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A Ship of Shadows : Images of the Educational Traveller in Early Lq"t'<\t A Ship of Shadows Images of the Educational Traveller in Early Modern England Sara Warneke Thesis presented as requirement for the degree of Doctor of Philosophy in the Faculty of Arts, University of Adelaide r99r. 1 Contents Declaration ii. Abstract 111. Acknowledgements v Illustrations vi. Abbreviations vii. Conventions viii. Introduction 1 Part I: The Background 14. Chapter I. Pilgrims, studens and Gentlemen: Traditions of rravel before 1570 l5 Chapter tr. Educational rravel: The Enthus iasm, T he s c ho lemas ter, and the Reaction 38. Chapter trI. Educational Travellers: Adolescents and Apes 70. Part II: rmages of the Educational rraveller in Early Modern England 98. Chapter fV. The Devil Incarnate: The Italianated Traveller 99 Chapter V. 'A Monster Covered with Mans Shape': The Atheist Traveller 131 Chapter VI. A Poisoned and Evil Subject: The Catholic Traveller 15 1. Chapter Vtr. A Dissolute and Wanton Youth: The Morally Comrpt Traveller 179. Chapær VtrL The Cultural Renegade 20s Chapter IX. The Sport of Comedies: The Fool and the Liar 238. Conclusion 267. Appendix A 283. Appendix B 284. Bibliography 288. 111 Abstract During the sixteenth and seventeenth centuries many thousands of Englishmen embarked on the tour of Europe in order to complete their education and add a final gloss of sophistication to their manners. Despite the popularity of the practice, educational travel attracted a great deal of public comment and criticism. Various images of the educational traveller, all essentially negative, became extremely popular in early modern England. Rather than a study of English travellers abroad, my thesis examines these public images of educational travellers, their development and popularity, and the fears and prejudices within English society that engendered and sustained them. The fi¡st part of the thesis consists of three chapters. In the first chapter I review the traditions of English travel abroad and criticisms of these travellers before the mid.- sixteenth century. In the second chapter I summarize the arguments in favour of educational travel, present a summary of Roger Ascham's arguments against Italian travel in The Scholemaster (which I argue stimulated the development of negative images of the educational traveller in early modern England), and also present a brief analysis of the images of educational travellers that emerged after Ascham's attack and of the material that promoted them. The success of these images often relied orì the supposition that the Englishman abroad was particularly vulnerable to corruption, and in the third chapter I examine the two major reasons suggested for this vulnerability - the traveller's youth and a peculiar flaw in the Englishman's character that predisposed him towards corruption. In the second part of the thesis I examine the seven major images of the educational traveller. The wicked and often Machiavellian It¿lianate, the atheistical traveller, the Catholic faveller, the morally corrupt ffaveller, the cultural renegade, the fool and the -lV- traveller-liar. These images usually had little basis in fact. Few travellers returned home so corrupted that they threatened to disrupt society and st¿te. The popularity of these images generally relied on traditional fears and prejudices within English society about the comrpt nature of European nationalities, and a growing anxiety about the integlty of England's traditional heriøge amid growing contact with European cultures and societies. v Acknowledgements Over the past four years I have benefited from the assistance, advice and support of many people. My supervisor, Dr. A. Lynn Martin, spent many hours reading successive drafts of this thesis and his advice and support have been invaluable and always appreciated. Successive Chairmen of the Department of History provided me with office space and the use of many facilities for which I am very grateful. During the early days of my research Dr. Edward Chaney offered welcome encouragement and generously showed me a draft of his paper "Quo Vadis? Travel as Education and the Impact of Italy in the Sixteenth Century." Michael Richards, Exhibition Curator at the Australian National Library, unwittingly suggested the approach to this thesis when he casually mentioned the usefulness of studying past societies through the images they leave behind them. Dr. Wilfred Prest and Dr. D. R. Hainsworth have been extremely supportive and both organized the acquisition of matérials I needed to complete this project. Dr. Prest read an early draft of this thesis and kindly showed me the location of the woods when I was lost among the trees; his comments were very welcome. To Dr. Hainsworth I owe especial thanks for his unfailing good cheer, optimism and, most practically, his organization of employment during the past two years. Patricia Scott and Margaret Hosking, history libra¡ians in the Barr Smith Libraty, have been extremely patient and helpful, as have the staff of the History office, Bev Arnold, Marion Pearce, Ros Mitchell and Marilyn Denholm. To my postgraduate colleagues working in the field of early modern English history I owe a debt that cannot easily be acknowledged. Christine Churches, James Galloway and Danielle James offered advice and pointed me towards many materials I would otherwise have missed. They gave me three enjoyable years filled with coffee, chocolate and cynicism; their friendship and support helped me immeasurably. To Snow, who dreams, everything. -vl - Illustrations Illustration I: Henry Peacham, Minerva Britanna (London, L6l2),p. 168. 77. Illustration II: And¡ew Boorde, Introduction of Knowledge (wntten 1542) Frederick J. Furnivall, ed. (London, 1840), p. 116. 84. Illustration III: Mr. Thomas Coryate meets a Venetian courtesan Thomas Coryate, Coryats Cruditíes (1611), facing p.263. 190 Illustration [V: William Hogarth's English Ape The Tailpiece to the Catalogue of Pictures exhibited in Spring Gardens, 1761 English cartoons and satirical Prints in the British Museum, no. 3809. 237. Illustration V: The Picture of an English Antick. [8 Novemberl 1646, Thomason Tracts 669.f.10. (99). 245. -vll- Abbreviations APC Acts of the Privy Council of England. Altham for each letter. CSPD Calender State Papers, Domestic. CSPF Calender Staæ Papers, Foreign. DNB The D ictio rury of Natiornl B io graphy. HMC Reports of the Royal Commission on Historical Manuscripts. Flarleian Flarleian Manuscript Collection in the British Library. Lansdowne Lansdowne Manuscript Collection in the Bridsh Library. I-owther I-owther Letærs in the Cumbria County Record Off,rce, Carlisle. PRO SP Staæ Papers in the Pubtic Record Off,rce, England. Rawlinson Rawlinson Manuscript collection in the Bodleian Library, oxford. Seymour Papers, _S_eymoul in the collection of the Marquis of Bath, Longleat House, Bath. SP Ven. uscrípts, Relating to English Collections of Venice, and in STC Tanner Tanner Manuscript Collection in the Bodleian Library, Oxford. vll1 Conventions In quoting material from early modern sources I have expanded all abbreviations but have otherwise left the original spelling, capitalization and punctuation intacL I have standardized all dating so that the year starts from 1 January. Manuscript references a¡e identified by name of collection, volume number and folio (if the document is identified by an item number rather than a folio number then I will indicate this). I identify the State Papers by monarch (for example papers from the reign of Elizabeth are numbered L2, papeis from the reign of James I are numbercd 14 and so forth), followed by volume and folio number. In citing the date of the first known production of plays I use the dates listed by Alfred Harbage, Annals of English Drama, 975-1700, revised by samuel Schoenbaum and sylvia stoller wagonheim (-ondon, third edition, 19g9). All authors of early modern printed material are those attributed by pollard, Redgrave and Wing. 1 Introduction Trauailes the bad of all bads, badly vsed Twill in a moment ruing man and state And proue of all pathes most vnfortunate .... Tis not each Boor can trauaile to auaile.l During the sixteenth and seventeenth centuries many thousands of Englishmen travelled abroad in order to learn foreign languages and to observe the cultures, manners and societies of foreign nations. Travel abroad as part of the educational process, or , educational travel, became an established and popular practice among English gentlemen. Yet the perception of educational travel as, in the words of Baptist Goodall, the "bad of all bads," an activity with the potential to ruin both man and state, sits oddly with the ideals of travel abroad and with the enthusiasm exhibited by the large numbers of Englishmen who toured the Continent. Despite the well-publicized benefits and the obvious popularity of educational travel, a wide variety of printed material and popular entertainments presented particularly negative stereotypes or images of the educational traveller to the English public. Various popular images of the educational traveller, ranging from the wicked Italianate to the foolish fop, fostered the extensive and often negative public comment about educational travel. Detractors of educational travel, convinced of the extraordinary dangers English favellers faced abroad, completely denied the usefulness of sending young men to tour the Continent to complete their education. They promoted images of Englishmen so corrupted by their travel abroad that they returned home to embarass their families, disrupt their local
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