4 12 202 https://earlymoderneurope.hist.sites.carleton.edu/files/original/0f8096b533bdf5ee6e9aa1ef0f40e5f8.jpg 07800f9e1941ca70a96f50f1e3d1c2c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Title Page of A Vindication of the Rights of Woman Creator An entity primarily responsible for making the resource Mary Wallstonecraft Contributor An entity responsible for making contributions to the resource Benjamin Wightman Date A point or period of time associated with an event in the lifecycle of the resource 1792 Description An account of the resource This is the title page of Mary Wollstonecraft’s A Vindication of the Rights of Woman, which was published in 1792. Wollstonecraft was a prolific English writer and powerful advocate for women’s rights, as the title of this book suggests. Chapter XII, titled “On National Education,” is the most pertinent section of this book to this exhibit. This document is incredibly useful for evaluating the state of education—in particular women’s education—at the end of the 18th century. In this chapter, Wollstonecraft identifies several vices resulting from purely public and purely private education as well as from educating members of either sex in isolation of the other. Her reasons for this are laid out in a powerful statement: “If marriage be the cement of society, mankind should all be educated after the same model, or the intercourse of the sexes will never deserve the name of fellowship, nor will women ever fulfill the peculiar duties of their sex, till they become enlightened citizens, till they become free by being enabled to earn their own subsistence, independent of men” (Wollstonecraft, "On National Education"). The language Wollstonecraft uses is clearly directed towards a male audience, as she speaks of women failing to fulfill the “duties of their sex.” These duties have been defined by men, and it would concern primarily men if women were not fulfilling their “wifely duties.” Wollstonecraft argues for women to be educated in the same manner as and together with men, evidence that this was surely not happening at this time. The entire chapter lays out well-structured defenses for equality between men and women in education, proving that such a thing did not exist, but that the idea of it was circulating. Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Wollstonecraft-right-of-woman.jpg https://earlymoderneurope.hist.sites.carleton.edu/files/original/155dccab612e82b4a49b7e465fdbe31c.jpg 857faac67cb85a097a2bd6d1b0e72b01 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Engraving of the Jesuit Theater in the Collège de Clermont Creator An entity primarily responsible for making the resource Unknown (Engraving) Contributor An entity responsible for making contributions to the resource Benjamin Wightman Date A point or period of time associated with an event in the lifecycle of the resource Unknown Description An account of the resource With this image of the Jesuit theater in the Collège de Clermont, we return to one of the oldest established places of education in Europe—the University of Paris. The Collège de Clermont was one of the earliest schools established by the Jesuits, who were incredibly influential in shaping education in Europe. The Jesuits were a rigid and hierarchical Catholic sect that followed the teachings of Ignatius Loyola. They greatly valued education and founded schools across Europe where not just religious, but also scholastic teachings were embraced (Wiesner-Hanks 188). The Jesuits were rigorously trained, and this training was reflected in the effectiveness of their teaching. The Jesuit curriculum heavily promoted “languages and literature—the arts of communication” (Gordon 11). Communication may have been important to the Jesuits because of their large role in converting various peoples to Catholicism, which they did quite successfully in Eastern Europe (Wiesner-Hanks 189). The Collège de Clermont was one such Jesuit school, at which various influential figures studied, including the famous Voltaire. His education in these “arts of communication” is evident, becoming one of the most influential European writers of his time. His relationship with the Jesuits, however, was complicated, and for most of his life the Jesuits and Voltaire regarded each other with absolute animosity. One of Voltaire’s reasons for this was that “his Jesuit teachers had sexually used him when he was a schoolboy” (Gordon 9-10), a claim that reveals one problem in the Jesuit system. Because education was so tied to religion, and the Jesuits were the religious authority in the schools, they were the only authority present—there was no check present to stop them from abusing their students. While education had improved tremendously by this time, it was still powerfully tied to religion, and not always a safe environment for pupils. Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Th%C3%A9atre_j%C3%A9suite_au_coll%C3%A8ge_de_Clermont.JPG https://earlymoderneurope.hist.sites.carleton.edu/files/original/6c50795642dfb0156a2a65a3464bc965.jpg c7f10f3a1c1bcc622de0ec897ea95bae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Engraving of the Gustavianum Creator An entity primarily responsible for making the resource Fredrik Akrel Contributor An entity responsible for making contributions to the resource Benjamin Wightman Date A point or period of time associated with an event in the lifecycle of the resource c. 1770 Description An account of the resource This is an engraving of the Gustavianum, the oldest standing building in Uppsala University. It owes both its name and construction to Gustavus Adolphus, a Swedish king who enacted many reforms in the country. Sweden was largely ignored by Europe, but Gustavus Adolphus changed this by building a massive army and leading his country in several victorious campaigns in the 30 Years’ War (Wiesner-Hanks 353). Gustavus Adolphus’s vision was to make Sweden a prestigious European nation that other powers could not afford to ignore. One way that he aimed to increase Sweden’s authority was through education. Gustavus Adolphus “increased the number of faculty severalfold, and donated over three hundred manors from the royal domain to provide for its upkeep” (Lockhart 86). He also imported art and other artifacts from European powers to increase the prestige of his court—evidence of this exists in the Gustavianum today in the Augsburg Art Cabinet. The king also established secondary schools across his nation, and began a trend of founding new universities to further the education of his citizens (Lockhart 86). He had several motivations to do so: education of the country’s clergy would allow them to better defend their faith, and educating his newly-formed bureaucratic system would improve its efficiency, but increasing the size and reputation of Uppsala University was also an attempt to increase prestige and prove that Sweden was not as backwards as other European countries might think it was (Lockhart 86). That education was a metric of prestige shows how important it had become, and how ingrained education now was in European society. Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Gustavianum_with_garden_-_from_Busser,_Om_Upsala_Stad_etc.jpg https://earlymoderneurope.hist.sites.carleton.edu/files/original/de87ffa0d356ef2b85642c45efe16e69.jpg c1edf4073ef7935569cb590136340eb9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Medical Observations Concerning the History and Cure of Acute Diseases Creator An entity primarily responsible for making the resource Thomas Sydenham Contributor An entity responsible for making contributions to the resource Jack Williams Date A point or period of time associated with an event in the lifecycle of the resource 1676 Description An account of the resource While a compiled work of Thomas Sydenham's has already been included in this exhibit, it is valuable to consider one of his work’s influence in English economic history and the history of opium as a whole. In his book discussing medical observations of acute diseases Sydenham prescribes a proprietary mixture of dissolved opium, which he refers to as laudanum, as a cure for a wide range of diseases, from fevers to “hysteria.” His new medicine was so successful that laudanum came to refer to any suspension of opium in alcohol, not just Sydenham’s original mixture (Hodgson). Aside from the influence this had on British medicine, the acceptance of opium as a legitimate medical cure led to significant changes in the way by which the British traded with India and China. By the mid-18th century British trade with China had become an important part of the British economy, but the English were constantly at a trade deficit with the Chinese, only receiving Chinese imports without exporting anything in return. The discovery of opium’s medical capabilities changed this however, leading to massive trade in opium in its many forms to China (Van Dyke). This trade existed before Sydenham’s work in creating laudanum however, by normalizing it amongst other medicines lead to the trade in laudanum coming to the mainland of Europe and Britain in a way that had not occurred before Sydenham’s work. Source A related resource from which the described resource is derived https://www.europeana.eu/portal/en/record/90402/RP_P_1904_3642.html?q=thomas+sydenham Rights Information about rights held in and over the resource Public Domain https://earlymoderneurope.hist.sites.carleton.edu/files/original/dd1023bab95bf144c9635e12a3d98d1c.jpg 23fe0594f1f54ccb09e708b00ac6edd1 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Frontispiece of De Cive Creator An entity primarily responsible for making the resource Jean Matheus Contributor An entity responsible for making contributions to the resource Benjamin Wightman Date A point or period of time associated with an event in the lifecycle of the resource 1642 Description An account of the resource Here we have the frontispiece, or illustration facing the title page, of Thomas Hobbes’s De Cive, commonly translated as “On the citizen.” I have chosen this work as illustrative of the general trends in philosophical writings of the time that contributed to the furthering of education. In his essay “Artisans and the New Science of Politics in Early Modern Europe” Luis R. Corteguera writes that “central to Hobbes’s project of a new civil science was the idea that wisdom can be acquired ‘by contemplating things as they are in themselves’” (602). Truly understanding what something is sounds like the goal of science in the modern day, but was that how people in the 17th century thought of science? Paolo Rossi summarizes Sir Francis Bacon’s, a contemporary of Hobbes, concept of science as “things as they really are, […] not in relation to man but in relation to the universe” (Corteguera 602). This statement supports the idea that Hobbes’s suggested route to acquiring wisdom is practicing the study of science. Scientific practices were becoming integrated into society as a method of acquiring wisdom—which is the purpose of education—through these writings. The fact that Hobbes and Bacon were both heavily involved in what we today would call the “hard sciences” also demonstrates that scientific thought and methods had clearly spread throughout the intellectual community in this time. Hobbes and others are communicating this idea of scientific thought and education to others throughout Europe through their writings, slowly propagating the idea of a modern science-based education. Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Hobbes_de_cive.jpg https://earlymoderneurope.hist.sites.carleton.edu/files/original/36ce2322ccfb741d43d19640d37ba23b.jpeg a293933e579e7eff8e95a9c58c94b510 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Description of the Genus Cinchona Creator An entity primarily responsible for making the resource Aylmer Bourke Lambert Contributor An entity responsible for making contributions to the resource Jack Williams Date A point or period of time associated with an event in the lifecycle of the resource 1797 Description An account of the resource According to stories the first discovery of “Jesuit’s bark,” or cinchona bark, occurred in the 17th century. As the story goes a large storm passed through a village in Peru, knocking a number of the branches into a pool of standing water. It happened that a fever addled villager was walking by, and seized with terrible thirst drank from the stagnant and bitter water. When his fever suddenly abated this discovery was shared with others, and the power of this bark to help relieve and cure malaria was shared with the world (Clements 87). It took over 100 years after cinchona bark’s initial discovery to be popularized outside of the Spain, but following its use in curing Charles II many authors and scientific groups began to popularize its use (Sydenham). This sparked a dramatic increase in global trade of cinchona bark and it quickly became one of the most valuable exports which came out of Peruvian colonies in the 18th century. Cinchona bark is an excellent way to examine the increase in global trade in this time period, as well as the economic decline of Spain. Cinchona was initially monopolized by the Spanish, but aggressive campaigns by the French, English and Dutch lead to bark plantations appearing on Caribbean colonies and in British controlled areas of India (Rocco 85). Following this lack of monopolization bark cultivation in Peru began to drop in favor of the declining silver mines, another influence in the reduction of Spain economically over the course of the 17th century (Wiesner-Hanks 233). The cultivation and widespread use of cinchona bark in the 17th century is not a matter of debate amongst historians however, it’s implications for the history of humoral medicine are a matter of debate for some historians. In Rebecca Earle’s book, The Body of the Conquistador, she argues that humoral ideas of medicine were a central concern for Spanish colonizers. In particular her argument focuses on the perceived need for Old World foods to maintain the balance of the Spanish body. This is in contrast to Fiammetta Rocco, whose book The Miraculous Fever Tree argues that trade in cinchona was a key activity for Spanish colonists. Cultivating a medical plant from the New World would seem to be in direct contradiction to Earle’s argument, however, the two points can be synthesized. Both authors are discussing the same geographical location, but focus on two very different time periods. Earle’s book focuses on early colonization, in the 15th and 16th centuries. Rocco on the other hand only begins her discussion at the middle of the 17th century following the discovery of cinchona by the Jesuits. With nearly a full century separating the two arguments, they do not directly contradict, but instead represent two interpretations of somewhat different evidence. Source A related resource from which the described resource is derived https://www.europeana.eu/portal/en/record/11629/_HERBAR_BGBM_GERMANY_B__W_04033__01_0.html?q=cinchona Rights Information about rights held in and over the resource CC-BY-SA https://earlymoderneurope.hist.sites.carleton.edu/files/original/989c7f0560eab459c0b318721f995762.jpg 27bad0445622d497b013e83d24521e4a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Protesting licentiates marching to the Royal College of Physicians in 1767 Creator An entity primarily responsible for making the resource J. June Contributor An entity responsible for making contributions to the resource Zach Irvin Date A point or period of time associated with an event in the lifecycle of the resource 1768 Description An account of the resource Completed in 1768 by J. June, this etching depicts licentiates of the Royal College of Physicians marching in protest at Warwick-Lane Castle in 1767. These “medical militants”, as the artist calls them, were expressing their grievances with the college’s changing policies as it intended to reform medical practices in industrialized England (Barnett, 39). While colonial expansion, industrialization, and the emergence of voluntary hospitals certainly placed medical experts in high demand, the field was also undergoing equally dramatic institutional reforms (Barnett, 40). Medicine, however, was just one sector of the economy experiencing profound changes throughout the eighteenth century. The arrival of new production processes and the expanded scope of markets were developments that began to permeate through nearly every facet of European society. With it came very vocal responses from laborers who sought protections from the ever changing economy. In this sense, the era fundamentally transformed the position of the laborer in the economic sphere. Source A related resource from which the described resource is derived Barnett, Richard. Crucial Interventions: An Illustrated Treatise on the Principles & Practice of Nineteenth-century Surgery. Thames & Hudson, 2015. Jane, J.. Protesting licentiates marching to the Royal College of Physicians in 1767, 1768. Etching, Wellcome Collection. <a href="https://www.europeana.eu/portal/en/record/9200579/w3hggjzk.html?q=protesting+licentiates+">https://www.europeana.eu/portal/en/record/9200579/w3hggjzk.html?q=protesting+licentiates+</a> Rights Information about rights held in and over the resource Free Use CC BY https://earlymoderneurope.hist.sites.carleton.edu/files/original/0e687b667ba0786e8b3a6c19ebd1988d.jpg a2ac0f9513f2b77df8517db7ca5f0dfb Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data copper engraving Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Menasseh Ben Israel (1604-1657) rabbi, philosopher and printer. Creator An entity primarily responsible for making the resource Salomo d’Italia Contributor An entity responsible for making contributions to the resource Adam Smart Date A point or period of time associated with an event in the lifecycle of the resource 1642 Description An account of the resource Menasseh ben Israel, a Sephardic Jewish rabbi from Amsterdam, embodies aspects of the religious environment of the Dutch Republic during the 17th century. Throughout the 17th century, Jewish communities from both Iberia (Sephardic) and Germany immigrated to cities like Amsterdam, (Israel 1995, 657-658) and contributed to the intellectual and economic worlds of the Dutch Republic. Menasseh ben Israel serves as an example of this intellectual participation. He wrote texts which discussed the Bible, and actively debated with Christians. These debates brought on struggle, however, as many Christian thinkers were only really concerned with converting the Jewish communities instead of debating religious concepts (Israel 1995, 580-581). The fact that these debates and publications occurred, albeit with cultural friction, is a testament to growing tolerance in the Dutch Republic. Another aspect of the Dutch religious climate involved the influence of English Quakers, which also interacted with Menasseh ben Israel and other Dutch and Jewish intellectuals such as Spinoza. Margaret Fell, a leading member of the Quakers, published an open letter directed at Menasseh ben Israel in an attempt to convert the Jewish community to Christianity (Popkin 18). The Quakers also interacted with Spinoza, who translated some of their works into Hebrew while in Amsterdam (Popkin 15). Another Quaker, Benjamin Furly, settled in the city of Rotterdam and prepared migrations to North America while also engaging in Enlightenment debates with a wide variety of thinkers (Laborie 359-360). Through figures such as Spinoza and Furly, the Enlightenment, Dutch religious tolerance, and the growing Jewish communities in the Netherlands are all linked. Works Cited Israel, Jonathan, The Dutch Republic. Oxford: Clarendon Press, 1995. Laborie, Lionel, “Radical tolerance in early enlightenment Europe.” History of European Ideas 43, no. 4 (2017): 359-375. doi: 10.1080/01916599.2016.1203600 Popkin, Richard H. “Spinoza’s Relations with the Quakers in Amsterdam.” Quaker History 73, no. 1 (Spring 1984): 14-28. doi: <a href="https://doi.org/10.1353/qkh.1984.0016">10.1353/qkh.1984.0016</a> Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Menasseh_ben_Israel_1642.jpg Rights Information about rights held in and over the resource This image is in the Public Domain. https://earlymoderneurope.hist.sites.carleton.edu/files/original/3b9d295d716ce0f85282eed6cd2a8b5f.jpg a9554bf37809aa5ab5bb84b36141060b Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 3456 x 5184 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Great Pagoda, London Creator An entity primarily responsible for making the resource Architect: Sir William Chambers Photograph: Rafa Esteve Contributor An entity responsible for making contributions to the resource Brendan Glenn Date A point or period of time associated with an event in the lifecycle of the resource Completed 1762 Description An account of the resource Though Europe in the 18th century was wracked by internal conflict between great powers and there was significant focus among European intellectuals on domestic matters such as economic or agricultural policy, the continent by no means withdrew or became detached from the rest of the world. On the contrary, the 18th century was a period of significant development both in terms of colonization, as the Atlantic and Indian Ocean trades became increasingly important to European economies, and in terms of the intellectual interest of Europeans in the rest of the world. The countries and peoples of distant lands had long fascinated Europeans, of course, as far-off places tend to fascinate most people, but with the coming of the Enlightenment and the dawn of archeology and anthropology there began to be a growing interest in the collection and categorization of artefacts and practices from around the world. The founding of the British Museum in 1753 is testament to this(Britannica, British Museum), as is the construction of the “Great Pagoda” in Kew Gardens. Built by the architect Sir William Chambers in 1762, the “Great Pagoda” or simply “Chinese Pagoda” was at the time of its construction one of several buildings in Kew Gardens designed in imitation of the architecture found in various countries around the world. Chambers, who had gone on two trips to China and had been struck by the beauty of the famous Porcelain Tower of Nanjing, built his pagoda using the studies he had made of the Porcelain Tower and other, similar structures (Kew Palace, The Great Pagoda at Kew). The building itself is ten stories tall, octagonal, and made of red brick. Each story is topped by an encircling Chinese-style upturned eave, and the roof is surmounted by an elaborate copper spire. Four out of the eight walls on each floor are dominated by large arched windows, with the other walls containing shallow brick niches. From this description one can gather that the overall effect of the structure is, arguably, somewhat surreal and liminal, as if one has stepped into an odd place somewhere between London and Beijing. Though the building looks Chinese in silhouette, its building materials and certain other features (e.g. the muntins present in the windows) mark it as British. Needless to say, the Great Pagoda of Kew Gardens was never intended as a religious structure like its inspirations in China, but simply as a way for the people of London to get a taste of what the “East” was like (Kew Palace, The Great Pagoda at Kew). It can, therefore, be read as part of the Enlightenment project of collecting, both physically and metaphorically, the world and presenting it for the education and entertainment of the European public. This project was in its infancy in the late 1700s, and would only really get going in the mid-1800s, but already this “Great Pagoda” demonstrated its key problem: the Europeans doing the collecting seem to have been unwilling or unable to modify the effect of their own cultural perspective on the work. This unchecked bias produced strange mish-mash buildings which nonetheless were purported to be authentic, but architecture was far from the only realm of study it touched; buildings just tend to show such mistakes on their face. As such, the Great Pagoda can be seen as a kind of metaphor for the issues present in the attitude of the European Enlightenment toward the rest of the world, which were likewise full of misunderstandings and overlooked assumptions. Source A related resource from which the described resource is derived https://commons.wikimedia.org/wiki/File:Kew_Gardens_-_Pagoda_01.jpg https://www.britannica.com/topic/British-Museum https://www.hrp.org.uk/kew-palace/explore/the-great-pagoda/#gs.vkoo57A Rights Information about rights held in and over the resource Creative Commons 4.0; free re-use https://earlymoderneurope.hist.sites.carleton.edu/files/original/fecb9c9dd6d029e53e11ddd61f53a27b.jpeg e27935057666071f0573637cdd0f2d02 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image of La Mère Angélique, 1662 Creator An entity primarily responsible for making the resource Pieter van Schuppen (1627-1702) Contributor An entity responsible for making contributions to the resource Matthew Walsh Date A point or period of time associated with an event in the lifecycle of the resource 1662 Source A related resource from which the described resource is derived Portret van Marie Angelique Arnauld, Pieter van Schuppen, naar Philippe de Champaigne, 1662, from Rijksmuseum. Original image <a href="https://www.rijksmuseum.nl/nl/collectie/RP-P-1885-A-9476" target="_blank" rel="noreferrer noopener">here</a>. Rights Information about rights held in and over the resource Public Domain, with full license <a href="https://creativecommons.org/publicdomain/mark/1.0/" target="_blank" rel="noreferrer noopener">here</a>. Description An account of the resource Pictured in this engraving is Marie Angélique Arnauld, who served as abbess of the Abbey of Port-Royal near Paris. She was a leading proponent of Jansenism, a theological movement in seventeenth century France. It emphasized the reading of Scripture by the laity, personal virtue, and Calvinist ideas on predestination and free will. In this engraving, the Latin text on the book appears to be a translation of Matthew 6:33: “But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you.” The Jansenists disputed fiercely with the French Jesuits, who enjoyed royal patronage. Pope Innocent X condemned several specific teachings in 1653 in his bull Cum occasione, and later popes renewed their attacks on Jansenist teachings, ending in 1713 with Clement XI’s Unigenitus, which issued a comprehensive repudiation of Jansenist principles (Wiesner-Hanks, 416-417). Jansenism offers a specific example of dissenting movements within the Catholic Church and the authority the papacy brought to bear in condemning the movement reinforces the heft popes possessed in spiritual matters. Jansenism was not an “Enlightenment” movement, but it is also an interesting case study in considering the dispute between historian Jonathan Israel, who sees the Radical Enlightenment as truly embodying the popular notions of the Enlightenment, and others like Nathaniel Wolloch who contend the mainstream Enlightenment’s influence cannot be discounted. Jansenism’s inherent skepticism of papal authority in the Church was never extinguished from the Church in France, and Louis XIV drew on this principle in later decades as he fought for Gallican ecclesiastical autonomy from Rome. This small example illustrates the influence more moderate strains of thought can have on intellectual movements. https://earlymoderneurope.hist.sites.carleton.edu/files/original/7f5a6e4eda7ea75c5dabbd5ac8f6d54f.JPG dd774eaab12ccc5e9116edd2e75b0779 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Le Petit Trianon Creator An entity primarily responsible for making the resource Ange-Jacques Gabriel Contributor An entity responsible for making contributions to the resource Kaan Taskintuna Date A point or period of time associated with an event in the lifecycle of the resource 1762 Source A related resource from which the described resource is derived https://en.wikipedia.org/wiki/Petit_Trianon#/media/File:West_facade_of_Petit_Trianon_002.JPG Rights Information about rights held in and over the resource CC BY-SA 3.0, Free to share with appropriate credit to the owner Description An account of the resource Le Petit Trianon is a château on the Palace of Versailles grounds. Its construction started in 1758 under the order of Louis XV and was completed in 1768 by Ange-Jacques Gabriel, one of Louis XV's favorite architects during the time period. Gabriel's work on the Petit Trianon could be described as a "a manifesto for the neo-classical movement" (Château De Versailles). The château is heavily inspired by ancient Greek architecture. The photograph above is of the west façade which contains much more attention to detail compared to the other sides, and includes four Corinthian columns arranged in a meticulous manner. The proportions in its composition achieves harmony and elegance. The time period when this palace was built is one marked by absolutist rule in France. Louis XV stepped onto the throne after the infamous Louis XIV's death in 1715. To this day, Louis XIV is seen as the symbol of absolute monarchy in the late 1600s and early 1700s. In fact, he gave himself the title of the "Sun King". One of his main goals was to centralize the control of France and make the Palace of Versailles the center of France. During his reign, Louis XIV had rendered parlements powerless and collected as many nobles as he could and put them under his direct control. According to estimations, the Palace of Versailles' cost was that of a modern airport. While many people in France were struggling, Louis XIV was pouring obscene amounts of resources onto his ideal palace. With the flamboyant palace, the distance between the monarchy and the people grew exponentially. Although Le Petit Trianon was built after Louis XIV's reign, it certainly does carry his legacy. Louis XV, after all, was not any different than XIV and he continued to garner the hate of the public. The isolation between the monarchy and the people kept increasing under Louis XV. The Petit Trianon shows that what Louis XIV had done with the Palace was not enough; more expenses were being made to expand the flamboyant grand palace. Eventually, the sheltered actions of the crown's consequence turned out to be the French Revolution. References: "Louis XIV." Encyclopædia Britannica. Accessed November 18, 2018. https://www.britannica.com/. "Louis XV." Encyclopædia Britannica. Accessed November 18, 2018. https://www.britannica.com/. "The Petit Trianon." Palace of Versailles. October 30, 2018. Accessed November 18, 2018. http://en.chateauversailles.fr/discover/estate/estate-trianon/petit-trianon#history-of-the-premises . https://earlymoderneurope.hist.sites.carleton.edu/files/original/4fb468c2f039dfc2b4d52c6d69edc4fd.jpg cdbda4d7ae96b62eca30e6443c9fd458 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Title Page of the Index Librorum Prohibitorum, 1564 Creator An entity primarily responsible for making the resource Pope Pius IV, 1564 Contributor An entity responsible for making contributions to the resource Matthew Walsh Date A point or period of time associated with an event in the lifecycle of the resource 1564 Source A related resource from which the described resource is derived Wikimedia Commons, original image available <a href="https://commons.wikimedia.org/wiki/File:Index_Librorum_Prohibitorum_1.jpg" target="_blank" rel="noreferrer noopener">here.</a> Rights Information about rights held in and over the resource Public Domain, full license available <a href="https://creativecommons.org/publicdomain/mark/1.0/deed.en" target="_blank" rel="noreferrer noopener">here</a>. Description An account of the resource In the face of a proliferation of Protestant books and other writings across the European continent, the papacy created the Index Librorum Prohibitorum, “the Index of Banned Books.” By outlawing the ownership and reading of works that expressed opinions counter to the teachings of the Catholic Church, sixteenth century popes like Paul IV and Pius IV, who authorized this particular version, hoped to stem the spread of Protestantism (Wiesner-Hanks, 187). Although the Index began in the sixteenth century as an anti-Protestant measure, the burgeoning “Enlightenment” of the seventeenth and eighteenth centuries produced another glut of works running afoul of Catholicism’s intellectual and spiritual guideposts. So during the Enlightenment the Index was printed again and again, each time updated with new works, like Voltaire’s Candide, which features promiscuous friars and perhaps most notably an old woman who is the illegitimate daughter of Pope Urban X (Voltaire, Ch. 11). There has never been an Urban X, and creating a fake pope served as an attempt to escape serious punishment for impugning the dignity of the papacy. Candide nevertheless made it onto the Index. The Index highlights the hostile response of papacy and Catholicism more generally to the intellectual developments of the seventeenth and eighteenth century, when individualism, personal liberties, and a belief in the primacy of scientific reasoning were on the rise thanks to John Locke, Denis Diderot, and other giants of the Enlightenment. If the Council of Trent illustrates the Church’s openness to moderate change, the Index demonstrates the papacy’s reactionary instincts.