© British Museum, London/The Bridgeman Art Library
Especially noticeable in the eighteenth century was an expansion of both the reading public and publishing. One study revealed that French publishers were issuing about sixteen hundred titles yearly in the 1780s, up from three hundred titles in 1750. Though many of these titles were still aimed at small groups of the educated elite, many were also directed to the new reading public of the middle classes, which included women and even urban artisans. The growth of publishing houses made it possible for authors to make money from their works and be less dependent on wealthy patrons.
An important aspect of the growth of publishing and reading in the eighteenth century was the development of magazines for the general public. Great Britain, an important center for the new magazines, saw 25 periodicals published in 1700, 103 in 1760, and 158 in 1780. Although short-lived, the best known was Joseph Addison and Richard Steele’s Spectator, begun in 1711. Its goal was “to enliven Morality with wit, and to temper Wit with Morality…. To bring Philosophy out of the closets and libraries, schools and colleges, to dwell in clubs and assemblies, at tea-tables and coffeehouses.” In keeping with one of the chief intellectual goals of the philosophes, the Spectator wished to instruct and entertain at the same time. With its praise of family, marriage, and courtesy, the Spectator also had a strong appeal to women. Some of the new magazines were aimed specifically at women, such as The Female Spectator in England, which was also edited by a woman, Eliza Haywood, and featured articles by female writers.
Along with magazines came daily newspapers. The first was printed in London in 1702, but by 1780, thirty-seven other English towns had their own newspapers. Filled with news and special features, they were relatively cheap and were provided free in coffeehouses. Books, too, received wider circulation through the development of public libraries in the cities as well as private circulating libraries, which offered books for rent.
EDUCATION AND UNIVERSITIES By the eighteenth century, Europe was home to a large number of privately endowed secondary schools, such as the grammar and public schools in England, the gymnasiums in German-speaking lands, and the colléges in France and Spain. These schools tended to be elitist, designed to meet the needs of the children of the upper classes of society. Basically, European secondary schools perpetuated the class hierarchy of Europe rather than creating avenues for social mobility. In fact, most of the philosophes reinforced the belief that education should function to keep people in their own social class. Baron d’Holbach said, “Education should teach princes to reign, the ruling classes to distinguish themselves by their merit and virtue, the rich to use their riches well, the poor to live by honest industry.”
The curriculum of these secondary schools still largely concentrated on the Greek and Latin classics with little attention paid to mathematics, the sciences, and modern languages. Complaints from philosophe-reformers, as well as from merchants and other middle-class people who wanted their sons to have a more practical education, led to the development of new schools designed to provide a broader education. In Germany, the first Realschule (ray-AHL-shoo-luh) was opened in Berlin in 1747 and offered modern languages, geography, and bookkeeping to prepare boys for careers in business. New schools of this kind were also created for upper-class girls, although they focused primarily on religion and domestic skills.
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The Punishment of Crime
Torture and capital punishment remained common features of European judicial systems well into the eighteenth century. Public spectacles were especially gruesome, as this excerpt from the Nocturnal Spectator of Restif de la Bretonne demonstrates.
Restif de la Bretonne, “The Broken Man”
I went home by way of rue Saint-Antoine and the Place de Gr eve. Three murderers had been broken on the wheel there, the day before. I had not expected to see any such spectacle, one that I had never dared to witness. But as I crossed the square I caught sight of a poor wretch, pale, half dead, wracked by the pains of the interrogation inflicted on him twenty hours earlier; he was stumbling down from the Hôtel de Ville supported by the executioner and the confessor. These two men, so completely different, inspired an inexpressible emotion in me! I watched the latter embrace a miserable man consumed by fever, filthy as the dungeons he came from, swarming with vermin! And I said to myself, “O Religion, here is your greatest glory! … “
I saw a horrible sight, even though the torture had been mitigated…. The wretch had revealed his accomplices. He was garroted before he was put to the wheel. A winch set under the scaffold tightened a noose around the victim’s neck and he was strangled; for a long while the confessor and the hangman felt his heart to see whether the artery still pulsed, and the hideous blows were dealt only after it beat no longer…. I left, with my hair standing on end in horror.
What does this selection reveal about the punishment of crime in the eighteenth century? What impact did such descriptions have on the philosophes’ attitudes toward the administration of justice as it was carried out by their respective monarchical states?
The most common complaint about universities, especially from the philosophes, was the old-fashioned curriculum that emphasized the classics and Aristotelian philosophy and provided no training in the sciences or modern languages. Before the end of the century, this criticism led to reforms that introduced new ideas in the areas of physics, astronomy, and even mathematics into the universities. It is significant, however, that very few of the important scientific discoveries of the eighteenth century occurred in the universities.
Crime and Punishment
By the eighteenth century, most European states had developed a hierarchy of courts to deal with crimes. Except in England, judicial torture remained an important means of obtaining evidence before a trial. Courts used the rack, thumbscrews, and other instruments to obtain confessions in criminal cases. Punishments for crimes were often cruel and even spectacular. Public executions were a basic part of traditional punishment and were regarded as a necessary means of deterring potential offenders in an age when a state’s police forces were too weak to ensure the capture of criminals. Although nobles were executed by simple beheading, lower-class criminals condemned to death were tortured, broken on the wheel, or drawn and quartered (see the box above). The death penalty was still commonly used for property crimes as well as for violent offenses. By 1800, more than two hundred crimes were subject to the death penalty in England. In addition to executions, European states resorted to forced labor in mines, forts, and navies. England also sent criminals as indentured servants to colonies in the New World and, after the American Revolution, to Australia.
Appalled by the unjust laws and brutal punishments of their times, some philosophes sought to create a new approach to justice. The most notable effort was made by an Italian philosophe, Cesare Beccaria (CHAY-zuh-ray buh-KAH-ree-uh) (1738–1794). In his essay On Crimes and Punishments, written in 1764, Beccaria argued that punishments should serve only as deterrents, not as exercises in brutality: “Such punishments … ought to be chosen as will make the strongest and most lasting impressions on the minds of others, with the least torment to the body of the criminal.”12 Beccaria was also opposed to the use of capital punishment. It was spectacular, but it failed to stop others from committing crimes. Imprisonment—the deprivation of freedom—made a far more lasting impression. Moreover, capital punishment was harmful to society because it set an example of barbarism: “Is it not absurd that the laws, which detest and punish homicide, should, in order to prevent murder, publicly commit murder themselves?”
By the end of the eighteenth century, a growing sentiment against executions and torture led to a decline in both corporal and capital punishment. A new type of prison, in which criminals were placed in cells and subjected to discipline and regular work to rehabilitate them, began to replace the public spectacle of barbarous punishments.
The World of Medicine
In the eighteenth century, med
icine was practiced by a hierarchy of practitioners. At the top stood the physicians, who were university graduates and enjoyed a high social status. Despite the scientific advances of the seventeenth and eighteenth centuries, however, university medical education was still largely conducted in Latin and was based primarily on Galen’s work. New methods emphasizing clinical experience did begin to be introduced at the University of Leiden, which replaced Padua as the foremost medical school of Europe in the first half of the seventeenth century, only to be surpassed in the second half of that century by Vienna. A graduate with a doctorate in medicine from a university needed to receive a license before he could be a practicing member of the physicians’ elite corporate body. In England, the Royal College of Physicians licensed only one hundred physicians in the early eighteenth century. Only officially licensed physicians could hold regular medical consultations with patients and receive payments, already regarded in the eighteenth century as outrageously high.
Below the physicians were the surgeons, who were still known as barber-surgeons well into the eighteenth century from their original dual occupation. Their primary functions were to bleed patients and perform surgery; the latter was often done crudely, without painkillers and in filthy conditions, because there was no understanding of anesthesia or infection. Bleeding was widely believed to be beneficial in reducing fevers and combating a variety of illnesses.
The surgeons underwent significant changes in the course of the eighteenth century. In the 1740s, they began to separate themselves from the barbers and organize their own guilds. At the same time, they started to undergo additional training by dissecting corpses and studying anatomy more systematically. As they became more effective, the distinction between physicians and surgeons began to break down, and surgeons were examining patients in a fashion similar to physicians by the end of the century. Moreover, surgeons also began to be licensed. In England, the Royal College of Surgeons required clinical experience before granting the license.
Other medical practitioners, such as apothecaries, midwives, and faith healers, primarily served the common people in the eighteenth century. Although their main function was to provide herbs and potions as recommended by physicians, apothecaries or pharmacists also acted independently in diagnosing illnesses and selling remedies. In the course of the eighteenth century, male doctors increasingly supplanted midwives in delivering babies. At the same time, the tradition of faith healing, so prominent in medieval medicine, continued to be practiced, especially in the rural areas of Europe.
Hospitals in the eighteenth century seemed more a problem than an aid in dealing with disease and illness. That conditions were bad is evident in this description by the philosophe Denis Diderot, who characterized the Hôtel-Dieu in Paris, France’s “biggest, roomiest, and richest” hospital, in these words:
Imagine a long series of communicating wards filled with sufferers of every kind of disease who are sometimes packed three, four, five or even six into a bed, the living alongside the dead and dying, the air polluted by this mass of unhealthy bodies, passing pestilential germs of their afflictions from one to the other, and the spectacle of suffering and agony on every hand. That is the Hôtel-Dieu. The result is that many of these poor wretches come out with diseases they did not have when they went in, and often pass them on to the people they go back to live with.13
Despite appeals, efforts at hospital reform in the eighteenth century remained ineffectual.
Popular Culture
Popular culture refers to the written and unwritten literature and the social activities and pursuits that are fundamental to the lives of most people. The distinguishing characteristic of popular culture is its collective and public nature. Group activity was especially evident in the festival, a broad name used to cover a variety of celebrations: community festivals in Catholic Europe that celebrated the feast day of the local patron saint; annual festivals, such as Christmas and Easter, that went back to medieval Christianity; and Carnival, the most spectacular form of festival, which was celebrated in Spain, Italy, France, Germany, and Austria. All of these festivals were special occasions when people ate, drank, and celebrated to excess. In traditional societies, festival was a time for relaxation and enjoyment because much of the rest of the year was a time of unrelieved work. As the poet Thomas Gray said of Carnival in Turin in 1739: “This Carnival lasts only from Christmas to Lent; one half of the remaining part of the year is passed in remembering the last, the other in expecting the future Carnival.”14
CARNIVAL Carnival was celebrated in the weeks leading up to the beginning of Lent, the forty-day period of fasting and purification preceding Easter. Carnival was, understandably, a time of great indulgence, just the reverse of Lent, when people were expected to abstain from meat, sex, and most recreations. Hearty consumption of food, especially meat and other delicacies, and heavy drinking were the norm during Carnival; so was intense sexual activity. Songs with double meanings that would be considered offensive at other times could be sung publicly at this time of year. A float of Florentine “key-makers,” for example, sang this ditty to the ladies: “Our tools are fine, new and useful; We always carry them with us; They are good for anything; If you want to touch them, you can.”15
Finally, Carnival was a time of aggression, a time to release pent-up feelings. Most often this took the form of verbal aggression, since people were allowed to openly insult other people and even criticize their social superiors and authorities. Certain acts of physical violence were also permitted. People pelted each other with apples, eggs, flour, and pig’s bladders filled with water.
TAVERNS AND ALCOHOL The same sense of community evident in festival was also present in the chief gathering places of the common people, the local taverns or cabarets. Taverns functioned as regular gathering places for neighborhood men to talk, play games, conduct small business matters, and drink. In some countries, the favorite drinks of poor people, such as gin in England and vodka in Russia, proved devastating as poor people regularly drank themselves into oblivion. Gin was cheap; the classic sign in English taverns, “Drunk for a penny, dead drunk for two pence,” was literally true. In England, the consumption of gin rose from 2 million to 5 million gallons between 1714 and 1733 and declined only when complaints finally led to laws restricting sales in the 1750s. Of course, the rich drank too. Samuel Johnson once remarked, “All the decent people in Lichfield got drunk every night and were not the worse thought of.” But unlike the poor, the rich drank port and brandy, usually in large quantities.
Popular Culture: Carnival. Pictured here in a painting by Giovanni Signorini is a scene from the celebration of Carnival on the Piazza Santa Croce in Florence, Italy. Carnival was a period of festivities before Lent, celebrated in most Roman Catholic countries. Carnival became an occasion for indulgence in food, drink, games, practical jokes, and merriment, all of which are evident here.
Museo di Firenze com’era, Florence//© Scala/Art Resource, NY
This difference in drinking habits between rich and poor reminds us of the ever-widening separation between the elite and the poor in the eighteenth century. In 1500, popular culture was for everyone; a second culture for the elite, it was the only culture for the rest of society. But between 1500 and 1800, the nobility, clergy, and bourgeoisie had abandoned popular culture to the lower classes. This was, of course, a gradual process, and in abandoning the popular festivals, the upper classes were also abandoning the popular worldview as well. The new scientific outlook had brought a new mental world for the upper classes, and they now viewed such things as witchcraft, faith healing, fortune telling, and prophecy as the beliefs of those who were, as one writer said, “of the weakest judgment and reason, as women, children, and ignorant and superstitious persons.”
LITERACY AND PRIMARY EDUCATION Popular culture had always included a vast array of traditional songs and stories that were passed down from generation to generation. But popular culture was not entirely based on an oral tradition; a popular
literature existed as well. So-called chapbooks, printed on cheap paper, were short brochures sold by itinerant peddlers to the lower classes. They contained both spiritual and secular material: lives of saints and inspirational stories competed with crude satires and adventure stories.
It is apparent from the chapbooks that popular culture did not have to remain primarily oral. Its ability to change was dependent on the growth of literacy. Studies in France indicate that literacy rates for men increased from 29 percent in the late seventeenth century to 47 percent in the late eighteenth century; for women, the increase was from 14 to 27 percent during the same period. Of course, certain groups were more likely to be literate than others. Upper-class elites and the upper middle classes in the cities were mostly all literate. Nevertheless, the figures also indicate dramatic increases for lower-middle-class artisans in urban areas. Recent research in the city of Marseilles, for example, indicates that literacy of male artisans and workers increased from 28 percent in 1710 to 85 percent in 1789, though the rate for women remained at 15 percent. Peasants, who constituted as much as 75 percent of the French population, remained largely illiterate.
The spread of literacy was closely connected to primary education. In Catholic Europe, primary education was largely a matter of local community effort, leading to little real growth. Only in the Habsburg Austrian Empire was a system of state-supported primary schools—Volkschulen (FULK-shoo-lun)—established, although only one in four school-age children actually attended.
Western Civilization: Volume B: 1300 to 1815, 8th Edition Page 61
