Cultures of Knowledge: An Intellectual Geography of the Seventeenth-Century Republic of Letters

Following in the footsteps of a host of EMLO correspondents, students and lecturers the world over are currently acclimatizing themselves to a new academic year. With a plethora of challenges and possibilities beckoning, the beginning of university term is always exciting.

For many, it’s a period of upheaval, of relocation from one place to another, and of settling in, usually without home comforts, as Johann Freinshem reveals in a letter of 1642 to G. J. Vossius when he asks, for fear his baggage be detained, whether he might extract ‘books and furniture for his private use, which he understands other students have done’. Even the journey to the seat of learning itself is not without risk and a Danish student, Johann Wandalin, recounts to William Sancroft his misfortune as all his possessions were lost at sea en route to England.

This is a time when academics worry about funding, fees, and maintenance costs, and, like Polyander, might even fret over money promised for Hungarian students which has not arrived. Whilst some seek extra work to make ends meet, just as the Reverend William Stonestreet tells of a young student desperate for employment to help ‘eke out his subsistence’, others might go up in the world and take possession of bigger and more comfortable digs; we read of Francis Heardson, who in 1668 became a fellow of Emmanuel College, Cambridge, transferring from a student chamber to something significantly more commodious, describing ‘its advantages and the furniture which is in it’. Year after year at this particular moment, lecturers face a mountain of preparatory work and it’s no surprise to find Henry Dodwell advising on a forthcoming course in ecclesiastical history.

There are rocks to be navigated and opportunities which should not be squandered. Jacques Philippe D’Orville laments how certain students succumb to poor work habits and stresses ‘the importance of attentive listening to Professors’ lectures; and attacks students’ prevalent vice of inattention in its various manifestations; as galling to the teachers and coming home to roost with students in wasted opportunities and backwardness.’ Everyone is aware of the brickbats the terms ahead might hurl, yet not everyone is faced with an incident as dramatic as the ‘student Mr. Bonython being seized with madness’ who set fire to his chambers, nor the fate that befell Francis Bayly, a poor unfortunate Christ Church student who, according to John Keill, on the day that George Smalridge was installed as Dean of Christ Church ‘fell into the house of office & was suffocated’ (there was apparently a strong tradition of untimely ends in the latrines of early modern Oxford; see Philip’s recent blog post Death in the Privy for another sad example).

Such is the beginning of term. With so much to remember, so much to explore, so much to learn, good luck to all concerned. We hope you find EMLO useful in your studies; and look out for those treacherous toilets…

Letters in Focus with Miranda Lewis

Miranda is editing metadata from the Bodleian card catalogue of correspondence for our union catalogue, Early Modern Letters Online. On a regular basis, she brings us hand-picked and contextualised records.

Much of the seventeenth century was blighted by conflict, and the Thirty Years’ War, which stretched the length and breadth of Europe, affected every aspect of life. The implications for educational institutions and resulting intellectual networks and traditions were wide-ranging, and as such the Bodleian cards refer frequently to the effect of the conflict on universities and those teaching and studying within them. For example, in today’s card – sent on 3 February 1641, when war had been raging for over twenty years – John Christenius (1599-1672) laments the ‘injurious effect’ of the pan-European conflict on ‘the quality of the intake and studies at his university’. The original card compiler speculated that this letter might have been written from Deventer (where Erasmus had been at school a century and a half before, and the economic decline of which was attributed to religious war), and in Dirk van Miert‘s Humanism in an Age of Science: The Amsterdam Athenaeum in the Golden Age, 1632-1704 we read that from 1637 Christenius had indeed held a position at the newly formed Deventer Athenaeum. As students rush their work, emerging ‘unfit for a profession or status’, Christenius suggests to Gerardus Joannes Vossius (1577-1649), professor of history at Amsterdam’s Anthenaeum Illustre, that a teacher capable of inspiring the ‘studiously inclined young men to cultivate their minds towards a more scholarly standard’ be found, recommending the appointment of Hamburg-born Johann Frederick Gronovius (1611-1671). This suggestion met with approval and, following travels in England, France, and Italy, Gronovius was duly appointed professor of rhetoric and history at Deventer, a post he retained until his transfer to Leiden in 1658.

According to other EMLO records, Gronovius was no stranger to the city. In 1631 he was writing from there and, by January 1644, the scholarly situation at the Athenaeum appears to have improved to such an extent under the auspices of its new star professor that Vossius praises the ‘great flow of good works from G’s. university and hopes that this will stimulate the senators of G’s. city, renowned for its academic traditions and as the place where Erasmus studied, to provide further for the dissemination of the university’s world-wide fame through monumental works of genius and learning’. Although he encountered problems – see the complications concerning one particular ‘homicidal maniac’ – Gronovius found his lectures ‘well attended’, and it’s a relief to find a productive pedagogical outcome despite (or perhaps even because of) the persistent maelstrom of war.

Letters in Focus with Miranda Lewis

Miranda is editing metadata from the Bodleian card catalogue of correspondence for our union catalogue, Early Modern Letters Online. On a regular basis, she brings us hand-picked and contextualised records.

Launch Record of the Week

The opening plenary session.

Relaxing in the foyer.

The Project’s inaugural conference, Universal Reformation: Intellectual Networks in Central and Western Europe, 1560-1670, took place at St Anne’s College on 21–23 September 2010. The event, which was attended by over ninety delegates, built on three preparatory European workshops (held in Prague, Cracow, and Budapest), and allowed forty-two emerging and established scholars from eleven countries to share their perspectives on the international networks and intellectual traditions brought into being by the upheavals of the Thirty Years War. Themes explored included institutional networks and intellectual exchange, encyclopaedia and pansophia, the early modern European media revolution, ecclesiastical reconciliation, and millenarianism, prophecy, and propaganda. Delegates also enjoyed a drinks reception in the Bodleian Library‘s historic Divinity School (incorporating a private viewing of the exhibition ‘My Wit was Always Working’: John Aubrey and the Development of Experimental Science), and were present for the prototype launch of our union catalogue. For further information, including speaker profiles and abstracts, please visit the conference microsite; for details of our 2011 event, please visit the conference webpage.