
Arts and Entertainment 93
fi xed. In 1600, the Venetian ambassador reported that there were 1,800
courts in Paris. The revolution killed the sport for a time when the govern-
ment banned the game as a symbol of the aristocracy, although, ironically,
the revolution began on a tennis court.
Ascending in a hot-air balloon was a French innovation that began in
1782 and became very popular for a few. The following year, at Versailles,
witnessed by the king, a balloon was sent up equipped with a gondola
occupied by some farm animals. The animals landed safely after an eight-
minute fl ight. Next came a two-man fl ight; the balloonists were a physi-
cist, Pilâtre de Rosier, and a companion. Burning straw supplied the hot
air to maintain the balloon aloft. The fl ight, on November 21, 1783, lasted
28 minutes, and the balloon rose to 1,000 meters. The hot-air balloon was
replaced by one using hydrogen; this one went higher, and the race was
on to produce the best. When the fi rst man to go up was also the fi rst to be
killed in a ballooning accident, the incident more or less fi nished the sport
for decades to come.
Fencing, usually an upper-class activity, was popular, and the French
style of fencing became prominent in Europe. Its rules govern most mod-
ern competition, and the vocabulary of traditional fencing is composed
largely of French words. The sport was imitated by children, even among
the poor, with sticks or wooden swords.
CHILDREN’S GAMES
Swimming, highly esteemed in ancient Greece and Rome, especially as a
form of training for warriors, was mostly a sport of French schoolchildren,
who were encouraged by revolutionaries to build strong young bodies,
and competitions were sometimes held. The revolutionary government
was also attentive to the young mind and believed that it could mold a
new generation of ideal patriots if children could be taught the advan-
tages of the glorious new age. By exposure to republican schooling accom-
panied by a deluge of images such as didactic plays, civic festivals, and
revolutionary music, slogans, and printed matter, a new person would
be created for the new society. There were, of course, numerous country
children who would never see a play and seldom see a newspaper, even
if they could read, and these needed to be instructed in other ways. One
way was through the use of signs and symbols of cultural signifi cance
in place of words. As the cross symbolizes Christianity, a picture of the
storming of the Bastille stood for liberty, and the red hat and cockade were
symbols of revolutionary support, liberty, and equality. Rituals, too, such
as civic events or dancing around the liberty tree, were important. The
fi gure of the king, a symbol of absolute power in the old regime, had to
be eradicated.
To attract children and the masses of illiterate adults to the new sym-
bols and their meanings, few things could have been more important