# The Constitutions and Other Select Documents Illustrative of the History of France, 1789–1907

THE CONSTITUTIONS
AND OTHER
SELECT DOCUMENTS
ILLUSTRATIVE OF THE
HISTORY OF FRANCE
1789–1907
BY
FRANK MALOY ANDERSON
PROFESSOR OF HISTORY IN THE UNIVERSITY OF MINNESOTA
SECOND EDITION,
REVISED AND ENLARGED
MINNEAPOLIS
The H. W. Wilson Company
1908
Copyright, 1908, by
Frank Maloy Anderson
PREFACE
The practice of studying documents in connection with the history courses given in American universities, colleges, and high schools has now become so general, and the results attained so satisfactory, that the method no longer requires any defence. With the introduction of the system has come a new kind of manual, the document book. So many excellent books of this description have already appeared that the editor of still another may be reasonably expected to offer an adequate explanation for its publication.
Three considerations have induced me to prepare this volume. The first of these is personal and local. For several years past I have made a practice of dividing my class in modern European history into small sections which I could meet once each week around the seminary table. At these meetings we have studied together a considerable part of the documents here included, but the work has been hampered by the lack of a convenient collection of the documents. Fidelity to the interest of my pupils seemed to impose upon me the obligation to remove this difficulty. The second consideration lies in the attractiveness of the documents. After considerable experience in the use of various classes of documents upon European history I have reached the conclusion that students find the modern French documents more attractive than any others. Doubtless the chief reasons for this preference are that modern documents are more easily comprehended than those of more remote periods and that the style of the French is superior to that of English and German documents. Since documentary study must usually be confined to a small part of the field traversed by a class, I believe that for classes in modern European history the preference of the students may well be allowed to control the selection of the period to be studied. The third consideration is the importance of the field covered. The history of France since the beginning of the revolution surely deserves a volume in English presenting as large a proportion as possible of the important documents.
The task of selecting the documents for a book of this description is a difficult one. It may be safely asserted that no two persons would make the same selections, however well ​agreed they might be upon the general principles of choice. My first and foremost aim has been to pick out those documents likely to be serviceable to teachers. I have especially striven to avoid the error of a too rigid application of some definition of the term document or of some classification. The special reason for the inclusion of most of the documents will be found at least hinted at in the introductions. The more general principles which I have applied require some explanation. There appear to be at least five important ways in which a document-book may be profitably used in the teaching of history. (1) Much historical data can be acquired through such study. It must be admitted, however, that the same amount of time spent upon a good text-book will in this particular usually produce better results, for the reason that the documents studied are so few in number and so disconnected that no adequate idea of any considerable period is obtained. The defect can be remedied in large measure by using a single class of documents running through a considerable period. In modern French history the constitutions serve the purpose admirably. For this reason all of these are included and no elisions have been made, excepting two or three tabular lists of territorial divisions. (2) Documents may be used as the basis for oral or written reports; usually the work should be done in connection with secondary accounts, but the proofs for the principal statements should be drawn from the documents. Many of the groups, with their accompanying references, are inserted for this purpose. It should be observed that these groups usually contain the materials out of which the student should be able to deduce some quite definite result, such as the evolution of a policy or of an institution or the manner in which an institution operated. (3) In the opinion of many teachers the greatest value to be derived from the study of documents is a certain familiarity with the methods of historical investigation. I believe that a large number of the documents here given present unusually good opportunities for exercises designed with that intent. (4) The meaning of technical terms and the significance of constantly recurring allusions can often be more satisfactorily explained in connection with a document than by any other method. None of the selections have been made principally for this reason, but with quite a number it has been an important factor. (5) With many instructors the use of original sources in the teaching of history is valued chiefly for its vitalizing effect. For this ​purpose documents are perhaps less effective than contemporary narratives. Yet there are many exceptions. Several of the documents not otherwise of the highest worth have been included for their value in this particular.
Most of the documents in this collection will serve several of these purposes, but the superior value of a document for but one of these is often the decisive reason for its inclusion.
The brevity of the introductions has made it necessary that I should confine myself to pointing out only a very few of the ways in which the documents are of interest. In some cases I regret that the plan has not made possible more extended comment, but in general I believe that as much has been furnished the student as he can profitably receive. He needs to be started, but he should not be told all of the things to be obtained from the document. In the furnishing of data I have tried to supply such information as is indispensable for the understanding of the document, provided it is not to be found in the document itself. The references have been purposely confined to a limited number of well known works, all of which are in English or in French. By this method I believe that all students who use the book may be induced to become quite familiar with nearly all of the works in English and, if they read any French, with the few French works cited. To have given more, I fear, would have defeated this purpose.
I am greatly indebted to Mrs. Helen Dresser Fling, to the editors of the Annals of the American Academy of Political and Social Science, and to the editors of that admirable series issued by the history department of the University of Pennsylvania, Translation and Reprints from the Original Sources of European History, for permission to employ their excellent translation wherever I have had occasion to use a document that has already appeared in their publications. In using these translations, as well as a number of others from non-copyrighted sources, I have made separate acknowledgment in every instance and have reproduced them exactly as printed, excepting some slight typographical errors and a few changes kindly supplied by Mrs. Fling. In my own translations I have striven to be as literal as possible, having a decent regard for the idioms of the English language. Probably I have been more literal than was absolutely requisite, but have believed that the translator of documents should ​err upon the side of literary form rather than meaning. In the matter of paragraphing I have invariably followed the form of the document as originally printed in French, even when a single sentence is made to run into a dozen paragraphs. As to other features of form, such as punctuation and capitals, I have been guided by two canons—to treat each document separately so as to produce the best result for that particular document, and to follow the originals as closely as English usage would allow.
It is a pleasure to acknowledge help received from several friends in addition to those already mentioned. Professor Willis Mason West, my colleague and chief, has generously responded to my frequent appeals for advice. Professor Fred Morrow Fling of the University of Nebraska kindly looked over the list of materials and made several helpful suggestions. I am under great obligation to my publishers for permission to make the volume considerably larger than stipulated in our agreement. Most of all I am indebted to my wife, Mary Steele Anderson. To her constant encouragement, literary criticisms, and assistance with the manuscript and proofs, I owe a large part of whatever value the volume may possess.
Frank Maloy Anderson.
University of Minnesota.
April 30, 1904.
Both the material and the arrangement of this edition correspond closely to the original publication. Several documents of a later date than 1902 have been added and a few changes have been made in a number of the groups of documents relating to some single topic. The principal difference between this and the original edition is in details. All of the translations have been gone over carefully and numerous changes made, especially in the second half of the book. Quite a number of additional references have been inserted. As several widely-used text-books have inserted references to documents contained in the collection I have endeavored to preserve the original pagination as far as possible. Almost invariably a reference to the first edition will be found on the corresponding or the next page of this edition.
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