From Fraternity to Fratricide Why the Jacobin Vision of Utopia Degenerated Into the Terror
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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. -
Burke's Writings and Speeches, Volume the Fifth, by Edmund Burke
Burke's Writings and Speeches, Volume the Fifth, by Edmund Burke. THE WORKS OF THE RIGHT HONOURABLE EDMUND BURKE IN TWELVE VOLUMES VOLUME THE FIFTH file:///C|/Documents%20and%20Settings/Owner/My%20Documents/My%20eBooks/BurkeEd/v-5.htm (1 of 424)04/06/2006 3:02:49 PM Burke's Writings and Speeches, Volume the Fifth, by Edmund Burke. London JOHN C. NIMMO 14, KING WILLIAM STREET, STRAND, W.C. MDCCCLXXXVII CONTENTS OF VOL. V. ● OBSERVATIONS1 ON THE CONDUCT OF THE MINORITY, PARTICULARLY IN THE LAST SESSION OF PARLIAMENT, 1793 ● PREFACE65 TO THE ADDRESS OF M. BRISSOT TO HIS CONSTITUENTS; WITH AN APPENDIX ● LETTER107 TO WILLIAM ELLIOT, ESQ., OCCASIONED BY A SPEECH MADE IN THE HOUSE OF LORDS BY THE **** OF *******, IN THE DEBATE CONCERNING LORD FITZWILLIAM, 1795 ● THOUGHTS131 AND DETAILS ON SCARCITY ● LETTER171 TO A NOBLE LORD ON THE ATTACKS MADE UPON MR. BURKE AND HIS PENSION, IN THE HOUSE OF LORDS, BY THE DUKE OF BEDFORD AND THE EARL OF LAUDERDALE, 1796 ● THREE LETTERS TO A MEMBER OF PARLIAMENT ON THE PROPOSALS FOR PEACE WITH THE REGICIDE DIRECTORY OF FRANCE. ❍ LETTER233 I. ON THE OVERTURES OF PEACE ❍ LETTER342 II. ON THE GENIUS AND CHARACTER OF THE FRENCH REVOLUTION AS IT REGARDS OTHER NATIONS file:///C|/Documents%20and%20Settings/Owner/My%20Documents/My%20eBooks/BurkeEd/v-5.htm (2 of 424)04/06/2006 3:02:49 PM Burke's Writings and Speeches, Volume the Fifth, by Edmund Burke. ❍ LETTER384 III. ON THE RUPTURE OF THE NEGOTIATION; THE TERMS OF PEACE PROPOSED; AND THE RESOURCES OF THE COUNTRY FOR THE CONTINUANCE OF THE WAR OBSERVATIONS ON THE CONDUCT OF THE MINORITY PARTICULARLY IN THE LAST SESSION OF PARLIAMENT. -
Populist Discourse in the French Revolution Rebecca Dudley
Sigma: Journal of Political and International Studies Volume 33 Article 6 2016 Do You Hear the People Sing?: Populist Discourse in the French Revolution Rebecca Dudley Follow this and additional works at: https://scholarsarchive.byu.edu/sigma Part of the European History Commons, International and Area Studies Commons, and the Political Science Commons Recommended Citation Dudley, Rebecca (2016) "Do You Hear the People Sing?: Populist Discourse in the French Revolution," Sigma: Journal of Political and International Studies: Vol. 33 , Article 6. Available at: https://scholarsarchive.byu.edu/sigma/vol33/iss1/6 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Sigma: Journal of Political and International Studies by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Do You Hear the People Sing?: Populist Discourse in the French Revolution by Rebecca Dudley The rallying cry of the French Revolutionaries was "Liberte! Egalite! Fraternite!" (liberty, equality, fraternity), and the French Revolution, a pivotal moment in French, European, and world history, has been consistently considered one of the first and most significant nationalist movements. Research and literature thus far on discourse in this revolution have focused on nationalism Qenkins 1990; Hayward 1991; O'Brien 1988), along with the discourses of violence and terror that led to the graphic revolu tion (Ozouf 1984; Leoussi 2001). The presence of nationalist discourse and nationalist sentiment in the French Revolution is undeniable, but there are other elements poten tially missing from the current analyses. -
Outline; Follow Them Very Carefully
The University of Calgary Historical Studies (HTST) 201 (01) The History of Europe: EUROPE SINCE 1500 Winter 2017 Class times and location: Mondays, Wednesdays, and Fridays, 9:00 - 9:50 a.m., ICT 121 Instructor: Brad Rennie Office: SS 615 E-mail: [email protected] Office hours: 10:00 - 10:40 a.m. or by appointment Course Description: This course examines major events and developments in European history since 1500, including the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution, industrialization, social and political trends, colonialism and imperialism, key wars, totalitarianism, and globalization. It also considers the origins and impact of such events and developments and how they, along with related belief systems, shaped modern western civilization. Lectures will take most of the class time, though there will be some discussions and small-group exercises. Required Readings: Marvin Perry, Sources of the Western Tradition, Volume II: From the Renaissance to the Present, Ninth Edition (2014). Available in the Bookstore. The History Student's Handbook. Free at hist.ucalgary.ca – click on "Essay Guide" on the left. Optional Reading: Marvin Perry, Western Civilization: A Brief History, Volume II: Since 1600, Eleventh Edition (2016). THIS BOOK IS ON ONE-HOUR RESERVE IN THE LIBRARY. Grading: Document analysis 15% Due February 6 Midterm 25% Two parts: Part one on February 15; part two on February 17 Research Paper 30% Due March 27 Final exam 30% Scheduled by the Registrar Exams: The exams will NOT be open book, but to help you prepare for the exams, I'll post in D2L an information sheet before each exam. -
Review the Abcs of Socialism by Bhaskar Sunkara
ISSN: 1941-0832 Review The ABCs of Socialism by Bhaskar Sunkara Reviewed by Adam Szetela THE ABCS OF SOCIALISM BY BHASKAR SUNKARA. ILLUSTRATED BY PHIL WRIGGLESWORTH (VERSO, 2016) RADICAL TEACHER 126 http://radicalteacher.library.pitt.edu No. 111 (Summer 2018) DOI 10.5195/rt.2018.501 intellectually rigorous ways. For example, I have had more The ABCs of Socialism by Bhaskar than one student recognize that the wealth of a company is a social product and not exclusively a product of individual Sunkara. Illustrated by Phil genius and the “entrepreneurial spirit.” Indeed, many of Wrigglesworth (Verso, 2016) the questions in this book — “But at least capitalism is free and democratic, right?” — rebuke much of what passes as REVIEWED BY ADAM SZETELA accepted political and economic orthodoxy in capitalist countries. In 2010, Bhaskar Sunkara started the socialist Even if this book were not used in a course, I think it magazine Jacobin, while he was an undergraduate at would be of pedagogical benefit for radical teachers to George Washington University. Since then, it has evolved read. At one level, it gives thorough responses to some of into an international force with millions of readers, the most asked questions about socialism, which any hundreds of reading groups, and an MVP-list of writers and teacher who teaches radical political and economic material supporters, who range from Noam Chomsky and the late will surely encounter. These questions range from inquiries Ellen Meiksins Wood to Dave Zirin and Chris Mathews. about the role of individual rights in a socialist society to Jacobin’s emergence has also spawned a flood of email the perennial fear that, in the absence of the profit motive, messages from people around the world who are asking socialism will stifle innovation. -
Full Name: Enlightenment: the Making of the Modern World Short
Full Name: Enlightenment: The Making of the Modern World Short Title: Enlightenment Lecturer Name and Email Address: Darrell Jones ([email protected]) ECTS Weighting: 10 Semester Taught: HT Year: JS Content: The term ‘Enlightenment’ simultaneously refers to an historical period, a philosophical project, and a social and political process. The period covered most of the eighteenth century, though scholars disagree about when it began and ended. The project promoted reason, experience, and a secular ‘science of man’ over traditional and institutional sources of moral and intellectual authority, but its proponents were often in conflict with each other as much as with their mutual adversaries. The process established the modern concepts of liberty, equality, and rights, yet recent critics have attacked its initiators as racists, misogynists, and imperialists. Among the major Enlightenment thinkers were John Locke, Voltaire, David Hume, Immanuel Kant, Thomas Paine, and Mary Wollstonecraft. For better or worse, their hopes for human progress and the future of civilization have shaped the contemporary world. This module will facilitate critical engagement with the complex phenomenon of Enlightenment by introducing historical definitions and current theories; exploring and examining central themes and texts; and considering and evaluating controversial issues that continue to influence public debate today. In the spirit of Enlightenment, the module will equip and encourage students to question their assumptions and think for themselves by placing claims to knowledge and power in historical and cultural context. Learning Outcomes: On successful completion of the module a student should be able to: 1. define Enlightenment as an historical, philosophical, and socio-political phenomenon; 2. -
Le Sourire De Marie-Antoinette: La Mort En Surimpression Dans Mémoires D'outre-Tombe
Le Sourire de Marie-Antoinette: La mort en surimpression dans Mémoires d'outre-tombe Dominique Jullien Nineteenth-Century French Studies, Volume 46, Numbers 3 & 4, Spring-Summer 2018, pp. 324-341 (Article) Published by University of Nebraska Press DOI: https://doi.org/10.1353/ncf.2018.0002 For additional information about this article https://muse.jhu.edu/article/692201 Access provided by University of California , Santa Barbara (8 May 2018 02:04 GMT) Le Sourire de Marie- Antoinette La mort en surimpression dans Mémoires d’outre- tombe Dominique Jullien In book fi ve of the Mémoires d’outre- tombe Chateaubriand recalls Marie- Antoinette, superimposing the memory of her smile with that of her skull exhumed in 1815. Starting with this hallucinatory overlay (smiling woman / grimacing skull) this article discusses the kinship between Chateaubriand’s writing of memory and the various optical techniques popular at the time, including daguerreotypes, dioramas, waxworks, fantasmagorias, ghost photography, stereoscopy, double exposures, etc. Focusing mainly on the memoir’s female portraits, I show that, while they are obviously indebted to the venerable tradition of the vanitas, they also owe something to modern illusionistic spectacles, and I explore the affi nity between the techniques of image mobility and memory phenomena, which were naturally troped in terms of the new optical inventions. (In French) Dans un épisode célèbre du livre cinq des Mémoires d’outre- tombe, Chateaubriand évoque sa rencontre avec Marie- Antoinette et le souvenir de son sourire, avec, en surimpression macabre, l’image de son crâne reconnu lors des exhumations de 1815: Elle me fi t, en me jetant un regard avec un sourire, ce salut gracieux qu’elle m’avait déjà fait le jour de ma présentation. -
What Was 'The Enlightenment'? We Hear About It All the Time. It Was A
What Was ‘The Enlightenment’? We hear about it all the time. It was a pivotal point in European history, paving the way for centuries of history afterward, but what was ‘The Enlightenment’? Why is it called ‘The Enlightenment’? Why did the period end? The Enlightenment Period is also referred to as the Age of Reason and the “long 18th century”. It stretched from 1685 to 1815. The period is characterized by thinkers and philosophers throughout Europe and the United States that believed that humanity could be changed and improved through science and reason. Thinkers looked back to the Classical period, and forward to the future, to try and create a trajectory for Europe and America during the 18th century. It was a volatile time marked by art, scientific discoveries, reformation, essays, and poetry. It begun with the American War for Independence and ended with a bang when the French Revolution shook the world, causing many to question whether ideas of egalitarianism and pure reason were at all safe or beneficial for society. Opposing schools of thought, new doctrines and scientific theories, and a belief in the good of humankind would eventually give way the Romantic Period in the 19th century. What is Enlightenment? Philosopher Immanuel Kant asked the self-same question in his essay of the same name. In the end, he came to the conclusion: “Dare to know! Have courage to use your own reason!” This was an immensely radical statement for this time period. Previously, ideas like philosophy, reason, and science – these belonged to the higher social classes, to kings and princes and clergymen. -
Introduction
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. CHAPTER 1 Introduction French Society in 1789 Historians working on the French Revolution have a problem. All of our attempts to find an explanation in terms of social groups or classes, or particular segments of society becoming powerfully activated, have fallen short. As one expert aptly expressed it: “the truth is we have no agreed general theory of why the French Revolution came about and what it was— and no prospect of one.”1 This gaping, causal void is cer- tainly not due to lack of investigation into the Revolution’s background and origins. If class conflict in the Marxist sense has been jettisoned, other ways of attributing the Revolution to social change have been ex- plored with unrelenting rigor. Of course, every historian agrees society was slowly changing and that along with the steady expansion of trade and the cities, and the apparatus of the state and armed forces, more (and more professional) lawyers, engineers, administrators, officers, medical staff, architects, and naval personnel were increasingly infusing and diversifying the existing order.2 Yet, no major, new socioeconomic pressures of a kind apt to cause sudden, dramatic change have been identified. The result, even some keen revisionists admit, is a “somewhat painful void.”3 Most historians today claim there was not one big cause but instead numerous small contributory impulses. One historian, stressing the absence of any identifiable overriding cause, likened the Revolution’s origins to a “multi- coloured tapestry of interwoven causal factors.”4 So- cial and economic historians embracing the “new social interpretation” identify a variety of difficulties that might have rendered eighteenth- century French society, at least in some respects, more fraught and vulnerable than earlier. -
French Reportive Comme Clauses: a Case of Parenthetical Adjunction
French Reportive Comme Clauses: a case of parenthetical adjunction Marianne Desmets Laurent Roussarie Paris X – Nanterre University Paris 7 – Denis Diderot University Paris 7 – Denis Diderot University ENS Fontenay/Saint-Cloud 1 Introduction1 The French system of reported speech exhibits a particular construction introduced by the adverb comme—often translated by as in English. We call it Reportive Comme Clause (henceforth RCC)2. This construction has not received much attention in the French literature, mostly because the range of uses of comme is wide and fairly complex. But RCCs combine a large number of interesting syntactic, lexical and semantic features that justify considering them as a distinct construction3. Among works on the English counterpart of RCCs, we can mention Ross (1967), Partee (1973), and more recently Lapointe (1991) which presents a null operator analysis. We propose an analysis of this French construction as a parenthetical adjunct clause. We show that RCCs are extraction contexts and a subtype of free relative clauses. Contra Lapointe, we claim that it is not necessary to deal with any null operators or to posit any empty categories in order to account for RCC extraction. Instead, following current HPSG accounts, we propose a SLASH treatment for this filler-gap phrase. We integrate RCCs in the type hierarchy of phrases (proposed by Sag 1997, Abeillé et al. 1998 for French) as a subtype of head-adjunct phrase and head-filler phrase. We make a distinction between parenthetical adjuncts and head-modifying adjuncts that allows a simplified treatment for parentheticals. We also present an account of direct speech and quoted argument selection which involves a new type of non-canonical realization. -
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 -
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.