Declaration of the Rights of Man
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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. -
Inscriptive Masculinity in Balzac's Comédie Humaine
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Dissertations, Student Research: Modern Languages and Literatures, Department Modern Languages and Literatures of 4-20-2009 Inscriptive Masculinity in Balzac’s Comédie Humaine Alana K. Eldrige University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/modlangdiss Part of the Modern Languages Commons Eldrige, Alana K., "Inscriptive Masculinity in Balzac’s Comédie Humaine" (2009). Theses, Dissertations, Student Research: Modern Languages and Literatures. 6. https://digitalcommons.unl.edu/modlangdiss/6 This Article is brought to you for free and open access by the Modern Languages and Literatures, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, Student Research: Modern Languages and Literatures by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. INSCRIPTIVE MASCULINITY IN BALZAC’S COMÉDIE HUMAINE by Alana K. Eldrige A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor in Philosophy Major: Modern Languages and Literature (French) Under the Supervision of Professor Marshall C. Olds Lincoln, Nebraska May, 2009 INSCRIPTIVE MASCULINITY IN BALZAC’S COMÉDIE HUMAINE Alana K. Eldrige, Ph.D. University of Nebraska, 2009. Adviser: Marshall C. Olds This reading of La Comédie humaine traces the narrative paradigm of the young hero within Balzac’s literary universe. A dynamic literary signifier in nineteenth-century literature, the young hero epitomizes the problematic existence encountered by the individual in post-revolutionary France. At the same time, he serves as a mouth-piece for an entire youthful generation burdened by historical memory. -
Origins of the Worship of Reason During the French Revolution
K64 W. W. Kifner Origins of the. Worship of Reesson Durinq the French Rev-o(<jfion ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION BY WILLIAM WALTER KITNER A. B. Illinois College, 1917 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN HISTORY IN THE GRADUATE SCHOOL OF THE UNIVERSITY OF ILLINOIS 1920 UNIVERSITY OF ILLINOIS THE GRADUATE SCHOOL JUNE 5, 191 I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION RY WILLIAM WALTER KTTNER ENTITLED^ ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION. BE ACCEPTED AS FULFILLING THIS PART OF THE REQUIREMENTS FOR THE DEGREE OF_ MASTER OF ARTS Head of Department Recommendation concurred in* Committee on Final Examination* *Required for doctor's degree but not for master's .. i 915 This study was undertaken at the suggestion of Professor Albert H. Lybyer. The author wishes to express his appreciation for the courtesies extended and the valuable assistance he has given. uiuc . ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION. CONTENTS Chapters. Page Introduction. 1 I The Rise of the Gallican Church. 6 II Origins of Rationalism in France. 24 III The Eighteenth Century. 33 IV Church and State in France, 1789-93, 44 V The Formation of the Cult of Reason. 68 VI The FStes of Reason. 7b Conclusion. 80 Appendices. 7 I Alleged Correspondance between Boniface VIII and Philip the Fair, King of France. 83 II, The Council of Basel. 84 III The Pragmatic Sanction of Bourges. 86 IV Doctrines of the Cult of Reason. -
The Price of Revolution Alison Patrick As Patrice Gueniffey Has Noted
The Price of Revolution 13 The Price of Revolution Alison Patrick As Patrice Gueniffey has noted, interest in the Terror as a French revolutionary phenomenon has waxed and waned, but has never disappeared, though focus and emphasis have changed from time to time. In preparation for the French 1789 bicentennial, Mitterand decided that France, unlike the United States, would not treat its revolutionary decade as a serial story, but would celebrate national liberation in a lump, with Chinese students wheeling empty bicycles at the head of the Bastille Day procession as a reminder that some countries had not yet caught up. This decision made it possible to avoid divisive areas, freeing the heirs of the Revolution to commemorate whatever they chose, but outside Paris, foreign visitors might find themselves puzzled by the range of local traditions which presumably shaped the festivities. (Exactly why did the Arles school children produce an exhibition of émigré biographies?) It would at least seem from the size and complexity of Gueniffey’s book that re-visits to the Terror are likely to continue.1 One realizes with surprise that one part of the story has still not had much attention. The normal focus has been on the development of Terror as an instrument of government policy, on the numbers and character of those affected by it, and on the crisis of Thermidor and its sequel. Gueniffey has a good deal about the political maneuvers that culminated in the events of Prairial, placing Robespierre in the centre of the stage, and the Thermidorians naturally get their share of notice. -
French Revolution Political Freedom!
French Revolution Part 2: Political Freedom! Part 2: Political Freedom! Objective: Understand what political freedom is. Determine what the right balance is between security and freedom. Assessment Goals: (Learning Target 1,2,3,6,7): Identify the changes in government and rights of people throughout the revolution. Determine when you believe people were the most free. Explain and defend using primary and secondary source evidence. ____________________________________________________________________________________________________________________________________________ A: Initial Revolutionary Movements _____________________________________________ Estates General Tennis Court Oath Storming of the Bastille http://www.nationalarchives.gov.uk/education/resources/french-revolution/source-2/ ‘The London Gazette’ – Saturday 18 July – Tuesday 21 July, 1789 (ZJ 1/85 Transcript In the Evening a Detachment with Two Pieces of Cannon went to the Bastile, to demand the Ammunition deposited there. A Flag of Truce had been sent before them, which was answered from within; But nevertheless, the Governor (the Marquis de Launay) ordered the Guard to fire, and several were killed. The Populace, enraged at this Proceeding, rushed forward to the Assault, when the Governor agreed to admit a certain Number, on Condition that they should not commit any Violence. A Detachment of about Forty accordingly passed the Drawbridge, which was instantly drawn up, and the whole Party massacred. This Breach of Faith, aggravated by so glaring an instance of Inhumanity, naturally excited a Spirit of revenge and Tumult not to be appeased. A Breach was soon made in the Gate, and the Fortress surrendered. The Governor, the principal Gunner, the Jailer, and Two old Invalids, who had been noticed as being more active than the Rest, were seized, and carried before the Council assembled at the Hotel de Ville, by whom the Marquis de Launay was sentenced to be beheaded, which was accordingly put in Execution at the Place de Grêve, and the other Prisoners were also put to Death. -
Women's Emancipation Through Education: the Radical Agenda of Mary Wollstonecraft (1759-1797)
DOCUMENT RESUME ED 359 085 SO 022 348 AUTHOR Roberts, Leonard H.; Pollman, Mary Jo TITLE Women's Emancipation through Education: The Radical Agenda of Mary Wollstonecraft (1759-1797). PUB DATE [92] NOTE 43p. PUB TYPE Information Analyses (070) Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Educational Change; *Educational History; Educational Opportunities; Educational Philosophy; Educational Theories; Elementary Secondary Education; *Equal Education; Females; *Feminism; Sex Bias; Sex Discrimination; *Womens Education IDENTIFIERS *Wollstonecraft (Mary) ABSTRACT Two hundred years ago, Mary Wollstonecraft, the English women's rights pioneer, published her immortal work: "A Vindication of the Rights of Woman." In it she placed much ofthe blame for women's inferior political, intellectual, and socialstatus on "faulty education." In "Vindication," she offered a number of recommendations aimed at enhancing the quality of educationfor women. These included: boys and girls schooled together and sharinga curriculum rich in experiential learning, particularly in scientific studies. She advocated physical exercise and playas well as health education specifically aimed at women's needs. These andother education proposals marked her asan important progenitor of many modern and widely accepted educational innovations. Contains20 references. (Author) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** -
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. -
Life, Liberty, and . . .: Jefferson on Property Rights
Journal of Libertarian Studies Volume 18, no. 1 (Winter 2004), pp. 31–87 2004 Ludwig von Mises Institute www.mises.org LIFE, LIBERTY, AND . : JEFFERSON ON PROPERTY RIGHTS Luigi Marco Bassani* Property does not exist because there are laws, but laws exist because there is property.1 Surveys of libertarian-leaning individuals in America show that the intellectual champions they venerate the most are Thomas Jeffer- son and Ayn Rand.2 The author of the Declaration of Independence is an inspiring source for individuals longing for liberty all around the world, since he was a devotee of individual rights, freedom of choice, limited government, and, above all, the natural origin, and thus the inalienable character, of a personal right to property. However, such libertarian-leaning individuals might be surprised to learn that, in academic circles, Jefferson is depicted as a proto-soc- ialist, the advocate of simple majority rule, and a powerful enemy of the wicked “possessive individualism” that permeated the revolution- ary period and the early republic. *Department Giuridico-Politico, Università di Milano, Italy. This article was completed in the summer of 2003 during a fellowship at the International Center for Jefferson Studies, Monticello, Va. I gladly acknowl- edge financial support and help from such a fine institution. luigi.bassani@ unimi.it. 1Frédéric Bastiat, “Property and Law,” in Selected Essays on Political Econ- omy, trans. Seymour Cain, ed. George B. de Huszar (Irvington-on-Hudson, N.Y.: Foundation for Economic Education, 1964), p. 97. 2E.g., “The Liberty Poll,” Liberty 13, no. 2 (February 1999), p. 26: “The thinker who most influenced our respondents’ intellectual development was Ayn Rand. -
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. -
Marie Antoinette
Louis XVII - CHILD PRISONER 0. Louis XVII - CHILD PRISONER - Story Preface 1. A ROYAL CHILDHOOD 2. THE YOUNG ANTOINETTE 3. WEDDING at the PALACE of VERSAILLES 4. DEATH of LOUIS XV 5. A GROWING RESENTMENT 6. CHILDREN of MARIE ANTOINETTE 7. THE DIAMOND NECKLACE AFFAIR 8. THE FRENCH REVOLUTION 9. EXECUTION of LOUIS XVI 10. THE GUILLOTINE 11. TRIAL of MARIE ANTOINETTE 12. MARIE ANTOINETTE and the GUILLOTINE 13. Louis XVII - CHILD PRISONER 14. DNA EVIDENCE and LOUIS XVII Jean-Louis Prieur (1759-1795) created this illustration of Louis-Charles, the French Dauphin, depicting his treatment in prison. The title of this 1794 work is: Simon le cordonnier et Louis XVII au Temple (“Simon the Shoemaker and Louis XVII at the Temple”). Once his father was executed, royalists referred to the Dauphin as King Louis XVII. The illustration is maintained at the BnF and is online via Gallica (the BnF’s digitized gallery). Louis-Charles, the orphaned son of a king and—to royalists—a king (Louis XVII) himself, would have been better off had his captors simply killed him. Instead, he endured unimaginable conditions in Temple prison, existing in a room above his sister. When first imprisoned, he was a bright, good-looking child: ...his blue eyes, aquiline nose, elevated nostrils, well-defined mouth, pouting lips, chestnut hair parted in the middle and falling in thick curls on his shoulders, resembled his mother before her years of tears and torture. All the beauty of his race, by both descents, seemed to reappear in him. (Campan, Memoirs of Marie Antoinette, Supplement to Chapter IX - scroll down 60%.) An acquaintance of Robespierre, Antoine Simon (often called "Simon the shoemaker"), was charged with caring for the young prince. -
Reign of Terror Lesson Plan Central Historical Question
Reign of Terror Lesson Plan Central Historical Question: Was the main goal of the Committee of Public Safety to “protect the Revolution from its enemies”? Materials: • Copies of Timeline – Key Events of the French Revolution • Copies of Reign of Terror Textbook Excerpt • Copies of Documents A and B • Copies of Reign of Terror Guiding Questions Plan of Instruction: [NOTE: This lesson focuses on the Reign of Terror, the radical phase of the French Revolution that began in 1793. Students should be familiar with the general events of the French Revolution before participating in this lesson.] 1. Introduction: Hand out French Revolution Timeline. Read the paragraph on top together as a class. Use the timeline to review key events of the French Revolution leading up to the Reign of Terror. As you review these key events, you may want to emphasize the following: [Note: The timeline attempts to illustrate the increasing radicalization of the revolution between 1789 and 1792 by depicting the various governments that preceded the Committee of Public Safety. The main takeaway for students is that many people vied for power during the revolution; it was not a single, monolithic effort. The timeline does NOT attempt to tell the story of the Revolution, and in fact, does not include key events, such as the September Massacres, the king’s attempt to flee, etc.]. o The French Revolution began in 1789 (students should be familiar with the grievances of the Third Estate, storming of the Bastille, Declaration of the Rights of Man and Citizen). o Students should understand that the first phase of the French Revolution abolished the system of feudalism. -
Black Cosmopolitans
BLACK COSMOPOLITANS BLACK COSMOPOLITANS Race, Religion, and Republicanism in an Age of Revolution Christine Levecq university of virginia press Charlottesville and London University of Virginia Press © 2019 by the Rector and Visitors of the University of Virginia All rights reserved Printed in the United States of America on acid- free paper First published 2019 ISBN 978-0-8139-4218-6 (cloth) ISBN 978-0-8139-4219-3 (e-book) 1 3 5 7 9 8 6 4 2 Library of Congress Cataloging- in- Publication Data is available for this title. Cover art: Jean-Baptiste Belley. Portrait by Anne Louis Girodet de Roussy- Trioson, 1797, oil on canvas. (Château de Versailles, France) To Steve and Angie CONTENTS Acknowledgments ix Introduction 1 1. Jacobus Capitein and the Radical Possibilities of Calvinism 19 2. Jean- Baptiste Belley and French Republicanism 75 3. John Marrant: From Methodism to Freemasonry 160 Notes 237 Works Cited 263 Index 281 ACKNOWLEDGMENTS This book has been ten years in the making. One reason is that I wanted to explore the African diaspora more broadly than I had before, and my knowledge of English, French, and Dutch naturally led me to expand my research to several national contexts. Another is that I wanted this project to be interdisciplinary, combining history and biography with textual criticism. It has been an amazing journey, which was made pos- sible by the many excellent scholars this book relies on. Part of the pleasure in writing this book came from the people and institutions that provided access to both the primary and the second- ary material.