⚡ Unit III

19th Century Europe

What happened at the Congress of Vienna? What decisions were made?

What happened at the Congress of Vienna? What decisions were made?

• 1814-1815

• Purpose:

  • Victorious nations (after the fall of Napoleon’s Frech Napoleon) meet in Austria to reconstruct Europe

  • Restore boundaries/ monarchs to before Frech Revolution

  • Provide a peace treaty

• Metternich Dominated Congress of Vienna and saw Napoleom as a negligent figure

• Congress Views / Principles:

  • Congress hated the French Revolutionary ideals of equality, democratic government and national states because all countries part of the congress had monarchies

  • Congress liked Old Regime institutions of class distinction, absolute (if impossible, constitutional is ok,) monarchy, and multinational empires

  • Congress wanted to Restore Old Regime - Status Quo is best

  • Legitimacy = restoring absolutism or old government

• Talleyrand’s (representative from France) clever arguments — thinking about how to preserve the best for France. He argued that France now restored the monarchy so France shouldn’t be punished too badly for Napoelon’s faults and should keep its land.

• Compensation:

  • Dutchy of Warsaw & Finaland to Russia

  • Part of Poland and part of Rhine to Prussia

  • Sweden loses Finaland but gains Norway

  • 39 Germanic states joins loosely to form German Confederation dominated by Austria

    • Germanic states (nations) share culture, language, etc.

• Treat France Fairly

  • power given to Louis XVI’s brother = Louis XVIII

  • small payment that France had to pay but didn’t lose land

    • Congress didn’t punish France bc they supported France’s strong monarchy

  • pre-Napoleonic boundaries

• Balance of Power - surrounded France with stronger nations → other countries will be afriad to attack France

• Contempt for Democracy and Nationalism — denied people any voice in selecting their rulers. Hated Nationalism because wanted to people to loyal to king rather than country

What effect did these decisions have on Latin America?

• When Napoleon deposed the king of Spain during the Peninsular War, liberal
  Creoles (colonists born in Spanish America) seized control of many colonies
  in the Americas.

• When the Congress of Vienna restored the king to the Spanish throne, royalist peninsulares (colonists born in Spain) tried to regain control of these colonial governments; The Creoles, however, attempted to retain and expand their power--- In response, the Spanish king took steps to tighten control over the American colonies.

• This action angered the Mexicans, who rose in revolt and successfully threw off Spain's control.

• Other Spanish colonies in Latin America also claimed independence.

• At the same time, Brazil declared independence from Portugal.

Quadruple Alliance

• Congress of Vienna formed Quadruple Alliance (Concert of Europe)

  • Metternich keeps status quo established by Congress of Vienna settlement and supresses any revolutions

  • Nations included: Austria, Prussia, Russia, England, and France (1818)

Holy Alliance

• Congress of Vienna birthed the Holy Alliance

  • Organized by Czar Alexander I

  • Consisted of most European monarchs

  • Pledged to rule by Christian principles of “charity, peace, and justice,“ had good intentions but was ineffective and didn’t really do anything

Leaders at the Congress of Vienna

• Austria — Prince Klemmens Metternich → not king but most important at congress

• Russia — Czar Alexander I (Same king that fought against Napoleon Bonaparte)

• England — Duke of Wellington

• Prussia — Fredrick William III

• France — Charles Talleyrand

Nationalism

• Background: Roots in French Revolution and is the love of one’s country

• Supporters were of various ethnic groups, especially during and after Napoleon’s reign

  • different ethnic groups were ruled by larger powerful states

  • were unhappy with situation, groups with similar traditions were living in the same area

  • formed nationalistic societies and emphasized common traits and past glories

• Goal: national unification in independent countries by ethnic groups

  • “United we stand, apart we fall down.“ -Benjamin Franklin

Conservatism

• Background: traditional values; status quo; keep things as they are

• Supporters: wealthy landowners and nobles

• Goal:

  • To maintain the old political and social orders; resistant to change

  • Most want an absolute monarchy

  • If change — for careful and slow change

• Major Beliefs:

  • People shouldn’t be given a lot of rights (people must earn them)

  • Not all people are equal in ability, there are some natural leaders. People don’t have equal influence in society.

Romanticism

• 1700’s-1800’s — Strongly linked to emotions

• Artistic, literary, and intellectual movement

• Background:

  • Strongly linked to nationalism, romantics often were also nationalists

  • Were rebellious against reason and order from the enlightenment era

  • Emphasized simplicity, nature, creativity, and freedom of expression

• Supporters: artists, writers, nationalists, creative people

• Goals: To be able to express emotions & To be free and spontaneous, not to be ordinary

• Ideas:

  • Heavy emphasis on emotion and passion, stressed feeling over thinking

  • Emphasis on the individual

  • Believe in the need to educate the people

  • Celebrate nature

  • Glorified the past and yearned for the “good old days“ before the Industrial Revolution

Liberalism

• Classical 1800’s Liberalism, not necessarily democracy

• Background:

  • Government should represent the best inerests of the people (educated property)

  • Emphasis upon freedom, equality, and opportunity

  • Willing to try new solutions (aka change)

• Supporters: middle class

• Goal: Want to guarantee people rights — freedom of speech, social reform (aka voting), to assist the poor, the needy

Scientific Socialism

• Background: Throey that the means of production of products should be owned by the government or society rather than the individuals

• Goals:

  • To distribute wealth equally

  • Oppose social inequality and discrimination

  • Emphasized society as a whole more than the individual (cooperation over competition)

• Supporters:

  • Robert Owen = Utopian Socialism, British reformer “Father of British Socialism“, favored small planned communities

  • Karl Marx = Scientific Socialism, German philosopher, created Marxism, supported violent uprisings to overthrow social classes

    • “Wokers of the world unite, you have nothing to lose but your chains.“

  • Che Guevara — Argentine Marxist and Former Minister of Industries of Cuba

• Idea of Equality in treatment and financially

Democratic Socialism

• Socialist economy — means of production are socially and collectively owned or controlled (same as Scientific Socialism)

• Politically democratic system of government

• Does not advocate complete nationlization of all properties

Capitalism

• Background:

  • an economic system where individuals own property and means of production

  • Laissez-faire = an economic philosophy for no government interference in business affairs

  • Supply and demand dictate prices and which products are made

• Supporters:

  • Adam Smith = “Father of Economics/Capitalism“, author of Wealth of Nations

  • Business people, middle class

• Goal: “invisible hand“ => a natural economic force that pushes people to buy and sell, not the government

Radicalism

belief that society needs to be changed, and that these changes are only possible through revolutionary means

• Often left-wing (ex: French revolution)

Impressionism

• A new movement from the 1870’s in which a group of painters took art in a new direction, seeking to capture the first fleeting impression made by a scene or object on the viewer’s eye.

• Took root in Paris = capital of the Western art world.

• For example, the cahtedral of Rouen, France, was painted a dozen times from the same angle to capture how it looked in defferent lights at different times of day.

Who was one of the first European composers to experiment with Romanticism music?

Beethoven

Nation-states

• Population constitutes a nation, united by a common descent, a common language, and many forms of shared culture

• Examples: Unification of Italy & Unification of Germany

Legitimacy

Restoring hereditary monarchies that the French Revolution or Napoleon had unseated.

Franco-Prussian War

• 1870

• Short war — 1 year

• Result = Treaty of Frankfurt (1871)

  • France gives Germany ALSACE and LORRAINE

  • France pays 5 billion francs (1 billion dollars)

  • German troops stay in France until paid off

• Germain Empire proclaimed (1871) — King William of Prussia becomes emperor of Germany (aka William I)

Examples of Nation-states in 1815

• Great Britain

• France

• Spain

1830 Revolution

• France

• Before 1830 Revolution, Charles V Becomes King in 1824 and wanted to rule in absolute monarchy

• Results: 1830 revolution

  • Louis Philippe = “citizen king“ ruled over the July Monarchy (a constitutional monarchy)

    • He was supported by business interests and middle class

  • 1814 Charter restored - parliament and constitutional monarchy

  • Louis Philippe becomes more like an absolute monarchy than a constitutional monarchy, power starts to corrupt…

  • French success in 1830 ignites other European revolutions in Belgium, Italy, and Poland — Metternich can’t hold back the tide!

1848 Revolutions

• France

• People want Chamber of Deputies to be made more democratic

• Louis Philippe driven out

• Temporary Government

  • Lamartine vs. Louis Blanc

    • Lamartine = Romantic poet, believed in Universal Manhood Sufferage

    • Louis Blanc = Economis Reforms — sided with workers, offers people training for industry skills

  • Louis Napoleon elected president of Second Republic

    • Known as “Napoleon III“

    • Name linked to past glories, people liked him

    • People thought he could unite factions, were optimistic

  • Napoleon becomes emperor

  • Why? “The Empire means peace. It means peace. It means peace because France wishes it, and when France is satisfied, the world is quiet.“ -Louis Napoleon

    • Louis Napoleon sees France as the center of the world

Charles X

• 1824 — Charles X Becomes King

  • Tried to rule as absolute monarch

  • “I would rather be a woodcutter than be king of England“ — wants absolute power, unlike king of England = constitutional monarchy

  • July Ordinances (laws) = Charles X tries to gain power and take away parliament power

    • Censored press

    • Dissolved parliament

    • Less electors for next election of parliament → so that king will have more power over parliament

Guizot

• Minister of Education in France - established the pinciple that education should be accessible to all citizens

• Dominant figure in French politics before the Revolution of 1848

• Conservatice liberal who opposed King Charles X’s absolute monarchy

Banquet

a large formal meal for many people

Louis Philippe

• Louis Philippe = “citizen king“ ruled over the July Monarchy (a constitutional monarchy)

  • He was supported by business interests and middle class

• 1814 Charter restored - parliament and constitutional monarchy

• Louis Philippe becomes more like an absolute monarchy than a constitutional monarchy, power starts to corrupt…

Louis Napoleon

• After Revolution of 1848, Louis Napoleon elected president of Second Republic

  • Known as “Napoleon III“

  • Name linked to past glories, people liked him

  • People thought he could unite factions, were optimistic

• Napoleon becomes emperor

• Why? “The Empire means peace. It means peace. It means peace because France wishes it, and when France is satisfied, the world is quiet.“ -Louis Napoleon

  • Louis Napoleon sees France as the center of the world

Napoleon III

Louis Napoleon- nephew of Napoleon Bonaparte

Crimean War

• Italy joined Britain and France against Russia

• In return, would receive French help against Austria in a future war

  • Sardinia defeats Austria and receives Lombardy and North Italy as prize (Austro-Sardinian War 1859)

Lamartine

• 1790-1869

• French Romantic poet, believed in Universal Manhood Sufferage

• Lamartine vs. Blanc in temporary government during 1848 Revolutions

Blanc

• Economis Reforms — sided with workers, offers people training for industry skills

• Lamartine vs. Blanc in temporary government during 1848 Revolutions

Karl Marx

• Scientific Socialism, German philosopher, created Marxism, supported violent uprisings to overthrow social classes

• Beliefs:

  • Man and all history is moved by economic condition

  • In every society there exists a struggle between two groups of people, namely those who own and control all of the material wealth in a society and those who create it.

    • History is a series of confrontations between these “haves“ and “have nots“

  • Under Capitalism, labor creates wealth but only receives a fraction of this wealth; the remainder goes to the capitalist as profit

  • Unequal distribution leads to inevitable Proletarian Revolution

• “Workers of the world unite, you have nothing to lose but your chains.“

Proletariat

Another name for the modern working class

Zollverein

• An economic union of German states except Austria

• Members traded freely with no protective tarrifs

• Showed the advantages of working together in trust

• Member states looked to Prussia instead of Austria

Ems Dispatch

• Bismarck edits a note stating that France’s opposition to having a German rule Spain

  • Germans believe their honor was insulted

  • South Germanic states join with North German Confederation

• Bismarck wants Wilhelm’s relative to be king of Spain

Bourgeoisie

• The social class that profits from the labor of the proletariats

Simon Bolivar

• Educated creoles (European-descended Latin Americans)

• 1810 Led an uprising that established a republic in his native Venezuela

• United Gran Columbia

Jose De San Martin

• Creole

• Born in Argentina but went to Europe for military training

• 1816 helped Argentina win freedom from Spain

• Defeated Spanish in Chile and Peru

Toussaint L’Overture

• Self-educated leader

• Led Haitan revolt against France

• France, Spain, and Britain sent armies against Toussaint’s army of former slaves

• 1789 Slavery was abolished and Toussaint’s forces controlled most of the land

• 1803 France agreed to a truce but caputred Toussaint and carried him in chains to France → died in a cold mountain prison a year later

• 1803 Yellow fever destroyed French army

• January 1804 Haiti declared itself an independent country

• 1820 Haiti became a republic

Cavour

• 1810-1861

• Count Camillo Cavour — “The Head“

• Second great champion of unification

• Took practical steps towards unification by plotting to throw out Sardinia, kick out Austria, and unite Italy with Victor Emmanuel rule (King of Sardinia)

• Built up Italian military and infrastructure

• Crimean War

Garibaldi (with his Red Shirts)

• 1807-1882

• Guiseppe Garibaldi — “The Sword“

• Bellieved success only if Italy became unified

• Two Ousts Austrian rulers in Two Scilies without bloodshed

  • Red Shirts = Garibaldi’s troops

  • Gives Naples and Sicily to King Emmanuel (of Sardinia)

Mazzini

• Guiseppe Mazzini — “The Heart“

• Italians had the right to develop own character

• Wanted a republic in Italy and vote by universal male suffrage

Victor Emmanuel

• King of Sardinia from 1849-1861

• King of Italy by 1861

Otto von Bismarck

• Bismark’s ideas: Realpolitic and “Blood and Iron“

• Junker (aristocrat), conservative, Prussian aristocracy

• Experience: Prussian representative in Confederation’s parliament

• Opposed constituional government

• Prime Minister under William I — levied taxes and increased army with Parliament’s consent

• “Blook and Iron“ = Force was the main factor in human affairs, not debate or votes

• Believed in absolute monarchy, autocray, and militarism

• After German Empire created, became Chancellor under Kaiser Wilhem I of Germany (aka King William of Prussia previously)

Realpolitik

Politics based on practical considerations rather than ideological notions

• Bismarck was a big believer in realpolitik

Kaiser Wilhelm I

• King William of Prussia

• Became emeperor of Germany after German Empire proclaimed in 1871

Crop Rotation

the practice of planting different crops sequentially on the same plot of land to improve soil health, optimize nutrients in the soil, and combat pest and weed pressure.

Mulattos

People of African and European descent

• Denied the status, wealth, and power that were available to whites

Mestizos

People of Natice American and European descent

• Denied the status, wealth, and power that were available to whites

Peninsulares

Spanish-born members of the highest social class

• Dominated Latin American political and social life

• Only peninsulares could hold top jobs in governmnt and the Church

What were the causes of the Industrial Revolution?

• Capitalism in Europe

• European imperialism

• Effects of Agricultural Revolution

What were the effects of the Industrial Revolution?

• Soaring population growth

  • population of Europe shot up from ~120 million to 180 million

• Coal, Steam, and Energy Revolution

  • James Watt improved Newcomen’s steam engine to be used in lovomotives and steamships

• Textile Industry Industrialization

  • Factories and machines dominated over the putting-out system

  • Much more efficient

• Revolution in Transportation

  • Turnpikes = private roads built by entrepreneurs who charged travelers a toll to use them

  • Canals to connect rivers together or to connect inland towns with coastal ports

  • Stronger bridges and upgraded harbors to expand overseas trade

  • Railroad after the locomotives were invented

Working conditions and wages

• Positive Effects

  • Machines reduced physical labor

  • “Stable“ income not based directly on work

• Negative Effects

  • Very low wages

  • Often threatened / fired

  • Poor conditions to work in

  • Short / no breaks

• Ways to Improve negative effects

  • More comfortable working conditions

  • More breaks and shorter shifts

Child labor

• Positive Effects

  • Constant source of income for the children and their families

• Negative Effects

  • Children had weaker bodies due to work

  • Children. only paid 10% of adult male’s wages

  • Severe consequences for slowing work (ex: physicall abuse, whipping)

  • Unable to eat food due to dust and short / no breaks

• Ways to Improve negative effects

  • Pay children equal as adults

  • Give more break time

  • No abuse

Women’s changing role

• Positive Effects

  • More variety of work opportunities

• Negative Effects

  • Owrk greatly affected health conditions

    • Caused disease and cancer

  • Spent less time with family — family members were seperated during work

• Ways to Improve negative effects

  • Safer factory conditions

  • Build healthier machinery to work with

  • Equal pay for men and women

Conditions in the Coal Mines

• Positive Effects

  • Provided work opportunities

  • Procides coal for society

• Negative Effects

  • Workers cut coal by hand

  • Terrible conditions

    • Poisonous gas, coal dust

    • Underground floods

    • Crawled long distances on hands and feet

• Ways to Improve negative effects

  • Build safer coal mines

  • Invent machinery for mining coal

  • Pass laws requiring safe coal mines

Urbanization

• Positive Effects

  • Increase in population

  • Many moved to cities (neutral on its own)

• Negative Effects

  • Poor housing conditions for worker families

  • Persistent crime

  • Shorter life expectancy

• Ways to Improve negative effects

  • Better housing for workers

  • Ensure proper utilities (ex: plumbing)

Education

• Positive Effects

  • Government provided financial support for schools

  • Laws required students to be educated a certain number of hours

  • Technical schools trained children after Grammar School

• Negative Effects

  • Still many workers couldn’t read or write

• Ways to Improve negative effects

  • Decrease child labor hours

  • Ban child labor

  • Require education

Changing Class structure

• Positive Effects

  • Class now determined by merit, not birth or land-owning

  • Larger middle class

• Negative Effects

  • Larger urban poor

  • Urban poor couldn’t receive education — education was a luxury

• Ways to Improve negative effects

  • Free public education

Industrial Production

• Positive Effects

  • Britain = world’s industrial leader

  • Cotton from Britain was purchased all over the world

  • Improve communications through railways

• Negative Effects

  • Young British industries had a monopoly

  • Expensive machinery and technology for other countries made it hard to catch up to Great Britain

Mordern Buildings

• Positive Effects

  • Apartment buildings = less crowded

  • Smog blew away from these modern houses

  • Architecture modernized due to industria era

• Negative Effects = none

Modern Inventions

• Positive Effects

  • New scientific inventions improved factory efficiency

  • Spurred growth of industry in a lot of countries

  • Medical inventions increased life expectancy

• Negative Effects = none

Neo-Classical Art

• ~1750-1850

• Artists revived and honored classical art of ancient Greece and Rome

• Art showed a return to more traditional times, encouraged order, reason, and discipline

• Painting

  • based on classical Greek and Roman art and culture

  • show heroic people in scenes from or inspired by ancient history

  • figures look idealized and perfect bodies are draped in togas or in formal elegant clothing, or are nude

  • Faces are often calm, without emotion

  • Brush strokes tend to be smooth, barely visible

• Literature

  • Stresses the world’s harmony

  • Order presents a logical and balanced view on human nature based on reason

• Musical (classical)

  • mood is moderate; does not describe any extreme emotion

  • melody (tune) is repeated and does not reach extreme high or low pitches (sounds)

Romantic Art

• ~1800-1850

• Artists believed in the importance of returning to nature

• Works of art showed strong imagination and emotion, rather than the reason and intellect more common in neoclassical art

• Painting

  • Show scenes of family, nature, heroism, religious, and emotional subjects

  • nature can be calm or stormy; there is an emphasis on the expanse of sky; people in the landscape are usually small in scale

  • faces show inner thoughts and emotion, such as fear, anger, love, hope

  • colors are natural, muted, and soft and show a lot of natural light

• Literature

  • stresses human emotions over the rational mind

  • shows wild imagination and strong emotions; common themes are heroes, childhood, the past, and passionate love

• Music

  • mood is emotional; a wide variety of rhythms and instruments express great sadness, joy, or passion

  • melody is dramatic; volume may change suddenly; may use very high to very low pitches

Realist Art

• ~1830-1900

• Artists emphasized the importance of showing people and their lives as they really are

• Works of art depict situations from daily life, no matter how unpleasant or unheroic they might be

• Painting

  • based on details of daily life

  • scenes of common people at work are often shown

  • figures are dressed in daily, casual, or work clothes

  • the human body is not idealized

  • faces do not show strong emotions

  • artists attempt to paint light as it really looks on and around figures and objects

• Literature - describes the hardships of everyday life and critizes the greed and bad manners of the middle class

• Music (verismo)

  • in opera, a play with its text set to music, mood changes with scene to imitate real-life situations of everyday characters

  • melody imitates human speech and voice and conveys realistic emotions

Classical (music)

• mood is moderate; does not describe any extreme emotion

• melody (tune) is repeated and does not reach extreme high or low pitches (sounds)

Verismo

• in opera, a play with its text set to music, mood changes with scene to imitate real-life situations of everyday characters

• melody imitates human speech and voice and conveys realistic emotions