United Kingdom

A revolution in reading (and to a lesser extent writing) was taking place. By 1640 a majority of men, and just possibly a majority of men and women, could read, and there were plenty of things for them to read. In the year that Henry VIII came to the throne (1509), the number of works licensed to be published was 38. In the year of Elizabeth’s accession (1558), it was 77; in the year of her death (1603), it was 328. In the year of Charles I’s execution (1649), the number had risen to 1,383. And by the time of the Glorious Revolution (1688–89), it had reached 1,570. These figures do not include the ever-rising tide of broadsheets and ballads that were intended to be posted on the walls of inns and alehouses as well as in other public places. Given that a large proportion of the illiterate population spent at least part of their lives in service in homes with literate members and given that reading in the early modern period was frequently an aural experience—official documents being read aloud in market squares and parish churches and all manner of publications being read aloud to whole households—a very high proportion of the population had direct or indirect access to the printed word.

There was very little church building in the century after the Reformation, but there was an unprecedented growth of school building, with grammar schools springing up in most boroughs and in many market towns. By 1600 schools were provided for more than 10 percent of the adolescent population, who were taught Latin and given an introduction to Classical civilization and the foundations of biblical faith. There was also a great expansion of university education; the number of colleges in Oxford and Cambridge doubled in the 16th century, and the number of students went up fourfold to 1,200 by 1640 (see University of Oxford; University of Cambridge). The aim of Tudor education was less to teach the “three Rs” (reading, writing, and arithmetic) than to establish mind control: to drill children “in the knowledge of their duty toward God, their prince and all other[s] in their degree.” A knowledge of Latin and a smattering of Greek became, even more than elegant clothing, the mark of the social elite. The educated Englishman was no longer a cleric but a justice of the peace or a member of Parliament, a merchant or a landed gentleman who for the first time was able to express his economic, political, and religious dreams and his grievances in terms of abstract principles that were capable of galvanizing people into religious and political parties. Without literacy, the spiritual impact of the Puritans or, later, the formation of parties based on ideologies that engulfed the kingdom in civil war would have been impossible. So too would have been the cultural explosion that produced William Shakespeare, Christopher Marlowe, Edmund Spenser, Francis Bacon, and John Donne.