The universal increase in French literacy during the Old Regime of the 17th and 18th centuries was caused largely by campaigns for the building of schools, but the rises were disproportionately greater in the upper classes and the northern regions of France. Literacy for all social classes improved, rising from 50% among male artisans to 80%, and from 20% to 45% among prosperous peasants by 1789. Literacy for women also increased dramatically, rising from 60% among female nobles in 1680 to 85% in 1789; female artisans and peasants saw similar increases (Document 3). The causes of this upswing in literacy are varied, but campaigns to build schools in rural villages undoubtedly played an important role. The regions with schools also tended
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The clergy had always run schools as part of their religious duties, and many bishops felt that “the school procures immense benefits...which equip them to engage in commerce, which is the only resource they have for pulling themselves out of poverty.” (Document 6). Some priests also saw such education as a necessity for the understanding of religion (Document 11). In addition, Enlightenment ideas about the universality of education seeped into the minds of the aristocrats and bourgeoisie. Benevolent members of the aristocracy and the middle class funded the construction of schools in villages alongside the Church, leading to more widespread education. Such members often saw education as a necessity for all people (Document 10). Indeed, in the 1789 list of peasant grievances, lack of education was prominent, as it was seen as “a great remedy against a crowd of abuses...a great part of the ills which we have suffered would not have existed... if the inhabitants of the countryside had been better instructed…” (Document 14). Despite the overall increase in literacy, the upper classes benefitted the most from the upswing in literacy. In 1680, 95% of male aristocrats could already read and write; by 1789. 95% of male and 85% of female aristocrats were literate as well, in contrast to the peasants, whose collective literacy was still below 50% (Document 3). The upper classes all throughout history have enjoyed high literacy, and despite increases by both the middle class and peasantry, the aristocracy remained the educated elite a good 10% above all other
The clergy had always run schools as part of their religious duties, and many bishops felt that “the school procures immense benefits...which equip them to engage in commerce, which is the only resource they have for pulling themselves out of poverty.” (Document 6). Some priests also saw such education as a necessity for the understanding of religion (Document 11). In addition, Enlightenment ideas about the universality of education seeped into the minds of the aristocrats and bourgeoisie. Benevolent members of the aristocracy and the middle class funded the construction of schools in villages alongside the Church, leading to more widespread education. Such members often saw education as a necessity for all people (Document 10). Indeed, in the 1789 list of peasant grievances, lack of education was prominent, as it was seen as “a great remedy against a crowd of abuses...a great part of the ills which we have suffered would not have existed... if the inhabitants of the countryside had been better instructed…” (Document 14). Despite the overall increase in literacy, the upper classes benefitted the most from the upswing in literacy. In 1680, 95% of male aristocrats could already read and write; by 1789. 95% of male and 85% of female aristocrats were literate as well, in contrast to the peasants, whose collective literacy was still below 50% (Document 3). The upper classes all throughout history have enjoyed high literacy, and despite increases by both the middle class and peasantry, the aristocracy remained the educated elite a good 10% above all other