whom even so cynical a
historian as Eduard Meyer has said, tersely but in words that demand special
emphasis, “To honour and spare an adversary of equal birth, once he had
been conquered, remained a privilege of all his successors.” After this we
must indeed expect eulogy, but the short extracts given here, the first ancient
and the last modern, are both founded on careful and loving study of the
man’s character.a
The giant figure of Cyrus the Great appears all the more splendid in the
sunlight [by contrast with the surrounding gloom]. He is fitly called the Great,
as belonging to the small number of the immortals to whom humanity cannot
deny this highest title. If he be great, it is because he attained unheard-of
success with insignificant means. With the assistance of his son and his
comrades he founded an empire such as the Assyrians never possessed even
in the day of their highest power: an empire which stretched from the Pontus
Euxinus to Meroë, from Cyrene to the Oxus and the Indus; the first world-
empire, the realm of Alexander before Alexander’s time.
But he was not, like the latter, opposed to a huge and crumbling monarchy,
already in the death agony, an easy prey to any leader of mercenaries, and
proved to be so by Agesilaus in Asia Minor, and by Amyntas in Egypt; he was
not, like Alexander, victorious over a small, dominant nation, which, in
recompense for its narrow-minded policy, stood alone in the last decisive
struggle, while he himself had an army of better morale and greater skill, with
better weapons and superior numbers—a really overwhelming force. On the
contrary, he led a handful of Persians against four nations, the largest and
most powerful of their time; against the two powers which had overcome the
greatest of all military states, the powers which had destroyed Asshur. The
two rising kingdoms of Media and Lydia were in the full vigour of their youth,
and had hurried from victory to victory, from conquest to conquest; the power
and prosperity of the two ancient civilised peoples of the Nile and Euphrates
dated from the very beginning of history and had risen anew and more
formidable from every defeat; but he flung them all in the dust forever.
He was great, too, if it be great to fight and even to fall for the sake of
justice. He is no proconsul, to turn, like a matricide, against the republic the
sword with which she had entrusted him; no Albanian chief, Frankish king, or
Mongolian khan to fall on foreign countries for the purpose of satisfying the
greed for prey and lust of war proper to his race; but a king who, attacked by
Media, attacked by the coalition of Lydia with Babylon and Egypt, only draws
the sword in defence of the double crown of his ancestors—the most
legitimate of all conquerors.
More than this, he was the most humane. His shield is stained by no
horrible deeds of blood, of frightful revenge and cruelty, such as disgrace the
son of Olympias. He spared, and made gifts to conquered enemies. Even after
the second subjugation of the treacherous Lydians, he would not permit them
to be destroyed by thousands, as Alexander did in the case of the heroes of
Tyre, of the Pasargadæ who were faithful even unto death, of the nobility of
Persia, or of the Sogdianians in revenge for their victory, as even the great
Roman slaughtered his enemies at Thapsus and the betrayed Usipetii, and as
the Franks slew the Saxons at the massacre on the Aller. He did not, like the
Macedonian at Persepolis, burn and destroy hostile capitals; he did not
mutilate captive kings and leaders, nor drag them round the walls as the latter
did Bessus and the lion of Gaza; nor send them to the scaffold as the Roman
sent the chivalrous king of the Arvernians; he did not basely murder his own
countrymen as the “crazy god,” Alexander, murdered the Branchidæ, Clitus,
and the grey-haired Parmenio. Oriental as he was, and belonging to a savage
people and a far earlier period, he is still always far more humane.
Thus he was the greatest, far beyond the spirit of his nation and his age,
anticipating the remotest future both as man and statesman. Because no wide
stream of blood separated him from the vanquished, he found the only
possible basis for his giant structure in the raising of conquerors and
conquered to equal privileges. With the certainty of victory, the daring trust
which belongs to the greatest, he could see and spare the subject in the
enemy, raise the conquered at once to the rank of citizen, entrust his army to
Mazares the Mede, and to Harpagus the Median grandee, prince, and general;
in the newly conquered Lydia he could venture to invest the Lydian dynasts,
with the civil power, and to set up as rulers in Ionia the native aristocracy, in
Judea the descendant of the ancient kings and high priests.
It was in accordance with his teachings that his son marched in the festive
procession of the people in newly conquered Babylon, and after the conquest
of Egypt entrusted the civil administration, with the capital Saïs, to an
Egyptian, Psamthek’s admiral, Uzahorsem, the son of the high priest of Saïs,
who held it as “the king’s cousin,” i.e., viceroy, and on whose withdrawal the
Egyptian prince Aahmes was associated with the Persian Aryandes.
Thus Cyrus divided the civil and military administration, a new departure
amongst orientals, and long uncomprehended and unimitated. The military
power he reserved to his faithful Medes and Persians; the civil he bestowed
on native princes, and so arranged an automatic system which created the
best bulwark against the loss of the border provinces, a bulwark which all the
mistakes and crimes and all the cowardice of his successors destroyed only
after the expiration of two hundred years—a result different indeed from the
ephemeral creation which Alexander cemented with the blood of whole
nations.
But gentleness and mercy constituted also the best policy. For defeating
opponents without a battle they were the sharpest of weapons, carried by a
commanding personality who not only compelled the admiration of his own
people, but also brought his enemies to their knees, and showed his victory in
the light of an inevitable decree of fate, thus infusing dejection and treachery
into the ranks of the enemy. Who is there that approaches him? He is not only
beloved by his own people as a father incomparable in every way, not only
does all the splendour of story play round him as round Alexander and
Charlemagne, but legends also have clustered about him, and the poetry of
Xenophon and Antisthenes glorifies and idealises him. The Median prince and
the Egyptian admiral, the nobility and priesthood of Babylon, as well as the
Greek captains of the kings of the Lydians and Egyptians, with Eurybates of
Ephesus and Phanes of Halicarnassus, throw themselves at his feet
voluntarily, and to the betrayal of their own rulers; without a struggle the
greatest empires, the two conquerors of Nineveh, surrender to him both
themselves and their own kings in chains, as had been done to none other;
even Tyre, that proud and mighty city, unconquered and unconquerable, with
whose lion courage his predecessor and his successor, Nebuchadrezzar and
Alexander alike, wrestled so fiercely and so long, did homage to him of her
own free will, as did the sea-king of Samos, which was as far beyond reach as
Tyre herself. Above all, the little people of the Jews hailed him at the waters
of Babylon as they have done no mortal before or since, as the victor and
rescuer, the liberator and saviour, the favoured of God and lord of the earth.
He rewarded them for it and so purchased for himself the most exalted, the
most undying greatness: amongst all the rulers of the East whom we see
conquering, destroying, murdering, and deporting, he is the only one who
raised a downtrodden people from the dust, snatched it from its brethren’s
fate of annihilation, restored it to its existence as a nation under princes of its
own race, to its own peculiar development and its mission in the history of the
world. He saved it, as he did his own people, which owed to him its
consecration to eternal youth in history; so that, in spite of all the storms
which have raged over it, it has escaped the fate of the thousand tribes which
traversed the wide country of Iran before and after it, and are now vanished
and forgotten.
Thus the consequences of his achievements are lasting, though in the
course of thousands of years these achievements themselves have vanished,
like all earthly things. He was not the product and child of his age, like the
son of Philip, the nephew of Marius, the son of Pepin, or the offspring of the
Revolution: but he was its creator and father, solitary and unique in the
world’s history; he took firmer grip of the wheel of time than any other
mortal; in the term of his life he brought an epoch to its close, snatched the
lordship of the earth from the Semites and Egyptians, and won it for the
Aryans for all time.f
CAMBYSES