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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
June 1962 Acknowledgments
A CRITICAL ANALYSIS OF FIVE POEMS BY ALFRED DE VIGNY "MOISE," "LA MAISON DU BERGER," "LA COLERE DE SAMSON," "LE MONT DES OLIVIERS," AND "LA MORT DU LOUP" A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY ELAINE JOY C. RUSSELL DEPARTMENT OF FRENCH ATLANTA, GEORGIA JUNE 1962 ACKNOWLEDGMENTS In the preparation of this thesis I have received generous as sistance from many persons, and it is my wish to acknowledge their kind efforts. I am indebted to Doctor Benjamin F. Hudson, Chairman, Department of French, Atlanta University, to Mrs. Jacqueline Brimmer, Professor, Morehouse College, and to Mrs. Billie Geter Thomas, Head, Modern Language Department, Spelman College, for their kind and help ful suggestions. In addition to my professors, I wish to thank the Library staff, especially Mrs. Annabelle M. Jarrett, for all the kind assistance which I have received from them. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ±± Chapter I. INTRODUCTION ! II. THE ORIGIN AND DEVELOPMENT OF THE ROMANTIC THEMES 5 III. THE FUNCTION OF THE POET 21 IV. THE PHILOSOPHY OF ALFRED DE VIGNI AS REVEALED IN: "LA MAISON DU BERGER, •' AND "LA COLERE DE SAMSON" 30 V. THE PHILOSOPHY OF ALFRED DE VIGNY AS REVEALED IN: »LE MONT DES OLIVIERS,» AND "LA. MORT DU LOUP" £2 Conclusion 5j^ BIBLIOGRAPHY 57 iii CHAPTER I INTRODUCTION Each literaiy movement develops its favorite themes. Love, death, religion, nature and nationalism became the great themes of the romantic period. The treatment of these themes by the precursors of romanticism was later interpreted and developed by the major romantic poets, Alphonse de Lamartine, Victor Hugo, Alfred de Musset and Alfred de Vigny. -
John Adams, Alexander Hamilton, and the Quasi-War with France
John Adams, Alexander Hamilton, and the Quasi-War with France David Loudon General University Honors Professor Robert Griffith, Faculty Advisor American University, Spring 2010 1 John Adams, Alexander Hamilton, and the Quasi-War with France Abstract This paper examines the split of the Federalist Party and subsequent election defeat in 1800 through the views of John Adams and Alexander Hamilton on the Quasi-War with France. More specifically, I will be focusing on what caused their split on the French issue. I argue that the main source of conflict between the two men was ideological differences on parties in contemporary American politics. While Adams believed that there were two parties in America and his job was to remain independent of both, Hamilton saw only one party (the Republicans), and believed that it was the goal of all “real” Americans to do whatever was needed to defeat that faction. This ideological difference between the two men resulted in their personal disdain for one another and eventually their split on the French issue. Introduction National politics in the early American republic was a very uncertain venture. The founding fathers had no historical precedents to rely upon. The kind of government created in the American constitution had never been attempted in the Western World; it was a piecemeal system designed in many ways more to gain individual state approval than for practical implementation. Furthermore, while the fathers knew they wanted opposition within their political system, they rejected political parties as evil and dangerous to the public good. This tension between the belief in opposition and the rejection of party sentiment led to confusion and high tensions during the early American republic. -
Students Will Develop an Understanding of the Major Ideas
SUNY Cortland Department of International Communications and Culture FRE 417/515 Romanticism & Realism Fall 2009 Bob Ponterio 3 cr. hrs Tel: 2027 home: 756-4813 M 4:20-6:50 Office: Main 223 Main 229 Office hrs: MT 9-12, & by appointment [email protected] Textes : We will use electronic texts for shorter works. Each student will also be choosing one novel to read that can either be borrowed from the library or bought online at Amazon.com: Resources utiles: Pour acheter des livres en français: http://www.alapage.fr ; http://www.amazon.fr ; http://www.archambault.ca/ ; http://www.amazon.ca Free online versions : http://gallica.bnf.fr/classique/ Styles de peinture: http://discipline.free.fr/lesstyles.htm Course Description: We will explore how changing ideas about the nature of the world and of mankind led to two major approaches to writing literature in the 19th century: Romanticism & Realism. An examination of a number of major works of poetry, drama, and prose will help us how these two different but related concepts evolved and continue to influence us today. Open to graduate and upper level undergraduate students. For upper level undergraduates who have already completed all major requirements, this course can count for SUNY Cortland’s graduate program. Évaluation: Presentations 20% (3 short in-class presentations) Papers 40% (3 : 5-page papers; 1st draft will be revised) HW 10% (short written) Final Exam 30% Objectives: Students will develop an understanding of the major ideas underpinning the romantic & realist movements and be able to recognize and explain the elements of various types of romanticism & realism in the works that they read. -
CONDORCET (1743–94) Bernard Jolibert1
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 1/2, 1993, p. 197-209. ©UNESCO: International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. CONDORCET (1743–94) Bernard Jolibert1 In the discussions of ideas that constitute our daily intellectual environment there are certain words that reek of cordite and certain writers who give us a sense of peace. The term ‘secular’ is in the first category, and Condorcet in the second. A person who speaks of secular or non-religious education or schools, or of educational ‘neutrality’, immediately lays himself or herself open to being regarded either as a supporter of the ‘independent school’, that is private, clerical, religious, ‘right-wing’ and, needless to say, reactionary, or as a champion of public, secular, positivist, ‘left-wing’ and, needless to say, anti-clerical education. Simplistic images are powerful, and ingrained mental habits so reassuring. And yet the divisions are not always where one would like them to be. I may be that one of the first people to notice the caricatural exaggeration of this Manichaean representation of the school was in fact Condorcet, at a time when the present-day French noun denoting the principle of non-religious education did not yet exist. Rather than bludgeon the reader with an encyclopedic account of the educational writings and thought of Marie Jean Antoine Nicolas Caritat, Marquis de Condorcet, it seemed more useful to accompany this writer, insufficiently known in spite of media excitement over the bicentenary of the French Revolution, along the path that led him to discover the secular ideal. -
“Tutorial for Graduating Majors” French 3500
“TUTORIAL FOR GRADUATING MAJORS” FRENCH 3500 This course prepares majors for the completion of their requirements in the B.A. in French. through advising by a designated professor. The course concludes with the Written Exit Exam, a 2-hour long comprehensive exam written in French. 1 credit. Pass/Fail. The exam is made up of 3 parts: 1) Literature (40 minutes);2) Culture/Civilization (40 minutes); 3) Advanced Grammar/Phonetics (40 minutes). In literature and in civilization, the candidate receives 10 topics, to choose 6 of them, and to write a paragraph for each. In Advanced Grammar/Phonetics some choices also occur, according to specific instructions. Approximately one month prior to the Written Exit Exam (scheduled during final exams week), an oral mid-term exam occurs. Both the mid-term and the final exams are based on “The Topics Lists” (see attached), and the guidance given by the “designated professor”. A jury made up of three professors examines the candidate in both cases. If the candidate fails one of the 3 parts of the written exam, that part may be retaken within 7- 10 days of the initial exam in the same semester. Three parts: 1. French Literature a. Middle Ages to the Revolution b. 19th and 20th Centuries 2. French Civilization a. Through the 18th Century b. The 19th – 21st Centuries 3. French Language a. Advanced Grammar b. Phonetics Part 1a: French Literature Through the 18th Century Authors Chrétien de Troyes Marie de France Villon Charles d’Orléans Rabelais Clément Marot Montaigne Pétrarque Du Bellay Corneille Racine Molière Diderot André Chénier Works, Movements, etc. -
Thomas Paine's Influential Rhetoric in Common Sense
Revolutionary Persuasion: Thomas Paine’s Influential Rhetoric in Common Sense On January 10, 1776, an unknown English immigrant drastically altered the course of human events by publishing what has been referred to as the most influential pamphlet in American history. This man was Thomas Paine, and his pamphlet was titled Common Sense - two words which to this very day resonate as synonymous with American independence and freedom. Paine’s influential writing in Common Sense made an immediate impact on the minds and hearts of thousands of colonists throughout the densely populated eastern seaboard of North America, calling for an end to tyrannical British rule and for the subsequent foundation of an independent, egalitarian republic. Paine’s “hardnosed political logic demanded the creation of an American nation” (Rhetoric, np), and through his persuasive discourse he achieved just that. Paine’s knowledge and use of rhetorical skill was a main reason for the groundbreaking, widespread success of Common Sense, the magnitude of which, many would argue, has yet to be matched. Rhetoric is the art or science of persuasion and the ability to use language effectively. This paper will provide an in-depth analysis of Paine’s rhetoric in Common Sense by examining factors such as the historical time period, communicator attributes, and audience psychology, and will deliver a thorough application of contemporary modes of persuasive study to the document’s core ideological messages. To Paine, the cause of America was the cause of all mankind (Paine, 3), and for that matter he will be forever known as the father of the American Revolution. -
"National Composer": Chopin and Polish Exiles in Paris, 1831-49 Author(S): Jolanta T
Deconstructing a "National Composer": Chopin and Polish Exiles in Paris, 1831-49 Author(s): Jolanta T. Pekacz Source: 19th-Century Music, Vol. 24, No. 2, Special Issue: Nineteenth-Century Pianism (Autumn, 2000), pp. 161-172 Published by: University of California Press Stable URL: http://www.jstor.org/stable/746840 Accessed: 08-08-2016 14:21 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/746840?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press is collaborating with JSTOR to digitize, preserve and extend access to 19th-Century Music This content downloaded from 129.173.74.49 on Mon, 08 Aug 2016 14:21:42 UTC All use subject to http://about.jstor.org/terms Deconstructing a "National Composer": Chopin and Polish Exiles in Paris, 1831-49 JOLANTA T. PEKACZ If a biography of an artist is supposed to inform practices have coexisted in works on Chopin criticism and analysis of his output, the lack of since his death. In view of the recent prolifera- a thoroughly researched biography of Fr6d6ric tion of analytical approaches. -
After Robespierre
J . After Robespierre THE THERMIDORIAN REACTION Mter Robespierre THE THERMIDORIAN REACTION By ALBERT MATHIEZ Translated from the French by Catherine Alison Phillips The Universal Library GROSSET & DUNLAP NEW YORK COPYRIGHT ©1931 BY ALFRED A. KNOPF, INC. ORIGINALLY PUBLISHED AS La Reaction Thermidorienne COPYRIGHT 1929 BY MAX LECLERC ET CIE UNIVERSAL LIBRARY EDITION, 1965 BY ARRANGEMENT WITH ALFRED A. KNOPF, INC. LIBRARY OF CONGRESS CATALOG CARD NUMBER: 65·14385 PRINTED IN THE UNITED STATES OF AMERICA PREFACE So far as order of time is concerned, M. M athie( s study of the Thermidorian Reaction, of which the present volume is a translation, is a continuation of his history of the French Revolution, of which the English version was published in 1928. In form and character, however, there is a notable difference. In the case of the earlier work the limitations imposed by the publishers excluded all references and foot-notes, and the author had to refer the reader to his other published works for the evidence on which his conclusions were based. In the case of the present book no such limitations have been set, and M. Mathiei: has thus been able not only to state his con clusions, but to give the chain of reasoning by which they have been reached. The Thermidorian Reaction is therefore something more than a sequel to The French Revolution, which M. Mathiei:, with perhaps undue modesty, has described as a precis having no independent authority; it is not only a work of art, but a weighty contribution to historical science. In the preface to his French Revolution M. -
THE COMPLICATIONS of RESISTING REVOLUTION Michael Chrzanowski [email protected]
University of Massachusetts nU dergraduate History Journal Volume 3 Article 1 2019 ENEMIES OR SAVIORS: THE COMPLICATIONS OF RESISTING REVOLUTION Michael Chrzanowski [email protected] Follow this and additional works at: https://scholarworks.umass.edu/umuhj Part of the European History Commons Recommended Citation Chrzanowski, Michael (2019) "ENEMIES OR SAVIORS: THE COMPLICATIONS OF RESISTING REVOLUTION," University of Massachusetts nU dergraduate History Journal: Vol. 3 , Article 1. DOI: https://doi.org/10.7275/nxx6-v711 Available at: https://scholarworks.umass.edu/umuhj/vol3/iss1/1 This Primary Source-Based Article is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in University of Massachusetts ndeU rgraduate History Journal by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SUMMER 2019 UNDERGRADUATEChrzanowski: ENEMIES HISTORY OR SAVIORS JOURNAL 1 ENEMIES OR SAVIORS: THE COMPLICATIONS EOFNEMIES RESISTING OR REVOLUTION SAVIORS: THE COMPLICATIONS OF RESISTING REVOLUTION MICHAEL CHRZANOWSKI MICHAEL CHRZANOWSKI Published by ScholarWorks@UMass Amherst, 2019 1 SUMMER 2019 UniversityUNDERGRADUATE of Massachusetts Undergraduate HISTORY History Journal, JOURNAL Vol. 3 [2019], Art. 1 2 ABSTRACT Domestic opposition to the government in Paris was a constant throughout the French Revolution. Although the revolutionary government repressed each instance of unrest, the various opposition movements’ motivations and goals provide a lens through which we can re-evaluate the values of liberty, equality, and justice that revolutionaries articulated. One domestic opposition movement, the Federalist Revolt of 1793, had major significance for the course of the Revolution. The Federalist Revolt raised questions about fundamental aspects of the Revolution itself: who were the sovereign people? Who claimed to represent the people? Was violence integral to claiming sovereignty? I explore a number of aspects of the Federalist Revolt. -
Fair Shares for All
FAIR SHARES FOR ALL JACOBIN EGALITARIANISM IN PRACT ICE JEAN-PIERRE GROSS This study explores the egalitarian policies pursued in the provinces during the radical phase of the French Revolution, but moves away from the habit of looking at such issues in terms of the Terror alone. It challenges revisionist readings of Jacobinism that dwell on its totalitarian potential or portray it as dangerously Utopian. The mainstream Jacobin agenda held out the promise of 'fair shares' and equal opportunities for all in a private-ownership market economy. It sought to achieve social justice without jeopardising human rights and tended thus to complement, rather than undermine, the liberal, individualist programme of the Revolution. The book stresses the relevance of the 'Enlightenment legacy', the close affinities between Girondins and Montagnards, the key role played by many lesser-known figures and the moral ascendancy of Robespierre. It reassesses the basic social and economic issues at stake in the Revolution, which cannot be adequately understood solely in terms of political discourse. Past and Present Publications Fair shares for all Past and Present Publications General Editor: JOANNA INNES, Somerville College, Oxford Past and Present Publications comprise books similar in character to the articles in the journal Past and Present. Whether the volumes in the series are collections of essays - some previously published, others new studies - or mono- graphs, they encompass a wide variety of scholarly and original works primarily concerned with social, economic and cultural changes, and their causes and consequences. They will appeal to both specialists and non-specialists and will endeavour to communicate the results of historical and allied research in readable and lively form. -
Mid-Atlantic Conference on British Studies 2015 Annual Meeting The
Mid-Atlantic Conference on British Studies 2015 Annual Meeting The Johns Hopkins University March 27-28, 2015 Friday March 27 All events will take place at Charles Commons unless otherwise noted. 10:00am–12:00pm Registration and Coffee Registration Area SESSION ONE: 12:00-1:30pm i. Historicizing the English Garden: Space, Nature, and National Identity in Modern Britain Salon A i. Robyn Curtis (Australian National University): “‘The Voice of Nature’: Conservation in Nineteenth Century England” ii. Ren Pepitone (Johns Hopkins University): “‘Common People in the Temple Gardens’: Regulating Space in the Metropolitan Center” iii. Terry Park (Miami University): “De/militarized Garden of Feeling: Jihae Hwang’s Quiet Time: DMZ Forbidden Garden” iv. Chair/Comment: Douglas Mao (Johns Hopkins University) ii. The Nation in Print: Text, Image, and Readership in Early Modern Britain Salon B i. Melissa Reynolds (Rutgers University): “Icons and Almanacs: Visual Practice and Non-Elite Book Culture in Late Medieval and Early Modern England” ii. Jessica Keene (Johns Hopkins University): “‘Certain most godly, fruitful, and comfortable letters’: Prison Letters, Protestantism, and Gender in Reformation England” iii. Joshua Tavenor (Wilfred Laurier University): “When Words are not Enough: the Promotion of Cuper’s Cove, Newfoundland in Seventeenth-century England” iv. Chair/Comment: Mary Fissell (Johns Hopkins University School of Medicine) iii. Charity and Commerce Interwoven in the British Empire Salon C i. Amanda Moniz (National History Center): “White’s Ventilator, or How the Lifesaving Cause Aided Abolition and the Slave Trade” ii. Karen Sonnelitter (Siena College): “Financing Improvement: Funding Charity in Eighteenth-Century Ireland” iii. Karen Auman (Brigham Young University): “For Faith and Profit: German Lutherans and the British Empire” iv.