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The Spread of Hellenistic Culture

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

CULTURAL INTERACTION Western civilization today • Hellenistic • Archimedes

Hellenistic culture, a blend of continues to be influenced by • Alexandria • Colossus of
Greek and other influences, diverse cultures. • Euclid Rhodes
flourished throughout Greece,
Egypt, and Asia.

SETTING THE STAGE Alexander’s ambitions were cultural as well as military

and political. During his wars of conquest, he actively sought to meld the
conquered culture with that of the Greeks. He started new cities as administra-
tive centers and outposts of Greek culture. These cities, from Egyptian
Alexandria in the south to the Asian Alexandrias in the east, adopted many Greek
patterns and customs. After Alexander’s death, trade, a shared Greek culture, and
a common language continued to link the cities together. But each region had its
own traditional ways of life, religion, and government that no ruler could afford
to overlook.

TAKING NOTES Hellenistic Culture in Alexandria

Categorizing Use a
chart to list Hellenistic As a result of Alexander’s policies, a vibrant new culture emerged. Greek (also
achievements in known as Hellenic) culture blended with Egyptian, Persian, and Indian influ-
various categories. ences. This blending became known as Hellenistic culture. Koine (koy•NAY),
the popular spoken language used in Hellenistic cities, was the direct result of
Category Achievements
cultural blending. The word koine came from the Greek word for “common.” The
a
astronomy
language was a dialect of Greek. This language enabled educated people and
geometry
traders from diverse backgrounds to communicate in cities throughout the
philosophy Hellenistic world.
art
Trade and Cultural Diversity Among the many cities of the Hellenistic world,
the Egyptian city of Alexandria became the foremost center of commerce and
Hellenistic civilization. Alexandria occupied a strategic site on the western edge
of the Nile delta. Trade ships from all around the Mediterranean docked in its
spacious harbor. Alexandria’s thriving commerce enabled it to grow and prosper.
By the third century B.C., Alexandria had become an international community,
with a rich mixture of customs and traditions from Egypt and from the Aegean.
Its diverse population exceeded half a million people.
Alexandria’s Attractions Both residents and visitors admired Alexandria’s great
beauty. Broad avenues lined with statues of Greek gods divided the city into
blocks. Rulers built magnificent royal palaces overlooking the harbor. A much
visited tomb contained Alexander’s elaborate glass coffin. Soaring more than
350 feet over the harbor stood an enormous stone lighthouse called the Pharos.
This lighthouse contained a polished bronze mirror that, at night, reflected the
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Vocabulary light from a blazing fire. Alexandria’s greatest attractions were its famous museum
Museum means and library. The museum was a temple dedicated to the Muses, the Greek god-
“house of the
muses.”
desses of arts and sciences. It contained art galleries, a zoo, botanical gardens, and
even a dining hall. The museum was an institute of advanced study.
The Alexandrian Library stood nearby. Its collection of half a million papyrus
scrolls included many of the masterpieces of ancient literature. As the first true
research library in the world, it helped promote the work of a gifted group of schol-
ars. These scholars greatly respected the earlier works of classical literature and
learning. They produced commentaries that explained these works.

Science and Technology

Hellenistic scholars, particularly those in Alexandria, preserved Greek and
Egyptian learning in the sciences. Until the scientific advances of the 16th and
17th centuries, Alexandrian scholars provided most of the scientific knowledge
available to the West.
Astronomy Alexandria’s museum contained a small observatory in which
astronomers could study the planets and stars. One astronomer, Aristarchus
(AR•ih•STAHR•kuhs) of Samos, reached two significant scientific conclusions. In
one, he estimated that the Sun was at least 300 times larger than Earth. Although he
greatly underestimated the Sun’s true size, Aristarchus disproved the widely held
belief that the Sun was smaller than Greece. In another conclusion, he proposed that
Earth and the other planets revolve around the Sun. Unfortunately for science, other
astronomers refused to support Aristarchus’ theory. In the second century A.D.,
Alexandria’s last renowned astronomer, Ptolemy, incorrectly placed Earth at the
center of the solar system. Astronomers accepted this view for the next 14 centuries.
Eratosthenes (EHR•uh•TAHS•thuh•NEEZ), the director of the Alexandrian Library,
tried to calculate Earth’s true size. Using geometry, he computed Earth’s circumfer-
ence at between 28,000 and 29,000 miles. Modern measurements put the circumfer-
ence at 24,860 miles. As well as a highly regarded astronomer and mathematician,
▼ Hipparchus, who
Eratosthenes also was a poet and historian.
lived in Alexandria
Mathematics and Physics In their work, Eratosthenes and Aristarchus used a for a time, charted
geometry text compiled by Euclid (YOO•klihd). Euclid was a highly regarded the position of
850 stars.

Greek Astronomy
Earth The Sun The Solar System

Eratosthenes’ estimate Ptolemy's view of

of the circumference— the universe
between 28,000
Saturn
and 29,000 miles Jupiter
Earth Aristarchus’ Mars
Sun
estimate–300 Venus
times the size Moon Mercury
of Earth Earth
circu mfere nce

The Sun is
actually 1.3 million
times the size of
actual circumference—24,860 miles Earth.

SKILLBUILDER: Interpreting Charts

1. Comparing Where were Greek astronomers’ ideas most incorrect compared with modern concepts?
2. Clarifying Which estimate is closest to modern measurements? How could the Hellenists be so
accurate?

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Pythagorean Theorem
Geometry students remember Pythagoras for
his theorem on the triangle, but its principles
were known earlier. This formula states that
the square of a right triangle’s hypotenuse
equals the sum of the squared lengths of the
two remaining sides. Chinese mathematicians
knew this theory perhaps as early as 1100 B.C.
Egyptian surveyors put it to practical use Greek, A.D. 800
even earlier.
However, the work of the school that
Pythagoras founded caught the interest of later
mathematicians. Shown are Euclid’s proof in
Greek along with a Chinese and an Arabic
translation. The Arabs who conquered much of
Alexander’s empire spread Greek mathematical
learning to the West. The formula became
known as the Pythagorean theorem throughout
the world. Arabic, A.D. 1250 Chinese, A.D. 1607

mathematician who taught in Alexandria. His best-known book, Elements,

contained 465 carefully presented geometry propositions and proofs. Euclid’s work
is still the basis for courses in geometry.
Another important Hellenistic scientist, Archimedes (AHR•kuh•MEE•deez) of
Syracuse, studied at Alexandria. He accurately estimated the value of pi (π)—the
ratio of the circumference of a circle to its diameter. In addition, Archimedes
explained the law of the lever.
Gifted in both geometry and physics, Archimedes also put his genius to practical
use. He invented the Archimedes screw, a device that raised water from the ground,
and the compound pulley to lift heavy objects. The writer Plutarch described how
Archimedes demonstrated to an audience of curious onlookers how something
heavy can be moved by a small force:

PRIMARY SOURCE
Archimedes took a . . . ship . . . which had just been dragged up on land with great
labor and many men; in this he placed her usual complement of men and cargo, and
then sitting at some distance, without any trouble, by gently pulling with his hand the
end of a system of pulleys, he dragged it towards him with as smooth and even a Summarizing
motion as if it were passing over the sea.
What were
PLUTARCH, Parallel Lives: Marcellus some of the main
achievements of
Using Archimedes’ ideas, Hellenistic scientists later built a force pump, pneumatic the scientists of the
machines, and even a steam engine. Hellenistic period?

Philosophy and Art

The teachings of Plato and Aristotle continued to be very influential in Hellenistic phi-
losophy. In the third century B.C., however, philosophers became concerned with how
people should live their lives. Two major philosophies developed out of this concern.
Stoicism and Epicureanism A Greek philosopher named Zeno (335–263 B.C.)
founded the school of philosophy called Stoicism (STOH•ih•SIHZ•uhm). Stoics
proposed that people should live virtuous lives in harmony with the will of god or
the natural laws that God established to run the universe. They also preached that
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human desires, power, and wealth were dangerous distractions that should be
checked. Stoicism promoted social unity and encouraged its followers to focus
on what they could control.
Epicurus (EHP •uh•KYUR•uhs) founded the school of thought called
Epicureanism. He taught that gods who had no interest in humans ruled the
universe. Epicurus believed that the only real objects were those that the five
senses perceived. He taught that the greatest good and the highest pleasure came
from virtuous conduct and the absence of pain. Epicureans proposed that the
main goal of humans was to achieve harmony of body and mind. Today, the word
Drawing
epicurean means a person devoted to pursuing human pleasures, especially the
Conclusions enjoyment of good food. However, during his lifetime, Epicurus advocated
What was the moderation in all things.
main concern of Realism in Sculpture Like science, sculpture flourished during the Hellenistic
the Stoic and
Epicurean schools age. Rulers, wealthy merchants, and cities all purchased statues to honor gods,
of philosophy? commemorate heroes, and portray ordinary people in everyday situations. The
largest known Hellenistic statue was created on the island of Rhodes. Known as the
Colossus of Rhodes, this bronze statue stood more than 100 feet high. One of the
seven wonders of the ancient world, this huge sculpture was toppled by an earth-
quake in about 225 B.C. Later, the bronze was sold for scrap. Another magnificent
Hellenistic sculpture found on Rhodes was the Nike (or Winged Victory) of
Samothrace. It was created around 203 B.C. to commemorate a Greek naval victory.
Hellenistic sculpture moved away from the harmonic balance and idealized
forms of the classical age. Instead of the serene face and perfect body of an ide-
alized man or woman, Hellenistic sculptors created more natural works. They felt
free to explore new subjects, carving ordinary people such as an old, wrinkled
peasant woman.
By 150 B.C., the Hellenistic world was in decline. A new city, Rome, was
growing and gaining strength. Through Rome, Greek-style drama, architecture,
sculpture, and philosophy were preserved and eventually became the core of
Western civilization.

SECTION 5 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Hellenistic • Alexandria • Euclid • Archimedes • Colossus of Rhodes

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING

2. Which Hellenistic 3. How did trade contribute to 6. SYNTHESIZING Describe how the growth of Alexander’s
achievement had the cultural diversity in the empire spread Greek culture.
greatest impact? Why? Hellenistic city of Alexandria? 7. MAKING INFERENCES What do you think was the greatest
4. How did Euclid influence some scientific advance of the Hellenistic period? Why?
Category Achievements of the developments in 8. COMPARING How was the purpose served by architecture
a
astronomy astronomy during the and sculpture in the Hellenistic period similar to the pur-
geometry Hellenistic period? pose served by these arts in the Golden Age of Athens?
philosophy 5. What did Stoicism and 9. WRITING ACTIVITY CULTURAL INTERACTION The Hellenistic
art Epicureanism have in culture brought together Egyptian, Greek, Persian, and
common? Indian influences. Write a brief essay showing how
American culture is a combination of different influences.

CONNECT TO TODAY CREATING A COLLAGE

Archimedes developed, or provided the ideas for, many practical devices—the lever, for
example. Consider some of the everyday implements that are related to these devices. Create
a collage of pictures of these implements. Accompany each visual with a brief annotation.

Classical Greece 149