The Enlightenment and Democratic Revolutions PDF

The Enlightenment and Democratic Revolutions REVOLUTION Enlightenment rz a 1 r ~ These revolutions and the Enlighte nment id...

The Enlightenment and Democratic Revolutions REVOLUTION Enlightenment rz a 1 r ~ These revolutions and the Enlighte nment ideas helped bring about the represen~ documen ts they produced have social contract American and French govemmtrc inspired other democratic natural rights federal S'flltl revolutions. movements. separatio n of United Nab), powers SETTING THE STAGE The Renaissance continued to affect European think- P1c;,·c-:- ing throughout the l 7th century. The Renaissance emphasis on the individual (l).\."C":: and on expanding human potential were especially influential. At the same time, Ce1lan_ Europeans began to explore their physical world. They extended the boundaries Cope··::· of the known world in what came to be called the Age of Exploration. New ideas SolarS.c and discoveries had a great impact on Europeans' understanding of themselves From and the world. Harr:::·: Maao,., (R) 5:e:~ Enlightenment Thinkers and Ideas The S;· ·: i@'®':#MFidMH5 NOTES 'fi::h During the I 7th and 18th centuries, an intellectual movement called the of ihe Enlict,tenment developed. Enlightenment thinkers tried to apply the principles Con5:·: Use the graphic organizer of reason and the methods of science to all aspects of society. They built upon 178: online to take notes on main ideas and the long history of Western thought. details regarding the The philosophers of ancient Greece had established the idea of natural laws Enlightenment and that could be discovered by careful observation and reasoned inquiry. Christianity democratic revolutions. contributed the be) ief in the equality of all human beings. (This belief would later lead to the principle of equal rights in society.) During the Renaissance, thinkers had focused on worldly concerns. They criticized medieval philosophy for con- centrating on questions that seemed unrelated to human conditions. The Scientific Revolution of the 1500s and 1600s was an even more imme- diate source of Enlightenment thought. It stimulated new ideas about society and government. The Scientific Revolution caused thinkers to rely on rational thought rather than just accept traditional beliefs. Enlightenment thinkers praised both Isaac Newton's discovery of the mechanical laws that govern the universe and the scientific method that made such a discovery possible. These thinkers wanted to apply the scientific method, which relied on observation and testing of theories, to human affairs. They hoped to use reason to discover natural laws that governed society just as scientists had used it to discover physical laws. Hobbes and Locke The English philosophers Thomas Hobbes and John Locke were important Enlightenment thinkers. Both considered human nature and the role of government. In his masterpiece of political theory, Leviathan ( I 65 I), Hobbes stated that people were by nature selfish and ambitious. He thought the type of government needed to control selfish ambitions was absolute monarchy. 24 Prologue. d of _wcial g,.,tract. or agreement among members of society, people sub- · · ruIer to prevent disorder· Although Hobbes was a monar- Janto an authontanan In.aed ~ bis idea of a socia1 contract was important for the development of democracy. chl~e held a more_posi~ve view of human nature. His. book Two Treatises of ment was published m 1690, the year after the Glonous Revolution. Locke Govern ·sh 1 had been J'ustified · argued that the ~ngli peop e. 1 ID overthrowing James II. The gov- ~:ts 10 t bad failed under James to perform its most fundamenta1 duty-protecting of the people. Locke said that all human beings had, by nature, the right life, libertY, and property. In order to p~tect these _natural ri&hts, they formed overnroents. The people had an absolute nght, he said, to rebel against a govern- g.1.nt violated or failed to protect their rights. m~1 UJ Voltaire and Rousseau Other thinkers of the Enlightenment admired the demo- ;;J,5ili.e dMnt' cratic nature of English institutions. They themselves, however, lived under abso- ,;-:d iJ,sgsl lute monarchs. Voltaire was a brilliant 18th-century French historian. He argued in favor of tolerance, freedom of religion, and free speech. The French government...., and Christianity were often targets of his criticism. Perhaps the most freethinking of a1l Enlightenment philosophers was Jean-Jacques.~Je,isone ,-: -eea; dogma Rousseau. His most famous work was The Social Contract (1762). In it, Rousseau :. ~-'.'Y.111lY advocated democracy. Unlike Hobbes, he ca1led the socia1 contract an agreement among free individuals to create a govermnent that would respond to the people's will: PRJMARY SOURCE The-problem is to find a form of association which will defend and protect with the whole common force the person and goods of each associate, and in which each, while uniting himself with all, may still obey himself alone, and remain as free as before. JEAN-JACQUES ROUSSEAU, The Soda/ Contrad For Rousseau, the only legitimate, or authentic, government came from the consent of the governed. The people, he hoped, would follow their consciences to vote for, or choose, what was best for the community as a whole. ~ontesquieu Another French philosopher, Baron de Montesquieu, also recog- ni~ed liberty as a natural right. In The Spirit of the Laws (1748), Montesquieu :o~nted out that any person or group in power will try to increase its power. Like 0st~tle, Montesquieu searched for a way to control government. He concluded ~at liberty could best be safeguarded by a aparation of powers, that is, by divid- ing government into three separate branches. These branches were (I) a legislature ~hmak~ laws, (2) an executive to enforce them, and (3) courts to interpret them. e United States and many other democratic countries use this basic plan. ~h~ Beginnings of Democracy in America · · s No rth Amencan of the Enlightenment had a strong impact on Bntam · cole ideas. A.rnon'.es. By the mid- l 700s 13 British colonies had been established in North ' th rth d westerica Th f ·. ~ were administered by the British government. To e no. an 1 54 B.. d Fran o BntaIIl 's co onies was New France, a French colony. In 17 , ntam an and Ince ~ent to war for control of North America. The war was called the French d1ao W F nfl. known a ar. ranee and England also fought in Europe. There the co 1ct was s the Seven Years' War. The Rise of Democratic Ideas 25  Ame rican colonists helped Brita in d ti Americans Protest British Policies The h ende d in 1763. The war had been : ;at Fran ce in the Fren ch and Indian War, whic d. Britain believed its colonies shou~ costly, how ever, and furth er expe nses lay ahea e of the bene fits. To protect the newly pay s_o me oft_he cost beca~~e they shar ed som even mor e soldiers in America. 10 acqu ired tern tory, the British need ed to keep nists. The British Parliament passed th raise mon ey, Britain soug ht to tax the colo e s of such tax mea sure s. Stam p Act in 1765. It was the first in a serie in Parl iame nt, protested what the The colo nists , who were not repr esen ted ish citiz ens- ther e shou ld be no tax/ view ed as a viola tion of their rights as Brit also rese nted the British for preventing tion with out repr esen tatio n. The colo nists alac hian Mou ntain s. They felt that the them from settl ing on land west of the App allow westward expa nsio n. Fren ch and [ndi an War had been foug ht to colo nists oppo sed each tax measure Americans Win Inde pen den ce The their econ omic and political rights, Parl iame nt impo sed. Even tuall y, to prot ect selv es agai nst wha t they called Briti sh the colo nists unite d and bega n to arm them pend ence from Grea t Britain, the oppr essio n. The colo nists ' figh t for inde le of Lexi ngto n and Con cord on April Ame rican Revo lutio n, bega n with the Batt on ofln depe nden ce on July 4, 1776. ln 19, 1775. The Ame rican s issue d a Decl arati and and to the worl d why they should it, they decl ared to King Geo rge III of Engl ghte nme nt--e spec ially Locke's ideas be free of Briti sh rule. The idea s of the Enli to prot ect their righ ts-st rong ly influ- that gove rnm ents are crea ted by the peop le five mor e years of war, the British army ence d the writ ers of the Declaration. Afte r their inde pend ence. surr ende red in 1781. The Ame rican s had won a loose federation, or union, of states For several years, the new nation existed as les of Confederation. Americans had unde r a plan of government called the Artic d that a strong government would lead wanted a wea k central government. They feare nst. The Articles established one body. to the kind of tyranny they had rebelled agai have the power to collect taxes to pay the Con gres s. But it was too weak. It did not war debt or to finance the government. tion In the sum mer of 1787, a group Enlightenment Ideas Shape the Constitu had been chos en by their state leg- of Ame rican leaders met in Philadelphia. They "' Dele gate s sign of gove rnme nt. The result of their islat ures to fram e, or work out, a better plan the new U.S. States. This docu ment has served as an Cons tituti on in effo rts was the Constitution of the United arou nd the world for more than 200 Philadelp hia insp irati on and a mod el for new dem ocra cies in 1787.  years.. creating the Constitution was not an.easy task. , how- ever. There was great debate over a very basic questton: Is it Hi s tory Makers :t ssible to establish a government that is strong and stable not tyrannical? The answer that the framers reached was yes-such a government was possible if they created a system in which power and responsibility were shared in a balanced way. First, the framers agreed to set up a representatiye &QY- ~ one in which citizens elect representatives to rnake laws and policies for them. This was to ensure that the pawer to govern ultimately rested with the people, as advo- cated by Rousseau. Yet, unlike Rousseau, they selected an indirect form of government over direct democracy. The Romans, too, had chosen an indirect democracy when they t ,,,.sdJle Answer '. established a republic. James Madison. ,_' ;~ I', ·h Second, the framers created a federal system. The pow- 1751-1836 ' r,t \\t[ ers of government were to be divided between the federal, or As a young man, James Madison was....~~-\·t1 central, government and the states, or local, governments. strongly influenced by the Enlight-. : ~ ({~ted fj ---~ ".f' 1, J', Third, within the federal government, the framers set up a enment When the Constitutional Convention was called, he spent a separation of powers based on the writings of Montesquieu. year preparing by reading the w orks ao,izill Power was divided among the executive, legislative, and judi- of Locke, Montesquieu, Voltaire, and ll!dS cial branches. This provided a system of checks and balances other Enlightenment philosophers. f 1\llal to prevent any branch from having too much power. James Madison is known as the Father of ~'i§l:enment the Constitution. He designed the plan "~ 1.11\ueoced the Madison played an important role in the constitutional debates. (See History Makers on this page.) ,I> that induded the three branches of j C.01SliltJtlOn? government He also helped to create the federal system. Madison kept The French Revolution careful records of the debates at the During the I 700s, the impulse toward democracy had also convention so that futu re Americans could know how the delegates made been stirring in France. Under Louis XIY, who ruled from their decisions. Later, he served as the 1643 to 1715, France experienced the excesses of absolute fourth president of the United States. monarchy. He left unresolved problems, massive debts, and growing unrest for his heirs-Louis XV and Louis XVI. Causes of the Revolution Louis XVI came to the throne at the age of 19 in 1774. He was a well-intentioned but weak leader often dominated by his wife, Marie Antoinette. She was Austrian by birth and unpopular with the French people. France's problems, however, went deeper than the monarchy. The clergy and the nobility enjoyed many privileges. Even though the monarchy was deeply in debt, only commoners paid taxes. Many historians say that the French Revolution was fought to balance the inequalities in French society. During the 18th century, Enlightenment ideas caused people to rethink the struc- ture of society. The French middle class and some nobles were strongly impressed ~ith ideas such as the social contract and freedom of speech. They were also inspired by the example of the American people throwing off an oppressive gov- ~rnment in the I 770s. French peasants, too, were dissatisfied and restless. The~e ad been poor harvests in the late 1780s. The people were hungry and felt that ne1- :er the king nor the nobility cared about their plight. t arly Reforms of the Revolution In 1789, Louis XVI's government was about 0 go bankrupt. In desperation, Louis sought to raise taxes. He called the Estates- ~eneral into session. This representative assembly had not been called to meet smce 16 14. The commoners in the Estates-General however, felt their class was not f: · '. airly represented. They left in protest and formed the Nat10nal Assembly. The Rise of Democratic Ideas 27  Eventually, members of other classes joined them. In the meantime, on July 14, 1789, the people of Paris stormed the Bastille, a much-hated prison in Paris that symbolized autocratic rule. Peasant uprisings then spread from Paris throughout the country. The fight to win democratic freedoms for the people, the French Revolution, had begun. r The National Assembly made many reforms. It adopted the Declaration of the Rights of Man and 't of the Citizen. This document was influenced by Enlightenment ideas and the American Declaration of Independence. It guaranteed the rights of "lib- erty, property, security, and resistance to oppres- sion" to all people. The National Assembly also drafted a constitution that made France a limited monarchy. It reorganized the Catholic Church in France and redistributed its land. It reformed the court system. Believing its work done, it dis- banded in 1791 so that a newly elected Legislative Assembly could take over. C. Pos~~- Democratic Reforms Undone The new French The A WM= brought a' · Not until the mid-l 800s did democracy develop in France. The French Revolution to the ff1"l illustrates why democracy is hard to achieve. It is not enough to promise equality Repubi~' and freedom or to have representative government. For democracy to work, a society must have rule by law, protections for both civil rights and civil liberties, tolerance of dissent, and acceptance of majority decisions by the minority. The Struggle for Democracy Continues It took centuries for the ideas of democracy to develop and take hold in the world. Today, most people view democracy as the preferred form of government. Even some authoritarian governments voice agreement with the idea of democracy. Generally, however, they do not follow through with democratic actions. The United Nations Promotes Democracy Before the end of World War II in 1945, a new international organization called the United Nations was established. Its goal was to work for world peace and the betterment of hwnanity. One branch of the UN, the General Assembly, is a kind of democracy. There, nations discuss problems, hoping to settle conflicts peacefully. Each nation has equal representa- tion. The UN 's charter is based on the traditions of democracy. The UN's authority comes from the nations of the world. The charter reaffirms basic human rights, the need for justice and the rule of law, and the desire for social progress. 28 Prologue  of the UN's most important contributions is the One. ersa1 Declaration of Human Rights. The General C.lohal Impact lJntV bly adopted the Declaration in 1948. This document Assetilon democratic ideas. It sets a worldwide standard for ~ s ci·-1 political, and economic rights. Included are the ba51 C so '"'... right to life, liberty, and secunty. Also stated are the nghts equal proteetion under the law, free movement, and free to iation and assembly with other people. To these rights assocadded social and economic. n'ghts: then'ghts to work, - ~ f\llSwer we;:st and leisure, and to education. The declaration's pur- Revolutions of 1989.-,r. n~ ;se is to serve as an international code of conduct. Democratic revolutions swept Eastern. -ve~- Europe in 1989. Reforms in the Soviet. ,.. i:,,J,..a New Movements Toward Democracy In many places in ~ -~;\ fJr Unjon opened the door for more the world, the ideals of the UN's Universal Declaration of.., Peo:ile freedoms throughout Communist- ~:. ;; ht>e- Human Rights have yet to be wholly achieved. Nations are controlled Eastern Europe. In April ~ --~ ~..,en:an struggling to move toward more democratic government. 1989, Poland held its first free election _;· dft:l tie - : : :. ("e- But it is not easy to establish democratic policies where, for since the Communists seized control...~ :,:-: · ;i example, dictatorship has been the rule. Still, beginnings during World War II. ·.: ··c ; ,,.~le have been made in a number Hungary also launched a sweeping of countries. ,- f- 'f1'""15. reform program. It then began to admrt.. ~,..:¼ 'ias In the early 1990s, the breakup of the Soviet Union East Germans who daimed to be -~;1JiruG; enabled 15 new republics to assert their people's national tourists but actually planned to escape --- identity and interests. In South Africa, after many years of to freedom. Soon, demonstrations El I apartheid, or racial segregation, a democratic, all-race gov- began in East Germany, leading to ernment was established. In 2002, East Timor regained its the tearing down of the Beriin wall Slfplrlilg Eventually, the Communists fell from independence following a UN-sponsored referendum. It had power, and East and West Germany 1 1'11ridoyou been seiud nearly 30 years earlier by Indonesia. voted to reunite. , rer,,ie and There is no guarantee democracy can be achieved in any tm CDlltlnue to i:,W.1oward particular time and place. Nor is it guaranteed that once 11< ~ achieved, democracy will not be lost if people are not constantly watchful. Yet, as ~,era? you read the history that follows, you will see that the idea of democracy has sur- ~ vived wars and oppression. It is an idea whose strength comes from the people. a) ~ & NAMES woogntenlllent. 1. For each term or name, wnte · a sentence exp Ia1mng its sign ificance. :::::::-.. ~soaal contract natural rights separation of powers representative government federal system United Nations USUtc ~===::;-p==~==== ~==~== ~==== ===== ==- t~,~ YE~I NOns MAIN IDEAS : CRfflCAL THINKING A WRITING YOo thi ~lightenment idea do J. What were natural rights? tile n COntributed ,. RECOGNIZING EFFECTS How cfid the writers of the U.S. ~~ rl!W)l.:-to I 4. What was Rousseau's idea of Constitution adapt the political theories of the ~ ca and Fr ns in ' government? ance? Why? 1 5. What political rights are set II Enlightenment? 7. COMMRING AND CONT1tASTING In what ways was the ~ -i.... forth in the Universal French Revolution similar to and different from the Declaration of Human Rights? American Revolution? a. DEVELOPING HIS10RICAL PERSPECTM Why has the idea of democracy survived wars and oppression? 1 I I 9. WRITING ACTMTY REVOWT10N Prepare a series of --.....__ slopns that could be displayed at a pro-democracy rally ~ - during either the American or the French revolutions. ~~o ~c:::~= ~=,... NG A=OWO' ========= ========= ========- ~=-=-=-=--= = adri,isieP~re a chii~rch.new members of the United Nations since INTERNET KEYWORD on 1nto the UN shOWi_ng the name of the nation, the date of its United Nations members ' aod Its form of government. The Rise of Democratic Ideas 29  ~ Italy: Birthplace of the Renaissance lf\UllT10N The Italian Renaissance art and literature Renaissance patron ~ was a rebirth of still influence modem thought humanism perspective learning that produced many and modem art. secular vernacular ~ worts of art and literature..-r: l'\ll'f SETTING THE STAGE During the late Midd le Ages, Europe suffered from rate life and the human. ;:::Ke' both war and plague. Those who survived wanted to celeb Ages, which had been ~»:".1') C'' spirit. They began to question institutions of the Middle the plague. Some people unable to prevent war or to relieve suffering brought by e suffering while they questioned the Church, which taught Christians to endur s and artists began to awaited their rewards in heaven. In northern Italy, writer styles. These men and express this new spirit and to experiment with different elves and their world. women would greatly change how Europeans saw thems Italy's Advantages of creativity in art, This movement that started in Italy caused an explosion to 1600. Historians call writing, and thought that lasted approximately from 1300 organizer means rebirth, and in Use the graphic this period the Renaissance (REHN ih SAHNS). The term online to take notes on ted men and women important events in the this context, it refers to a revival of art and learning. The educa Greece and Rome. Yet rise of Italian city-states. of Italy hoped to bring back to life the culture of classical e created something in striving to revive the past, the people of the Renaissanc ative styles of art and new. The contributions made during this period led to innov tance of the individual. literature. They also Jed to new values, such as the impor rest of Europe. The Renaissance eventually spread from northern Italy to the the Renai ssanc e: thriving Italy had three advantages that made it the birthplace of ge of Greece and Rome. cities, a wealthy merchant class, and the classical herita led to the growth of City-States Overseas trade, spurred by the Crusades, had sizable towns. Thus, large city-states in northern Italy. The region also had many still mostly rural. Since northern Italy was urban while the rest of Europe was were an ideal breeding cities are often places where people exchange ideas, they ground for an intellectual revolution. hard, killing up to 60 In the 1300s, the bubonic plague struck these cities es. Because ther~.were percent of the population. This brought economic chang few opportumties 10 fewer laborers, survivors could demand higher wages. With sts, such as art. expand business, merchants began to pursue other intere developed in _each Merchants and the Medici A wealthy merchant class Florence were _r~lat1 v_e!y Italian city-state. Because city-states like Milan and.. ns couId be JD high percentage of c1t1ze · olved in poht1cal hte. · tenseIy mv ~n'I w,,14.1 a European Renaissance and Reformation 31  = polit"ics. Un lik e no bl ~e rch an ts do mi na ted. es, ntc rch an~ H i st o ry M ak er s k To su,~. b me..,..-_.... in did no t inh eri t soc ial ran · us ss tah -.. a ~ y U.'ie(j.... ma ny su cc ess ful mc rch nts believec1 the ir wi ts. A s a res ult. ·. th d alt h be ca ~ of the ir ind ~viduaJ ~ ese rve d po we r an diviwe du al ach iev em en t bec am me nt. Th is be lie f in ind e nn po r- the Re na iss an ce. tan t du rin g had the cit y-s tat e of Flo ren Sin ce the lat e 12 00 s, i:s san cea rnm en t. Bu t du rin g the Re rep ub lic an fon n of go ve ki · ren ce ca me un de r the rul e of on e po we rfu l ban ng farn- Flo · il b.I th M-.=c..1: 1· ( ME HD -1h ch ee) Th e Me dic i fam Y ank 1 Y, e.1.._. ies of ha d b h ffi Ita ly an d in the ma jor cit ran c o_ ice s uu ou ~? ut hie st Eu rop ean of the we alt E_ur~ pe. Co sim o de Med1c1 wa s ce' s go ve mm Me dic i Fa mi ly n co ntr ol of Flo ren his tim e. In 14 34, he wo ent. lue nce d H e d I"d no t see k po liti cal off ice for him sel f, bu t inf ~ so jea lou s of the A riva l fam ily gr d to kill ns. for 30 Me dic i tha t the y plo tte r mb ers of the rul ing co un cil by giv ing the m Joa his bro the me Lo ren zo (ab ov e) an d ren ce. Me dic i att en de d yea rs, he wa s dic tat or of Flo Giu lian o. As the fam ily con tin ued mu rde red Giu lian o at Co sim o de Me dic i die d in 14 64, bu t his Ma ss, ass ass ins Me dic i, cam e alta r. Dr aw ing his sw ord, Lor enz o to co ntr ol Flo ren ce. Hi s gra nd son , Lo ren zo de the m an d he ld off zo the Ma gn ific ent , he esc ap ed to a sm all roo to po we r in 14 69. Kn ow n as Lo ren arr ive d. Lat er, pe ara nc e of hav ing an his att ack ers un til he lp blic ly rul ed as a dic tat or ye t ke pt up the ap tal ly, pu he ha d the kill ers bru ele cte d go ve rnm en t. exe cut ed. rs looked ~;:5,.., Ro me Re nai ssa nce sch ola Mo re pos itiv ely , Lor enz o wa s a Lo ok ing to Gr ee ce an d es. Ins tea d, - :., - art s wh o rat ure of the Mi dd le Ag do wn on the art an d lite -- ge ne rou s pa tro n of the and ,-: ·:'-· s nu scr ipt s. lea rni ng of the Gr eek s col lec ted ma ny rar e ma wa nte d to ret urn to the ~r~ ? the y Fir st, the artists Me dic i fam ily ma de thi s in sev era l wa ys. Ev en tua lly the to the pub lic. Ro ma ns. Th ey ach iev ed ns of Ro me Aallylill C the ir libr ary ava ilab le w ins pir ati on fro m the rui an d sch ola rs of Ita ly dre rs studied I} 1-t.:.- Se con d, We ste rn sch ola tha t sur rou nd ed the m. in mo n- ad-.2r2f; · s tha t had be en pre ser ved r-I HI ST OR Y ast eri es. Th ird , Ch ris tia scr ipt s wh en the Tu rks co an cie nt La tin ma nu scr ipt n sch nq oJa ue rs red in Co Co nst nst ant ant ino ino ple fle d to Ro me wi th ple in 14 53. -41 Gr eek ma nu - the Re- a inltar>' VID EO Va lu es Th e Me dic i C la ss ic al an d W or ld ly s, the y be cam e mo re inf lue nc ed by cla ssical As sas sin atio n se ma nu scr ipt A s sch ola rs stu die d the tlo ok on life an d art. '51' hmh soc rals t ud, es.c om as he lpe d the m to de ve lop a ne w ou ide as. Th ese ide dy of cla ssi cal tex ts led to humanism. an ma nis m Th e stu ts. Ins tead ~ Classics Le ad to Hu d on hu ma n po ten tia l an d ach iev em en The 1111::! tha t foc use ol- int ell ect ua l mo ve me nt tea ch ing as me die val sch to ma ke cla ssi cal tex ts ag ree wi th Ch ris tia n. Hu ma nis ts hurncr.S ' of try ing val ues hurncr:::e. nis ts stu die d the m to un de rst an d an cie nt Gr eek ma ni sts ror ~ ; ars ha d, hu ma so , hu d arc hit e cts to ca rry on cla ssi cal tra dit ion s. Al y. hi:f1J&, ::. , inf lue nc ed art ist s an his tor ssi cal ed uc ati on , suc h as rert"" ·c; lar iz ed the s tud y of sub jec ts co mm on to cla ies. po pu led the hu ma nit /itefJ t' y. Th ese sub jec ts are cal lite rat ure, an d ph ilo so ph pe op le ha d de mo nst rat ed the ir pie ty f!>e", ~-:' the Mi dd le Ag es, so me p~ ,... Wo rld ly Ple as ur es In we ve r, hu ma nis ts suggeSth red ng rou gh clo thi ng an d eat ing pla in foo ds. Ho ce Ita ly, e pesse>I by we ari na iss an gh t en joy lif e wi tho ut off e~ din g G ~. In Re of tha t a pe rso n mi _. _t d fm e foo ds. hy e njo ye d ma ter ial lux uri es, go od mu s~c , an. ~e bas ic spi n m ed we alt ed de vo ut Ca tho lic s. Ho we ve r, Mo s t pe op le rem ain wo rld ly rat he r tha n spm tua l an d con_ce i n s sec ula r- Re na issan ce soc iet y wa m o re ~o rld ly. So me hv ed he re an d no w. Ev en ch urc h lea de rs be cam e e and wi th the clo_the s. , thr ew lav ish ba nq uet s. an d wo re ~xpens1ve be au tif ul m a ns io ns nce bea uti fie d Ro m h 1.. urc h lea de rs du rin g the Re nai ssa bee ~o n i oft ,.__.r Ch Th arn e _.,.,..~ - Pa tro ns of sp th e ru ~ ou nts of mo ne y for art. ey nd ing hu ge am o the r cit ie s by e 38 C ha pte r I NERS N :." E N G L IS H LE A R :.,, ,,.,.D JU J  by fjnallcially supporting artists: R~ssance ~ ~ t s and wealthy famili~ were patrons of the arts. By having therr portraits painted or by donating art to :~city artS to place in public s q ~, the ~thy _demonstrated their own importance. Renaissance Man Reruussance wnters mtroduced the idea that all educated the I were expected to create art_ In fact, the ideal individual strove to master peP e. ost every area of study. A man who ex-0elled m ~ y fields was praised as a ahn_ rsa1...... "uwve n " Later ages called such people "Reruussance men " ~. Baldassare Castiglione (KAHs teel YOH nay) wrote a book called The Courtier ( 1528) that taught how to be~ome such _a person. A young~ should be charm-. witty, and well educated m the classics. He should dance, smg, play music, and :~e poetry. In addition, he should be a skilled rider, wrestler, and swordsman. :;c.r.:55-Jl:? The Renaissance Woman According to The Courtier; upper-class women also ;~~,s.:~.. should know the classics and be charming. Yet they were not expected to seek. , ,; ,d r.--:~-aJ.e fame. They were expected to inspire art but rarely to create it. Upper-class --, o: :r::,.,':Jle Renaissance women were better educated than medieval women. However, most Renaissance women had little influence in politics... 1 A few women, such as Isabella d'Este, did exercise power. Born into the ruling ~ rioW welf family of the city-state of Ferrara, she married the ruler of another city-state, ,;&00115for Mantua. She brought many Renaissance artists to her court and built a famous art ~ e lllel1 a-.i Rr.re5;ance collection. She was also skilled in politics. When her husband was taken captive in t:Cil'.l ll!ililarJ war, she defended Mantua and won his release. >Analyzing Primary Sources The Renaissance Man In The Courtier, Baldassare castiglione described the type The Renaissance Woman.;,: Although Renaissance women were not expected to create ci accomplished person who later came to be called the art, wealthy women often were patrons of artists, as this Renaissance man. letter by Isabella d'Este demonstrates. PRIMARY SOURCE PRIMARY SOURCE let the man we are seeking be very bold, stem, To Master Leonardo da Vinci, the painter: and always among the first, where the Hearing that you are settled at Florence, we enemy I are to be seen· and in every other have begun to hope that our cherished , P ~ce, gentle, modest, reserved, above all desire to obtain a work by your hand might thrngs avoiding ostentation [showiness] be at length realized. When you were in and that · wh. impudent [bold] self-praise by this city and drew our portrait in carbon,. 'th men ever excite hatred and disgust you promised us that you would some day ,n all who hear them paint it in colors. But because this would I would h h..... a. ave 1m more than passably be almost impossible, since you are unable stu~~mphshed in letters, at least in those to come here, we beg you to keep your ,es that are ca II e d t h e humanities, and 11.itJi conversant ~o: promise by converting our portrait into another ' Il ~ Cree~ for the only with the Latin language but ~~n adrnirably ; _of the ma~y different things that the Poets dntten therein. Let him be well ns, and also' an ~ot less in the orators and Profiaent i ·· n Wnting verse and prose figure, which would be still more acceptable to us; that is to say, a youthful Christ of about twelve years... executed with all that sweetness and charm of atmosphere which is the peculiar excellence of your art Mantua, May 14, 1504 BAlDASsARE CAsnGLIONE. The Courti~r !SABELLA D'ESTf. Letters 0ocuM 1. Draw· ENT-BAsED QUESTIONS wo ng Condusions Do the qualities called for in the ideal Renaissance man and 2. Ma:on seem to emphasize the individual or the group? Ra h ng Inferences Isabella d'Este's portrait was painted by rftian, and Castiglione's by p ael, two famous painters. What does this tell you about the subjects' soda/ status? -------- European Renaissance and Refo rmation ]9  The Renaissance Revolutionizes Art Supported by patrons like Isabella d'Este, dozens of artists worked in nonhe Italy. As the Renaissance advanced, artistic styles changed. Medieval anists hrn used religious subjects to convey a spiritual. id_eal. Renais~ance artists often po:~ trayed religious subjects, but they used a realtst1c style copied from classical mod. els. Greek and Roman subjects also became popular. Renaissance painters Used th technique of perspective, which shows three dimensions on a flat surface. e Realistic Painting and Sculpture Following the new emphasis on individuals painters began to paint prominent citizens. These realistic portraits revealed wha~ '.f--;, was distinctive about each person. In addition, artists such as the sculptor, Pet, architect, and painter Michelangelo (Mv kuhl AN juh LOH) Buonarroti used a realistic style when depicting the human body. ~ Donatello (DAHN uh TEHL oh) also made sculpture more realistic by carving natural postures and expressions that reveal personality. He revived a classical form in his statue of David, a boy who, according to the Bible, became a great king. DonateJlo's statue was created in the late 1460s. It was the first European sculpture of a large, free-standing nude since ancient times. For sculptors of the period, including Michelangelo, David (page 44) was a favorite subject. Perspective Perspective creates the appearance of three dimensions. Classical artists had used perspective, but medieval artists abandoned the technique. In the 14005, Italian artists rediscovered it Perspective is based on an optical illusion. As parallel lines stretch away from a viewer, they seem to draw together, until they meet at a spot on the-horizon called the vanishing point. The use of perspective was a feature of most Western painting for the next 450 years. Janishing Point Horizon Marriage of the Virgin (1504), Raphael SKILLBUILDER: Interpreting Visual Sources Contrastins What is the major difference between th t' figures in the baclcground of the painting and the figures in the foreground? What is the effect of this differenn·.' 40 Chapter I