Author Archives: historikelly

Bastille Day

July 14, 1789, a group of Parisians, mainly artisans, stormed and destroyed the Bastille. The Bastille was an old prison, in little used in 1789, but a long established symbol of the French Monarchy and royal authority. The destruction of the Bastille was interpreted as a symbolic overthrow of the French monarchy and touched off rural unrest throughout France, known as “the Great Fear”. Rural violence culminated on August 4, 1789 when nobles voluntarily surrendered all feudal rights and privileges (in exchange for compensation).

As Dr. Nancy Fitch (CSU Fullerton) points out, even through the Bastille Day was celebrated on July 14, 1790, “Bastille Day did not become a holiday, however, until the end of the nineteenth century, and, even then, it was not always celebrated with regularity, as many men and women in France remained unsure if the fall of the Bastille represented the triumph of liberty of the lethal consequences of a mob of people our of control.” (Dr. Fitch has an excellent overview of the Revolution and it’s effects on her course: http://faculty.fullerton.edu/nfitch/history110b/rev.html).

The French Revolution has been pointed to as a watershed in “modern” history. In most European (or world) history classes, 1789 marks the end of the “early modern” and the “beginning of the modern”. Although historians have called this somewhat arbitrary periodization into question for decades, any college course catalog will tell you that the 1789 data has stuck, and stuck fast. This is in part because the French Revolution does seem to be the violent over throw of a feudal system in favor of capitalism ( and eventual industrialization), on the one hand, and the progressive triumph of Enlightenment notions of equal universal rights (“equal” and “universal” generally meaning, “amongst white, male-bodied individuals), on the other. For a brief moment, the Revolution attempted to re-write society in a new image – new revolutionary street names, new calendar months based on the seasons, a new, “equal,” secular society. For a small example of the lasting legacy of the French Revolution on our present political discourse, consider the notion of the political “Left” and “Right”. Within the Legislative Assembly , the Feuillants (constitutional monarchists) were seated on the right, while the more radical Girondins (later, the  Jacobins and the radical Montagnard), sat on the left.

The French Revolution is sometimes seen as “the dawn of the Modern Era”. From our Western, capitalist, “democracy”-loving (or should it be republic-loving), perspective, the French Revolution was the moment when the common people, inflamed by years of bad harvests and inspired by new ideas regarding universal (white, male) rights that had circulated widely thanks to an explosive printed media, threw off the oppressive, corrupt, nepotistic, exploitative Old Regime of king-aristocracy-Church. Experiments in varying levels of (extremely short-lived) Feminism, constitutional monarchy (1791-2), execution of the king, counter-revolution/Reign of Terror, (1792ish-5), and a Constitutional Republic (The Directory, 1795-99), until it was all ended (or perhaps entered under a new phase) by Napoleon’s seizure of power.

On the one hand, the Revolution (at least rethorically) was a triumph of Enlightenment notions and values. On the other, it was fearfully regarded as anarchistic mob rule, evidence that when the “unwashed masses” were able to step out of their confines and rule, it would end in little but violence, death, and destruction. During the years of the revolution itself, the world’s response was split between being: 1) Pro-Reform and inspired by the French people’s brave fights for reform against a corrupt and self-interested ruling class. A struggle in which a little violence was probably necessary – especially when bearing in mind the centuries of official violence used by Regimes to keep “the people” in line – but would all work out in the end. 2) Anti-Revolutionaries (generally the landed and/or ruling elites) who were scared pantsless by the sans-coulottes (see what I did there?). Although terrified they would lose their heads should the power be turned over to the people, they were also genuinely concerned that the level of violence, chaos, and the people’s seeming inability to actually govern themselves without dissolving into bloodbaths, would signify the end of the organized world as they knew it. The French Revolution sparked the Hatian Revolution – every white, slave-holding colonist’s greatest fear of a “slave rebellion” write large. It also entrenched decades of conservative government in England, that stifled attempts to call a National Convention and enact reforms via arrests, imprisonment, and deportation. The English reaction became all the more severe when in 1798 Irish radicals rebelled against oppressive British rule, but were savagely repressed by the British before French reinforcements arrived. Rightfully concerned regarding colonial (and domestic) rebellion/revolution in the wake of the American Independence/Insurrection and the Irish Rebellion, the ruling British dug in and dug in hard.

In the Marxist or “Classic” interpretation, the French Revolution was all about class warfare. It marked the moment when feudalism was decaying, capitalism was growing, and the classes that stood to gain the most from the developing European capitalist system, the middle classes, were waking up to the reality that the political systems the lived under were functioning against their best (capitalist) interests. The French Revolution is the Revolution par excellence. The one that had to happen before the proletariat revolution predicted by Marx and Engles – but also living proof that such a revolution was possible. It was a victory by the bourgeoise for the bourgeoise, but also set a precedent for revolution. In Europe’s tumultuous 1848, and again in Russian in 1905 and 1917, and even Mao’s revolution(s) in China in the mid-twentieth century. (Allegedly, when Mao was asked what where the consequences of the French Revolution he replied that it was “too early to tell”.).

The Revisionists, headed by Alfred Cobban’s The Social Interpretation of the French Revolution (1965) questioned the Classic interpretation that the Revolution represented a triumph in favor of capitalism over feudalism. The Revisionists showed that the nobility and the bourgeoise were not too distinct classes and argued that the French Revolution was a fight over political power, not class warfare or a social movement. The Post-Revisionists have attempted to further complicate our understanding by analyzing the social and cultural aspects to the French Revolutionary period. Rather than searching for an over-arching theory to describe the Revolution, they attempt to understand how elements like language, rhetoric, print culture, gender, and even psychology functioned.

Greg, over at Greg’s blog, offers a very accessible review of the historiography on the French Revolution here.

If you want to explore the French Revolution in its own words, you can find many primary documents and sources on the Internet Modern History Sourcebook, hosted by Fordham University. A little more “old school” as far as digital humanities projects and archives, but the IMHS was one of the first projects to make primary documents available, for free, from the comfort of your couch. This site is a hidden treasure for all history students, instructors, professors, and just general history buffs.

For my own two cents, the parts of the French Revolution I find most interesting are gender and the French Revolution.  In regards to gender, the Revolution’s relationship with women as physical beings and “women” as a larger category of (non)political entities, and “women” as symbols of family, is fascinating. On the one hand, actual women participated in or even started many of the events of the French revolution. On the other hand, the Revolution was highly influenced by Enlightenment notions of inherent differences between men and women, in which even the concept of “universal” rights which were denied to women because they were categorically distinct from (white) men. Further, as the Revolution progressed and women’s rights were were not just denied but literally quite unthinkable, the Revolution was increasingly personified as female.

Jeanne-Louise Vallain, dite Naine, La Liberté (1792). Source: L’histoire par l’image.

Marianne was also visibly displayed on the seal of the Republic:

And of course, Delacroix’ Liberty Leading the People (1830):

And, of course, Mel Brooks, History of the World, Part I:

Ironically, French women were one of the last groups of European women to be enfranchised. They only received the right to vote on 21 April 1944, and the “indigenous Muslim” women in French-held Algeria were denied suffrage until 3 July 1958.

For those interested, some must reads in terms of gender and the French Revolution are:

-Lynn Hunt, The Family Romance of the French Revolution Goodman, Ed. Marie-Antoinette: Writings on the Body of a Queen. New York and London: Routledge, 2003

-Elinor Accampo includes an impressive survey of the literature pertaining to gender and the French Revolution in her article, “Integrating Women and Gender into the Teaching of French History, 1789 to the Present,” in French Historical Studies 27.2 (2004) 267-92.




DH Spotlight: Roy Rosenzweig Center for History and New Media

This week’s DH (Digital History) Spotlight turns to one of the earliest, best and continually innovative spaces for digital history: The Roy Rosenzweig Center for History and New Media, housed at George Mason University.

Their mission statement is:

Since 1994 under the founding direction of Roy Rosenzweig, the Center for History and New Media (CHNM) at George Mason University has used digital media and computer technology to democratize history—to incorporate multiple voices, reach diverse audiences, and encourage popular participation in presenting and preserving the past.

CHNM uses digital media and technology to preserve and present history online, transform scholarship across the humanities, and advance historical education and understanding. Each year CHNM’s many project websites receive over 16 million visitors, and over a million people rely on its digital tools to teach, learn, and conduct research.

CHNM is one of the few sites that makes full use of digital technology in order to make history, histories, sources, and study more accessible. Best of all, it’s all free! To anyone, anywhere!

The website is divided into three main sections:

Teaching and Learning

Aimed at teachers, students, and anyone even slightly curious about history, Teaching and Learning combines teaching modules, short courses on how history is “done” and “why history matters”, and an outstanding collection of primary sources.

One of the biggest strengths of CHNM is their dedication to show that history is not just names, dates, and places – but also children, material culture like desks and voting machines, Gender and women, World-wideart, literature and film. Primary sources are organized into easy-to -navigate modules, and are accompanied by a scholarly short essay or interview that helps to contextualize the source and explain how and why historians make use of historical objects.

Most innovative are their use of video and  explorations of “recent history”.  They make ample use of video – including oral history interviews, but also interviews of historians and scholars discussing the history and context of older primary sources. Sites, sources, and discussions actively engage one another, created a site that is much more inter-active, multimedia, and integrated than most others.

Recently created modules such as Making the History of 1989, The 911Digital Archive, and the Hurricane Digital Memory Bank, simultaneously document events in recent history to provide an invaluable repository for research, and remind site visitors that history is not always “dead and gone”, but very much still in the making. Today’s current events are tomorrow’s PhD dissertation, and CHNM does a nice job of reminding people that one person’s history was another’s present, just as today’s present will be tomorrow’s fast.

Finally, and this is especially useful for students and teachers, CHNM provides outstanding tools for self-study. They are dedicated to teaching people how historians do what they do. Pages such as DoHistory and Historical Thinking Matters teach students how to critically read and contextualize primary sources, construct historical narratives from those sources, and think critically about current historical narratives.

I won’t go any further in-depth, but I must mention that CHNM also includes two addition valuable sites for scholars, archivists, librarians, and museum professionals. CHNM is pioneering the question “what does it mean to be or to do Digital Humanities” and is really at the center of groundbreaking work in this ares. Research and Tools includes a wide variety of sources for  new ways of publishing, archiving, collecting, collaborating, citing, and “un-conferencing” all in the digital. Finally, Collecting and Exhibiting is dedicated to creating, growing, and distributing primary and secondary material in the digital age.


The British Invasion and Early Modern History Online!

Hi! I’m the newest addition to Fun With History. I am a early modern Europeanist with a research focus on print culture in the British Isles, and a minor field in World History. On this American History blog I’m “one of those things that’s not like the other”, although in the period of my own research the American colonies were still part of the Commonwealth.

One of the topics I will focus on is the relationship between history, research, scholarship, and the Digital Humanities or the web at large. The basis of all historical research, especially on the PhD level and beyond, is the scholar’s time spent in the archives with (hopefully) original sources. In the last five years, digitization projects and the spread of the idea of the “digital humanities” has revolutionized the way historical research is conducted. In my case, the sources I work with are old, fragile, and generally housed in the UK. Even when I was in London doing dissertation work at the British Library, the archivists had me working with facsimiles and microfilmed copies a lot of the time out of concern for the fragility of the original documents. In recent years, archives, universities, libraries, and educational publishers such as GALE have moved away from microfilm and towards digital collections. Digitization allows for better copies of originals, can easily duplicate color, and provide access (sometimes free, sometimes via subscription) anywhere in the world. No more waiting for microfilm and getting dizzy while zipping through reels. And as any consumer of digital media knows, the ability to conduct a full-text search is invaluable for research.

The problem has been one of access. Digitization and maintenance of digital archives cost money and not all institutions, much less individuals, can afford it. Fortunately, this is changing. Starting today, Eighteenth Century Collections Online has partnered  up with TCP to create 18th Century Connect. For those who don’t know, ECCO is one of Gale’s database that includes searchable digitized original documents. Want to read an original copy of Swift’s Gulliver’s Travels? You can find almost every copy that was printed available here. It’s like GoogleBooks for historians. They’ve teamed up to release “The roughly 2,000 texts released by Gale Cengage Learning and the Text Creation Partnership (see the News tab) are available for full-text searching here. ” This means that you can do full-text searches of these original sources! Not only do they have texts,they also have prints (browse the “marriage” tag for examples).

Harmony before Matrimony * Digital ID: (color film copy transparency) cph 3g08786 http://hdl.loc.gov/loc.pnp/cph.3g08786 * Reproduction Number: LC-USZC4-8786 (color film copy transparency) * Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Once you create an account, you can collect items (save them in a folder), add a private annotation (note-taking for each source, great for research), or open a public discussion. The purpose of the project is to be both a research tool and an interactive, on-going, scholar discussion regarding sources. Best of all, it’s already Zotero-compatible (don’t know Zotero? You will in a post or two).

This and other publicly-accessible databases continue to revolutionize the historical field. They make research less expensive and more accessible. Because you can do your preliminary work in your pjs, on your couch, it allows for shorter more target archive trips – a necessity in the current budget crisis. They will never replace the dusty box experience – for example. with my work what you see on the back side of the document and the feel of the paper tells me as valuable information as the words on the page – but they can 1) help streamline research and 2) allow you to re-access sources once you’ve returned home.

The second impact of projects like this and others I will highlight in the coming months is that they provide students – elementary through the PhD- the opportunity to explore primary source material they would otherwise never get their hands on. Can’t get to DC but have internet? You can access impressions from the Library of Congress. As an instructor – set your students free and see what they find on their own. Or use the database as an introduction to using archives and doing historical research. Or create primary source assignments via 18thConnect.org instead of asking them to buy hard copies of the same books. For the book historians among us, ask students to do a project comparing the different editions – and take that print-is-fixed narrative and blow it right out the window.

For now, have fun, find me in the discussions and stay tuned for more introductions to some really incredible historical sources and databases that are at your fingertips (and where PJs are an acceptable dress code).


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