Freemasons Writing History in the Late Eighteenth Century
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Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796
Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 By Thomas Lucius Lowish A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Victoria Frede-Montemayor, Chair Professor Jonathan Sheehan Professor Kinch Hoekstra Spring 2021 Abstract Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 by Thomas Lucius Lowish Doctor of Philosophy in History University of California, Berkeley Professor Victoria Frede-Montemayor, Chair Historians of Russian monarchy have avoided the concept of sovereignty, choosing instead to describe how monarchs sought power, authority, or legitimacy. This dissertation, which centers on Catherine the Great, the empress of Russia between 1762 and 1796, takes on the concept of sovereignty as the exercise of supreme and untrammeled power, considered legitimate, and shows why sovereignty was itself the major desideratum. Sovereignty expressed parity with Western rulers, but it would allow Russian monarchs to bring order to their vast domain and to meaningfully govern the lives of their multitudinous subjects. This dissertation argues that Catherine the Great was a crucial figure in this process. Perceiving the confusion and disorder in how her predecessors exercised power, she recognized that sovereignty required both strong and consistent procedures as well as substantial collaboration with the broadest possible number of stakeholders. This was a modern conception of sovereignty, designed to regulate the swelling mechanisms of the Russian state. Catherine established her system through careful management of both her own activities and the institutions and servitors that she saw as integral to the system. -
The Enlightenment Revisited: Sources & Interpretations. Learning Activities
DOCUMENT RESUME ED 406 276 SO 027 048 AUTHOR Donato, Clorinda; And Others TITLE The Enlightenment Revisited: Sources & Interpretations. Learning Activities. INSTITUTION California State Univ., Long Beach. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 92 NOTE 121p.; This publication resulted from a 1992 summer institute at California State University, Long Beach. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Eighteenth Century Literature; *European History; Foreign Countries; *French Literature; Literary History; Neoclassicism; Secondary Education; Social Studies; Teaching Guides; *World History IDENTIFIERS *Age of Enlightenment; France ABSTRACT This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include:(1) "What Was the Enlightenment?";(2) "An Introduction to the Philosophes";(3) "Was the Enlightenment a Revolt Against Rationalism?";(4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of Voltaire and Rousseau on Democracy and Equality";(5) "What is the Significance of the Term Enlightenment in the Context of the 18th Century?";(6) "Were the Philosophes Atheists?"; (7) "How was French Society Portrayed in the 'Encyclopedie?'";(8) "Were the Philosophes True Philosophers, or Illogical Extremists?"; (9) "Did the French Philosophes Inspire the French Revolution?"; (10) "The Salon' as a Center for Enlightenment in the 18th Century"; (11) "Reader's -
Recession of 1797?
SAE./No.48/February 2016 Studies in Applied Economics WHAT CAUSED THE RECESSION OF 1797? Nicholas A. Curott and Tyler A. Watts Johns Hopkins Institute for Applied Economics, Global Health, and Study of Business Enterprise What Caused the Recession of 1797? By Nicholas A. Curott and Tyler A. Watts Copyright 2015 by Nicholas A. Curott and Tyler A. Watts About the Series The Studies in Applied Economics series is under the general direction of Prof. Steve H. Hanke, co-director of the Institute for Applied Economics, Global Health, and Study of Business Enterprise ([email protected]). About the Authors Nicholas A. Curott ([email protected]) is Assistant Professor of Economics at Ball State University in Muncie, Indiana. Tyler A. Watts is Professor of Economics at East Texas Baptist University in Marshall, Texas. Abstract This paper presents a monetary explanation for the U.S. recession of 1797. Credit expansion initiated by the Bank of the United States in the early 1790s unleashed a bout of inflation and low real interest rates, which spurred a speculative investment bubble in real estate and capital intensive manufacturing and infrastructure projects. A correction occurred as domestic inflation created a disparity in international prices that led to a reduction in net exports. Specie flowed out of the country, prices began to fall, and real interest rates spiked. In the ensuing credit crunch, businesses reliant upon rolling over short term debt were rendered unsustainable. The general economic downturn, which ensued throughout 1797 and 1798, involved declines in the price level and nominal GDP, the bursting of the real estate bubble, and a cluster of personal bankruptcies and business failures. -
Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College
Wofford College Digital Commons @ Wofford Student Scholarship 5-2016 Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College Follow this and additional works at: http://digitalcommons.wofford.edu/studentpubs Part of the European History Commons, and the Slavic Languages and Societies Commons Recommended Citation Pagrabs, Emily Frances, "Peter the Great and His Changing Identity" (2016). Student Scholarship. Paper 17. http://digitalcommons.wofford.edu/studentpubs/17 This Honors Thesis is brought to you for free and open access by Digital Commons @ Wofford. It has been accepted for inclusion in Student Scholarship by an authorized administrator of Digital Commons @ Wofford. For more information, please contact [email protected]. Peter the Great and His Changing Identity Senior History Honors Thesis May 11, 2016 Emiley Pagrabs Pagrabs 1 Introduction Well aware of the perception that foreigners held of him, Peter the Great would never apologize for his nationality or his country. A product of his upbringing, Peter did have some qualities that many foreigners criticized as barbaric and harsh. Said Peter: They say that I am cruel; that is what foreigners think of me, but who are they to judge? They do not know what the situation was at the beginning of my reign, and how many were opposed to my plans, and brought about the failure of projects which would have been of great benefit to my country obliging me to arm myself with great severity; but I have never been cruel…I have always asked for the cooperation of those of my subjects in whom I have perceived intelligence and patriotism, and who, agreeing with my views, were ready to support them.1 Essentially, Peter I was simply a Russian. -
February, 2010 Kevin J. Mckenna EDUCATION
February, 2010 Kevin J. McKenna EDUCATION: Ph.D. Degree 1977, University of Colorado: Slavic Languages and Literatures M.A. Degree 1971, University of Colorado: Russian Literature B.A. Degree 1970, Oklahoma State University (OSU): Humanities NDEA Intensive Slavic Language Institutes at the University of Kansas and Leningrad State University, 1968, 1969, 1970 Dissertation Title: Catherine the Great's ‘Vsiakaia Vsiachina’ and The ‘Spectator’ Tradition of the Satirical Journal of Morals and Manners RESEARCH GRANTS, FELLOWSHIPS, AWARDS: Consultant and collaborator to U.S. Department of Education/Department of State grant to develop a nationwide portfolio project for High School through College Critical Foreign Language Programs in Arabic, Chinese and Russian (2009-2013) Consultant and collaborator to U.S. Department of Education Title VI National Resource Center grant proposal to promote and strengthen international studies-based curricula in higher education (PI Professor Ned McMahon) Recipient of the Robert V. Daniels Award for Outstanding Contributions to the Field of International Studies, May 7, 2009 Nominee for Kroepsch-Maurice Outstanding Teacher Award, 2009/2010 U.S. State Department grant ($350,000.00) “Karelia/Vermont Sustainable Development Partnership, 2007-2010.” Co-Principal Investigator with Prof. Pat Stokowski. Named as UVM Woodrow Wilson Fellow for "Scholars as Teachers," 2000-2001 Named as UVM Service-Learning Faculty Fellow, 2000-2001 2 RESEARCH GRANTS, FELLOWSHIPS, AWARDS: (continued) Principal Investigator for Department -
Chapter 5 the Americans.Pdf
Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held. -
The Impact and Presence of the Writings of Laurence Sterne In
The Impact and Presence of the Writings o f Laurence Sterne in Eighteenth-Century Russia © Maria Lobytsyna A thesis submitted in fulfilment of the requirements for the degree of Master of Letters Department of English University of Glasgow Department of Slavonic Languages and Literatures 2001 ProQuest Number: 13819011 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13819011 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 GLASGOW 1 UNIVERSITY (LIBRARY: ooPM 'i 2 Abstract The works of Laurence Sterne have made a significant and long-lasting contribution to the literary and cultural life of Russia. The early translations of the Letters from Yorick and Eliza and A Sentimental Journey as well as the critical discussions in the Russian media of the 1770s-1790s brought Russia into the mainstream of eighteenth century politics of Sensibility. The eighteenth-century Russian translations of Sterne’s Letters from Yorick to Eliza by Apukhtin (1789), Kolmakov (1793) and Karin (1795) and the first translation of A Sentimental Journey by Kolmakov (1793) reinforced the contemporary approach to questions of self development and morality, having anticipated the interpretation of literature as the enlightenment of the heart. -
Peasantry and the French Revolution
“1st. What is the third estate? Everything. 2nd. What has it been heretofore in the political order? Nothing. 3rd. What does it demand? To become something therein.” -Abbe Sieyes 1789 Pre-Revolution • Louis XVI came to the throne in the midst of a serious financial crisis • France was nearing bankruptcy due to the outlays that were outpacing income • A new tax code was implemented under the direction of Charles Alexandre de Calonne • This proposal included a land tax • Issues with the Three Estates and inequality within it Peasant Life pre-Revolution • French peasants lived better than most of their class, but were still extremely poor • 40% worked land, but it was subdivided into several small plots which were shared and owned by someone else • Unemployment was high due to the waning textile industry • Rent and food prices continued to rise • Worst harvest in 40 years took place during the winter of 1788-89 Peasant Life pre-Revolution • The Third Estate, which was the lower classes in France, were forced by the nobility and the Church to pay large amounts in taxes and tithes • Peasants had experienced a lot of unemployment during the 1780s because of the decline in the nation’s textile industry • There was a population explosion of about 25-30% in roughly 90 years that did not coincide with a rise in food production Direct Causes of the Revolution • Famine and malnutrition were becoming more common as a result of shortened food supply • Rising bread prices contributes to famine • France’s near bankruptcy due to their involvement in various -
April, 2016 Kevin J. Mckenna EDUCATION
April, 2016 Kevin J. McKenna EDUCATION: Ph.D. Degree 1977, University of Colorado: Slavic Languages and Literatures M.A. Degree 1971, University of Colorado: Russian Literature B.A. Degree 1970, Oklahoma State University (OSU): Humanities NDEA Intensive Slavic Language Institutes at the University of Kansas and Leningrad State University, 1968, 1969, 1970 Dissertation Title: Catherine the Great's ‘Vsiakaia Vsiachina’ and The ‘Spectator’ Tradition of the Satirical Journal of Morals and Manners RESEARCH GRANTS, FELLOWSHIPS, AWARDS: Recipient of Lattie F. Coor Endowment grant for travel expenses to St. Petersburg, Russia to deliver a an invited paper at the Academy of Sciences International Meeting devoted to the 750th anniversary of the death of Alexander Nevsky: “Дидактическая роль русских пословиц и поговорок в фильме Алексангдр Невский Сергея Эйзенштейна.” Recipient of Lattie F. Coor Faculty Development Award ($2,500.) to conduct research on my book: The Role of the Russian Proverb in Aleksandr Solzhenitsyn’s Fictional and Publicistic Writing Named a Solzhenitsyn Fellow at the Solzhenitsyn Museum/Archives, Moscow (2011- 2012) Invited Keynote Speaker to speak on research for my Solzhenitsyn book at Samara State University (Samara, Russia) at a Conference on the Moral Basis of the Development of Contemporary Russian Society (February 28th—March 4th, 2011) Consultant and collaborator to U.S. Department of Education/Department of State grant to develop a nationwide portfolio project for High School through College Critical Foreign Language Programs in Arabic, Chinese and Russian (2009-2013) RESEARCH GRANTS, FELLOWSHIPS, AWARDS: (continued) 2 Recipient of the Robert V. Daniels Award for Outstanding Contributions to the Field of International Studies, May 7, 2009 Nominee for Kroepsch-Maurice Outstanding Teacher Award, 2009/2010 U.S. -
The Constitutional Status of Women in 1787
Minnesota Journal of Law & Inequality Volume 6 Issue 1 Article 3 June 1988 The Constitutional Status of Women in 1787 Mary Beth Norton Follow this and additional works at: https://lawandinequality.org/ Recommended Citation Mary B. Norton, The Constitutional Status of Women in 1787, 6(1) LAW & INEQ. 7 (1988). Available at: https://scholarship.law.umn.edu/lawineq/vol6/iss1/3 Minnesota Journal of Law & Inequality is published by the University of Minnesota Libraries Publishing. The Constitutional Status of Women in 1787 Mary Beth Norton* I am tempted to make this presentation on the constitutional status of women in 1787 extremely brief. That is, I could accu- rately declare that "women had no status in the Constitution of 1787" and immediately sit down to listen to the comments of the rest of the panelists here this morning. However, I was undoubt- edly invited here to say more than that, and so I shall. If one looks closely at the words of the original Constitution, the term "man" or "men" is not used; rather, "person," "persons" and "people" are the words of choice. That would seem to imply that the Founding Fathers intended to include women in the scope of their docu- ment. That such an assumption is erroneous, however, was demonstrated in a famous exchange between Abigail and John Ad- ams in 1776. Although John Adams was not present at the Consti- tutional Convention, his attitudes toward women were certainly representative of the men of his generation. In March, 1776, when it had become apparent that indepen- dence would soon be declared, -
CURRICULUM VITAE L. Name & Institutional Affiliation: Alexander
CURRICULUM VITAE l. Name & Institutional Affiliation: Alexander Levitsky Professor of Slavic Languages & Literatures Department of Slavic Studies, Box E, Brown University, Providence, R.I. 029l2 e-mail: [email protected] Telephone: (401) 863 2689 or 863 2835 FAX:(401) 863 7330 2. Home Address: 23 Ray Street, Providence, Rhode Island 02906, USA Telephone: (40l) 272-3098 3. Education (most recent first): 1977 Ph.D. University of Michigan: Dissertation Topic: The Sacred Ode (Oda Duxovnaja) in Eighteenth-Century Russian Literary Culture, Ann Arbor, l977 (Copyright, October l977) 1972 M.A., University of Michigan, Ann Arbor, Michigan 1970 B.A., University of Minnesota (magna cum laude) 1964 Gymnasium in Prague, Czechoslovakia (summa cum laude [straight A average]) 4. Professional appointments (most recent first): Present (from 1975) Professor (Assistant, Associate, Full), Slavic Department, Brown University 2007-2017 (and 1976-91) Director of Graduate Studies, Slavic Dept, Brown University 2007 (Spring Sem.) Visiting Professor, Harvard University 2004 (Spring Sem.) Visiting Senior Professor, Charles University, Prague, Czech Republic 2004 (Spring Sem.) Visit. Senior Scholar, Collegium Hieronimus Pragensis, Prague, Czech Republic 1997-2003 Chair, Dept. of Slavic Languages, Brown University 2000 (Fall Semester) Visiting Senior Professor, Charles University, Prague, Czech Republic 1999-present Academic Advisory Board, Collegium Hieronimus Pragensis, Czech Rep. 1993-1994 Acting Chair, Dept. of Slavic Languages, Brown University 1993-present Full Professor, Brown University l983-1993 Associate Professor, Brown University l982 (Summer Sem.) Visiting Professor, Middlebury College l977-82 Assistant Professor, Brown University l975-l976 Instructor, Brown University l975 (Summer Sem.) Lecturer, Middlebury College l974-75 Teaching Assistant, University of Michigan 5. Completed Research, Scholarship and Creative Work (291 items in chronologically set groups a-i): A. -
355 Adelman, Joseph. Revolutionary Networks: the Business And
Book Reviews Rothstein, Richard. 2017. The Color of Law: A Forgotten History of How Our Government Segregated America. Washington, DC: Economic Policy Institute. Adelman, Joseph. Revolutionary Networks: The Business and Politics of Printing the News, 1763-1789. Baltimore: Johns Hopkins University Press, 2019. 280 Pp. In Revolutionary Networks, colonial newspapers and the men and women behind the presses dominate the headlines. Joseph Adelman explores the oft overlooked business of printing in colonial America and how the industry influenced the American Revolution and the formation of the United States. He attempts to determine how colonial printers, most located in the major ports and towns of British North America, conducted the everyday business of printing and disseminating the news in the politically turbulent period of the late 1760s, 1770s, and 1780s. Colonial printers flowed between the working class and elite society, forming information and business networks that spanned the entire Atlantic Ocean. As a result, printers developed enormous influence by curating the news; they played a central role in the political turmoil of the American Revolution and development of the United State Constitution. Adelman charts the role of printers in Britain’s North American colonies in shaping the political economy of colonial America and the early United States in six chapters, an introduction, and a conclusion. Few authors attempt to place the American Revolution as a secondary focus, but Adelman does so successfully, placing printers and their business practices at the forefront of the political and social developments. He begins, in chapter one, with a description of the economic and business practices of printers in the colonies, including mundane details such as advertising and subscription rates.