TOPIC 3:

THE RISE OF NAPOLEON BONAPARTE AND THE NAPOLEONIC WAR

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TUTORIAL:
Thursday 8-9 a.m.
 NAPOLEAN BONAPARTE BACKGROUND
 Napoleon Bonaparte (1769-1821), also
known as Napoleon I, was a French military
leader and emperor who conquered much of
Europe in the early 19th century.
 Napoleon Bonaparte was born in Corsica (on
August 15, 1769)
 Napoleon was a second child of Carlo
Buonaparte, and his wife, Letizia Ramolino.
 Comes from an Italian aristocrat class
although financially not so rich.
 Napoleon rapidly rose through the ranks of
the military during the French Revolution
(1789-1799). NOTES: During the coronation
 After seizing political power in France in a ceremony that crowned him
Emperor, Napoleon broke with
1799 coup d’état, he crowned himself
tradition and placed the crown upon
emperor in 1804. his own head, rather than allow the
 He also a mathematician and geographer. Archbishop of Reims to place the
crown on him.
 Military Career
 Napoleon attended French military school at Brienne-le-Chateau and completed in 1784
and in the same year he entered Ecole Royale Militaire at Paris.
 In this elite school Napoleon successfully completed his education in one year
(supposedly 2 years and the first Corsican to graduated from the Ecole Militaire)
 September 1785, he entered the La Fare artillery regiment with the rank of second
lieutenant at 16 years old.
 Thompson, D., was said,
“He was trained as an artillery officer in French school, self-consciously a foreigner and
sensitively solitary. By 1793 he had converted to Jocobin ideas, and won some repute for
his services in repulsing the British from Toulon.” (p: 55)
 Hobsbawn was said,
“Under the revolution, and especially under the Jacobin dictatorship which he supported
strongly, he was recognized by a local commissar on a crucial front – a fellow Corsican
incidentally, which can hardly have harmed his prospect – a soldier of splendid gift and
promise.” (p: 74)
His reputation as a great soldier was acknowledged when he was released from prison
when Robispierre was disposed.
 The monetary and economic crisis
• The republicans were giving way to tendency which, ever since the start of the
civil and foreign wars, was pushing the Revolution in the direction of a permanent
and all-powerful executive, that is to say toward dictatorship.
• It was this social revolution that drove the dispossessed nobility for beyond
insurrection.
• Subsidized by enemy gold, it exploited the wartime hardship – that inexhaustible
source of discontent – and particularly the monetary economic crisis, thereby
intending to turn the people against the government.
• The French did not want a return to the Old Regime, but the suffered and they
held their leaders responsible for it.
• At every election the counter-revolution hoped to regain power.
• It was awareness of this danger that le the Mountain in 1793 to declare the
Convention in permanent session until the peace.
 The weakness of the Directory government
The Directory government was the last government within the revolutionary
period. Its weaknesses and unpopular ties paved way for Napoleon’s rise to
power. It was weak in the following ways:
• They had failed to control religious conflicts in France
• They failed to maintain law and order internally.
• The Directors were divided by ideological differences, e.g., Abbey Sieyes opposed the
war against the second coalition and wanted peace. This confusion provided chance for
Napoleon to come to power ie, he was helped by Abbey Sieyes to organize a coup that
brought him to power in 1799.
• The Directory government had failed to solve the problem of corruption that made them
unpopular to the French men.
• Directory government had failed to provide a strong personality to lead France at home.
Napoleon seemed to offer a solution.
 Napoleon’s Early Military Victories
• In the fall of 1793, Napoleon got his chance to make his name in this new system.
On the Mediterranean coast sat the town of Toulon. In August 1793, the inhabitants had
surrendered the town to the British. The French then laid siege to Toulon and its British occupiers.
Napoleon had the backing of a Corsican patron who had power, so he was put in charge of the
artillery of the French siege of Toulon.
• He was best known, however, for a string of very extraordinary military victories in
1796–97. In those years, he conquered all of northern Italy, forcing the Habsburgs
to relinquish their territories there, and to seek control of the Netherlands as well.
• He also headed a military expedition to Egypt, seeking to weaken the British
position there, and although his campaign in Egypt did not produce the results that
he had hoped, he did achieve a series of very striking military victories.
• This was given very great coverage in France. This was not only a military
expedition; he took, in effect, what we now would think of as a public relations staff
that monitored his every move.
• These dramatic victories in Egypt and in northern Italy had made Napoleon a
household name in France.
• By 1799, as the Directory continued to lose support and just was absolutely unable
to inspire any sort of enthusiasm, Napoleon had become very well known and
popular across all the country
 A Coup brings Napoleon to Power
• In November of 1799, a number of the members of the Directory turned to Napoleon to
help them establish some sort of stable government, capable of withstanding the
recurrent threats of renewed radicalism and revived royalism.
• The members of the Directory (Abbey Sieyes and Duccus)approached Napoleon,
plotted with him and his brother Louis, to overthrow the weak government and establish
some form of stronger regime capable of charting a new course for France.
• This coup would take place on November 9, 1799. Napoleon stages a coup d’etat
(overthrow) of French republic and assumed the power as dictator.
• In 1800, the French people voted in favour of a new Constitution that made Napoleon
consul of France and Napoleon was to be first consul. As the first consul he already
ruled alone. True, he met the second and third consul daily, consulted their opinion, and
had them at his side at the greater function of state.
• Lefebvre was said,
“The army had followed Bonaparte, and him alone. He was complete master. Regardless
of what he and his apologists may have said, his rule was from its origins and absolute
military dictatorship. It was Bonaparte alone who would decide the questions on which the
fate of France and Europe hinged.” (p/g 63)
• Two things were already very clear point about Napoleon Bonaparte which help
him to rise his power.
• One was his enormous ambition, and the other was his great charisma. One
had seen this in his dealings with the troops such as his troops in northern Italy,
his troops in Egypt and also, all sorts of contemporary evidence suggests that in
dealing with people individually he exerted an enormous amount of charm,
power, and charisma.
• It was hardly a mystery that he would very quickly outflank his two partners (in
the consul system), as well as the legislative bodies of the regime.
b) List and evaluate the reforms implemented by Napoleon

NAPOLEON’S REFORM

• Napoleon Code
• Careers open to talent
• Religious reforms
• Financial Unity
• Educational reforms based on system of public education under state
control
1. Napoleonic Code— Legal unity provided first clear and complete
codification of French Law

a. Perhaps the longest lasting legacy of Napoleon’s rule.

• Included a civil code, code of criminal procedure, a commercial code and a
penal code.
• Emphasized the protection of private property

b. Resulted in strong central government and administrative unity.

• Penalties for adultery were far more severe for women than men
c. Many achievements of revolution were made permanent.
• Equality before the law: no more estates, legal classes, privileges, local liberties,
hereditary offices, guilds, or manors.
• Freedom of religion
• State was secular in character
• Property rights
• Abolition of serfdom
• Gave women inheritance rights

d. Denied women equal status with men (except inheritance rights)

• Women and children were legally dependent on their husband or father.
• Divorce more difficult to obtain than during the Revolution
• Women could not buy or sell property or begin a business without the consent of their
husbands.
• Income earned by wives went to their husbands
• Penalties for adultery were far more severe for women than men
• Even though the Napoleonic Code gave many rights to the French it also

took some away. Women, for example, lost most of their newly gained

rights and could not exercise the rights of citizenship. Male heads of

household regained complete authority over their wives and children.

2. “Careers Open to talent”

a. Citizens theoretically were able to rise in government service purely according

on their abilities.

b. Creation of new imperial nobility to reward most talented generals and officials.

c. Wealth determined status

 The middle class benefited significantly
 The government rewarded wealthy people who effectively served the state with
pensions, property or titles.
 Over ½ of titles were given to those who had served in the military
 Napoleon created 3,600 titles between 1808 and 1814
 Yet, the number of nobles in France in 1814 only totaled 1/7 of the nobles that
had existed in the Old Regime.
d. Neither military commissions nor civil offices could be bought and sold.

e. Granted amnesty to 100K émigrés in return for a loyalty oath.

• Many soon occupied high posts in expanding state.

f. Some notables from foreign countries (e.g. Italy, Netherlands and

Germany) served the empire with distinction

g. Working-class movement (e.g. Sans-Culottes) was no longer politically

significant.
• Workers were denied the right to form trade unions
3. Religious reforms:

a. Concordat of 1801 with Roman Catholic Church

• Napoleon’s motives:
 Making peace with the Church would help weaken its link to monarchists
who sought a restoration of the Bourbons.
 Religion would help people accept economic inequalities in French society
• Provisions:
 Papacy renounced claims to Church property that had been seized during
the Revolution
 French government allowed to nominate or depose bishops.
 In return, priests who had resisted the Civil Constitutions of the Clergy
would replace those who had sworn an oath to the state.
 Since the pope gave up claim to Church lands, those citizens who had
acquired them pledged loyalty to Napoleon’s government.
 Catholic worship in public allowed.
 Church seminaries reopened.
 Extended legal toleration to Catholics, Protestants, Jews, and atheists
who all received same civil rights.
 Replaced the Revolutionary Calendar with the Christian calendar.

• b. To dispel notion of an established church, Napoleon put Protestant

ministers of all denominations on the state payroll.
• Politics in France were strengthened by the formation of Concordat by

Napoleon Bonaparte.Concordat was an agreement between Napoleon

Bonaparte and the Pope in theVatacian City which was seen as a wise
move. With this agreement NapoleonBonaparte hopes to bring the
elements of unity back to the fraternity of France as a result of the drafting
of the Civil Constitution of the Church.
4. Financial unity

a. Bank of France (1800) served interests of the state and financial

oligarchy.
• A revived version of one of the banks of the Old Regime.

b. Balanced the national budget

c. Established sound currency and public credit.

• This was far superior to the chaos surrounding the assignats during the
Revolution.
d. Economic reform to stimulate economy:
• Provided food at low prices.
• Increased employment.
• Lowered taxes on farmers
• Guaranteed that church lands redistributed during the Revolution
remained in hands of the new owners, mostly peasants.
• Created an independent peasantry that would be the backbone of French
democracy.
• Tax collections became more efficient.
• Workers not allowed to form guilds or trade unions
• Retained the Le Chapelier Law of 1791
• All national debt has been safely recovered from all hazards, fair value of arrears,
vouchers, draft banks, treasury payments and so on. In addition, the distribution
and collection of taxes was entrusted to the agents appointed by the federal
government, the tax changes resulting from the removal of many bribes and more
pay to the government. In addition, the government's budget has also become
more balanced with the restructuring of the tax system and tighter economic
implementation of government spending. Therefore, it is clear that Napoleon
Bonaparte was economically able to solve this problem was a great success in
France. The establishment of the bank he set up was very advantageous to him
because the economic controls in France were very good compared to other
countries in Europe.
5. Educational reforms based on system of public education under
state control

a. Rigorous standards, available to the masses

b. Secondary and higher education reorganized to prepare young men for
government service and professional occupations.
c. Education became important in determining social standing: one system
for those who could spend 12 or more years at school, the other for boys
who entered work force at age of 12 or 14.
 First, elementary or primary schools must be held by every community under
general supervision supervisor (leaders) or sub-prefect (small bosses).
 Second, middle or high school grammar must provide special training in French,
Latin, and early science, and whether it is a public or private school, it must be
under the control of the national government.
 Third, Lycess or high school should be held in every high school and teaching in
the field of higher education should be provided by teachers appointed by the
government.
 Fourth, school-specific, such as school techniques, public school services, and
school teams are subject to public scrutiny.
 Fifth, the University of France was established to maintain uniformity throughout
the education system. Important officials will be appointed by the First Consul,
and no person shall be permitted to open a new school or teach in the public
unless the University has permission.
 Sixth, teacher recruitment centers for public schools are set up in regular
schools established in Paris, France.
 The school is directed to draw upon its teaching principles from the principles of
Christian discipline and fidelity to the head of state.
• Even though Napoleon Bonaparte has tried many times in this regard, but the

new system has had difficulties due to the lack of spending and ordinary
teachers. it continued that by the end of Napoleon Bonaparte's reign, more
than half of the French children were still attending private schools, mostly run
by the Catholic Church.
In your opinion, was Napoleon Bonaparte a saviour or a
betrayer of the French Revolution?
• In our opinion, Napoleon Bonaparte is considered to be a hero of his time
in regards to the formation of the Napoleonic Code, being a military genius
(expanded France through military takeovers), a defender of the
Revolution, through the spread of nationalism and the growth of the
economy
1. Ended Revolution and provided stability to restore nation
• The majority of the France wanted some form of representation in the government, basis
right, a better economy, loss of privileges for the clergy and aristocracy, as well as
domestic peace.
• Philip G. Dwyer was said,
“… the people don’t need anything, Bonaparte is with us” (p: 394)
“ Long live Bonaparte who has come to save the patrie…” (p:395)

• In 1800: people vote to approve Napoleon’s power

What did he do once in power?
1. Set up a fair tax collection system
2. Established national bank
3. Fired corrupt officials
4. Set up public schools
5. Forged agreement with Catholic Church – but did not give it much power
6. No estates
• Thomson was said :
“..life and property were made secure, public work begun, the ‘carreer open
to talents’ and free social and educational opportunity were ensured…’’
(p: 59)
• In the age of Napoleon, nationalism was a powerful force. Napoleon
worked to eliminate legal, economic and social barriers and pursued to
enhance French society with a nationalist approach.
• The period from 1799 to 1815 was otherwise known as the Napoleonic era
which was one of great change both physically and thoughtfully.
• The Napoleonic era brought about the introduction to a new form of
unification called nationalism.
• Through peace and stability, it made it easier for Napoleon to govern, his
actions had the unexpected result of causing the people within those
regions to begin thinking of themselves as nations.
2. Made France great

• The Bank of France’s investments were now doubled to 90 million francs

and extended its fortunate stance until 1843.
• His conquests made France rich and ultimately brought it to great
standards with other nations.
• Thomson (1966)
“ ..he helped to modernized France and during the truce of Amiens people
from Britain and somewhere flocked to Paris to behold impressive new
scientific system of government which had at last emerged from
Revolution..” (p: 59)
3. Napoleonic Code

• In 1804 the Napoleonic Code was introduced. It had a set of clear laws, applicable to all
members of French society.
• The Code was introduced to other parts of Europe conquered by Napoleon such as Italy,
Spain and Germany.
• The Napoleon Code was the greatest of the national reforms which gave a new civil code to
France:
• “His Code Napoleon is the basis of law in France and much of Europe today.
• Thomson was said,
“..the code confirmed the right of private property and the land settlement of Revolution, and
reassured all who had acquired the former land of Church, and nobility that their existing right
would be preserved” (p: 58)
• Prior to the Napoleonic Code, France did not have a single set of laws; the law was based on
local customs, exemptions, privileges, and special charters granted by kings or other feudal
lords.
• Although the Code has been altered since its inception, the general structure remains the
same.
• Napoleon implemented a wide array of liberal reforms in France and across Europe,
especially in Italy and Germany
 CONCLUSION
 During the service of Napoleon Bonaparte, he recognized himself as 'Son
Revolution', the prototype of freedom, equality, and brotherhood.
 To the revolution it owes its position to France, and to France alone retains its
revolutionary results.
 However, Napoleon Bonaparte practiced revolution by equating more than
freedom, and he interpreted brotherhood in a national and non-international
sense.
 'What the French’s people want, 'is equality, not freedom.’
 Inside its social position, it adheres to the results of the revolution, and does
not recognize any class differences.
References:
Lefebvre, Georges. 1969. Napoleon: From 18 Brumaire to Tilsit 1799-1807.
New York: Columbia University Press.
Thompson, D. 1965. Europe Since Napoleon. Penguin Book.
Thompson, J.M. 1969. Napoleon Bonaparte: His Rise and Fall. Oxford: Basil
Blackwell.
Hobsbawm, E.J. 1962. The Age of Revolution Europe 1789-1848. Britain:
Redwood Burn Limited, Trowbridge and Esher.
Thomson. 1966. Europe since Napoleon. England: Penguin Books Ltd.