© in This Web Service Cambridge University

Total Page:16

File Type:pdf, Size:1020Kb

© in This Web Service Cambridge University Cambridge University Press 978-0-521-17529-6 - The Enlightenment Past: Reconstructing Eighteenth-Century French thought Daniel Brewer Index More information Index Abbey Ste. Genevie`ve, 167 Baczko, Bronisław, 97À9, 103, 121 Acade´mie Franc¸aise, 26, 55À60, 211; production Baker, Keith, 11, 104 of dictionaries by, 57, 115; Villemain’s Balzac, Honore´ de, 141, 154 position in, 135.See also Dictionnaire de Barante, Prosper de, 130 l’Acade´mie Franc¸aise Barre`s, Maurice, 177 Adorno, Theodor, 17, 34, 201 Barruel, Augustin, 111À12, 154 advent narratives, 4À5, 16, 38, 50 Barthes, Roland, 7; on death of historical Alice et Valcour (Sade), 69 narrative, 75À8; on ‘linguistic turn’ of Althusser, Louis, 82; on bourgeois ideology of understanding, 99À100; on literature as a universality, 70; on ideology, 113, 211, 214; pedagogical object, 155; on tautology of on words as instruments of knowledge, literature, 112; on Voltaire, 69 60 Bastille Day, 123 American Revolution, 14 Baudelaire, Charles, 135À6, 154 L’An 2440 (Mercier), 69, 187À8, 189 Bauman, Zygmunt, 17 anachronism in historical understanding, 28 Bayle, Pierre, 3, 37 Ancien Re´gime, 102 Beaumarchais, Pierre de, 167 Anderson, Benedict, 125, 177, 222 Bellay, Joachim du, 186 Annales d’histoire´ economique et politique journal, Ben-Amos, Avner, 148 6, 200, 204 Benjamin, Walter, 203 L’Anne´e litte´raire (ed. Fre´ron), 16 Benrekassa, Georges, 83, 84, 95, 217, 218 “An Answer to the Question: ‘What is Berry, Charles Ferdinand, duc de, 128 Enlightenment’” (Kant), 19À22 “La Bibliothe`que des histoires” series “Les Antiquite´s de Rome” (Bellay), 186 (ed. Nora), 6 anti-Semitism, 74, 178 bicentennial of the French Revolution, Apollo Belvedere statue, 191À2 10À12, 174 archeology, 182À3, 229 Bird’s-eye View of the Bank of England, A Arie`s, Philippe, 199 (Gandy), 192 Aron, Raymond, 201 Blanc, Louis, 154 L’Art du XVIIIe sie`cle (Goncourt and Bloch, Marc, 6 Goncourt), 143 Boileau, Nicolas, 159À60 Asse´zat, Jules, 157 Bossuet, Jacques-Be´nigne, 132, 159À60, 173; Aukfla¨rung, 13 criticism by Voltaire of, 165; eulogies auteur, 57 by, 77; sacred histories of, 85À6; authors, 55, 57; agency of, 162À3, 228; Sainte-Beuve’s portrayal of, 139 economic aspects of, 64, 163, 215; Boucher, Franc¸ois, 143 Foucault’s views of, 126, 153, 162;of Bougainville, Louis-Antoine de, 62 history, see historical narrative during Bourdieu, Pierre, 57À8 the Enlightenment; outsider roles of, 62, Brucker, Johann Jakob, 82, 83 63, 215.See also constructing the Brunetie`re, Ferdinand: literary history by, 130, philosophe; Voltaire 159; views on La Harpe of, 111, 157 autobiography, 26 Bu¨chner, Ludwig, 151À2 248 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-17529-6 - The Enlightenment Past: Reconstructing Eighteenth-Century French thought Daniel Brewer Index More information Index 249 Buffon, Georges-Louis Leclerc de: Histoire bicentennial of the Revolution, 10À12, 174; naturelle of, 24, 42; La Harpe’s view of, 118; centennial celebrations of Voltaire and philosophy of history of, 42; Villemain’s Rousseau, 169, 174; centennial of the portrayal of, 133 Revolution, 151, 174; Certeau on writing Burke, Edmund, 101 about the dead, 149; Diderot’s belated posterity, 150À2; eulogies for Enlightenment Cabanis, Georges, 115 figures, 77, 75À8, 79À80;legitimizing Les Cacouacs (Palissot), 16 purpose of, 151; linking of the present with Candide (Voltaire), 39, 49, 68 the past of, 149À51;Nora’sLieux de me´moire Canguilhem, Georges, 37 project, 174À7, 204À5; nostalgia in, 205; Cartesianism: philosophical idealism of, 50À2; positivist views of republican sponsors of, systematic doubt of, 36À8.See also 151À2; production of knowledge through, Descartes, Rene´ 176; recalling the Revolution in, 10À12, 103, Caruth, Cathy, 176À7 126, 151, 174; Voltaire’s iconic afterlife, 162, Casanova, Giovanni Giacomo, 166 166À71, 173À4 Cassirer, Ernst, 4, 43À8; critiques of, 44À6; Commune, 123, 174 intellectual climate of, 44, 46À7, 212; Compagnon, Antoine, 158, 159 linkage of present and past traditions of, Comte, Auguste, 151, 157 43À4, 46; neo-Kantian view of the Condillac, Etienne Bonnot de, 82; La Harpe’s Enlightenment of, 44; on portrait of mind, critique of, 117, 118; narrative of modern 43; three-part narrative structure of, 44 knowledge of, 25; on origins of the Castres, Antoine Sabatier de, 152 Enlightenment, 49; response to Cate´chisme positiviste (Comte), 151 Montesquieu of, 81; sensationalism of, 3, Catholic Church: Enlightenment’s response to, 34, 51 132; La Harpe’s defense of, 113; legal Condorcet, Marie-Jean Caritat de, 50, 151; separation of church and state, 173; narrative of inevitable progress by, 42, response to Napoleon’s educational 49À50; narrative of modern knowledge of, reforms by, 128À9, 134; response to 25À7; nineteenth-century reception of, 216; Voltaire by, 168À71, 172; Voltaire’s view of publishing of Voltaire by, 167; Vie de sacred history, 168.See also religion Voltaire, 168 Causeries du lundi column (Sainte-Beuve), 137, Les Confessions (Rousseau), 4, 107, 108; imagined 140, 142 readers of, 68; personal style of, 63;on Caylus, Anne-Claude-Philippe, 229 ruins, 184, 229 Certeau, Michel de: on the historiographical Confessions d’un enfant du sie`cle (Musset), 170 operation, 104; on intellectual history, 7À8; Conside´rations sur les causes de la grandeur des on link between past and present of Romans et de leur de´cadence (Montesquieu), historiography, 225; on writing about the 84À5, 91, 201 dead, 149 Conside´rations sur les mœurs (Duclos), 24 Challes, Robert, 189 Constant, Benjamin, 82, 130 Chartier, Roger: on the limits of new history, 7; constructing the philosophe, 54À72; on the link between Enlightenment and d’Alembert’s homme de lettres, 41À8, Revolution, 105; on traditional teleological 52À4, 213; Diderot’s Moi and Lui, 71À2, narrative, 11À12, 104 152, 216; Diderot’s views of the eclectic, 77, Chateaubriand, Franc¸ois-Rene´ de: on French 82, 217; Dieckmann’s historical context of, heritage of ruins, 195; membership in 67; Dumarsais’s views on, 58À61; early Sainte-Beuve’s literary pantheon of, 139; definitions and portrayals of, 58À60; Restoration-era views of, 154;on economic aspects of, 64, 66; the honneˆte seventeenth-century Christianity, 227; tour homme, 65À7; imagined freedom from of Rome by, 188 history of, 68; modern role of the public Che´nier, Andre´-Marie de, 139 intellectual, 72À4, 78; new social Cle´risseau, Charles-Louis, 189 behavior of, 56À7, 61À4; new ways of Code de la nature (Morelly), 68, 153 knowing of, 60À3; production through Colbert, Jean-Baptiste, 165 official institutions of, 55À60, 64; Come´die Franc¸aise, 164 self-representation of, 63; utopian commemorative activities, 148À9, 161, 225; imaginings of, 67À72 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-17529-6 - The Enlightenment Past: Reconstructing Eighteenth-Century French thought Daniel Brewer Index More information 250 Index constructing the ruin, 179À99; archeological 126À7; imagined communities of nations excavations of Herculaneum, in, 125, 172À3, 222; linkage of past with 182À3, 229;De´sert de Retz folly house, 185; present in, 149À51, 166À71; literature and Diderot on, 186À7, 230; Encyclope´die on literary history in, see literature and literary meaning and value of, 182À4, 229; Holland history; Louis XIV’s creation of the state, House Library image, 179À82; imaginary 131; memory projects in, 123, 124À7, 139, ruins, 185À8, 229; Maleuvre on the 156, 174À7, 197; national citizenship, 126, historicity of museums, 194À5; as part of 136; political use of the Enlightenment in, narrative of progress, 184; portrayal through 112À18, 130, 131À3, 140, 155, 158, 168À71, travel writing, 195À9; Robert’s imagery of, 219, 226; positivism of, 151À2; Sainte- 188À95; Romantic versions of, 195;as Beuve’s journalistic criticism, 136À46; storehouse of knowledge for the future, 183, Voltaire’s iconic afterlife in, 162, 166À71 187À8, 189, 230; temporal matrix offered crisis of French historiography, 6À12, 201; by, 179; the trope of the monument, 183; Annales’s new economic focus, 6; Barthes’s Volney’s Les Ruines, 195À9 narratological analysis, 7; Certeau’s contestatory discourses of the Enlightenment, historical objects, 7À8; debates about the see resistance to the Enlightenment Revolution, 10À12; Foucault’s genealogical contextually determined views of the history, 9À10; Furet’s political semiotics, Enlightenment, 51, 100; Cassirer’s 11; mentalite´, 6À7, 148; new history, 6À7; Germany of the 1930s, 44, 46À7, 212; post-Enlightenment era, see post- gender contexts, 45; historicity of Enlightenment thought; praxis of history, Montesquieu’s writing, 93À6; links 8À10; traditional practices, 6, 8À9 between present and past, see temporal Critique of Pure Reason (Kant), 20À1 perspectives of Enlightenment critique: Descartes’s view of critical reflection, historiography; political contexts of 36À8; Foucault’s cautions of perspective, revolutionary change, 30; politicized 22; Kant’s views of reason, 20À1, 24 discourse of literary history, 112À18, 130, Critiques (Kant), 44 131À3, 140, 155, 158, 219, 226; role of cultural history, see sociocultural history situated knowledge in, 15À16, 41À3, 48, 211; cultural production in the Enlightenment: Sainte-Beuve’s biographical method of development of the intellectual field in, literary criticism, 137À9; Sainte-Beuve’s 57À8; emergence of literature in, 57; prism of political upheaval, 139, 140; social paradigm of sociability
Recommended publications
  • 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.
    [Show full text]
  • !Bastille Day!
    !Bastille day! From Emily Southcoat My Drawing :) Richmond School Y7 Facts about Bastille Day French National Day, is celebrated on July 14 th every year in France. It is a day to celebrate and remember the beginning of the French Revolution, following the storming of the Bastille in Paris, which was a fortress and prison representing French Royalty in 1789.Bastille day is not actually called Bastille day it's actually called in french “le 14 juillet” or simply “la fête nationale”. July 14th became France’s National Day in 1880 as a compromise between Republicans and Royalists.Did you know that Van Gogh painted twice about Bastille day the first was at 1886 and 1890.The first one that Van Gogh painted (1886) was full of red,white and blue flags and the other (in 1890) representing the city hall of Auvers-sur-l’Oise where he was mentally treated by a doctor. In this one, the flags and garlands’ colors actually appear almost unnoticeable in the cool-toned painting. P.2 July the 14th always begings witha refused to go until he had finished his military parade.The Bastille was roast pheasant dinner. originally a royal state prison built in the 1370s to defend Paris from the English during the Hundred Years War. Once a busy state penitentiary, it only held seven prisoners when it was stormed. The seven prisoners comprised four forgers, two lunatics and one aristocrat. The aristocrat was Comte Hubert de Solages, whose family had asked for him to be imprisoned for committing incest with his sister.
    [Show full text]
  • Historic Trail
    PARIS, FRANCE HISTORIC TRAIL PARIS, FRANCE HISTORIC TRANSATLANTICTRAIL COUNCIL How to Use This Guide This Field Guide contains information on the Paris Historical Trail designed by Eric Hian-Cheong of Troop 112, Paris as part of his Eagle Scout Project. The guide is intended to be a starting point in your endeavor to learn about the history of the sites on the trail. Remember, this may be the only time your Scouts visit Paris in their life so make it a great time! While TAC tries to update these Field Guides when possible, it may be several years before the next revision. If you have comments or suggestions, please send them to [email protected] or post them on the TAC Nation Facebook Group Page at https://www.facebook.com/groups/27951084309/. This guide can be printed as a 5½ x 4¼ inch pamphlet or read on a tablet or smart phone. PARIS, FRANCE 2 HISTORIC TRAIL Table of Contents Getting Prepared……………………… 4 What is the Historic Trail…………5 Historic Trail Route…………….6-29 Trail Map & Pictures..……….. 30-33 Quick Quiz…………………………………34 B.S.A. Requirements…………..……35 Notes……………………………..……36-39 PARIS, FRANCE HISTORIC TRAIL 3 Getting Prepared Just like with any hike (or any activity in Scouting), the Historic Trail program starts with Being Prepared. 1. Review this Field Guide in detail. 2. Check local conditions and weather. 3. Study and Practice with the map and compass. 4. Pack rain gear and other weather-appropriate gear. 5. Take plenty of water. 6. Make sure socks and hiking shoes or boots fit correctly and are broken in.
    [Show full text]
  • The Fall of the Bastille: the Voice and Power of Paris
    Parkland College A with Honors Projects Honors Program 2014 The alF l of the Bastille: The oiceV and Power of Paris Harold Lowery Parkland College Recommended Citation Lowery, Harold, "The alF l of the Bastille: The oV ice and Power of Paris" (2014). A with Honors Projects. 119. http://spark.parkland.edu/ah/119 Open access to this Article is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact [email protected]. The Fall of the Bastille: The Voice and Power of Paris Harold Lowery History 102: Western Civilization II May 13th, 2014 The Fall of the Bastille: The Voice and Power of Paris When the research began into the fall of the Bastille on July 14, 1789, which has been called the beginning of the French Revolution that led to the fall of Louis XVI, the events that culminated in the storming of the Bastille was the combination of massive failures in agriculture, the use of military force in Paris, and the nobility’s efforts to undermine the commoners. The goal of this paper is to show the lengths humanity will go to bring about change and explain how the combinations of these events led to the storming of the Bastille. Prior to the fall of the Bastille, life within France was not one of commonality, "For all the patriots' talk about 'the nation,' there was little in the social and economic life of that nation that bound it together. Life experience was quite limited."[1] The statement shows the immensity of the events of July 14, which unified classes of people who had little in common before.
    [Show full text]
  • Contested Symbols: Vichy France and the Legacy of the French Revolution
    5 CONTESTED SYMBOLS Lear Prize Winner Contested Symbols: Vichy France and the Legacy of the French Revolution This paper examines how Vichy, the authoritarian government in France throughout most of the Second World War, reckoned with the legacy of the French Revolution. I investigate this relationship through the regime’s treatment of four revolutionary symbols: the figure Marianne, the anthem “La Marseillaise,” the national holiday of Bastille Day, and the slogan of Liberté, Egalité, Fraternité. Because these symbols were deeply embedded in French social and political life, I argue that Vichy could neither fully reject nor embrace them; instead, it pursued a middle ground by twisting the symbols’ meanings and introducing alternatives in line with the traditionalism and ethnocentrism of its National Revolution. In doing so, Vichy attempted to replace the French Republic and the revolutionary values that it stood for with its own vision of the French past, present, and future. Emma Satterfield Written for History 457: Modern Revolutions 1776, 1789, 1917, 1989, 2011 Dr. Peter C. Caldwell SPRING 2019 EMMA SATTERFIELD 6 Since 1789, the themes and struggles at the heart of the French Revolution have been invoked and re-invoked at times of political crisis and change, from the empire of Napoleon to the brief Paris Commune of 1870. At the onset of the twentieth century, even as the Revolution grew more distant with the passing of time, its legacy remained central to the identity of both the French Republic and its citizens. This crystallization of French identity was made possible by the government’s use of a repertoire of revolutionary symbols embodying the ideals of liberty, equality, and brotherhood.
    [Show full text]
  • Vichy France and the Legacy of the French Revolution
    5 CONTESTED SYMBOLS Lear Prize Winner Contested Symbols: Vichy France and the Legacy of the French Revolution This paper examines how Vichy, the authoritarian government in France throughout most of the Second World War, reckoned with the legacy of the French Revolution. I investigate this relationship through the regime’s treatment of four revolutionary symbols: the figure Marianne, the anthem “La Marseillaise,” the national holiday of Bastille Day, and the slogan of Liberté, Egalité, Fraternité. Because these symbols were deeply embedded in French social and political life, I argue that Vichy could neither fully reject nor embrace them; instead, it pursued a middle ground by twisting the symbols’ meanings and introducing alternatives in line with the traditionalism and ethnocentrism of its National Revolution. In doing so, Vichy attempted to replace the French Republic and the revolutionary values that it stood for with its own vision of the French past, present, and future. Emma Satterfield Written for History 457: Modern Revolutions 1776, 1789, 1917, 1989, 2011 Dr. Peter C. Caldwell SPRING 2019 EMMA SATTERFIELD 6 Since 1789, the themes and struggles at the heart of the French Revolution have been invoked and re-invoked at times of political crisis and change, from the empire of Napoleon to the brief Paris Commune of 1870. At the onset of the twentieth century, even as the Revolution grew more distant with the passing of time, its legacy remained central to the identity of both the French Republic and its citizens. This crystallization of French identity was made possible by the government’s use of a repertoire of revolutionary symbols embodying the ideals of liberty, equality, and brotherhood.
    [Show full text]
  • The French Revolution 1789
    Grade 10 - History Topic 3 THE FRENCH REVOLUTION 1789 1 Until 1789 rule by Kings States Generals Called 1789 Fall of the Bastille, July 1789 King Louis XVI of France [http://www.biography.com/people/louis-xvi-9386943] New Constitution 1789 - 1791 Republic 1792 Extremists in Power 1793 Reign of Terror 1793 - 1794 Napoleon First The Directory Consul 1795 1799 2 [http://www.biography.com/people/napoleon- 9420291] CONDITIONS IN FRANCE BEFORE 1789 The French Revolution was the result of conditions in France in the century preceding 1789. The causes are usually considered under the following headings: POLITICAL CAUSES A. THE WORKING OF THE GOVERNMENT The government was despotic, i.e. the King had absolute power. However, there were two other powerful organisations in France: i The power of the Church a. The Catholic Church owned a large amount of land. b. It was very wealthy. c. It was not subjected to ordinary laws; it had its own legal system. d. It did not pay official taxes but gave ‘presents’ to the state on a voluntary basis. e. It was socially and educationally very important. ii The Parlements of France a. These were special courts of law that had the right to register all and therefore could refuse to register a law made by the King. b. The King could use his power of ‘Lit de justice’ whereby he could in theory force the Parlements to register the law, but in fact he was afraid to use this power in case he upset the Parlements. b. The King nominated the members of the Royal Council and they were responsible to him.
    [Show full text]
  • Bastille Day Quiz 2012, by Julia Douthwaite [email protected] 1
    Bastille Day quiz 2012, by Julia Douthwaite [email protected] 1. Plans to commemorate the storming of the Bastille in 1793 were doomed when news of a shocking murder committed on July 13, 1793 swept through Paris and prompted a massive public outpouring of grief the next day. Who was murdered? a. the Count de Mirabeau, a popular monarchist b. Jacques Hébert, the salty « Father Duchêne » of newspaper fame c. the Duke d‟Orléans, otherwise known as Philippe-Égalité (famous for voting the execution of his own cousin, Louis XVI) d. Jean-Paul Marat, journalist and deputy 2. To be a sans-culotte (literally “without-breeches”) during the Revolution meant to be: a. a man who refuses to wear underwear b. a woman who only wears skirts c. a militant populist d. a hermaphrodite 3. Although this man is widely held responsible for the brutality of the Terror, he opposed the de-Christianization of France, detested atheism (seen as an indulgence of aristocrats), and spoke eloquently on behalf of “any consoling doctrine that elevates the soul.” His name? a. Louis Antoine de Saint-Just b. Charles Henri Sanson, the executioner c. Maximilien Robespierre d. Joseph Fouché, the “Butcher of Lyon” 1 4. Despite great wealth and celebrity, this person was characterized as a “firefly in a whirlwind” (une libellule dans un tourbillon), whose fragile light was too bright to last. Who is it? a. the Dauphin b. the Queen, Marie-Antoinette c. the Duke d‟Orléans d. Lady-in-Waiting to the Queen, the Princess de Lamballe 5. In the drawing by Jacques-Louis David of “Marie-Antoinette on the Way to the Guillotine” (1793), the Queen looks much older than her 37 years.
    [Show full text]
  • Bastille Day Mini Test
    Name: Date: 15 total marks Celebrations around the World: Bastille Day Mini Test 1. What country celebrates Bastille Day? 1 mark 2. On what date is Bastille Day celebrated each year? 1 mark 3. Briefly explain why the commoners were so upset with the King, clergy and nobles. 3 marks 4. Name the King and Queen of France during the French Revolution. 2 marks 5. Who famously said, “Well, if they have no bread, let them eat cake instead.”? 2 marks Why do you think this upset the commoners in France so much? 6. The nobles of France were called E by the revolutionaries. 1 mark total for this page History | Year 3 | Celebrations around the World | Bastille Day | Lesson 7 7. Name the fearsome machine which sliced off a prisoner’s head with a razor-sharp blade. 1 mark 8. True or false? Bastille Day is only celebrated in France. 1 mark 9. Name the woman, pictured wearing a traditional cap, is the symbol of liberty on Bastille Day. 1 mark 10. Name the tall structure built in 1889 to celebrate the 100th anniversary of the French Revolution. 1 mark 11. List at least three ways Bastille Day is celebrated in France. 3 marks total for **END OF TEST** this page History | Year 3 | Celebrations around the World | Bastille Day | Lesson 7 Celebrations around the World: Bastille Day Mini Test Answers 1 France 1 mark 2 14th July 1 mark 3 The commoners were angry with the King, clergy and nobles because they were 1 mark forced to pay very high taxes and were starving due to famine and the King’s greed.
    [Show full text]
  • PROCLAMATION 5998—JULY 7, 1989 103 STAT. 3063 National Day
    PROCLAMATION 5998—JULY 7, 1989 103 STAT. 3063 HTS January 1, 1990 lanuary 1,1991 January 1,1992 January 1,1993 Subheading 2401.20.50 35.2</kg + 74.3^/ 30.8</kg + 65</ 26.4«/kg + 55.7</ 22<r/kg + 46.4«t/ kg on wrapper kg on wrapper kg on wrapper kg on wrapper tobacco content tobacco content tobacco content tobacco content January 1,1994 January 1,1995 January 1,1996 January 1,1997 January 1, 1998 17.6<t/kg + 13.2t/kg + 8.8t/kg + 18.5(t/ 4.4t/kg + 9.2t/ Free 37.lt/kg on 27.8t/kg on kg on wrapper kg on wrapper wrapper wrapper tobacco tobacco tobacco tobacco content content content. content 17.W/kg + 13.2t/kg + 8.8t/kg + 18.5t/ 4.4t/kg + 9.2t/ Free 37.lt/kg on 27.8t/kg on kg on wrapper kg on wrapper wrapper wrapper tobacco tobacco tobacco tobacco content content content. content Proclamation 5998 of July 7,1989 National Day To Commemorate the Bicentemiial of Bastille Day, the French Revolution, and the Declaration of the Rights of Man and the Citizen By the President of the United States of America A Proclamation On July 14, Americans will join the people of France in celebrating the 200th anniversary of the taking of the Bastille. As we commemorate the bicentennial of the French Revolution and the Declaration of the Rights of Man and the Citizen, we celebrate the values that we share and our partnership in the quest for liberty and justice.
    [Show full text]
  • Bastille Day – Comprehension
    FRENCH FOR ALL Week 14 Bastille Day – Comprehension 13/7/20 – 17/7/20 The French Revolution - La Révolution Française In the 18th Century, French society was divided into three social classes: clergy, nobles and commoners, with the commoners being the poorest. Le Roi, The King was greedy and spoilt and he was the ruler over everyone. The nobles and clergy controlled huge areas of land and industries, which made them extremely rich. Unfortunately, the common people were the huge majority of the French population. They worked the land for very little in return, and had to pay enormous taxes to the nobles and the church. Unfair system In 1789, France was in a very bad way. The harvest had been poor in recent times and the common people were hungry. Moreover, King Louis XVI’s extravagant spending had left the country with almost no money so he decided he would raise money by demanding even more taxes from the commoners. People who were against the unfair system were often imprisoned in the hated fortress known as La Bastille Saint Antoine. Vive la Révolution On 14th July, 1789, hungry, angry rioters broke into the prison, set the prisoners free and stole the weapons which were kept there. Many of the guards and officers were killed. Only seven people were in the prison cells at the time, but the ‘Storming of the Bastille’ was regarded as a triumph of the common people over the ruling classes. Eat cake! When La Reine, The Queen, Marie Antoinette, heard about the riots, she asked why the people were angry and was told that the poor people were hungry because they had no bread.
    [Show full text]
  • Chapter 18: the French Revolution and Napoleon, 1789-1815
    The French Revolution and Napoleon 1789–1815 Key Events As you read this chapter, look for the key events of the French Revolution and French Empire. • The fall of the Bastille marked the beginning of the French Revolution. • The Committee of Public Safety began the Reign of Terror. • Napoleon Bonaparte created the French Empire. • Allied forces defeated Napoleon at Waterloo. The Impact Today The events that occurred during this time period still impact our lives today. • The French Revolution became the model for revolution in the modern world. • The power of nationalism was first experienced during the French Revolution, and it is still powerful in existing nations and emerging nations today. • The French Revolution spread the principles of liberty and equality, which are held dear by many nations and individuals today. World History Video The Chapter 18 video, “Napoleon,” chronicles the rise and fall of Napoleon Bonaparte. Louis XVI 1799 1789 1793 Napoleon participates French King in coup d’état that Revolution Louis XVI topples French begins is executed government 1790 1792 1794 1796 1798 1800 1791 1792 1795 Olympe de National The Directory Gouges writes Convention is formed declaration establishes of rights French for women Olympe de Gouges Republic 544 Art or Photo here Napoleon Crossing the Great St. Bernard by Jacques-Louis David David was the leading artist of the French Revolution. 1804 1812 HISTORY Napoleon Napoleon Napoleon is crowned invades Emperor Russia Chapter Overview Visit the Glencoe World History Web site at 1802 1804 1806 1808 1810 1812 wh.glencoe.comtx.wh.glencoe.comandand click click on Chapter 5–Chapter18–Chapter OverviewsOverview toto preview preview chapter information.
    [Show full text]