How Modern Is the French Revolution?
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Page 480 H-France Review Vol. 6 (September 2006), No. 114 Peter R. Campbell, Ed. the Origins Of
H-France Review Volume 6 (2006) Page 480 H-France Review Vol. 6 (September 2006), No. 114 Peter R. Campbell, Ed. The Origins of the French Revolution. Houndmills and New York: Palgrave Macmillan, 2006. v + 371. Notes, bibliography and index. $85.00 U.S. (cl). ISBN 0-333-71704-X; $28.95 U.S. (pb). ISBN 0-333-69348-5. Review by Jack R. Censer, George Mason University. This book, focused on the origins of the French revolution, can be best understood as an English response to the historiographical developments that emerged elsewhere over the last 25 years.[1] Specifically, the English approach might be characterized as empirical, focused on social rather than cultural history, committed to linking social history to political events, and quite uninterested in the postmodern and feminist approaches current elsewhere, particularly in North America. Illustrating this approach in the last decade or so, English historians have published a raft of political histories concerning the eighteenth century. The modern English academic study of the French Revolution emerged as a distinctive tradition in the postwar era, led by luminaries Richard Cobb and Alfred Cobban. The two scholars hardly shared a similar perspective, except their skepticism toward Marxism. Emerging even more clearly among their students was the view that social conditions underpinned politics. Yet these English historians specifically disputed the connection articulated by Marxists in France, as Cobban found only an occupational group, the lawyers, rather than the bourgeoisie, as the progenitors of the Revolution. Similarly, his intellectual descendent Colin Lucas saw only “social stresses” between groups rather than all out class conflict as the problem in the Old Regime. -
John R. Mcneill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address
2020-President_Address.indd All Pages 14/10/19 7:31 PM John R. McNeill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address New York Hilton Trianon Ballroom New York, New York Saturday, January 4, 2020 5:30 PM John R. McNeill By George Vrtis, Carleton College In fall 1998, John McNeill addressed the Georgetown University community to help launch the university’s new capital campaign. Sharing the stage with Georgetown’s president and other dignitaries, McNeill focused his comments on the two “great things” he saw going on at Georgetown and why each merited further support. One of those focal points was teaching and the need to constantly find creative new ways to inspire, share knowledge, and build intellectual community among faculty and students. The other one centered on scholarship. Here McNeill suggested that scholars needed to move beyond the traditional confines of academic disciplines laid down in the 19th century, and engage in more innovative, imaginative, and interdisciplinary research. Our intellectual paths have been very fruitful for a long time now, McNeill observed, but diminishing returns have set in, information and methodologies have exploded, and new roads beckon. To help make his point, McNeill likened contemporary scholars to a drunk person searching for his lost keys under a lamppost, “not because he lost them there but because that is where the light is.” The drunk-swirling-around-the-lamppost metaphor was classic McNeill. Throughout his academic life, McNeill has always conveyed his ideas in clear, accessible, often memorable, and occasionally humorous language. And he has always ventured into the darkness, searchlight in hand, helping us to see and understand the world and ourselves ever more clearly with each passing year. -
NORMAN HAMPSON Norman Hampson 1922–2011
NORMAN HAMPSON Norman Hampson 1922–2011 ‘NORMAN WAS ALWAYS LUCKY’, said his father when he married Jacqueline Gardin in 1948.1 Norman Hampson never doubted it, knowing that the happiest events in his life came about by chance. They left him profoundly convinced that history, too, develops by chances that historians habitually underestimate, and his deepest instincts left him sceptical of all forms of historical determinism. He did not consciously set out to be a professional historian, much less a historian of France. He was born on 8 April 1922 in Leyland and grew up in industrial Lancashire. His mother, Elizabeth Fazackerley, bore a very ancient Lancashire name. His father, Frank Hampson, was clerk to the Education Authority. Neither came from an educated background, but their efforts to compensate through their two sons won them entry to the most prestigious school in the north, Manchester Grammar School. Here Norman at first followed his much revered elder brother (who went on to become a consultant surgeon) on the science side, though all the while developing a passion for all forms of literature, from the classics, at which he excelled, down to modern English poetry. Only in the sixth form did he finally abandon science. Throughout his life he could quote pages of Shakespeare by heart, and in the sixth form he and Norman Swallow, later a pioneering television producer, established a literary magazine, Phoenix, which carried on with the help of his father some years after he had left school. Haunting Manchester bookshops on his way home, he also began to write his own poems, and even a short novel. -
Comparison of Constitutionalism in France and the United States, A
A COMPARISON OF CONSTITUTIONALISM IN FRANCE AND THE UNITED STATES Martin A. Rogoff I. INTRODUCTION ....................................... 22 If. AMERICAN CONSTITUTIONALISM ..................... 30 A. American constitutionalism defined and described ......................................... 31 B. The Constitution as a "canonical" text ............ 33 C. The Constitution as "codification" of formative American ideals .................................. 34 D. The Constitution and national solidarity .......... 36 E. The Constitution as a voluntary social compact ... 40 F. The Constitution as an operative document ....... 42 G. The federal judiciary:guardians of the Constitution ...................................... 43 H. The legal profession and the Constitution ......... 44 I. Legal education in the United States .............. 45 III. THE CONsTrrTION IN FRANCE ...................... 46 A. French constitutional thought ..................... 46 B. The Constitution as a "contested" document ...... 60 C. The Constitution and fundamental values ......... 64 D. The Constitution and nationalsolidarity .......... 68 E. The Constitution in practice ...................... 72 1. The Conseil constitutionnel ................... 73 2. The Conseil d'ttat ........................... 75 3. The Cour de Cassation ....................... 77 F. The French judiciary ............................. 78 G. The French bar................................... 81 H. Legal education in France ........................ 81 IV. CONCLUSION ........................................ -
Changing the Narrative
Journal of Interdisciplinary History, XLVIII:3 (Winter, 2018), 313–334. Jan de Vries Changing the Narrative: The New History That Was and Is to Come In the mid-1970s, a broad range of scholars, spanning the ideological spectrum, was actively engaged in what has been called the New History. Some of the participants in this broad movement come under discussion below, but for now it is sufficient to mention the French Annales School, the American New Economic History, the British Marxist Social History, and Historical Sociology in several forms, including modernization theorists, comparative revolutions theorists, and world-systems theorists. The adherents to these different historical orientations disagreed with each other about most substantive matters. Their single point of agreement was a shared feindbegrif—the rejection of narrative history. It inspired Burke to introduce the final volume of the New Cambridge Modern History, which appeared in 1979, with the following declaration: “In the twentieth century we have seen a break with traditional narrative history, which, like the break with the traditional novel or with representational art or with classical music, is one of the important cultural discontinuities of our time.”1 Obviously, no single influence can claim full credit for this historiographical discontinuity, but the most profound factor must be the spread of an uncomfortable feeling that the narrative form greatly restricts the types of possible historical questions and feasi- ble modes of explanation. Narrative history has attached to it, like a ball and chain, the discrete, short-term historical event—l’histoire événementielle. If, by the time of Burke’s writing, several decades of Annales School preaching had done anything, it had undermined the notion that this concept should be the foundation stone of historical explanation. -
Syllabus, 21H.991J / STS.210J Theories and Methods in the Study
Fall 2010 Instructor: Jeff Ravel T 10-1 STS 210J/21H.991J: Theories and Methods in the Study of History Overview We will doggedly ask two questions in this class: “What is history?” and “How do you do it in 2010?” In pursuit of the answers, we will survey a variety of approaches to the past used by historians writing in the last several decades. We will examine how these historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytical discussion of their topic, and the advantages and limitations of their approaches. One concern is the evolution of historical studies in the western tradition, which is not to say that the western approach is the only valid one, nor is it to suggest that we will only read histories of the west. But MIT and many of the institutions in which you will work during your careers are firmly rooted in western intellectual paradigms, and the study of times and places far removed from the western past has been deeply influenced by western historical assumptions. (And, to be honest, this is the historical tradition with which I am most familiar!) We will begin with a brief overview of the construction and deconstruction of historical thinking in the west from the beginnings of Christianity to the present. Then we will consider questions of scale, a major preoccupation of post-WWII historians. In the second half of the twentieth century and the start of the twenty-first, history has been written at the national, global, and micro level. -
The Unacknowledged Revolution
Elizabeth L. Eisenstein. The Printing Press as an Agent of Change: Communications and Cultural Transformations in Early-Modern Europe. Cambridge and New York: Cambridge University Press, 1997. xxi + 794 pp. $54.95, paper, ISBN 978-0-521-29955-8. Reviewed by Shannon E. Duffy Published on H-Ideas (June, 2000) [Note: This review is part of the H-Ideas Ret‐ Ancient and Medieval scribes had faced tremen‐ rospective Reviews series. This series reviews dous difficulties in preserving the knowledge that books published during the twentieth century they already possessed, which, despite their best which have been deemed to be among the most efforts, inevitably grew more corrupted and frag‐ important contributions to the feld of intellectual mented over time. With the establishment of history.] printing presses, accumulation of knowledge was Elizabeth Eisenstein's comprehensively-re‐ for the frst time possible. Rather than spending searched 1979 book is a study of the frst century most of their energies searching for scattered of printing, particularly the period from 1460 to manuscripts and copying them, scholars could 1480, when printing presses went from rare to now focus their efforts on revision of these texts common, and as a consequence changed the way and the gathering of new data. New observations knowledge was preserved and conveyed. It is pri‐ from a widely scattered readership could be in‐ marily a work of synthesis, although Eisenstein cluded in subsequent editions. According to Eisen‐ displays a masterful knowledge of the relevant stein, the shift to printing reversed the whole ori‐ primary materials. Her goal is to show how intel‐ entation of attitudes towards learning. -
ENGLISH OPINIONS on the FRENCH REVOLUTION by W. T. WAGONER Presented to the Faculty of the Graduate School of the University Of
ENGLISH OPINIONS ON THE FRENCH REVOLUTION By W. T. WAGONER Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN HISTORY THE UNIVERSITY OF TEXAS AT ARLINGTON May 2009 Copyright © by W.T. Wagoner 2008 All Rights Reserved ACKNOWLEDGEMENTS I would like to thank the University of Texas at Arlington for employing the faculty and providing the facilities that made my education such a memorable experience. I would like to give a special note of appreciation to the professors of my committee, Dr. Reinhardt, Dr. Cawthon and Dr.Narrett who have shown extraordinary patience and kindness in helping me find my voice and confidence during this process. I appreciate my family and friends who tolerated both my mood swings and my forgetfulness as I thought about events hundreds of years ago. I would like to thank my mother. You encouraged me that there was more to life than flooring. To my wife, Rae, I want to thank you for loving me and keeping me centered. Finally, to my daughter Miranda, you are the reason I have undertaken this journey. December 20, 2008 iii ABSTRACT ENGLISH WORDS ON THE FRENCH REVOLUTION W.T. WAGONER, M.A. The University of Texas at Arlington, 2008 Supervising Professor: Steven Reinhardt Just as the French Revolution changed the French political landscape, it also affected other European countries such as England. Both pro-revolutionaries and anti-revolutionaries argued in the public forums the merits of the events in France. -
Representations of Gender and Age in the 1920S
JOURNALHirshbein / THEOF FAMILY FLAPPER HISTORY AND THE / January FOGY 2001 THE FLAPPER AND THE FOGY: REPRESENTATIONS OF GENDER AND AGE IN THE 1920S Laura Davidow Hirshbein In the 1920s in the United States, public attention was riveted on the antics of a new, rebellious younger generation. Although popular representations focused on youth in crisis, these representations emphasized comparisons between young and old. This article explores the public discussions about youth culture in the 1920s and how they helped to refine cultural categories of youth and old age. In addition, through gender-specific representations, social commentators worked out new definitions of masculinity, femininity, and the relationships between the sexes. Furthermore, the rhetorical conflict between generations of Americans helped to frame important contemporary questions about national identity. In the 1920s in the United States, public attention was riveted on the represented antics of a new, rebellious younger generation. Within the mass culture of the burgeoning magazine and movie industries, as well as the new medium of motion pictures and expansions in advertising, one of the hottest topics of the time was youth.1 Commenta- tors of the time wrote extensively on whether or not the younger generation was lead- ing society toward progress or toward destruction. But while the ostensible topic of these discussions was the behavior of young people, popular representations of youth in crisis depended on a constant series of comparisons between young and old. In this article, I explore the discussions of youth that appeared in popular magazines in the 1920s. I focus on the definitions of youth and old age that emerged from these public discussions, as well as the implications for gender standards and national iden- tity. -
6 X 10.Long New.P65
Cambridge University Press 978-0-521-15463-5 - Cultures of Power in Europe During the Long Eighteen Century Edited by Hamish Scott and Brendan Simms Excerpt More information 1 Introduction: culture and power during the long eighteenth century James J. Sheehan Stanford University In December 1774, seventeen-year-old Carl August, Prince of Saxe Weimar, met the celebrated young author Johann Wolfgang Goethe in a Frankfurt hotel room. The meeting was cordial, indeed the two men got along together so splendidly that, less than a year later, Goethe accepted the prince’s invitation to move to Weimar, where he would spend the rest of his long and incredibly productive life. I begin with this familiar scene – so beautifully rendered and anal- ysed in Nicholas Boyle’s distinguished biography of the poet – because it neatly captures several of the motifs in the complex relationship between culture and power in the eighteenth century.1 First and most obvious is the persistent significance of the court, whose seductive blend of artis- tic possibilities and political influence led Goethe to disregard his father’s opposition and take up residence in Carl August’s small Thuringian state. Second, there is the new significance of public culture, reflected here in Goethe’s position as literary celebrity, which had caused a member of the prince’s entourage to seek out the author of The Sorrows of Young Werther and which would make Goethe such an attractive presence in Carl August’s entourage. Both prince and poet needed one another, both acquired prestige and a kind of power from the other’s presence. -
A Quantitative Study of History in the English Short-Title Catalogue (ESTC), 1470–18001
Vol. 25, no. 2 (2015) 87–116 | ISSN: 1435-5205 | e-ISSN: 2213-056X A Quantitative Study of History in the English Short-Title Catalogue (ESTC), 1470–18001 Leo Lahti Laboratory of Microbiology, Wageningen University, The Netherlands [email protected] Niko Ilomäki Department of Computer Science, University of Helsinki, Finland [email protected] Mikko Tolonen Department of Modern Languages, University of Helsinki, Finland [email protected] Abstract This article analyses publication trends in the field of history in early modern Britain and North America in 1470–1800, based on English Short- Title Catalogue (ESTC) data.2 Its major contribution is to demonstrate the potential of digitized library catalogues as an essential scholastic tool and part of reproducible research. We also introduce a novel way of quantita- tively analysing a particular trend in book production, namely the publish- ing of works in the field of history. The study is also our first experimental analysis of paper consumption in early modern book production, and dem- onstrates in practice the importance of open-science principles for library and information science. Three main research questions are addressed: 1) who wrote history; 2) where history was published; and 3) how publishing changed over time in early modern Britain and North America. In terms This work is licensed under a Creative Commons Attribution 4.0 License Uopen Journals | http://liber.library.uu.nl/ | URN:NBN:NL:UI:10-1-117388 Liber Quarterly Volume 25 Issue 2 2015 87 A Quantitative Study of History in the English Short-Title Catalogue (ESTC), 1470–1800 of our main findings we demonstrate that the average book size of history publications decreased over time, and that the octavo-sized book was the rising star in the eighteenth century, which is a true indication of expand- ing audiences. -
Sustainable Socialism: William Morris on Waste Elizabeth C
The Journal of Modern Craft Sustainable Socialism: Volume 4—Issue 1 William Morris on March 2011 pp. 7–26 Waste DOI: 10.2752/174967811X12949160068974 Elizabeth C. Miller Reprints available directly from the publishers Photocopying permitted by Elizabeth Carolyn Miller is Associate Professor of English at licence only the University of California, Davis. She is currently working © Berg 2011 on a book titled Slow Print: Print Culture and Late-Victorian Literary Radicalism. Her first book, Framed: The New Woman Criminal in British Culture at the Fin de Siècle, was published in 2008, and her articles have appeared in Modernism/Modernity, Feminist Studies, Literature Compass, Victorian Literature and Culture, The Journal of William Morris Studies, The Henry James Review, and elsewhere. Abstract While William Morris has long been recognized for his radical approach to the problem of labor, which built on the ideas of John Ruskin and informed his contributions to the Arts and Crafts philosophy, his ideas about waste have received much less attention. This article suggests that the Kelmscott Press, which Morris founded in 1891, was designed to embody the values of durability and sustainability in sharp contrast to the neophilia, disposability, and planned obsolescence of capitalist production. Many critics have dismissed the political value of Kelmscott Press on the basis of the handcrafted books’ expense and rarity, but by considering Morris’s work for Kelmscott in light of his fictional and non-fictional writings about waste around the time of the press’s conception, we can see how Kelmscott laid the groundwork for a philosophy of sustainable socialism. Keywords: William Morris, Kelmscott Press, printing, waste.