© 2003 Todd Penner. Reprinted with permission.

Chapter 16 Restoration and Revolution, 1815–1848 People Ferdinand VII: ruler of Spain, who abolished the Constitution of 1812 twice and was

forced to bring it back both times. Prince Klemens von Metternich: Austrian foreign minister who worked to restore the

old order, and opposed new, revolutionary ideas. Charles X: King who tried to return France to absolutism but had to flee into exile. The Marquis de Lafayette: an old hero who suggested the Duke of Orléans take the

throne after 1830 Revolution. Louis-Philippe: the “bourgeois monarch” who ruled France under a new constitution

after 1830. Eugène Delacroix: famous French painter who used the style of Romanticism in

themes of the Revolution. William Wordsworth: English Romantic poet, who pictured nature as idyllic,

beautiful, ever-changing. René de Chateaubriand: French Romantic who said science was inadequate,

Christianity more free. William Lovett: writer of the “People’s Charter,” a peaceful demand for reform in

English democracy. Giuseppe Mazzini: leading nationalist, founded the revolutionary Young Italy

program and had to live in exile. Terms Congress System: meetings of diplomats were designed to keep the peace and

discourage revolution. status quo: the way things are; current conditions. Holy Alliance: the pact of mutual assistance between emperors to support religion

and suppress revolution. “Ultras”: French reactionaries who wanted a return to the Old Regime and a

restoration of monarchy. Citizen-King: a ruler that belongs to the nation, not vice-versa, and socializes with the

people. Romanticism: a life perspective emphasizing emotions, movement and mysticism, not

rationalism. liberalism: a movement to limit state intervention and eliminate privilege, giving

liberty to individuals. “bobbies”: the police force in Britain, nick-named for the Prime Minister at the time. Chartists: reformers who eventually got five or six points written into British law. nationalism: the political belief that individuals belong to the nation, that it gives

them their identity.

© 2003 Todd Penner. Reprinted with permission.

1. The Restoration. It is a return to absolute rule and old institutions, a time of restoring monarchs to their thrones.

2. He wanted Austria to keep its multinational empire, so worked to uphold status quo. He opposed new ideas of constitutional democracy, socialism and nationalism. He believed that revolutionary ideas were barbaric, and would spread all over Europe. He wrote a secret document for Czar Alexander of Russia, describing the horrors of revolution.

3. • In 1820 in Naples, Austrian forces crushed an uprising in Piedmont. • Greek nationalists successfully revolted against Ottoman Turks, helped as

Christians fighting for independence from Muslims. • In 1830, Belgians revolted against Dutch rule, helped by French and British to

became independent.

4. • Louis-Philippe had fought for the Revolution. • As king he was known as the “bourgeois monarch,” ruling as the “citizen king”

under a new constitution. • He ruled in spirit of reform, as head of state, but he did not hold absolute power.

5. • The symbol chosen to represent Liberty was often a woman. • She represents the idea of freedom, the principles of “liberty, equality, and

fraternity,” and the fight for political change. • This is ironic because women were still denied political rights. – They fought for liberty, yet were not allowed to vote.

6. • Romantics’ natural political bias was conservatism, in respect of established

institutions and a fear of purely rational reform. • But it was not a single philosophy or a coherent movement. • Many Romantics (i.e. Lord Byron) were active in various liberal, radical, and

nationalist movements. They felt revolution was justified when the government limited free expression and lower class.

© 2003 Todd Penner. Reprinted with permission.

7. • Liberalism: first referred to Spanish constitutionalists. • Liberals: accepted the idea of humans as rational. − Considered society the sum of its individuals. − Said the role of the state was to protect the freedom of individuals. − Believed the people, not the king, retained sovereignty. − Demanded constitutional government, individual rights, and free press. − Saw a connection to the free market economy.

8. • State took control of education from religious institutions. • The Guizot Law required communes to have elementary schools. • Then the child labour law mandated education to age 12. • In 1880s education was made compulsory, but free for students (state paid). • Education budgets had to increase by 250 per cent, and system of inspection set

up.

9. • Poor Law abolished outdoor relief and made it so unattractive that only the

desperate wanted it. • Factory Act limited child labour, created inspectors, and set up central registry.

More regulations followed. • First Reform Act of 1832 brought political reform to represent population shift. 10. • Nationalists could be liberal, conservative, socialist, monarchist, or republican. • Up to 1848, nationalists united with liberals because of a common enemy;

however, some principles were contradictory, such as group membership and loyalty versus individual rights.