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Prior to the middle of the nineteenth century, the ideal of equality was an aspiration that occasionally produced social violence but lacked both a theory and a strategy. Thus, in seventeenth-century England, Gerrard Winstanley, the leader of a radical group called the Diggers, exhorted his followers to seize the commons and turn them into arable land. He formulated something like a communistic doctrine that denounced commerce in land or its product. During the French Revolution, a century and a half later, the French radical François-Noël Babeuf organized a “Conspiracy for Equality,” which called for the socialization of all property. Neither man, however, had a doctrine capable of demonstrating how the kind of social revolution he advocated would come into being. The same held true of socialist idealists active in the early nineteenth century, such as the Comte de Saint-Simon and Charles Fourier, who pinned their hopes on persuading the rich to part with their wealth.

François-Noël Babeuf, the self-educated son of a gabellou and himself a man whose business it was before 1789 to show the rich how they might become richer by squeezing the peasants for feudal dues, did somehow produce the first modern and coherent communist political strategy.

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Education is a monstrosity when it is unequal, when it is the exclusive patrimony of one class of the society; because it then becomes the controlling hand of this class, a mass of mechanisms, a provision of weapons of all kinds, with the aid of which the ruling class combats the other, which is disarmed.

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