Thus gentlemen were the 'bourgeoisie' , members of the social class that consisted of merchants, commercial families, shopkeepers, artisans, small manufacturers and professionals.  Although they didn't quite enjoy the social status of the aristocracy, some European gentlemen enjoyed a degree of wealth and political power that rivaled that of royalty and North American gentlemen did not lag far behind their European colleagues. 

Although there were certainly some rather glaring exceptions, the most striking difference between historical gentlemen and men of lower class was that gentlemen were well educated men.  An historical gentleman's education went far beyond the 'four R's' of reading, writing, aritimetic and religion.  In 1832 George Simpson described John Dugald Cameron as “not well educated, yet possesses a good deal of general information having read almost every Book that ever came within his reach.”  Simpson also described John Charles as ”not well educated” yet it is known Mr. Charles was educated at Grey Coat Hospital and in 1799 was described as “well versed in Mathematics.”  (Williams 173,174)   Such statements beg us to then ask what did constitute a 'good education' during the period?

Noah Webster wrote that “Education comprehends all that series of instruction and discipline  which is intended to  enlighten the understanding, correct the  temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good  education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility  rests on  parents and guardians who neglect these duties.”

In both Europe and North America the educational practices of the eighteenth century were greatly influenced by the 'Enlightenment Age' philosophy of René Descartes, Baruch Spinoza, Thomas  Hobbes and  John Locke.  Following the philosophy of Locke, eighteenth century education was largely based on the belief that knowlege is not innate, but rather is a result of experience and observation guided by reason.  It was believed that through proper education humanity itself could be altered and its nature changed for the better. (Encarta).  Among the most important concepts of the age of enlightment was the idea that self-improvement through continuous learning is a worthy life-long endeavor.

For the better part of a century Locke's 1693 book  Some Thoughts Concerning Education was a highly popular education manual among the 'better' classes.  Among the subjects Locke felt important enough to expound upon were reading, writing, drawing, French, Latin, grammar, geography, arithmetic, astronomy, geometry, history, ethics, law, natural philosophy (physics and metaphysics), dancing, music, and merchant's accounts.  (Locke).

Many North American gentlemen sent their children to European boarding schools.  Thus a 1769 classified ad in the Virginia Gazette provides some insight into a typical curriculum.  “At the Academy in Leeds, which is pleasantly situated in the county  of York, in England, young gentlemen are  genteelly boarded and diligently  instructed in English, the classicks,  Modern Languages, Penmanship, Arithmetick, Merchant Accounts, Mathematicks, Modern Geography, Experimental Philosophy, and  Astronomy  for twenty guineas per annum if under twelve years of age, by  M^r.  Aaron Grimshaw and able Masters. Drawing, Musick, and Dancing are  extra charges.” (Tyler 175)

 In 1785 Thomas Jefferson described his vision of a well-rounded education when we wrote “What are the objects of an useful American Education? Classical  knowledge,  modern languages, chiefly French, Spanish, and Italian; mathematics, natural  philosophy, natural history, civil history, and ethics. In natural philosophy I  mean to include chemistry  and agriculture, and in natural history to include  botany, as  well as the other branches of those departments.”(Tyler 182)

Because the meanings of words have changed considerably over the past years, some of these topics are deserving of elaboration.  In the eighteenth century “classical knowlege” related to the writings of “ancient Greek and Roman authors of the first rank or estimation,  which, in  modern times, have been and still are studied as the  best models of fine  writing. Thus, Aristotle, Plato, Demosthenes,  Thucydides, &c., among the  Greeks, and Cicero, Virgil, Livy,  Sallust, Cesar, and Tacitus, among the Latins,  are classical authors. “  Philosophy referred to “an explanation of the reasons of things; or an investigation of  the causes of  all phenomena both of mind and of matter. When applied  to any particular department of knowledge, it denotes the collection  of general laws or principles under which all the subordinate phenomena or facts relating to that subject, are  comprehended.  Thus, that branch of philosophy which treats of God, &c. is  called theology; that which treats of nature, is called physics or natural  philosophy; that which treats of man is called logic and ethics, or moral philosophy; that which treats of the mind is called intellectual or mental philosophy, or metaphysics.”  Mathematics referred to “The science of quantity; the science which treats of magnitude and  number, or of  whatever can be measured or numbered. This science  is divided into pure or  speculative, which considers quantity  abstractly, without relation to matter;  and mixed, which treats  of magnitude as subsisting in material bodies, and is  consequently  interwoven with physical considerations. It is the peculiar  excellence  of mathematics, that its principles are demonstrable. Arithmetic,  geometry, algebra, trigonometry, and conic sections, are branches  of  mathematics.”

Parents with the means to do so often dedicated great effort and expense to hire tutors to guide the young gentleman's education.  It was widely felt that the schools of the day were as likely to expose pupils to vice and encourage bad habits as to provide practical knowlege and good manners.  Nonetheless many fine eighteenth century gentlemen were graduates of grammar schools, academies, and universities.  An eighteenth century grammar school was “A school in which the learned languages are taught. By learned languages,  we  usually mean the Latin and Greek; but others may be included.”  An academy was “A school, or seminary of learning, holding a rank between a university  or  college, and a common school; also a school for teaching a  particular art, or  particular sciences, as a military academy.”  An eighteenth century university was ”An assemblage of colleges established in any place, with professors  for  instructing students in the sciences and other branches of  learning, and where  degrees are conferred. A university is properly a universal school, in which are  taught all branches of learning,  or the four faculties of theology, medicine, law and the sciences and arts.

While a good education was an important part of the gentleman's background, it alone did not guarantee a comfortable life.  In his autobiography the American gentleman Benjamin Franklin noted that while a journeyman printer he was charged with teaching the trade to a bonded servant name George Webb, an Oxford scholar.  Franklin wrote “It was an  odd thing to  find an Oxford scholar in the situation of a bought  servant. He was not more  than eighteen years of age, and gave me this account of himself; that he was  born in Gloucester, educated at a grammar-school there, had been distinguish'd  among the scholars for some apparent superiority in performing his part, when they  exhibited plays; belong'd to the Witty Club there, and had written some  pieces in prose and verse, which were printed in the Gloucester  newspapers; thence he was sent to Oxford; where he continued about a year, but not well  satisfi'd, wishing of all things to see London, and become a player.

At length, receiving his  quarterly allowance  of fifteen guineas, instead of discharging his debts he  walk'd  out of town, hid his gown in a furze bush, and footed it to London,  where, having no friend to advise him, he fell into bad company, soon spent his  guineas,  found no means of being introduc'd among  the players, grew necessitous,  pawn'd his cloaths, and wanted  bread. Walking the street very hungry, and not  knowing what to  do with himself, a crimp's bill was put into his hand, offering  immediate entertainment and encouragement to such as would bind  themselves to  serve in America.”  (Franklin Chapter 6)

Our treatise on the education of eighteenth century gentleman provides several lessons of value to the historical reenactor:

• Eighteenth century gentlemen were men with visible means of support.  Thus a reenactor who wishes to accurately portray a gentleman should seek the knowlege and develop the skills necessary to portray a professional (clergyman, lawyer, physician or surgeon, &c), a merchant, shop keeper, artisan or other learned occupation.
• Eighteenth century gentlemen were not necessarily born to their high station.  This is especially true in North America as shown by Benjamin Franklin, John Jacob Astor, (Sir) Alexander Mackenzie, Samuel Hearne, David Thompson and many others.
• Time spent duplicating the studies of eighteenth century gentleman can help the reenactor understand his character's role and better achieve the mindset of the persona he wishes to portray
• As demonstrated by George Webb, an eighteenth century gentleman could have easily “fallen from grace” and found himself arriving in North America as a penniless bonded servant.  Thus a reenactor with limited funds or costume may nonetheless accurately portray an educated man in the company of those portraying gentlemen.

References:

Encarta: "Enlightenment, Age of," Microsoft® Encarta® Online Encyclopedia  2004

http://encarta.msn.com © 1997-2004 Microsoft Corporation.  All Rights  Reserved.

Franklin B: The Private Life of the Late Benjamin Franklin, LL.D....Originally  Written By  Himself, And Now Translated From The French; London; 1793.  Reprinted on-line at http://www.earlyamerica.com/lives/franklin/

Locke, J: Some Thoughts Concerning Education: An Online Edition of Locke's Education Manual: http://www.socsci.kun.nl/ped/whp/histeduc/locke/index.html: Accessed 12/9/04.

Tyler, L; “Education in Coloinial Verigina. Part IV: The Higher Education.”; William and Mary College Quarterly Historical Magazine 6 (January 1898) 171-87.

Tyrell, J: "The greatest land geographer who  ever lived.” Reprinted on the David Thompson Things website; http://www.davidthompsonthings.com/geog1.html: Accessed 12/10/04.

Websters: Webster's 1828 Online Dictionary: Christian Soup Internet website: http://www.christiantech.com/: Accessed 12/11/04

Williams, G: Hudson's Bay Miscellany 1670 - 1870: The Character Book of Governor George Simpson 1832: Hudson's Bay Record Society; Winnipeg: 1875.