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How does hazards and safety training influence learning and performance?

The Dread Factor:
How Hazards and Safety Training Influence Learning and Performance
Michael J. Burke
Tulane University
Rommel O. Salvador
University of Washington Tacoma
Kristin Smith-Crowe
University of Utah
Suzanne Chan-Serafin
University of New South Wales
Alexis Smith and Shirley Sonesh
Tulane University
On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically
investigated how safety training and workplace hazards impact the development of safety knowledge and
safety performance. The results were consistent with an expected interaction between the level of
engagement of safety training and hazardous event/exposure severity in the promotion of safety
knowledge and performance. For safety knowledge and safety performance, highly engaging training was
considerably more effective than less engaging training when hazardous event/exposure severity was
high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous
event/exposure severity was low. Implications of these findings for theory testing and incorporating
information on objective risk into workplace safety research and practice are discussed.
Keywords: safety training, occupational hazards, meta-analysis
In what has been described as the nation’s worst mining disaster
in 40 years (Cooper, 2010), 29 miners died and two more were
seriously injured in an explosion at the Upper Big Branch mine in
West Virginia on April 5, 2010 (Mining Safety and Health Administration
[MSHA], n.d.-b). In the years leading up to this
disaster, the Upper Big Branch mine was cited for a very large
number of MSHA violations (MSHA, n.d.-c). The pattern of
violations indicates several things. First, the Upper Big Branch
mine had significant and systematic safety-related problems prior
to the explosion on April 5, suggesting that the explosion was more
than a chance occurrence. Second, many of the problems were training
related or training relevant. Of the violations specific to training
regulations, half were deemed to be significant and substantial,
meaning that there was a reasonable likelihood of these violations
resulting in serious injury or illness. Many more of the mine’s
violations, a large number of which deemed to be significant and
substantial, were relevant to the content of the training required for
miners. For instance, the mine was repeatedly in violation of 30
C.F.R. § 75.370 (mine ventilation plan; Mandatory Safety Standards
Underground Coal Mines, 2008), 30 C.F.R. § 75.400 (accumulation
of combustible materials; Mandatory Safety Standards
Underground Coal Mines, 2008), 30 C.F.R. § 75.220 (roof control
plan; Mandatory Safety Standards Underground Coal Mines,
2008), and 30 C.F.R. § 75.202 (protection from falls of roof, face,
and ribs; Mandatory Safety Standards Underground Coal Mines,
2008), issues which were supposed to be part of the miners’ safety
training, as per federal regulations (MSHA, n.d.-d).
In the training plan submitted by Performance Coal Company,
the operator of the Upper Big Branch mine, and approved by
MSHA on March 29, 2007 (MSHA, n.d.-a), the methods employed
in the training courses for new and experienced miners are described.
For instance, self-rescuer and respiratory device training
for new miners is conducted via lecture, demonstrations, and
hands-on training:
Training will include instruction and demonstration in the use, care
and maintenance of the rescue and respiratory devices used at the
mine. Hands on training in the complete donning of all rescue devices
used at the mine, which includes assuming the donning position,
opening the device, activating the device, inserting the mouth, putting
the nose clip on and transferring between all rescue devices used at the
mine. (MSHA, n.d.-a, p. 4)
In contrast, the objectives covered in new miner training on roof
control and ventilation plans are conducted via lecture and visual
aids. The recent work of Burke et al. (2006) indicates that safety
Michael J. Burke, Freeman School of Business and Department of
Environmental Health Sciences, School of Public Health and Tropical
Medicine, Tulane University; Rommel O. Salvador, Milgard School of
Business, University of Washington Tacoma; Kristin Smith-Crowe, David
Eccles School of Business, University of Utah; Suzanne Chan-Serafin,
Australian School of Business, University of New South Wales, Sydney,
Australia; Alexis Smith and Shirley Sonesh, Freeman School of Business,
Tulane University.
Alexis Smith is now at the Anisfield School of Business, Ramapo
College of New Jersey.
Correspondence concerning this article should be addressed to Michael
J. Burke, Freeman School of Business, Tulane University, 7 McAlister
Drive, New Orleans, LA 70118. E-mail: mburke1@tulane.edu
Journal of Applied Psychology © 2011 American Psychological Association
2011, Vol. 96, No. 1, 46–70 0021-9010/11/$12.00 DOI: 10.1037/a0021838
46
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training methodology has important implications for the effectiveness
of training in terms of trainee knowledge and performance.
Considering methodology alone, their findings suggest that the
more engaging methods used in the self-rescuer and respiratory
device training will have a greater effect on miner safety knowledge
and performance than will the less engaging methods used in
roof control and ventilation plans training. Indeed, most repeated
violations were in roof control and ventilation plans, the areas in
which miners were trained via less engaging methods.
Yet other factors may play a significant role in training effectiveness;
notably, the particular hazard or hazardous conditions
necessitating safety training are likely important. Currently, however,
a gap exists in both the scientific and practice literatures as
to where and how to systematically incorporate information on the
severity or seriousness of injury, illness, and fatality potential (i.e.,
event/exposure information) into worker safety training efforts. In
terms of the example above, we do not know whether information
regarding exposure to harmful substances relevant to the use of
self-rescuer and respiratory devices suggests the need for a training
methodology (i.e., level of training engagement) different from
that for roof control and ventilation (i.e., where the event/exposure
may relate to rock falls or explosions). This shortcoming is notable
given that the nature of a hazard itself dictates what constitutes
safe work behavior, including when individuals should take precautions
against a threat (Weinstein, 2000). Moreover, all theories
of health-protective behavior consider the nature of the hazard as
important in the creation of motivation for self-protection (see
Brewer et al., 2007; Kirscht, 1988; Prentice-Dunn & Rogers, 1986;
Rogers, 1983; Ronis, 1992).
The study reported here is an investigation of two variables—
hazardous events/exposures and safety training method—expected
to interact so as to affect knowledge acquisition and workplace
safety behavior. The aim of the study was to systematically examine
expectations concerning how different types of objectively
determined hazardous events/exposures lead to enhanced learning
and behavioral outcomes when considered in the context of safety
training programs that vary in terms of social and experiential
activities (i.e., training method). Drawing on dialogical theories of
experiential learning and behavior and the literature on risk perception,
a central premise of this study was that the perception of
risk associated with different types of events/exposures is socially
and experientially engendered and that it creates motivation to
learn and transfer acquired knowledge to the job. While the positive
effects of more socially engaging workforce training and
development interventions have been documented (see Burke et
al., 2006; Taylor, Russ-Eft, & Chan, 2005), the relationships
among safety training activities, objective event/exposure considerations,
and learning and performance outcomes have been
largely unarticulated and unexplored. Obtaining greater understanding
of such associations is necessary for optimally designing
safety interventions to ultimately achieve desired outcomes, including
reduction in severe workplace injuries, illnesses, and fatalities.
In this sense, our research is consistent with recent calls to
provide insights into organizational behavior more generally by
examining how social processes contribute to understanding organizational
safety (e.g., see Barton & Sutcliffe, 2009; Turner &
Gray, 2009).
To unfold our study, we initially discuss aspects of risk. This
discussion provides definitions of key terms and indicates how
perceptions of risk are socially constructed. Subsequently, we
discuss social and experiential theories of learning and present
hypotheses concerning the relative effectiveness of different methods
of safety training. Thereafter, we discuss how and why social
and experiential forms of training would be expected to enhance
the motivation to learn and the motivation to transfer training to
the job, especially in relation to the motivation to learn about and
avoid hazardous events and exposures of an ominous nature. Here,
we present hypotheses concerning interactive effects of safety
training engagement and objective hazardous events/exposures in
the explanation of safety training effectiveness for learning and
behavior.
Aspects of Risk and Evidence of the Social
Construction of Risk Perceptions
Over the past several decades, the literature on risk and risk
perception has burgeoned, with studies drawing on a variety of
disciplinary perspectives including political science, psychology,
sociology, and safety engineering (e.g., Roberts, 1997; Slovic,
1997; Weinstein, 2000). In general, these literatures consider objective
risk or danger as the likelihood of harm (i.e., injury or
illness), with terms such as probability, susceptibility, and vulnerability
used interchangeably. In the psychological literature, the
concern is often the likelihood of harm when no action or an
inappropriate action is taken (e.g., Weinstein, 2000). This aspect of
risk is typically considered to be distinct from the magnitude of the
negative outcome, or seriousness of harm if no action or an
inappropriate action is taken (see Slovic, 1987, 1997). Perceptions
of risk almost always include some assessment of the likelihood
and seriousness of harm or injury potential. Given that workers
have difficulty judging and interpreting probabilities (Brewer et
al., 2007), the literature has generally found that perceptions of risk
are more informative than objective indicators of risk in the
prediction of behavioral outcomes (e.g., Morrow & Crum, 1998).
Furthermore, a number of subgroup differences in risk perceptions
have been documented, including differences between males and
females (e.g., Barke, Jenkins-Smith, & Slovic, 1997; Greenberg &
Schneider, 1995), between supervisors and line workers (e.g.,
Weyman & Clarke, 2003), and among national/cultural groups of
workers in the same occupation (e.g., Perez-Floriano, 2001).
The fact that numerous subgroup differences in risk perceptions
exist (including documented differences within the same culture,
work setting, and occupation) demonstrates that the social construction
of risk beliefs are context bound. In fact, Pidgeon (1991)
and others (e.g., Fleming, Flin, Mearns, & Gordon, 1998; Perez-
Floriano & Gonzalez, 2007; Rundmo, 1996) have discussed notions
of safety subcultures and how these subcultures influence the
perception of risk and, ultimately, work behavior. More recently,
investigators have begun to explore social and experiential influences
to better understand why different social groups (within the
same organization) appear to have different interpretations of risk
(e.g., Weyman & Clarke, 2003). While several studies have enhanced
the understanding of how workers’ experiences relate to
risk perceptions, these investigations have generally neglected the
literature on dialogical theories of learning and behavior (e.g., see
Burke, Scheurer, & Meredith, 2007; Holman, 2000; Holman, Pavlica,
& Thorpe, 1997). It is our belief that these latter learning
perspectives offer considerable theoretical insight for understand-
HAZARDS AND SAFETY TRAINING 47
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ing the social construction of not only learning but also risk
perceptions and the motivation to learn. In the following section,
we discuss how learning is expected to occur within social contexts.
We then discuss how different training methods (i.e., forms
of learning) would be expected to interact with hazardous events/
exposures in the development of perceptions of risks and the
motivation to learn.
Expectations From Dialogical Theories of Experiential
Learning and Behavior
Closely aligned with action theories and social learning theory
are the dialogical approaches to experiential learning. The dialogical
approaches highlight the social and contextual nature of learning
and view thought, in large part, as a structured product (in the
sense of schemas and accounts) of the internalization of interpersonal
action where language use plays an important role in this
process (Cunliffe, 2002; Holman, 2000). Although dialogical theorists
recognize the role of individual differences and external
stimuli in shaping learning, their focus is on how learning about
objects and entities is achieved through a temporal flow of contingent
communication (Lave & Wenger, 1991; Schon, 1983; Weil
& McGill, 1989), how individuals develop and sustain ways of
verbally relating themselves to others, and how these communicative
interactions enable them to make sense of their surroundings
(Shotter, 1995; Wildemeersch, 1989). This point is particularly
relevant to occupational safety where occupations or industry
groups often develop their own jargon and symbols that convey
what is important to members (Hansen, 1995). For instance, hazardous
waste operations and emergency response trainees and
trainers have a rather elaborate manner of communicating hazard
information between each other (see Labor Institute, n.d.; Midwest
Consortium for Hazardous Waste Worker Training, 1992) that
involves numbers (e.g., 1 ! explosives, 2 ! gases), colors (e.g.,
yellow ! reactivity hazard, white ! special hazard), symbols (e.g.,
circle with flame ! oxidizing hazard, propeller ! radioactive
hazard), and acronyms (e.g., IDLH ! immediately dangerous to
life and health, PEL ! permissible exposure limit). These numbers,
colors, symbols, and acronyms form an efficient means for
both verbal and nonverbal communications among hazardous
waste workers and emergency responders where the information
communicated is frequently of high importance in relation to
personal and public well-being.
The implication of a dialogical approach for the acquisition of
safety-related work skills is that learning methods that are more
engaging (in the sense of incorporating elements of action, dialogue,
and reflection) will enhance knowledge acquisition relative
to less engaging (passive, more programmed) means of knowledge
development. In addition, more engaging methods of learning
would also be expected to force trainees to infer causal and
conditional relations between events and actions; in this way, such
methods can alter trainees’ ways of thinking and acting, particularly
in novel situations. Active approaches to learning, where
trainees are encouraged to learn from errors made, have been
shown to be positively related to the learning and adaptive transfer
of knowledge (e.g., see Bell & Kozlowski, 2008; Hacker, 2003;
Keith & Frese, 2008). In effect, more engaging forms of learning
are expected to not only improve knowledge acquisition in training
contexts but also promote the transfer of knowledge to the job,
especially in regard to the development of anticipatory thinking for
avoiding accidents in both routine and nonroutine types of work.
Burke et al. (2006) reported a meta-analysis that examined the
relative effectiveness of safety and health training methods according
to the extent to which trainees participated in the learning
process. Their meta-analytic findings were consistent with the
theoretical argument that as the method of safety and health
training becomes more engaging (going from passive, less engaging
methods, such as lecture, to experiential-based, highly engaging
methods, such as hands-on training that incorporates dialogue),
the training becomes more effective, resulting in greater knowledge
acquisition, a higher level of safety performance, and a
greater reduction in accidents and injuries.
Recently, the conclusions reached in Burke et al. (2006) were
brought into question by Robson et al. (2010), a team of researchers
associated with Canada’s Institute for Work & Health and the
United States’s National Institute for Occupational Safety and
Health. On the basis of a highly selective qualitative review of 16
experimental studies, Robson et al. concluded that their review
team found insufficient evidence of high engagement training
having a greater impact on occupational health and safety-related
behaviors compared to low/medium engagement training. The
Robson et al. white paper is highly significant in terms of workplace
safety and public health as it conveys, from a governmental
perspective, what is believed to be the best scientific evidence on
worker safety training effectiveness relative to training engagement.
Given the above theoretical arguments and empirical findings in
the literature concerning the effect of highly engaging forms of
training on learning and performance, the publication of 38 additional
training studies since 2003, when Burke et al.’s (2006)
data-collection efforts concluded, and the recent government study
and policy statement by Robson et al. (2010) that questions the
relative effectiveness of highly engaging safety training in comparison
to low/moderate engagement safety training, we constructively
replicated the investigation of Burke et al. in regard to the
training outcomes that are most relevant to this investigation (i.e.,
changes in knowledge and safety performance associated with
training). More specifically, we tested the following hypotheses:
Hypothesis 1: In comparison to less engaging safety training,
highly engaging safety training will be associated with greater
knowledge acquisition.
Hypothesis 2: In comparison to less engaging safety training,
highly engaging safety training will be associated with higher
safety performance.
The Social Construction of Dread
Arguments within dialogical theories of experiential learning
also provide a theoretical basis for understanding how safetyrelevant
motivations (i.e., the motivation to learn and the motivation
to transfer acquired knowledge) emerge within safety training
contexts. A key argument within dialogical theories of learning is
that through communication processes and social interaction, one
understands properties of objects and entities, including the risks
associated with different types of hazardous events and exposures.
Furthermore, communication and social interaction in highly en-
48 BURKE ET AL.
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gaging forms of safety training (e.g., hands-on and experiential
based) typically provide rich, detailed information about hazardous
events and exposures and frequently demonstrate the health consequences
of exposures. In contrast, less engaging forms of training,
such as lecture and programmed learning, present limited
opportunities for social interaction or action, dialogue, and reflection
in relation to hazard exposures.
When hazardous events and exposures are of an ominous nature
(e.g., fires and explosions; exposure to toxic chemicals, radiation,
or HIV; see Mullet, Cuitad, & Riviere-Shafighi, 2004), the action,
dialogue, and considerable reflection that take place in the highly
engaging forms of training would be expected to engender dread,
a realization of the dangers in the work context and associated
negative affect. This realization of injury/illness vulnerability and
the experienced feelings or affect should play a primary role in
motivating individuals to learn about how to avoid exposure to
such hazards. The arguments that cognitions and affect play direct
and primary roles in motivating learning and behavior are not new
(e.g., see Tennyson & Jorczak, 2008, for a discussion of the
interactive cognitive complexity learning model). In particular,
scholars across disciplines have theorized and found empirical
support for the idea that unpleasant feelings can motivate people to
act in ways that they think will minimize such feelings or avoid the
negative consequences associated with inaction (e.g., see Baumeister,
Vohs, DeWall, & Zhang, 2007; Beer, Heerey, Keltner, Scabini,
& Knight, 2003; Schwartz & Clore, 1988; Slovic & Peters, 2006;
Sweeny & Shepperd, 2007; Warren & Smith-Crowe, 2008). However,
while we would expect the unpleasant feelings and thoughts
in relation to ominous hazards to be especially at the forefront of
workers’ subjective experiences in highly engaging training, we do
not expect such thoughts and reactions to necessarily divert attentional
resources away from knowledge acquisition. The active
approach to learning within highly engaging forms of training
should assist with the regulation of negative emotions by focusing
attention on the means to cope with or avoid the danger. Unlike
heightened levels of anxiety that have been shown to negatively
relate to the motivation to learn in general training contexts (see
Colquitt, LePine, & Noe, 2000), the dread factor would be expected
to enhance the motivation to learn within highly engaging
forms of safety training and with respect to hazards of an ominous
nature. Thus, we would expect an increase in training engagement
to have a substantial effect on training outcomes when hazardous
event/exposure does have severe injury or illness potential.
In contrast, when hazardous events and exposures do not have
severe injury potential (e.g., contact with objects and equipment,
excessive physical effort, or repetitive bodily motion), we would
not expect the dread factor to be produced in highly engaging
forms of training. Elevated levels of affect would not necessarily
be expected to occur in relation to actively learning about these
types of hazards. Similarly, while less engaging forms of safety
training would be expected to inform trainees of the nature of
particular hazards, these types of training would also not be expected
to engender affective reactions in relation to possible exposure
to hazards of any nature. That is, the usual limited opportunities
for social interaction within less engaging training would
be expected to lessen the social construction of motivation to learn
about the hazardous events and exposures irrespective of the
potential severity of the event/exposure and, consequently, lessen
the motivation to transfer this knowledge to the work setting. Thus,
we would expect only modestly improved training outcomes in
highly engaging as compared to less engaging safety training when
hazardous event/exposure does not have severe injury or illness
potential.
Together, the above conceptual arguments undergird the following
hypotheses:
Hypothesis 3: Hazardous event/exposure severity moderates
the relationship between training engagement and knowledge
acquisition, such that the relationship is stronger for events/
exposures that are more likely to produce or inflict severe
injury, illness, or death in comparison to events/exposures
that are less likely to produce or inflict severe injury, illness,
or death.
Hypothesis 4: Hazardous event/exposure severity moderates
the relationship between training engagement and safety performance,
such that the relationship is stronger for events/
exposures that are more likely to produce or inflict severe
injury, illness, or death in comparison to events/exposures
that are less likely to produce or inflict severe injury, illness,
or death.
Method
Search and Inclusion Criteria
Initially, potentially relevant articles published between 1971
(immediately following the passage of the 1970 U.S. Occupational
Safety and Health Act) and December 2008 were identified via
searches of electronic databases (including PubMed, PsycINFO,
and Google Scholar) using the following key words: health and
safety training, health training intervention, safety training intervention,
safety training, health training, error management and
intervention, error prevention and intervention, safety intervention,
health intervention, occupational health and safety, needlestick,
NIOSH and intervention, and OSHA and intervention. We
also manually searched each of the following journals: Accident
Analysis & Prevention, American Journal of Industrial Medicine,
American Journal of Infection Control, American Journal of Public
Health, Ergonomics, Journal of Applied Psychology, Journal of
Occupational and Environmental Hygiene, Journal of Occupational
and Environmental Medicine, Journal of Safety Research,
Infection Control in Hospital Epidemiology, Personnel Psychology,
Safety Science, Scandinavian Journal of Work, and Environment
and Health. Furthermore, the reference lists of each qualitative
and quantitative review found were searched to identify any
relevant articles cited in these documents. Through this process,
we identified over 800 potentially relevant articles reporting safety
training research in primarily the health care, agriculture, manufacturing,
and construction industries.
Studies were included in the analysis if they met certain criteria.
First, studies had to be quasi-experimental or experimental studies,
meaning that they had to involve an experimental intervention and
observation of its effects. Second, participants in the studies could
be of any age but had to be from a working population (the sample
included mostly adults and some youth workers). Third, the following
elements needed to be clearly identified: the method of
training (i.e., high, moderate, or low levels of engagement), the
HAZARDS AND SAFETY TRAINING 49
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nature of the workplace hazard (e.g., falls, contact with objects, or
exposure to dangerous substances), and the dependent variables
(safety knowledge and safety performance). Fourth, studies had to
be conducted at the individual level of analysis such that the
intervention focused on improving individual workers’ safety
knowledge and performance.
Coding of Studies
Having identified the studies to be included, we coded the
studies to address our main research questions. Our primary interests
in this investigation were (a) to examine the previously noted
effect of training method (i.e., level of engagement) on workers’
safety-related knowledge and performance (see Burke et al., 2006)
and (b) to determine whether the severity of the hazardous event/
exposure in workers’ environments moderates the relationships
between level of training engagement and learning and performance
outcomes. Each study was coded for training method,
safety-related knowledge, and performance by two independent
coders; discrepancies were resolved by a third consensus coder.
Each study was coded for hazardous event/exposure by two different
independent coders; discrepancies were resolved by the
same third consensus coder. In this way, four coders independently
coded each study, and the hazard data were coded independently
from the rest of the data.
To address the first question of interest, we recorded several
pieces of information from our primary studies. First, we recorded
the method of training used in each primary study. Specifically,
following Burke et al.’s (2006) categorization, the method of
training was initially divided into three groups: least engaging
(e.g., lectures, films, reading materials, and video-based training),
moderately engaging (e.g., programmed or computer-interface instruction
with feedback), and most engaging (e.g., behavioral
modeling, simulation, and hands-on training). If studies reported
using more than one method of training, the most engaging level
of training received by all participants was recorded. Because tests
of hypotheses in this investigation focused on distinctions between
the highly engaging forms of training and less engaging training,
the latter of which does not include opportunities for action,
dialogue, and considerable reflection (i.e., Burke et al.’s, 2006,
least and moderately engaging methods of safety training), we
collapsed the least engaging and moderately engaging categories
into what we refer to as the less engaging methods.
Second, changes in participants’ safety-related outcomes, our
dependent variables, were coded. The dependent variables were
safety-related knowledge acquisition (i.e., differences in test performance
or self-reports between the target group and either a
control group or a baseline measure) and behavioral safety performance
(i.e., differences in observed or self-reported behaviors
between the target group and either a control group or a baseline
measure). In the cases where primary studies reported effects on
both dependent variables, we coded both effects separately and
included the effects in separate meta-analyses; no sample was
represented more than once within a given meta-analysis. Also,
when available, the reliability of the dependent variables was
recorded (internal consistency reliability estimates for knowledge
measures and, typically, interrater reliability estimates for performance
measures).
Third, to address our second research question, we coded hazards
in the workplace. We began by using the U.S. Bureau of
Labor Statistics’ Occupational Injury and Illness Classification
System (OIICS) to sort hazards into seven categories that describe
the manner in which an injury or illness is produced or inflicted by
the source of the injury or illness (Biddle, 1998). An eighth
category is reserved for other hazards that do not fit within the
system. Within the OIICS, the seven categories are hierarchically
arranged to reflect the increasing potential for severe illness,
injury, or death due to the hazardous event or exposure: contact
with objects (Category 1), falls (Category 2), bodily reaction and
exertion (Category 3), exposure to harmful substances and environments
(Category 4), transportation accidents (Category 5), fires
and explosions (Category 6), and assaults and violent acts (Category
7). This hierarchical ordering of events/exposures roughly
corresponds to the ordering of occupations and industries in terms
of the number of nonfatal and fatal injuries within the Bureau of
Labor Statistics annual workforce injury and illness reports. In this
sense, this hazard scoring system does reflect, to a degree, the
objective likelihood of injury or illness in terms of nonfatal and
fatal injuries per thousand workers when an event/exposure occurs.
When studies reported multiple hazards, we recorded the highest
ranked event/exposure. In studies that did not explicitly state the
type of hazard, we inferred the nature of the hazard based upon the
content of the training intervention.
Furthermore, the Bureau of Labor Statistics’ OIICS considers
events involving transportation accidents, fires and explosions, and
assaults and violent acts (i.e., Categories 5, 6, and 7) as taking
precedence in terms of severity over all other categories. As
discussed above, these types of events/exposures would be expected
to, in combination with highly engaging training, induce
dread and motivation to learn. In addition, Category 4, which
concerns exposures to harmful substances (e.g., toxic chemicals,
radiation) and environments (e.g., depletion of oxygen in enclosed,
restricted, or confined spaces), would also be considered to be
more ominous in nature. The remaining categories, consistent with
the OIICS classification as hierarchically lower in terms of the
seriousness (and likelihood) of event/exposure, would not necessarily
be considered ominous in nature. Therefore, for the purposes
of our analyses, we scored hazards within Categories 4, 5, 6, and
7 as one (high hazards) and hazards within Categories 1, 2, and 3
as zero (low hazards). In effect, this dichotomy allowed us to
highlight the point at which the consequences of hazards go from
typically being less severe (e.g., slips, overexertion, and repetitive
motion within the third most severe hazard category: bodily reaction
and exertion) to being more severe (e.g., the contraction of
hepatitis or HIV resulting from needle sticks within the fourth
most severe hazard category: exposure to harmful substances and
environments). Notably, this scoring of hazardous event/exposure
in terms of low and high severity roughly corresponds to splitting
the Bureau of Labor’s ranking system at the midpoint of the OCIIS
hierarchy. While we adopted this system for the scoring of workplace
hazards, we recognize that fatalities can and do occur in
relation to hazards classified as low hazards. Our scoring system
and that of the OCIIS reflect the typical level of severity and
likelihood associated with a hazardous exposure or event (e.g.,
most slips and falls are nonfatal).
For level of engagement in safety training, we scored safety
training as one (highly engaging training) or zero (less engaging
50 BURKE ET AL.
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training) for tests of all hypotheses This scoring was dictated by
our theoretical arguments in relation to the dread factor being
engendered only within the highly engaging methods of training
that encourage action, dialogue, and reflection (i.e., behavioral
modeling, hands-on, and simulation-based training) and with respect
to hazards of an ominous nature (i.e., those within the top
four OCIIS categories).
Intercoder agreement was very high (at least 90%) for the
coding of both training intervention and hazardous event/exposure,
and any disagreements were resolved by a third coder. In this
manner, a consensus code was obtained for both the level of
engagement of safety training and the nature of the hazardous
event/exposure.
Statistical Analyses
To compute the effect of safety training for knowledge or safety
performance, d statistics were computed using equations from
Shadish, Robinson, and Lu (1999) and Lipsey and Wilson (2001).
Using information provided in the primary studies, the majority of
studies provided enough information to perform straightforward
d-statistic calculations. Several studies, however, reported results
in proportions or percentages or with respect to analysis of variance
designs. For instance, in the case of proportions, we estimated
d statistics via arcsine transformations (see Lipsey & Wilson,
2001). Importantly, for both single-group and independent-groups
designs, we computed effect sizes to ensure that all effects were in
the same raw-score effect-size metric (see Morris, 2008; Morris &
DeShon, 2002). Given minimal differences in mean effects between
single-group and independent-groups designs within the
domain of workplace safety training (see Burke et al., 2006, for a
detailed comparison of meta-analytic results for within- vs.
between-subjects designs), we did not distinguish between study
design features for the purposes of testing the present hypotheses.
We note that in some cases, we computed effects different from the
original study design due to insufficient reporting of data or data
that would produce out-of-bound effect-size estimates. For instance,
while Peterson, McGlothlin, and Blue’s (2004) study was
based on pre–post design with a control group, the authors did not
report findings for the control group, which necessitated treating
this study as a within-subjects design.
The meta-analysis procedure used was Raju, Burke, Normand,
and Langlois’s ([RBNL] 1991) method. The RBNL method was
chosen because of its ability to appropriately correct for unreliability
in the measure of the dependent variable whenever a
primary study reliability estimate was available and in whatever
proportion reliabilities were available within a meta-analytic distribution
of effects. Moreover, the RBNL meta-analytic procedure
was chosen for its unique ability to estimate standard errors for
individually corrected correlations with and without sample-based
dependent variable reliabilities. To correct observed training effects
when a primary study did not report a reliability estimate, we
relied on the overall, sample-size weighted average reliability
estimates for knowledge and performance measures of .73 and .88,
respectively. In addition, the RBNL procedures permit the estimation
of confidence intervals around mean corrected effects based
on a random effects estimate of the standard error of the mean
corrected effect. Due to statistical advantages of working with
correlations (i.e., asymptotic estimates of standard errors for individually
corrected effects can be made for correlation coefficients
and appropriately defined standard errors can be computed for
mean corrected correlations; see Burke & Landis, 2003; Raju &
Brand, 2003), we converted observed d statistics to correlation
coefficients before conducting the meta-analyses. For the purposes
of this article, we report results in correlation form and, where
appropriate in the Discussion section, we discuss these effects in
terms of standardized differences (i.e., d statistics).
Given the variances in the effect sizes in each of the eight
Hazard Level ” Training Method distributions and noting the
potential for outliers to have a large effect on these variances, we
also conducted outlier analyses. Specifically, we used the sampleadjusted
meta-analytic deviancy (SAMD; Huffcutt & Arthur,
1995) statistic to check for outliers in these distributions. Given
potential bias in results based on the sole use of the SAMD statistic
(see Beal, Corey, & Dunlap, 2002), we also examined how close
the SAMD values were in determining whether an effect was a true
outlier. In total, five studies were identified as outliers, and each
outlier was from a different combination of training engagement
and hazard level (i.e., one outlier was identified in each of five of
the eight combinations of training engagement, hazard level, and
safety-related outcome). On the basis of the inclusion criteria and
the outlier analyses, we included a total of 113 primary studies that
had 147 independent samples and 166 safety training effects, with
a total sample size of 24,694 from 16 countries. Notably, the
number of studies included in this investigation for tests of Hypotheses
1 and 2 represents a 45% increase over the number of
studies with safety knowledge and safety performance as dependent
measures included in Burke et al. (2006).
For tests of Hypotheses 1 and 2, we compared estimated mean
effects for less and highly engaging methods of safety training for
knowledge and performance, respectively. We performed these
tests to evaluate the consistency of our findings with the earlier
reported meta-analysis by Burke et al. (2006). For tests of Hypotheses
3 and 4, we tested for the expected interaction within a
meta-analytic context using the common subgrouping technique
(see Hunter & Schmidt, 2004). This moderator detection technique
is useful when considering dichotomous moderators and when
independent variables are uncorrelated (see Steel & Kammeyer-
Mueller, 2002). In this regard, we note that the phi coefficient
between training engagement and hazardous event/exposure was
#.13 and statistically nonsignificant. When subgrouping studies,
we first classified training effects into low and high hazardous
event/exposure separately for knowledge and performance effects.
Then, we computed the mean training effect (i.e., mean corrected
correlation) for less engaging training and for highly engaging
training within each hazard condition. When comparing mean
effects for less and highly engaging training within a hazard
condition, we examined whether the respective 95% confidence
intervals (based on the random effects estimate of the standard
error for the mean corrected correlation; see Burke & Landis,
2003) around the estimated mean effects overlapped. Importantly,
we note that the standard error for the mean corrected effect
included information on the standard errors for individually corrected
effects within a distribution of effects, as well as information
on the between-study variance in effects within that distribution.
HAZARDS AND SAFETY TRAINING 51
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Results
Table 1 lists the studies we included and coded in this metaanalysis
along with some descriptive information.
Table 2 presents a summary of the meta-analytic results examining
the effects of safety training method on knowledge acquisition
and safety performance. Among the results presented are the
estimated mean correlations corrected for dependent variable unreliability
(M$), the 95% confidence interval around the estimated
mean (95% CI M$), and the estimated variance of the effects (V$).
We also present parallel results based on uncorrected correlations
in Table 2. As both sets of results are analogous and consistent
with each other, we refer to the corrected (disattenuated) results in
testing the hypotheses.
According to Hypothesis 1, highly engaging training will be
associated with greater safety knowledge acquisition, compared to
less engaging training. As shown in Table 2, the mean training
effect size, M$, is greater when training method is highly engaging
than when training method is less engaging (M$ ! .61 for the
highly engaging methods compared to M$ ! .36 for the less
engaging methods). The nonoverlapping 95% confidence intervals
around M$ suggest that highly engaging methods are much more
effective than the less engaging methods in increasing safety
knowledge acquisition. Thus, Hypothesis 1 is supported.
In addition, the results also provide support for Hypothesis 2.
Highly engaging safety training is associated with a higher level of
safety performance compared to less engaging training. With reference
to Table 2, the average training effect size is greater when
training method is highly engaging than when training method is
less engaging (M$ ! .42 for the highly engaging methods compared
to M$ ! .22 for the less engaging methods). As with safety
knowledge, the nonoverlapping 95% confidence intervals around
M$ suggest that highly engaging methods are much more effective
than the less engaging methods in improving safety performance.
Table 3 presents a summary of the meta-analytic results examining
the interaction between training method and hazardous
event/exposure. These results are consistent with Hypotheses 3 and
4. Hypothesis 3 predicts that the level of hazardous event/exposure
in the work context will moderate the relationship between training
engagement and knowledge acquisition, such that the relationships
between level of engagement and training effectiveness will be
stronger under high hazard conditions (i.e., when events/exposures
have a greater potential of producing severe injury, illness, or
death) than under low hazard conditions (i.e., when events and
exposures in the occupational context are less likely to result in
serious injury, illness, or death). In other words, in terms of safety
knowledge acquisition, Hypothesis 3 predicts that the effectiveness
of highly engaging training methods relative to the less engaging
training methods will be amplified under high hazard conditions,
as opposed to the low hazard conditions.
For Hypothesis 3, the mean training effect size for the less
engaging methods (M$ ! .53) is slightly greater than the mean
effect for highly engaging methods (M$ ! .47) under the low
hazard condition. Notably, the mean effect associated with the
highly engaging methods (.47) is part of the 95% confidence
interval around the mean effect associated with the less engaging
methods, that is, [.37, .70]. Similarly, the mean effect of the less
engaging methods (.53) falls within the 95% confidence interval
around the mean effect associated with the highly engaging methods,
[.33, .61]. Thus, although the mean effect of the less engaging
methods is numerically greater than that of the more engaging
methods under the low hazard condition, there is an insufficient
statistical basis to conclude that the mean effect of .47 is significantly
different from the mean effect of .53. Whereas we expected
to see a modest increase in training effectiveness across levels of
engagement within the low hazard condition, we did not see such
an increase.
On the other hand, under the high hazard condition, the mean
training effect for highly engaging methods (M$ ! .65) is significantly
higher than the mean training effect for less engaging
methods (M$ ! .36), as evidenced by the nonoverlapping 95%
confidence intervals ([.31, .41] for the less engaging methods and
[.58, .71] for the highly engaging methods). Collectively, these
pieces of evidence suggest that in terms of increasing safety
knowledge, the effectiveness of highly engaging training methods
relative to the less engaging training methods is more pronounced
under conditions of high hazards than under conditions of low
hazards. Thus, the meta-analytic data are consistent with Hypothesis
3.
Analogously, Hypothesis 4 predicts that in terms of safety
performance, the effectiveness of highly engaging training methods
relative to the less engaging training methods will be amplified
under high hazard conditions as opposed to the low hazard conditions.
With reference to the safety performance meta-analytic
results in Table 3, the mean training effect size for the less
engaging methods (M$ ! .31) is essentially the same as the mean
effect for highly engaging methods (M$ ! .32) under the low
hazard condition. The mean effect associated with the less engaging
methods falls within the 95% confidence interval, [.23, .41],
around the mean effect for the highly engaging methods. Likewise,
the mean effect associated with the highly engaging methods falls
within the 95% confidence interval for the less engaging methods,
[.24, .37]. These confidence intervals suggest that the two mean
effects, .31 and .32, are not significantly different from each other.
Here, too, we expected to see a modest increase in training effectiveness
across levels of engagement within the low hazard condition;
instead, we found no significant increase.
In contrast, under the high hazard conditions, the mean training
effect for highly engaging methods (M$ ! .46) is significantly
higher than the mean training effect for less engaging methods
(M$ ! .20), as evidenced by the nonoverlapping 95% confidence
intervals ([.16, .25] for the less engaging methods and [.39, .53] for
the highly engaging methods). Notably, the confidence interval
around the mean effect of .46 for highly engaging training is
outside (i.e., above) the confidence intervals for all other mean
effects concerning safety performance. Taken together, these
pieces of evidence suggest that in terms of enhancing safety
performance, the effectiveness of highly engaging training methods
relative to the less engaging training methods is more pronounced
under conditions of high hazards than under conditions of
low hazards. Hence, the meta-analytic evidence is consistent with
Hypothesis 4.
Discussion
Our hypotheses for this investigation concern two issues: (a) the
extent to which the level of training engagement in safety training
influences knowledge acquisition and safety performance, and (b)
52 BURKE ET AL.
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Table 1
Studies Included in the Meta-Analysis
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Alavosius & Sulzer-
Azaroff (1986)
6 USA Pre–post, w/o control
group
Direct care staff workers
(for physically
handicapped clients)
Written and verbal feedback Bodily reaction and
exertion
.89 Performance
Albers et al. (1997) 34 USA Posttest only,
comparison
Carpenter apprentices Lecture, discussion, feedback,
hands-on practice
Bodily reaction and
exertion
Knowledge
Al-Hemoud & Al-Asfoor
(2006)
21 Kuwait Pre–post, w/control
group
Industrial engineers Feedback Bodily reaction and
exertion
.89 Performance
Anger et al. (2006) 51 USA Pre–post, w/o control
group
Agricultural workforce
(orchard workers)
Computer-based programmed
instruction
Falls .90 Knowledge &
performance
Arcury, Quandt, Austin,
Preisser, & Cabrera
(1999)
270 USA Posttest only,
comparison
Farm workers Lecture, video Exposure to harmful
substances or
environments
Knowledge &
performance
Askari & Mehring (1992) 100 USA Pre–post, w/o control
group
Health care workers Feedback Exposure to harmful
substances or
environments
Knowledge
Azizi et al. (2000) 72 Israel Pre–post, w/control
group
Outdoor water resources
workers
Lecture, slide presentation,
brochures
Exposure to harmful
substances or
environments
Performance
Baker (1998) 6 USA Pre–post, w/o control
group
Direct care staff workers
for clients with physical
or mental disabilities
Videotaped segments and
vignettes, discussion,
hands-on/simulation
training, feedback
Exposure to harmful
substances or
environments
1.00 Performance
Barnett et al. (1984) 110 USA Pre–post, w/o control
group
Farm workers Slideshow presentation,
brochure
Exposure to harmful
substances or
environments
Knowledge
Bosco & Wagner (1988) 209 USA Posttest only,
comparison
Auto manufacturing
workers
Lecture, videotape, computerbased
training
Exposure to harmful
substances or
environments
.66 Knowledge
Brnich, Derick, Mallett, &
Vaught (2002)
178 USA Pre–post, w/o control
group
Miners Lecture, discussion, video
presentation
Fires and explosions Knowledge
Calabro, Weltge, Parnell,
Kouzekanani, &
Ramirez (1998)
172 USA Pre–post, w/o control
group
Medical students Lecture, discussion,
behavioral modeling (roleplay),
case studies
Exposure to harmful
substances or
environments
Knowledge
Caparaz, Rice, Graumlich,
Radike, & Morawetz
(1990)
9 USA Pre–post, w/o control
group
Foundry/maintenance
workers
Lecture, small group
discussion, workbook
exercises
Exposure to harmful
substances or
environments
Knowledge
Carlton (1987) 30 USA Posttest only,
comparison
Food service employees Behavioral modeling,
feedback
Bodily reaction and
exertion
.96 Knowledge
30 USA Posttest only,
comparison
Food service employees Behavioral modeling,
feedback
Bodily reaction and
exertion
.96 Performance
Carrabba, Field,
Tormoehlen, & Talbert
(2000)
212 USA Posttest only,
comparison
4-H tractor program
members
Exercise, feedback Transportation
accidents
Performance
Chaffin, Gallay, Wooley,
& Kuciemba (1986)
26 USA Pre–post, w/o control
group
Warehouse employees Lecture, discussion, video Bodily reaction and
exertion
Performance
(table continues)
HAZARDS AND SAFETY TRAINING 53
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Chhokar & Wallin (1984) 58 USA Pre–post, w/o control
group
Heat exchanger
manufacturing and
repairing plant workers
Slideshow, feedback, goalsetting
Exposure to harmful
substances or
environments
.93 Performance
Cohen & Jensen (1984) 24 USA Pre–post, w/control
group
Lift truck operators
(Warehouse 1)
Behavioral modeling Transportation
accidents
.90 Performance
48 USA Pre–post, w/control
group
Lift truck operators
(Warehouse 2)
Behavioral modeling Transportation
accidents
Performance
Cole et al. (1988) 36 USA Pre–post, w/control
group
Coal miners Task demonstration, hands-on
training
Fires and explosions Performance
Coutts, Graham, Braun, &
Wells (2000)
33 Canada Pre–post, w/o control
group
Bar staff Lecture, discussion, video,
case study, exercises, role
playing
Assaults and violent
acts
Knowledge
Curwick, Reeb-Whitaker,
& Connon (2003)
30 USA Pre–post, w/o control
group
Various manufacturingrelated
occupations
Hands-on (with simulation
training)
Bodily reaction and
exertion
Knowledge
Daltroy et al. (1993) 178 USA Posttest only,
comparison
Postal workers Lecture, discussion, slides,
hands-on training, feedback
on the job
Bodily reaction and
exertion
Knowledge
DeVries, Burnette, &
Redmon (1991)
4 USA Pre–post, w/o control
group
Nursing Feedback Exposure to harmful
substances or
environments
.98 Performance
Dortch & Trombly (1990) 12 USA Pre–post, w/control
group
Electronic assembly
workers
Lecture, discussion, handout Bodily reaction and
exertion
.83 Performance
11 USA Pre–post, w/control
group
Electronic assembly
workers
Lecture, discussion, handout,
simulation
Bodily reaction and
exertion
.83 Performance
Eckerman et al. (2002) 60 USA Posttest only,
comparison
Various occupations Computer-based programmed
instruction
Exposure to harmful
substance or
environments
Knowledge
Eckerman et al. (2004) 73 USA Pre–post, w/o control
group
Food service workers at a
hospital
Behavioral modeling Exposure to harmful
substances or
environments
Knowledge &
performance
Engels, Van der Gulden,
Senden, Kolk, &
Binkhorst (1998)
18 Netherlands Pre–post, w/control
group
Nursing Feedback Bodily reaction and
exertion
Performance
Ewigman, Kivlahan,
Hosokawa, & Horman
(1990)
94 USA Pre–post, w/o control
group
Firefighters Lecture, discussion, handouts,
posters, video
Exposure to harmful
substances or
environments
Knowledge &
performance
Finch & Daniel (2005) 276 USA Pre–post, w/o control
group
Emergency food relief
organization workers
Lecture/discussion Exposure to harmful
substances or
environments
Knowledge
Forst et al. (2004) 239 USA Pre–post, w/control
group
Community health
workers
Hands-on (with simulation
training)
Exposure to harmful
substances or
environments
Performance
54 BURKE ET AL.
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Fox & Sulzer-Azaroff
(1987)
12 USA Pre–post, w/o control
group
Paper mill foremen Feedback Bodily reaction and
exertion
.97 Performance
Froom, Kristal-Boneh,
Melamed, Shalom, &
Ribak (1998)
167 Israel Pre–post, w/control
group
Medical students Lecture Exposure to harmful
substances or
environments
Performance
Gagnon (2003) 10 Canada Pre–post, w/o control
group
Physical education
students doing manual
handling
Hands-on (with simulation
training)
Bodily reaction and
exertion
.80 Performance
Gerbert et al. (1988) 99 USA Pre–post, w/control
group
Dentists Bulletins, discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge &
performance
Girgis, Sanson, & Watson
(1994)
142 Australia Pre–post, w/control
group
Electrical company
outdoor workers
Lecture, discussion,
pamphlets
Exposure to harmful
substances or
environments
Knowledge &
performance
Goldrick (1989) 78 USA Pre–post, w/o control
group
Nurses Computer-based programmed
instruction
Exposure to harmful
substances or
environments
.60 Knowledge
66 USA Pre–post, w/o control
group
Nurses Lecture Exposure to harmful
substances or
environments
.60 Knowledge
Greene, DeJoy, & Olejnik
(2005)
82 USA Pre–post, w/control
group
University employees
(computer users)
Feedback Bodily reaction and
exertion
Performance
Harrington & Walker
(2002)
20 USA Pre–post, w/o control
group
Administrative staff at
life-care community
facility
Instructor-led lecture and
discussion (fire behavior
module)
Fires and explosions .79 Knowledge
42 USA Pre–post, w/control
group
Administrative staff at
life-care community
facility
Computer-based programmed
instruction (fire hazard
module)
Fires and explosions .72 Knowledge
Harrington & Walker
(2003)
37 USA Pre–post, w/o control
group
Nursing facility staff Computer-based programmed
instruction (need for fire
safety module)
Fires and explosions Knowledge
31 USA Pre–post, w/o control
group
Nursing facility staff Instructor-led lecture and
discussion (need for fire
safety module)
Fires and explosions Knowledge
44 USA Pre–post, w/o control
group
Nursing facility staff Computer-based programmed
instruction (human factors
in fire module)
Fires and explosions Knowledge
38 USA Pre–post, w/o control
group
Nursing facility staff Instructor-led lecture and
discussion (human factors
in fire module)
Fires and explosions Knowledge
40 USA Pre–post, w/o control
group
Nursing facility staff Computer-based programmed
instruction (fire emergency
planning module)
Fires and explosions Knowledge
36 USA Pre–post, w/o control
group
Nursing facility staff Instructor-led lecture and
discussion (fire emergency
planning module)
Fires and explosions Knowledge
31 USA Pre–post, w/o control
group
Nursing facility staff Computer-based programmed
instruction (fire safety
devices module)
Fires and explosions Knowledge
(table continues)
HAZARDS AND SAFETY TRAINING 55
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
32 USA Pre–post, w/o control
group
Nursing facility staff Instructor-led lecture and
discussion (fire safety
devices module)
Fires and explosions Knowledge
Harrington & Walker
(2004)
670 USA Pre–post, w/o control
group
Staff from a life-care
community/nursing
community
Computer-based programmed
instruction
Fires and explosions .76 Knowledge
624 USA Pre–post, w/o control
group
Staff from a life-care
community/nursing
community
Instructor-led lecture and
discussion
Fires and explosions Knowledge
Held, Mygind, Wolff,
Gynterlberg, & Agner
(2002)
287 Denmark Pre–post, w/control
group
Wetwork employees Behavioral modeling Exposure to harmful
substances or
environments
Performance
Hickman & Geller (2003) 15 USA Pre–post, w/control
group
Miners Feedback Exposure to harmful
substances or
environments
.97 Knowledge
Hong, Ronis, Lusk, & Kee
(2006)
403 USA Pre–post, w/control
group
Engineers on construction
sites
Computer-based programmed
instruction
Exposure to harmful
substances or
environments
Performance
Hopkins (1984) 6 USA Pre–post, w/o control
group
Plastics manufacturing
plant workers
Feedback Exposure to harmful
substances or
environments
.99 Performance
Huang et al. (2002) 98 China Pre–post, w/control
group
Hospital nurses Behavioral modeling Exposure to harmful
substances or
environments
Knowledge &
performance
Hultman, Nordin, &
Ortengren (1984)
6 Sweden Pre–post, w/o control
group
Janitors Hands-on training
(simulation), feedback
Bodily reaction and
exertion
Performance
Hurlebaus & Link (1997) 22 USA Pre–post, w/o control
group
Nurses Discussion, handouts,
behavioral modeling,
hands-on training
(supervised practice)
Assaults and violent
acts
Knowledge
Inman & Blanciforti
(2002)
106 USA Pre–post, w/control
group
Carpenters Lecture, reminders, posters Contact with objects Performance
Jensen & Friche (2007) 208 Denmark Pre–post, w/o control
group
Floor layers Hands-on (with simulation
training)
Bodily reaction and
exertion
Performance
Johnsson, Carlosson, &
Lagerstrom (2002)
49 Sweden Posttest only,
comparison
Hospital and home care
personnel
Feedback Bodily reaction and
exertion
.91 Performance
Kerrigan et al. (2006) 206 Dominican
Republic
Pre–post, w/o control
group
Sex workers (Santo
Domingo)
Lecture/discussion Exposure to harmful
substances or
environments
Performance
200 Dominican
Republic
Pre–post, w/o control
group
Sex workers (Puerto Plata) Lecture/discussion Exposure to harmful
substances or
environments
Performance
Knobloch & Broste (1998) 691 USA Pre–post, w/control
group
Agricultural workers Lecture, discussion, videos,
behavioral prompts (e.g.,
direct mailings), feedback,
hands-on training
(supervised practice)
Exposure to harmful
substances or
environments
Performance
56 BURKE ET AL.
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Komaki, Barwick, & Scott
(1978)
22 USA Pre–post, w/o control
group
Bakery workers (wrapping
department)
Slideshow, discussion,
feedback
Contact with objects .99 Performance
16 USA Pre–post, w/o control
group
Bakery workers (makeup
department)
Slideshow, discussion,
feedback
Contact with objects .97 Performance
Komaki, Heinzmann, &
Lawson (1980)
7 USA Pre–post, w/o control
group
Vehicle maintenance
workers (sweeper repair
section)
Slideshow, discussion,
feedback
Contact with objects .95 Performance
37 USA Pre–post, w/o control
group
Vehicle maintenance
workers (preventive
maintenance section)
Slideshow, discussion,
feedback
Contact with objects .95 Performance
7 USA Pre–post, w/o control
group
Vehicle maintenance
workers (light
equipment repair
section)
Slideshow, discussion,
feedback
Contact with objects .95 Performance
4 USA Pre–post, w/o control
group
Vehicle maintenance
workers (heavy
equipment repair
section)
Slideshow, discussion,
feedback
Contact with objects .95 Performance
Kowalski-Trakofler &
Barrett (2003)
82 USA Posttest only,
comparison
Mining workers Lecture/discussion Contact with objects Knowledge
Leslie & Adams (1973) 50 USA Pre–post, w/control
group
Unskilled workers Lecture, audiovisual
presentation, discussion
Contact with objects Performance
Ludwig & Geller (1991) 60 USA Posttest only,
comparison
Pizza deliverers Discussion, store-based verbal
reminders
Transportation
accidents
.90 Performance
Ludwig & Geller (1997) 29 USA Pre–post, w/control
group
Pizza deliverers Discussion, participative goal
setting, feedback
Transportation
accidents
.86 Performance
20 USA Pre–post, w/control
group
Pizza deliverers Lecture, (assigned) goal
setting, feedback
Transportation
accidents
.86 Performance
Lueveswanij, Nittayananta,
& Robison (2000)
139 Thailand Pre–post, w/control
group
Oral health personnel Lectures, videos, interviews
with infected persons,
behavioral demonstrations,
role-plays
Exposure to harmful
substances or
environments
Knowledge
Lusk et al. (2003) 878 USA Pre–post, w/control
group
Automotive factory
workers
Computer-based programmed
instruction
Exposure to harmful
substances or
environments
.89 Performance
Luskin, Somers, Wooding,
& Levenstein (1992)
20 USA Pre–post, w/o control
group
Hazardous waste site
workers, emergency
responders
Lecture, group discussion,
hands-on, participatory
exercises, simulation (mock
incident)
Exposure to harmful
substances or
environments
Knowledge
P. Lynch et al. (1990) 717 USA Pre–post, w/o control
group
Hospital staff Slide presentation, discussion Exposure to harmful
substances or
environments
.80 Knowledge
29 USA Pre–post, w/o control
group
Medical personnel Slide presentation, discussion Exposure to harmful
substances or
environments
Performance
201 USA Pre–post, w/o control
group
Nursing personnel Slide presentation, discussion Exposure to harmful
substances or
environments
Performance
(table continues)
HAZARDS AND SAFETY TRAINING 57
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
R. M. Lynch & Freund
(2000)
104 USA Pre–post, w/control
group
Nursing, patient care 35-mm slideshow, hands-on
equipment training,
feedback
Bodily reaction and
exertion
Knowledge &
performance
Ma et al. (2002) 815 China Pre–post, w/o control
group
Sex workers Lecture/discussion Exposure to harmful
substances or
environments
Knowledge &
performance
Marsh & Kendrick (1998) 58 UK Pre–post, w/o control
group
Health care professionals Feedback Accidents/injuries Knowledge
Martyny, Buchan, Keefe,
& Blehm (1988)
19 USA Pre–post, w/control
group
Occupational health and
safety officers
Lecture Exposure to harmful
substances or
environments
Knowledge
Materna et al. (2002) 45 USA Pre–post, w/o control
group
Painting contractors Lecture, audiovisual
presentation, discussion,
behavioral modeling,
hands-on
training/simulation
Exposure to harmful
substance or
environments
Performance
Mattila (1990) 38 Finland Pre–post, w/o control
group
Veneer refining and
coating workers
Feedback based on safety
inspections
Transportation
accidents
.89 Performance
Mattila & Hyodynmaa
(1988)
70 Finland Pre–post, w/o control
group
Construction workers
(office building site)
Feedback based on safety
inspections
Exposure to harmful
substances or
environments
.87 Performance
17 Finland Pre–post, w/o control
group
Construction workers
(apartment building site)
Feedback based on safety
inspections
Falls .87 Performance
Mayer et al. (2007) 2,501 USA Pre–post, w/control
group
Postal service letter
carriers
Lecture/discussion Exposure to harmful
substances or
environments
Performance
McCauley (1990) 30 USA Pre–post, w/control
group
Groundskeepers and
custodians
Lecture, discussion,
slideshow, simulated work
situations
Bodily reaction and
exertion
Performance
Michaels, Zoloth,
Bernstein, Kass, &
Schrier (1992)
170 USA Pre–post, w/o control
group
Carpenters Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
367 USA Pre–post, w/o control
group
Construction laborers and
pipe caulkers
Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
170 USA Pre–post, w/o control
group
Custodial assistants Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
86 USA Pre–post, w/o control
group
Dental assistants,
hygienists, and dentists
Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
177 USA Pre–post, w/o control
group
Electricians Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
234 USA Pre–post, w/o control
group
Stationary engineers and
high-pressure, plant
tenders
Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
58 BURKE ET AL.
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
160 USA Pre–post, w/o control
group
Plumbers Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
147 USA Pre–post, w/o control
group
Print shop workers Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
109 USA Pre–post, w/o control
group
Traffic device maintainers Lecture, group discussion,
feedback
Exposure to harmful
substances or
environments
Knowledge
Na¨sa¨nen & Saari (1987) 32 Finland Pre–post, w/o control
group
Shipyard workers Slideshow, discussion,
feedback
Falls .88 Performance
Nieuwenhuijsen (2004) 40 USA Posttest only,
comparison
Office workers employed
in an administrative
office
Hands-on (with simulation
training)
Bodily reaction and
exertion
Performance
Parkinson et al. (1989) 297 USA &
Canada
Pre–post, w/control
group
Coke oven plant workers Lecture, discussion Exposure to harmful
substances or
environments
Knowledge &
performance
Patros (2001) 30 USA Pre–post, w/o control
group
Health care workers Feedback Exposure to harmful
substances or
environments
.99 Performance
Perry & Layde (2003) 385 USA Posttest only,
comparison
Dairy farmers (certified
pesticide applicators)
Feedback Exposure to harmful
substances or
environments
Knowledge &
performance
Peterson, McGlothlin, &
Blue (2004)
35 USA Pre–post, w/o control
group
Nursing assistants Lecture/discussion Bodily reaction and
exertion
Knowledge
Poosanthanasarn, Lohachit,
Fungladda, Sriborapa, &
Pulkae (2005)
52 Thailand Pre–post, w/control
group
Metal auto-parts factory
workers
Lecture/discussion, feedback Bodily reaction and
exertion
Performance
Porru et al. (1993) 50 Italy Pre–post, w/o control
group
Manufacturing plant
workers
Lecture, discussion, booklet
of information
Exposure to harmful
substances or
environments
Knowledge
Rasmussen et al. (2003) 201 Denmark Pre–post, w/control
group
Farm workers Lecture/discussion Exposure to harmful
substances or
environments
.60 Performance
Ray, Bishop, & Wang
(1997)
41 USA Pre–post, w/control
group
Automobile manufacturing
workers
Visual presentation,
discussion, feedback
Contact with objects Performance
Ray, Purswell, & Schlegel
(1990)
200 USA Pre–post, w/control
group
Machinists, welders,
general fitting
technicians
Discussion, feedback Contact with objects .98 Performance
(table continues)
HAZARDS AND SAFETY TRAINING 59
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Reber & Wallin (1984) 105 USA Pre–post, w/o control
group
Farm machinery
manufacturing workers
Lecture, slideshow, feedback,
goal setting
Falls .88 Performance
Reber, Wallin, & Chhokar
(1984)
105 USA Pre–post, w/o control
group
Sugar cane machinery
manufacturing plant
workers
Feedback based on observed
levels of safe behavior
Contact with objects .88 Performance
Reed (2003) 26 USA Pre–post, w/o control
group
High school agricultural
students
Hands-on (with simulation
training)
Exposure to harmful
substances or
environments
Performance
Robertson et al. (2002) 31 USA Pre–post, w/o control
group
Knowledge workers Hands-on (with simulation
training)
Bodily reaction and
exertion
Knowledge
Rundio (1994) 33 USA Pre–post, w/control
group
Nurses Hands-on training, simulation Exposure to harmful
substance or
environments
Knowledge
Saari (1987) 18 Finland Pre–post, w/o control
group
Margarine factory workers Slide presentation, feedback Falls Performance
Saari & Na¨sa¨nen (1989) 70 Finland Pre–post, w/o control
group
Shipyard workers Feedback Falls .91 Performance
Sadler & Montgomery
(1982)
8 USA Pre–post, w/o control
group
Military aviation
maintenance personnel
Lecture (standard lecture
group)
Exposure to harmful
substances or
environments
.90 Performance
8 USA Pre–post, w/o control
group
Military aviation
maintenance personnel
Lecture, feedback (leaderdirected
group)
Exposure to harmful
substances or
environments
.90 Performance
Seto, Ching, Chu, &
Fielding (1990)
129 China (Hong
Kong)
Pre–post, w/control
group
Nurses Lecture Exposure to harmful
substances or
environments
Knowledge &
performance
Stave, Torner, & Eklof
(2007)
26 Sweden Pre–post, w/o control
group
Agriculture/farming
workers
Lecture/discussion Transportation
accidents
Performance
Stephens & Ludwig (2005) 7 USA Pre–post, w/o control
group
Nurses Feedback Exposure to harmful
substances or
environments
Performance
Streff, Kalsher, & Geller
(1993)
51 USA Pre–post, w/o control
group
Machinists in electronics
components plant
Lecture, group discussion Exposure to harmful
substances or
environments
.90 Performance
Symes, Graveling, &
Campbell (1992)
139 UK Pre–post, w/o control
group
Coal miners Lecture Exposure to harmful
substances or
environments
Knowledge
Troup & Rauhala (1987) 198 Finland Posttest only,
comparison
Student nurses Lecture, videotaped selfevaluation,
diary of patienthandling
activities
Bodily reaction and
exertion
.94 Performance
60 BURKE ET AL.
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Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Uwakwe (2000) 141 Nigeria Pre–post, w/control
group
Registered (student) nurses Lecture, discussion,
multimedia presentations
Exposure to harmful
substances or
environments
Knowledge &
performance
Vaught, Brinch, & Kellner
(1988)
127 USA Posttest only,
comparison
Professional and technical
employees
Hands-on training Fires and explosions Performance
97 USA Posttest only,
comparison
Professional and technical
employees
Computer-based training Fires and explosions Performance
Vela Acosta, Chapman,
Bigelow, Kennedy, &
Buchan (2005)
152 USA Pre–post, w/control
group
Migrant farm workers Feedback Exposure to harmful
substances or
environments
Knowledge
Videman et al. (1989) 199 Finland Posttest only,
comparison
Nurses Lecture, feedback Bodily reaction and
exertion
Performance
Wallen & Mulloy (2005) 14 USA Posttest only,
comparison
Factory workers (younger
group)
Computer-based programmed
instruction
Exposure to harmful
substances or
environments
Knowledge
16 USA Posttest only,
comparison
Factory workers (older
group)
Computer-based programmed
instruction
Exposure to harmful
substances or
environments
Knowledge
Wang, Fennie, He,
Burgess, & Williams
(2003)
91 China Pre–post, w/control
group
Student nurses Lecture, video, behavioral
modeling
Exposure to harmful
substance or
environments
Knowledge &
performance
Wertz, Sorenson, Liebling,
Kessler, & Heeren
(1987)
1,247 USA Pre–post, w/o control
group
Health care workers (e.g.,
nurses, support staff, lab
technicians)
Lecture, discussion Exposure to harmful
substances or
environments
Knowledge
Whitby, Stead, & Najman
(1991)
333 New Zealand Pre–post, w/o control
group
Hospital nursing staff Feedback Exposure to harmful
substances or
environments
Knowledge &
performance
J. H. Williams & Geller
(2000)
97 USA Pre–post, w/o control
group
Manufacturing Lecture, discussion, feedback Bodily reaction and
exertion
Performance
T. C. Williams & Zahed
(1996)
27 USA Pre–post, w/o control
group
Chemical processors Lecture, discussion Exposure to harmful
substances or
environments
Knowledge
27 USA Pre–post, w/o control
group
Chemical processors Computer-based training
modules
Exposure to harmful
substances or
environments
Knowledge
Wong et al. (1991) 186 USA Pre–post, w/o control
group
Physicians Lecture, feedback Exposure to harmful
substances or
environments
Performance
Wu et al. (2002) 833 China Pre–post, w/control
group
Health professionals Behavioral modeling Exposure to harmful
substances or
environments
Knowledge
Wynn & Black (1998) 96 USA Pre–post, w/o control
group
Medical flight crew
personnel (nurses,
paramedics)
Lecture Fires and explosions Knowledge
(table continues)
HAZARDS AND SAFETY TRAINING 61
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how hazardous event/exposure severity interacts with training engagement
to influence these outcomes. Although we found a main
effect for training in relation to knowledge acquisition and safety
performance that was consistent with expectations from active
approaches to learning (Bell & Kozlowski, 2008; Burke et al.,
2006; Taylor et al., 2005), this finding was overshadowed by
evidence of an interaction between the level of training engagement
and hazardous event/exposure. More specifically, highly
engaging training is considerably more effective in promoting
safety knowledge and safety performance than less engaging training,
particularly when the severity level of hazardous event/
exposure is high. When hazardous event/exposure severity is low,
less engaging training approaches appear to be as effective as those
that are highly engaging. This interaction effect is consistent with
theoretical arguments based on dialogical theories of experiential
learning and, at the same time, suggests that low hazards constitute
a boundary condition for the effectiveness of training engagement.
The scientific and practical implications of these findings are
discussed below.
Training Engagement
Our findings indicate that, on average, the highly engaging
methods of safety training are considerably more effective than the
less engaging methods of training in knowledge acquisition and
safety performance. Scientifically, these findings provide further
support for conceptual arguments within experiential learning theories
concerning enhancements in learning that result from action,
dialogue, and reflection. From a practical perspective, these findings
suggest the need for safety managers to more carefully consider
the relative costs and benefits of placing a trainee in a passive
versus more active type of safety training for knowledge acquisition
and performance enhancement. In particular, although distance
learning and electronic learning (e-learning) approaches to
training offer economies of scale and may appear cost effective
from a short-term financial perspective, a lack of participant engagement
in such training approaches has been acknowledged as a
major issue (Derouin, Fritzsche, & Salas, 2005). Given the importance
of knowledge and performance as outcomes of safety training,
balancing training engagement with the short-term financial
costs becomes critical both to keeping workers safe and to avoiding
the long-term financial costs of safety-related disasters, including
the aforementioned deadly explosion at the Upper Big Branch
mine in West Virginia.
We note that our findings for the relative effectiveness of less
versus highly engaging forms of safety training are stronger and
more robust than the respective uncorrected study effects reported
in Robson et al. (2010). These differences in findings are likely, in
part, due to the highly selective sampling of studies (16 of which
entered the final analyses compared to our analysis of 113 studies)
and second-order sampling error introduced in Robson et al. Importantly,
the present findings offer the most comprehensive scientific
findings concerning the relative effectiveness of training
engagement to date and serve to inform evidence-based policy on
worker safety training with respect to highly hazardous work
conditions. To underscore the importance of more informed policy
and practice related to worker safety training, one need only look
at recent news headlines concerning work safety training for the
largest oil spill recovery effort in U.S. history. For instance, David
Table 1 (continued)
Study N Country Study designa Participant occupation Method of safety trainingb Type of hazard
Dependent variable
reliabilityc
Dependent
variable
Yarrall (1986) 73 New Zealand Pre–post, w/control
group
Unspecified worksite
employees (Worksite B)
Lecture, audiovisual
presentation, discussion
Exposure to harmful
substances or
environments
Knowledge &
performance
67 New Zealand Pre–post, w/control
group
Unspecified worksite
employees (Worksite C)
Feedback Exposure to harmful
substances or
environments
Knowledge &
performance
Yassi et al. (2001) 204 Canada Pre–post, w/control
group
Health care workers Problem-based, hands-on
training/practice with
equipment
Bodily reaction and
exertion
Performance
Zohar, Cohen, & Azar
(1980)
76 Israel Pre–post, w/control
group
Metal fabrication plant
workers
Lecture, discussion, feedback Exposure to harmful
substances or
environments
Performance
Note. N ! sample size relevant to the respective effect size.
a Study design for the purpose of estimating the effect size is not necessarily the same as the actual study design. Designs were reconsidered in some cases to deal with comparison groups that did
not serve as reasonable control groups, with a lack of data on pre–post change for the control group, and with substantively range restricted pretest data that would create out-of-bound effect size
estimates. b The level of engagement of safety training was based on the most engaging training method incorporated into a study design. c The sample-size weighted average reliability for the
respective knowledge and performance reliabilities was substituted for missing study reliabilities. These mean reliability values were .73 for knowledge and .88 for performance.
62 BURKE ET AL.
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Michaels, Assistant Secretary of Labor for the Occupational Safety
and Health Administration, was quoted as saying, “We have reports
that some [in reference to British Petroleum’s oil recovery
safety training programs] are offering training in significantly
fewer than 40 hours, showing video presentations instead of requiring
hands-on training and offering only limited instruction”
(Mirza, 2010, p. 1). These workers’ insufficient training was
reflected in their behaviors: some of the clean-up workers were
reportedly working without gloves and in their regular clothes,
meaning not only that they were likely coming into direct contact
with contaminants but that they were then probably bringing these
contaminants into their homes on their clothes. We comment more
and qualify our comments on the policy and practice implications
of our results below in relation to findings for Hypotheses 3 and 4,
which pertain to the interaction of training engagement and hazardous
event/exposure severity on training effectiveness.
The Interaction of Training Engagement and
Hazardous Event/Exposure Severity
An important finding from this study is that hazardous event/
exposure severity interacted with training engagement to, on average,
produce increased learning and performance when hazardous
event/exposure severity was high and training was highly
engaging. The primary psychological mechanism we offer as an
explanation for this effect is the dread factor, the realization of the
dangers associated with ominous hazards and the experienced
feelings that one has about the possibility of such events/
exposures. This affective reaction and realization of threat severity
is, in turn, expected to promote the motivation to learn more about
such hazards and how to avoid them, as well as motivation for
transferring such knowledge to the work setting. Our argument is
consistent with the considerable amount of research on the functional
nature of affect and emotions.
Our theorizing on how the dread factor develops involves the
social and experiential construction of affect and understanding of
threat severity. As such, our theorizing and empirical findings
uniquely contribute to research on learning in safety contexts, as
well as to research on why and how workers transfer knowledge to
the work setting in terms of dealing with hazards of an ominous
nature. Consistent with our theorizing and findings, people become
more pessimistic in their predictions about negative outcomes
when they are able to reflect on or imagine the experience of such
Table 2
Safety and Health Training Method Meta-Analysis Results in Correlation Form
Training method N k
Uncorrected Disattenuated
Mr 95% CI Mr Vr M$ 95% CI M$ V$
Safety knowledge
Less engaging methods 10,073 60 .31 [.27, .35] .020 .36 [.32, .41] .029
Highly engaging methods 1,848 15 .52 [.46, .59] .011 .61 [.54, .68] .014
Safety performance
Less engaging methods 10,214 69 .20 [.17, .24] .015 .22 [.18, .25] .017
Highly engaging methods 2,559 22 .39 [.34, .45] .013 .42 [.36, .48] .015
Note. N ! total number of individuals; k ! number of study effects; Mr ! sample-size weighted mean uncorrected correlation; 95% CI Mr ! 95%
confidence interval around the estimated Mr; Vr ! variance of uncorrected effects; M$ ! sample-size weighted mean correlation corrected for dependent
variable unreliability (mean rho); 95% CI M$ ! 95% confidence interval around the estimated M$; V$ ! variance of corrected effects.
Table 3
Hazardous Event/Exposure Severity Level by Training Method Results in Correlation Form
Hazard level/training method N k
Uncorrected Disattenuated
Mr 95% CI Mr Vr M$ 95% CI M$ V$
Safety knowledge
Low hazard
Less engaging methods 250 4 .45 [.31, .60] .011 .53 [.37, .70] .016
Highly engaging methods 407 6 .41 [.28, .54] .019 .47 [.33, .61] .019
High hazard
Less engaging methods 9,823 56 .31 [.27, .35] .020 .36 [.31, .41] .028
Highly engaging methods 1,441 9 .55 [.50, .61] .004 .65 [.58, .71] .006
Safety performance
Low hazard
Less engaging methods 1,462 28 .29 [.23, .35] .011 .31 [.24, .37] .014
Highly engaging methods 841 10 .31 [.22, .39] .010 .32 [.23, .41] .011
High hazard
Less engaging methods 8,752 41 .19 [.15, .23] .014 .20 [.16, .25] .016
Highly engaging methods 1,718 12 .44 [.37, .50] .009 .46 [.39, .53] .010
Note. N ! total number of individuals; k ! number of study effects; Mr ! sample-size weighted mean uncorrected correlation; 95% CI Mr ! 95%
confidence interval around the estimated Mr; Vr ! variance of uncorrected effects; M$ ! sample-size weighted mean correlation corrected for dependent
variable unreliability (mean rho); 95% CI M$ ! 95% confidence interval around the estimated M$; V$ ! variance of corrected effects.
HAZARDS AND SAFETY TRAINING 63
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an outcome (Sanna, 1999), and research suggests that a pessimistic
outlook may be wiser in preparing for and responding to possible
negative outcomes (Rundmo, 2000; Sweeny & Shepperd, 2007). In
effect, workers in safety contexts where a hazardous exposure or
event is regarded as serious or consequential (relative to illness,
disease, or death) may be harnessing the benefits of negative states
(such as negative affect) to prepare for and prompt action to avoid
the negative outcomes. In doing so, they are engaging in safe work
behavior.
Furthermore, we note two interesting and unanticipated findings.
First, in the low hazard condition, the less and highly engaging
forms of training had comparable mean effects for both knowledge
acquisition and safety performance. These findings may have
been affected to some degree by the second-order sampling of
studies. This point is especially relevant for the two knowledgeacquisition
mean effects in the low hazard severity condition,
which are based on relatively small numbers of studies and have
wide confidence intervals. These confidence intervals are 2 to 3
times as wide as the respective confidence intervals in the high
hazard condition, where the latter intervals are based on larger
numbers of studies. Nevertheless, the overall pattern of findings
across the two dependent variable categories, knowledge acquisition
and safety performance, is noteworthy. Substantively, this
pattern of findings suggests a potential boundary condition for the
usefulness of highly engaging forms of training. That is, when
hazard severity is low, more standardized and less socially engaging
training methods may be sufficient to efficaciously produce
desired or optimal training outcomes. More research comparing
less and highly engaging forms of training under low hazard
severity conditions with respect to safety and health knowledge
and performance as the dependent variables is needed before one
can be more confident in concluding that there is a possible
boundary condition for training engagement.
Another interesting finding is that the lowest effects for knowledge
acquisition or safety performance were in the high hazard,
low training engagement conditions. There are perhaps two related
explanations for this pattern of findings. First, properly dealing
with hazards that have severe injury or illness potential may
require more procedural knowledge and skill development (e.g.,
using a self-contained breathing apparatus for dealing with radiological
waste) than working with hazards that have lower potential
for severe injury (e.g., using a loose-fitting disposable face mask
when painting). As discussed above and consistent with our general
findings concerning the effect of more versus less engaging
forms of training, less engaging forms of training (e.g., a lecture,
a pamphlet) would not necessarily lead to the development of more
advanced procedural knowledge and skill needed within an area
such as respiratory protection. Second, in line with our arguments
related to the social construction of dread and an understanding of
threat vulnerability, less engaging forms of training (with respect
to hazards with severe injury/illness potential) may inappropriately
signal that hazards and threat vulnerability are minor when in fact
that they are not. The result being a potential backlash effect where
the motivation to acquire the procedural knowledge and skill for
handling such hazards is deflated.
From a practical perspective, our findings in regard to the dread
factor are important. Given the breadth of occupations and industries
included in this meta-analysis and noting that these findings
apply to workers in over 16 countries, the observed learning and
performance differences between less engaging and highly engaging
training in the high hazardous event/exposure condition have
broad implications for the design and delivery of safety-related
interventions on a worldwide basis. That is, efforts to increase the
capacity of private sector and public sector workers to deal with
hazards of an ominous nature, such as those relating to emergency
events and exposures to highly hazardous substances, would be
well advised to consider the potential benefits of highly engaging
forms of training when hazard event/exposure is high. We offer
this observation noting that when work involves dealing with
hazards of an ominous nature, workers are not necessarily receiving
and experiencing the benefits of highly engaging training.
While our observation is based on the fact that the number of
training evaluation studies in the literature is much lower for
highly engaging safety training in comparison to less engaging
types of training, we note that this observation is also consistent
with literature indicating that safety training is not more prevalent
in occupations and industries where workers face potential exposure
to hazards with severe injury potential (Smith & Mustard,
2007).
Potential Limitations and Directions for
Future Research
While we have relied on dialogical theories of experiential
theories of learning as the basis for our psychological mechanisms
and hypotheses, we recognize that this proposed psychological
mechanism for our findings is an unmeasured variable. Thus,
alternative explanatory mechanisms might be proposed for the
obtained effects. We encourage research and, in particular, experimental
studies that attempt to test expectations in relation to the
dread factor and to measure affective and motivationally relevant
cognitions that serve as mediating variables in our causal arguments.
Another potential limitation of this investigation is that we did
not have adequate data to control for several factors (e.g., sex and
position within organization) that are known to influence risk
perceptions. For many of the studies, with the exception of several
studies and samples within the health care sector (e.g., nursing),
the samples were predominantly male. Likewise, the samples in
our studies were predominantly line workers, with few safety
training studies involving managers.
Furthermore, while our studies were based in over 16 different
countries, studies from the United States dominated the set. As
safety training continues on a worldwide basis, a useful future
research direction would be to consider the joint influence of
national cultural values, training engagement, and hazards on
safety knowledge acquisition and performance. This suggestion is
made based on some evidence that cultural values such as uncertainty
avoidance are related to training engagement (Burke, Chan-
Serafin, Salvador, Smith, & Sarpy, 2008). That is, as uncertainty
avoidance increases, the level of training engagement decreases.
This effect is expected to be due to organizations in cultures that
place a high value on avoiding uncertainty tending to favor more
structured, less engaging approaches to safety training.
In terms of future research concerning the role of work context
and environment (i.e., hazardous event/exposure), we believe the
hazard scoring system employed in this investigation has reasonable
potential for advancing the understanding of effects associ-
64 BURKE ET AL.
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ated with physical hazards in many types of work environments.
The present hazard scoring system relies on the dichotomization of
hazards as low and high relative to an available and standardized
(across industries and occupations) hierarchy of workplace hazards.
Notably, this system is flexible in the sense of permitting
gradations in hazard categorization for up to seven hierarchically
ordered categories should a researcher’s question call for the
consideration of more fine-grained hazard distinctions. To our
knowledge, the hazard scoring system within this research (i.e., the
Bureau of Labor Statistics’ OIICS) has not been employed in other
behavioral, management, or pubic health research to examine
effects associated with hazardous work environments. Typically,
hazards are recognized in these literatures but are infrequently
scored and examined as situational variables. Notable exceptions
include the O*NET work context ratings, which reflect job analysts’
ratings of potential exposure to job hazards (see Strong,
Jeanneret, McPhail, Blakley, & D’Egidio, 1999), and the idiosyncratic
trade association scheme reported by Sinclair et al. (2003).
Conclusion
The current study demonstrates the interactive influence of the
level of engagement of safety training and hazard event/exposure
severity on the development of safety knowledge and performance.
Importantly, in relation to knowledge acquisition and safety performance,
we have found that highly engaging safety training is
more effective than less engaging safety training when hazardous
event/exposure severity is high, whereas highly and less engaging
safety training have comparable levels of effectiveness when hazardous
event/exposure severity is low. More broadly, we hope, in
conducting this study, not only that we have contributed to an
understanding of the role that work context (i.e., workplace hazards)
plays in relation to different levels of active learning to
improve worker safety but that we have also underscored the value
of a social constructionist lens to studying workplace safety.
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Received January 27, 2010
Revision received September 28, 2010
Accepted September 29, 2010 !
70 BURKE ET AL.
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This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Who is the Speaker of the House of Representatives? What is their chief responsibilities?

Instructions: The tenth assignment will require you to research the legislative branch and provide a brief analysis. The analysis will need to address the issues and/or questions outlined in the “Assignment Objectives.” Your analysis will need to be a minimum of 400 words and the preferred format is single-spaced, Times New Roman font, and 12pt font size. Further, the analysis should be free of major grammatical errors and properly cited using APA format.
Assignment Objectives: This assignment will examine various aspects of the legislative branch. For this assignment, please address the following:
Identify and explain at least one of the constitutional responsibilities the House of Representatives is given by the US Constitution.
Identify and explain at least one of the constitutional responsibilities the Senate is given by the US Constitution.
For both of your given examples, identify at least one method the executive branch employs to assert its influence over them.
Who is the Senate Majority Leader? What is their chief responsibilities?
Who is the Speaker of the House of Representatives? What is their chief responsibilities?

Discuss the motives behind the adoption and diffusion of business excellence models in public/private sector organizations in the UAE or wider context of the MENA region.

Principles of Business Excellence

Course Code: QLTY623

Assessment Strategy

FINAL EXAM

Final Exam (Week / Session 16 – 50% of the course grade): This is the final element of the course assessment and accounts for 50% of the final mark. The Final Exam is a sit-in physical exam. The final exam would be in form of 3 to 4 essay type questions of ALL the material that are being discussed in the class during the semester in particular the course recommended textbook. It covers all learning outcomes of the course. In order to successfully complete the course, you should attend all sessions, take note of the issues discussed during each session, and review the course recommended textbook and all VLE material (articles, book chapters, digitized material etc.).

To be awarded a high grade for the course, you should use the theories and concepts of the course and support your arguments with evidence for real world local and MENA-based as well as international organizations.

 

Rubrics for Final Exam

Criteria (Marking scheme) Description
Clarity in writing and explanation

(Mark 0 to 5%)

Clear and error free writing and use of language of the course; focus on each aspect of the question; avoid general answer.
Accuracy of answers

(Mark 0 to 15%)

Answers are accurate and reflect on the course material (recommended textbook, All VLE material)
Precision/

Logic of arguments

(Mark 0 to 15%)

Avoid too much details, avoid repetition and focus on the question. Answers and examples are mutually supporting and follow from one another. Course related theories/models/concepts must be used as a lens to discuss the practice of BE models.
Relevance to the concepts and theories of the course

(Mark 0 to 10%)

Show understanding of the course material and achieving the learning objectives of the final exam. Examples in support of arguments are linked to the adopted practices by local organizations.
Depth/Breadth of arguments

(Mark 0 to 5%)

Answers show a full understanding of the existing research, reflect on multiple points of view, and recognize varied interpretations and implications. Convincing evidence of attending lecture, awareness of argument discussed during the course, reading the course material –i.e. rrecommended textbook, All VLE material)
No Plagiarism

(Mark: University policy for plagiarism )

Rely on your own knowledge and understanding of the questions. Do not use others’ answer. Rephrase material adopted from other sources. Cite any material adopted from other sources correctly.

Grading Scheme for final exam: Based on the above assessment criteria you will be awarded a grade shown in the grading scheme of the course syllabus (i.e. A, B+, B, C+, C & F – see the course syllabus for more details on grading system). DO NOT copy others and rely on your own knowledge and understanding of the questions. Please DO NOT leave the exam hall quickly (minimum 1 hour). Read each question more than one time. Review your answers before handing over your answer sheet to the invigilator.

Sample final exam questions

  • Compare and contrast local/regional/international business excellence models.   Support your arguments with evidence from MENA-based (e.g. UAE) organizations.
  • Critically analyze the most widely used business excellence models adopted by the UAE-based organizations across the emirates (i.e. Dubai, Abu Dhabi, Sharjah,…)
  • Explain the vital role of top management/customer orientation/employee orientation/process orientation, benchmarking (and other criteria of business excellence models) in achieving business excellence. Support your arguments with evidence from MENA- (and UAE-based) organizations.
  • Critically analyze the performance impact of business Excellence models (e.g. EFQM, Deming Prize, MNBQA, DGQA, ISO 9000 series etc.). Support your arguments with evidence from MENA- (and UAE-based) organizations.
  • Discuss the motives behind the adoption and diffusion of business excellence models in public/private sector organizations in the UAE or wider context of the MENA region.
  • Critically analyze the adoption and performance impact of EFQM model in the UAE.  Support your arguments with evidence from MENA-based (e.g. UAE) organizations.
  • Define and describe categories/criteria of business excellence models (e.g. EFQM, Deming Prize, MNBQA, DGQA, ISO 9000 series). Support your arguments with evidence from MENA-based (e.g. UAE) organizations.
  • Explain the origin and nature of business excellence frameworks in the context of continuous quality improvement
  • K2 Discuss local and international business excellence frameworks and related quality awards in terms of criteria and award application process
  • S1 Evaluate business excellence frameworks for different organizational settings
  • S2 Conduct a systematic business excellence self-assessment exercise based on national (e.g. Dubai government excellence programme) and international business excellence frameworks (e.g. EFQM, Deming Prize, MNBQA)

 

Good luck

 

 

 

Should professional sport leagues have an antitrust exemption?

SPM 6726

Short Paper

Paper Topic Option 1: More and more schools (high schools and colleges) are creating social media rules and policies, particularly for student-athlete that define how students can use social media and what they can and cannot say on social media. Do social media policies violate a student’s 1st Amendment rights? Use case law and law review articles, amongst other sources to support your argument. It is suggested that you provide a brief explanation of the freedom of speech under the 1st Amendment.

Paper Topic Option 2: Major League Baseball has an antitrust exemption that shields it from any antitrust scrutiny under the Sherman Act. Is there is justification for its exemption? Should professional sport leagues have an antitrust exemption? Use case law and law review articles, amongst other sources, to support your argument. It is suggested that you provide a brief explanation of antitrust law.

This short paper assignment is a way for you to become familiar with conducting legal research and formulating an argument in preparation for your final legal research paper. Select from one of the topics presented above.

Your paper must be 4-5 pages long (excluding the cover page and references), written in APA style format. Your paper should have an introduction with a thesis statement, a body explaining your legal argument and research to support that argument, and a conclusion summarizing the points made and a final statement regarding the legal question and argument. The paper must be written in 3rd person (DO NOT use I, me, or you). This IS NOT an opinion paper. This paper is a presentation of a legal argument supported by legal research.

As with any assignment, if you directly quote or paraphrase any sources, you MUST cite your sources. Failure to do so will constitute plagiarism and result in either a deduction of points or a failing grade for this assignment, to be decided at the discretion of the instructor. I encourage you to visit the writing center to ensure that you do quote correctly according to APA style and to receive help in writing your paper to ensure that it is grammatically correct, cohesive and coherent.

You are required to use at least 3 cases and 3 law review articles using NexisUni; however, you are not limited to only those sources. Those are only the minimum requirements. Your thesis statement should be response to the topic chosen and will set the tone of your paper. It should be the foundation for the body of your paper.

Your grade for this assignment will be based on the demonstration of your knowledge about the relevant areas of law as well as your ability to conduct legal research and to construct a legal argument.

As with any other assignment, students are expected to work independently on this assignment. Collaboration with another student, regardless of his enrollment status, would constitute cheating in violation of the UF Honor Code.

 

Precisely what are you requesting from the court, and what is the court’s authority to order such an inspection?

Description

Your client was in the home of Clay Snow drinking moonshine whiskey with Snow and James Crawford.  They sat in a small living room with no more than five feet separating the three men.  Around 5 p.m., some petty arguments and disagreements occurred between your client and Crawford.  One person called the other a “damn liar”, and then your client and Crawford stood up and moved toward each other.  Snow got between the two men and wrapped his arms around your client’s waist to prevent violence.  Snow felt Crawford behind him, and all three men started moving sideways toward the bed.  Snow then heard gunfire and turned to see Crawford take three to four steps toward the dining room door before going down to his knees and collapsing on the floor.  Your client admits shooting Crawford but claims he did so in self-defense.  He maintains that Crawford but claims he did so in self-defense.  He maintains that Crawford jumped on top of him and choked him.  When he saw Crawford reach into his pocket, he thought Crawford was reaching for a gun.
Before trial, the prosecutor furnished you with all the photographs of the crime scene in the prosecutor’s possession.  You conclude, however, that the photos do not afford you an adequate means of understanding the crime scene and determining the location and relationship between the objects of furniture in Snow’s house.  You feel that you need to know the actual size of the room in order to understand the explanation of events given to you by your client since it would be difficult to examine and cross-examine witnesses about the details of events that occurred at a location with which you are unfamiliar.  Snow denied your request to view the crime scene, and you would like the court to order Snow to permit your inspection of the crime scene.  Draft a motion that will give you access to the crime scene.

Precisely what are you requesting from the court, and what is the court’s authority to order such an inspection?  Will you request
A.  discovery from the state?
B.  some variation on a subpoena duces tecum to Mr. Snow?
C.  a search warrant to inspect the crime scene?
D.  enforcement of a constitutional guarantee of compulsory process that establishes the defendant’s right to call for evidence in his behalf?

Answer all questions, in 2-3 pages.
Minimum Requirements:
Provide a 500-word minimum essay.
Use property APA formatting and citations, including ‘in-text’ citations.
Reference at least 2 outside credible resources.
I use TurnItIn to grade your originality/plagiarism. You are allowed 20%. After you go over the 20% your grade drops by one percent for every percent you go over 20%. Think about it, approximately one-fourth of your paper may be obtained from professional sources. The remaining 80% should be in your words.

Explain how the use of information technology-based platform such as BlackBerry helped improving inventory at OrthoRehab?

OrthoRehab Improves Inventory Management with BlackBerry
OrthoRehab provides an advanced technology called Continuous Passive Motion (CPM) that helps postoperative patients exercise limbs and joints to promote faster healing. Managing this inventory – more than 17,000 pieces of equipment – was proving ineffective with their current paper-based method. Paperwork was lagging two to four weeks behind service and support, leaving the company unsure of where its equipment was and slowing down their billing processes.
In 2003, they looked at leveraging their current BlackBerry® solution for management into the field. The field solution involved barcode scanning with BlackBerry handhelds, deployed with Flowfinity Forms, an electronic forms application. Each of the 173 OrthoRehab field workers was equipped with a laser scanner tethered to a BlackBerry handheld, so CPM units could be instantly scanned, electronically recorded at patient sites and the information relayed wirelessly to the corporate headquarters.
The company received compelling ROI, such as:
• A reduction in inventory tracking paperwork and an increase in
accurate reporting
• More efficiency in separating billing and inventory tracking
• Financial losses reduced by $250,000/year in unreported losses
• Increased employee productivity and enhanced patient care
• Reduced administrative work in updating the master database
OrthoRehab had always tracked its inventory using a paper-based process. Their Patient Service Representatives manually completed a form every time one of the company’s CPM units was transferred to a patient, hospital or clinic. The form was faxed to regional or corporate centers, where it was transferred to an electronic billing database. With more than 17,000 pieces of equipment in rotation at all times, paperwork lagged two to four weeks behind services. The lack of precision meant 2,000 to 3,000 devices could show up missing during an inventory period, costing the company both time and money.
Industry
Healthcare
Situation
A paper-based inventory tracking system for OrthoRehab’s equipment was inefficient and slow, resulting in lost revenue, confusion about the location of inventory and cumbersome, error-ridden reporting systems that affected the speed at which they billed for services.
Company Profile
OrthoRehab, Inc. is the nation’s leading supplier of rehabilitative goods and services to postoperative limb surgery patients.
Based in Tempe, Arizona, OrthoRehab employs more than 225 people and has offices in major locations across the country.
Solution
Patient Services Representatives began carrying a BlackBerry handheld with a tethered laser scanner to scan barcodes on the machinery. A Flowfinity application would run on the BlackBerry handheld to offer wireless forms that could be instantly communicated to the company’s head office.
Results
OrthoRehab estimates they are saving $250,000 annually with the ability to better track their inventory. Paperwork has been reduced and streamlined, reporting is faster and billing is now conducted more effectively, saving the company both time and money. Field employees have improved their productivity and can often save up to two hours per day with their new wireless solution.
Case Study
Investigating a Wireless Solution
In 2001, OrthoRehab began looking for a better way, with electronic tracking through another mobility solutions provider. A limited roll out tested a combined PDA and scanner. The results were unimpressive. With a battery life of less than one day, and the need to synch the device to a desktop computer, the company found the solution was not meeting its goals. The price also proved prohibitive, at $1,500 per device.
“We just wanted to come up with a way for inventory to be recorded electronically every time it was touched,” says Brian Tower, Director of Information Technology. “I was also trying to separate inventory from billing. Because the two had been joined for so long, it was having a negative effect on our revenue.”
In 2003, already using BlackBerry for senior levels of management, they realized the solution could also be used in the field. “We figured out that we could take information from a device, communicate it to the BlackBerry handheld and then bring it into our database,” says Tower.
A wireless inventory tracking solution was built on the BlackBerry handheld, with a tethered scanner, using a Flowfinity application for tracking and forms. The system would run over AT&T’s GSM/GPRS network.
BlackBerry could offer its well-documented superior battery life, giving mobile workers a reliable solution at a competitive price per handheld. BlackBerry push technology meant that field workers were always online, receiving important data in close to real-time, rather than having to dial-up or synch up handhelds at the end of the day. All of this was enabled on the BlackBerry Enterprise Server™.
Seamless Integration
Minimal time was required for system integration, largely because the Java™ platform used with BlackBerry is engineered for ease of deployment across multiple systems. It took a developer only one month to integrate the new solution with the existing Microsoft .NET system. Tower and his team used Flowfinity Forms, a data collection application, to develop electronic versions of the original paper forms. No custom programming was required to make these forms digital and the software was up-and-running within 72 hours.
Each of the 173 field workers – including Patient Service Representatives and sales representatives – was given a BlackBerry handheld with a laser-tethered scanner. The user simply scanned the barcode on the CPM units at the patient site. They then input data into a simple form on their BlackBerry handheld, which was wirelessly sent to corporate headquarters, where it was entered into the billing system.
“The second that we sent the handhelds out there, it really increased everyone’s effectiveness,” says Tower. OrthoRehab can now see where
their inventory is at-a-glance and which patients have been set up with CPM units. Improved inventory tracking has increased the accountability of individual regional offices.
The electronic forms and barcode scanning eliminated human errors (a major concern for health care providers), such as illegible information or having product serial numbers recorded incorrectly. Before, OrthoRehab found itself relying on billing to track the movement of their inventory. With much of their inventory going unreported because of the inefficiencies of the system, they were losing revenue. They now estimate saving $250,000 annually with their new wireless solution. The billing process is faster, accurate and inventory can be tracked up-to-the-minute.
“Compared to what we were losing,” says Tower, “it’s practically a no-brainer as far as how quick we’re going to pick up our investment.
The solution was both a necessity and an investment well worth making.”
In addition, BlackBerry has helped improve security. Under HIPPA, companies like OrthoRehab must follow certain guidelines when transmitting patient data to ensure the patient’s privacy. Under the old system, confidential information was faxed over phone lines, which do not guarantee security. With Triple DES encryption, OrthoRehab is now able to securely communicate patient data.
The greatest benefits have certainly been felt at the bottom line. Now that OrthoRehab can track its inventory better, they can also order it more effectively. “If we can obtain goods at a lower cost and get inventory to somebody more quickly, then the bottom line is felt by everyone,” says Tower.
Unexpected Benefits
But there were spin-off benefits that OrthoRehab didn’t expect. “BlackBerry has become the norm for our organization now,” says Tower.
“When field workers realized that so much of what they do on a day-to-day basis could be rolled up in this little device and how much more efficient they could be, then a few heads started to turn.”
In fact, 80 percent of OrthoRehab’s 225 staff use BlackBerry on a regular basis. Productivity has improved because of the integrated features
of a BlackBerry handheld – mobile email access, phone and calendaring. “Before we pretty much lived and died by cell phones and pagers,” says Tower. “If people had to check their email, they would run into their local offices and connect via some type of remote access.”
Email accessibility on BlackBerry handhelds has even helped Patient Service Representatives locate patients’ houses more easily. Locating an address used to require a phone call and a fax back with directions from a regional office. This could result in lost productivity as employees stood at fax machines waiting for paperwork to come through. Now, reps go online and find the directions themselves on their handhelds.
“Just that kind of thing alone is knocking off two hours a day,” says Tower.
“For years, the field was pushing us to supply them with laptops,” says Tower. “But with BlackBerry, they already get email and calendar.
So the push back from the field for laptops became almost nil and we could retire the need for that program and expense.”
The Future
Everyone at OrthoRehab is excited about the opportunities that have opened up as a result of the wireless solution. They now have a list of potential new applications. The next project they’ve planned is to transfer their patient agreement form from paper to a wireless application. Tower and his team are working to recreate this form on the BlackBerry handheld, which will eventually allow them to easily transfer the information to their database. Other forms that are candidates for this kind of process include insurance information, co-pays and even physician prescriptions.
“We have just started down this road and there are so many opportunities ahead of us,” says Tower. “Whatever we consolidate and get into
a form on the BlackBerry handheld is going to be a win for us.”
The Benefits
While OrthoRehab has discovered excellent financial ROI, they have equally enjoyed the unexpected benefits of their new wireless solution, including:
• A reduction in inventory tracking paperwork and an increase in accurate reporting
• Billing and inventory tracking separated for greater efficiency
• Financial losses reduced by $250,000/year in unreported losses
• Increased employee productivity and improved patient care
• Reduced administrative work in updating the master database
• Expedited processes enables more rapid billing
• Greater employee morale and more communication between mobile and office employees.
For additional BlackBerry case studies, success stories and customer quotes, please visit www.blackberry.com/go/success.
© 2004 Research In Motion Limited. All rights reserved. The BlackBerry and RIM families of related marks, images and symbols are the exclusive properties and trademarks of Research In Motion Limited. RIM, Research In Motion, “Always On, Always Connected” and BlackBerry are registered with the U.S. Patent and Trademark Office and may be pending or registered in other countries. All other brands, product names, company names, trademarks and service marks are the properties of their respective owners. The specifications and features contained in this document are subject to change without notice. Printed in Canada.
BlackBerry has become the norm for our organization now. When field workers realized that so much of what they do on a day-to-day basis could be rolled up in this little device and how much more efficient they could be, then a few heads started to turn.
Brian Tower,
Director of Information Technology,
OrthoRehab

Is it possible that an increase in the output of old texts contributed to the formulation of new theories?

Some Conjectures about the Impact of Printing on Western Society and Thought: A
Preliminary ReportAuthor(s): Elizabeth L. EisensteinSource: The Journal of Modern History, Vol. 40, No. 1 (Mar., 1968), pp. 1-56Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/1877720 .Accessed: 11/09/2013 14:46Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp .JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org. .The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to TheJournal of Modern History.http://www.jstor.org
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Some Conjectures about the Impact of Printing on
Western Society and Thought: A Preliminary Report
Elizabeth L. Eisenstein
American University
We should note the force, effect, and consequences of inventions which
are nowhere more conspicuous than in those three which were unknown to
the ancients, namely, printing, gunpowder, and the compass. For these three
have changed the appearance and state of the whole world.-FRANcIs BACON,
Novum organum, Aphorism 129
This paper presents portions of a work that is still in progress. It deals
with “the force, effect, and consequences” of the first invention singled
out by Bacon. Much has been written about how the way was paved
for Gutenberg’s invention and about the problem of defining just what
he did invent. There are few studies, however, of the consequences that
ensued once the new process had been launched.’ Explicit theories as to
what these consequences were have not yet been framed, let alone tested
or contested. To develop such theories is much easier said than done.
Still, I think the effort should be made. Consequences entailed by a
major transformation have to be reckoned with whether we pay attention
to them or not. In one guise or another they will enter into our
accounts and can best be dealt with when they do not slip in unobserved.
To dwell on the reasons why Bacon’s advice ought to be followed by
others is probably less helpful than trying to follow it oneself. This
1 The scarcity of historical treatments of this topic came to my attention when
reading Marshall McLuhan’s The Gutenberg Galaxy: The Making of Typographical
Man (Toronto, 1962). The author has deliberately jumbled his data and is
unconcerned about historical context. Despite the vast literature on printing, an
adequate context has not yet been supplied. A good recent selective bibliography
is in W. T. Berry and H. E. Poole, Annals of Printing A Chronological Encyclopedia
from Earliest Times to 1950 (London, 1966), pp. 287-94. More recent
works include two particularly pertinent titles, i.e., J. Carter and P. Muir (eds.),
Printing and the Mind of Man: The Impact of Print on the Evolution of Western
Civilization during Five Centuries (Cambridge, 1967)-an enlarged descriptive
catalogue offering four hundred-odd entries on “great books” displayed at a 1963
London exhibition-and Rudolph Hirsch, Printing, Selling, Reading 1450-1550
(Wiesbaden, 1967)-an uneven study whose defects and merits are summarized in
the Times Literary Supplement (Sept. 21, 1967), p. 848. There is a large monographic
literature on early printers, the book trade, censorship, journalism, and
other special aspects. Different portions of it have been synthesized by Lucien
Febvre and H. J. Martin, L’Apparition du livre (L’tvolution de l’humanite, Vol.
XLIX [Paris, 1958]), and by S. H. Steinberg, Five Hundred Years of Printing
(rev. ed.; Bristol, 1961). It has not been assimilated into other historical treatments.
When sections are devoted to printing in general works, the topic is
segregated from related developments.
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2 Elizabeth L. Eisenstein
task clearly outstrips the competence of any single individual. It calls
for the pooling of many talents and the writing of many books. Collaboration
is difficult to obtain as long as the relevance of the topic to different
fields of study remains obscure. Before aid can be enlisted, it seems
necessary to develop some tentative hypotheses and to suggest how they
relate to particular historical problems. This is the purpose of my work
in progress, some samples of which I am offering here. Speculations that
are possibly unfounded and certainly still shaky will be presented to
stimulate thought and encourage further study.
I. DEFINING THE INITIAL CHANGE OF PHASE: AN INVISIBLE
REVOLUTION IN THE LATE FIFTEENTH CENTURY
As you may have noted, I have already reformulated Bacon’s advice
by taking it to pertain, not to a single invention that is coupled with
others, but rather to the launching of a new process and to a major
transformation. Indecision about what is meant by the advent of printing
has, I think, helped to muffle concern about its possible consequences
and made them more difficult to track down. It is difficult to find out
what happened in a particular Mainz workshop in the 1450’s. When
pursuing other inquiries, it seems almost prudent to bypass so problematic
an event. This does not apply to the appearance of new occupational
groups, workshops, techniques, trade networks, and products unknown
anywhere in Europe, before the mid-fifteenth century and found
in every regional center by the early sixteenth century. To pass by all
that when dealing with other problems would seem to be incautious.
For this reason, among others, I am skipping over the perfection of a
new process for printing with movable types and will take as my point
of departure, instead, the large-scale utilization of this process.
By the advent of printing, then, I mean the establishment of presses
in major urban centers throughout Europe, during an interval that coincides,
roughly, with the era of incunabula.2 So few studies have been devoted
to this point of departure that no conventional label has yet been
attached to it. One might talk about a basic change in a mode of production,
or a communications revolution, or (most explicitly) a shift
from scribal to typographical culture. Whatever label is used, it should
be understood to cover a large cluster of relatively simultaneous, closely
interrelated changes, each of which needs closer study and more explicit
treatment-as the following quick sketch may suggest.
2That the era of incunabula should be extended to encompass the first few
decades of the sixteenth century is persuasively argued by Steinberg. By subdividing
the first century of printing into successive phases, Steinberg brings out
the initial transformation more clearly than do the other authorities cited above.
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The Impact of Printing on Western Society and Thought 3
First of all, the marked increase in the output of books and the
more drastic reduction in the number of man-hours required to turn
them out deserve stronger emphasis. At present there is a tendency to
think of a steady increase in book production during the last century
of scribal culture followed by a steady increase during the first century
of printing. An evolutionary model of change is applied to a situation
that seems to call for a revolutionary one. A hard-working copyist turned
out two books in little less than a year. An average edition of an early
printed book ranged from two hundred to one thousand copies.
Chaucer’s clerk longed for twenty books to fill his shelf; ten copyists
had to be recruited to serve each such clerk down to the 1450’s, whereas
one printer was serving twenty before 1500.3 The point is that references
to “enormous numbers” of scribal books are deceptive.4 With regard to
quantitative output, an abrupt change, not a gradual one, probably
occurred.
Similarly, qualitative changes affecting the nature of the book itselfits
format, arrangement of contents, page layouts, and illustrationsneed
to be underlined. That late manuscripts resembled early incunabula,
that scribes and printers copied each others’ products for several
decades,5 should not distract attention from changes that occurred when
the single text was replaced by a first edition and the manuscript became
“copy” that was edited and processed before duplication. Even before
1500 such changes were being registered. Title pages and running heads
s I have simplified figures offered by D. McMurtrie, The Book (Oxford, 1943),
p. 214, as to 268 printers in Venice who turned out two million volumes between
1481-1501 and those given by M. Plant, The English Book Trade (London, 1939),
p. 22, concerning the ten thousand copyists at work in regions near Paris and
Orleans during the fifteenth century in order to contrast very roughtly the probable
output of a major center of scribal book production with that of a main early
printing center.
4 See, e.g., remarks by P. 0. Kristeller, Renaissance Thought, Vol. I: The
Classic, Scholastic and Humanist Strains (New York, 1961), pp. 14-15. The
establishment of paper mills probably did not produce an effect “similar” to
that of the printing press. Paper could quicken the pace of private, official, and
commercial correspondence and enable more men-of-letters to be their own
scribes. But, since it still took almost a year for a professional scribe to turn
out two books, a relatively sluggish increase in the output of books probably
occurred.
5 Curt F. Biihler, The Fifteenth Century Book The Scribes The Printers The
Decorators (Philadelphia, 1960), describes the late fifteenth century as a “noman’s-
land” between written and printed books (p. 16) and proves that most
late manuscripts are copies of printed books. This temporary physical resemblance
makes it more difficult to see how incunabula differed from late manuscripts
and more important to emphasize that two fundamentally disparate
products were involved. A detailed, vivid account of this disparity is given by
E. P. Goldschmidt, Medieval Texts and Their First Appearance in Print (Bibliographical
Society Publication [London, 1943]), pp. 89 ff.
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4 Elizabeth L. Eisenstein
were becoming common, and texts were being illustrated by “exactly
repeatable pictorial statements” designed by woodcarvers and engravers.”
Not only were products from artisan workshops introduced into
scholarly texts, but the new mode of book production itself brought
metalworkers and merchants into contact with schoolmen. A most
interesting study might be devoted to a comparison of the talents and
skills mobilized within printers’ workshops with those previously employed
in scriptoria.
Other changes associated with the shift from a retail trade to a
wholesale industry also need to be explored. Early crises of overproduction
and drives to tap new markets could be contrasted with the incapacity
of manuscript dealers and copyists to supply existing demands.
The movement of centers of book production from university towns and
patrician villas to commercial centers, the organization of new trade
networks and fairs, competition over lucrative privileges and monopolies,
and restraints imposed by new official controls have all been covered
in special accounts.7 But the implications of such changes need to be
spelled out. If it is true that the main bulk of book production was taken
out of the hands of churchmen, who ran most large scriptoria, and
was lodged in those of early capitalists, who established printing plants,
this is surely worth spelling out. If such a statement will not hold up
or merely needs to be qualified, then this too is something we need to
be told.
We also need to hear more about the job printing that accompanied
book-printing.8 It lent itself to commercial advertising, official propaganda,
seditious agitation, and bureaucratic red tape as no scribal
procedure ever had. A new form of silent publicity enabled printers
not only to advertise their own wares but also to contribute to, and profit
from, the expansion of other commercial enterprises. What effects did
the appearance of new advertising techniques have on commerce and
industry? Possibly some answers to this question are known. Probably
others can still be found. Many other aspects of job printing and the
changes it entailed clearly need further study. The calendars and indulgences
issued from the Mainz workshops of Gutenberg and Fust, for
example, warrant at least as much attention as the more celebrated
Bibles. Indeed the mass produceion of indulgences9 illustrates very
6 See William Ivins, Prints and Visual Communication (Cambridge, Mass.,
1953). Ivins persuasively describes the revolutionary effects produced by woodcuts
and engravings but underestimates (in my view) those produced by typography.
His study is nonetheless invaluable.
7 Much of this is covered in detail by Febvre and Martin. See chap. vi.
8 Although Steinberg, p. 22, stresses this aspect of Gutenberg’s invention as
the most far reaching, it is underplayed in most accounts.
9 Ibid., p. 139. On an interesting connection between the fall of Constantinople
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The Impact of Printing on Western Society and Thought 5
neatly the sort of change that often goes overlooked so that its consequences
are more difficult to reckon with than perhaps they need be.
In contrast to the changes sketched above, those that were associated
with the consumption of new printed products are more intangible, indirect,
and difficult to handle. A large margin for uncertainty must be
left when dealing with such changes. Many of them-those associated
with the spread of literacy, for example-also have to be left for later
discussion,s ince prolongedt ransformationws ere entailed.Y et relatively
abrupt changes belonging to my original cluster were experienced by
already literate sectors. More thought might be given to the social composition
of these sectors. Although rigorous analysis is impossible on the
basis of scribal records, useful guesses could be made. Did printing at
first serve an urban patriciate as a “divine art” or more humble folk as
a “poor man’s friend”? Since it was described in both ways by contemporaries,
p ossibly it served in both ways. If we think about Roman
slaves or later parish priests, lay clerks, and notaries, it seems that literacy
was by no means congruent with elite social status. The new presses,
therefore, probably did not gradually make available to low-born men
what had previously been restricted to the high born. Instead, changes in
mental habits and attitudes entailed by access to printed materials affected
a wide social spectrumf rom the outset. In fifteenth-centuryE ngland,
for example,m ercersa nd scrivenerse ngagedi n a manuscriptb ook
trade were already catering to the needs of lowly bakers and merchants
as well as to those of lawyers, aldermen,a nd knights.10T he new mode
of book production also left many unlettered nobles and squires untouched
for some time.
While postponing until later conjectures about social and psychological
transformationsc, ertain points should be noted here. One must
distinguish, as Altick suggests, between literacy and habitual bookreading.
Even down to the present, by no means all who master the
written word become members of a book-reading public.” Learning
to read is different, moreover, from learning by reading. Reliance on
apprenticeship training, oral communication, and special mnemonic
and Gutenberg’s indulgences (the first dated printed products), see McMurtrie,
p. 149. The first known piece of printing in England was also an indulgence,
issued by Caxton for an abbot in 1476.
10 E. F. Jacob, The Fifteenth Century 1399-1485 (Oxford History of England
[Oxford, 1961]), pp. 663-67. See also J. W. Adamson, “The Extent of Literacy
in England in the Fifteenth and Sixteenth Centuries: Notes and Conjectures,”
Library, X (Sept. 1929), 163-93; H. S. Bennett, English Books and Readers
1475-1557 (Cambridge, 1952), p. 20. Continental developments are noted by
Hirsch, pp. 147-53.
11 R. Altick, The English Common Reader. A Social History of the Mass
Reading Public, 1800-1900 (Chicago, 1963), p. 31.
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6 Elizabeth L. Eisenstein
devices had gone together with mastering letters in the age of scribes.
After the advent of printing, however, learning by doing became more
sharply distinguished from learning by reading, while the role played by
hearsay and memory arts diminished. Since they affected the transmission
of all forms of knowledge, such changes seem relevant to historical
inquiries of every kind. Issues pertaining to shifts in book-reading habits
go far beyond the special concerns of literary historians. They have a
direct bearing on economic, legal, technological, and political developments
as well. Last but not least, the most important members of the
new book-reading public in the age of incunabula are most often overlooked.
They belonged to the new occupational groups created by the
new mode of production. Those who processed texts or presided over the
new presses were the first to read the products that came off them. In
particular, early scholar-printers themselves registered most forcefully
the consequences of access to printed materials. It is possibly because of
this kind of “feedback” that the infant industry was so rapidly modernized.
As early as the 1480’s, “modern” workshops had already
displaced “medieval” ones, and several “large capitalist firms” had already
been launched.12
II. RELATING THE TYPOGRAPHICAL REVOLUTION
TO OTHER DEVELOPMENTS
Granted that some sort of revolution did occur during the late fifteenth
century. How did this affect other historical developments? Since the
consequences of printing have not been thoroughly explored, guidance
is hard to come by. Most conventional surveys stop short after a few
remarks about the wider dissemination of humanist tomes or Protestant
tracts. Several helpful suggestions-about the effects of standardization
on scholarship and science, for example-are offered in works devoted
to the era of the Renaissance or the history of science. By and large,
the effects of the new process are vaguely implied rather than explicitly
defined and are also drastically minimized. One example may illustrate
this point. During the first centuries of printing, old texts were duplicated
more rapidly than new ones. On this basis we are told that “printing
did not speed up the adoption of new theories.”13 But where did these new
theories come from? Must we invoke some spirit of the times, or is it
possible that an increase in the output of old texts contributed to the
formulation of new theories? Maybe other features that distinguished
the new mode of book production from the old one also contributed to
such theories. We need to take stock of these features before we can
relate the advent of printing to other historical developments.
12 Febvre and Martin, p. 193.
13 Ibid., pp. 420-21.
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The Impact of Printing on Western Society and Thought 7
I have found it useful, in any case, to start taking stock by following
up clues contained in special studies on printing. After singling out certain
features that seemed peculiar to typography, I held them in mind
while passing in review various historical developments. Relationships
emerged that had not occurred to me before, and some possible solutions
to old puzzles were suggested. Conjectures based on this approach may
be sampled below under headings that indicate my main lines of inquiry.
A. A Closer Look at Wide Dissemination: Various Effects
Produced by Increased Output
Most references to wide dissemination are too fleeting to make clear
the specific effects of an increased supply of texts directed at different
markets. In particular they fail to make clear how patterns of consumption
were affected by increased production. Here the term “dissemination”
is sufficiently inappropriate to be distracting. Some mention of
cross-fertilization or cross-cultural interchange should be included in
surveys or summaries. More copies of one given text, for instance, were
“spread, dispersed, or scattered” by the issue of a printed edition.”4
For the individual book-reader, however, different texts, which were
previously dispersed and scattered, were also brought closer together.
In some regions, printers produced more scholarly texts than they could
sell and flooded local markets.’5 In all regions, a given purchaser could
buy more books at lower cost and bring them into his study or library.
In this way, the printer provided the clerk with a richer, more varied
literary diet than had been provided by the scribe. To consult different
books it was no longer so essential to be a wandering scholar. Successive
generations of sedentary scholars were less apt to be engrossed by a
single text and to expend their energies in elaborating on it. The era
of the glossator and commentator came to an end, and a new “era of
intense cross referencing between one book and another”16 began. More
abundantly stocked bookshelves increased opportunities to consult and
compare different texts and, thus, also made more probable the formation
of new intellectual combinations and permutations. Viewed in this
14Since this enabled scattered readers to consult the same book, it may be
regarded as an aspect of standardization which is discussed in the next section.
15 Early crises of overproduction of humanist works are noted by Denys Hay,
“Literature, the Printed Book,” in G. R. Elton (ed.), The New Cambridge Modern
History (Cambridge, 1958), II, 365. The failure of printers to assess their
markets shrewdly, which accounts for some of these crises, is noted by Biihler,
pp. 59-61. Inadequate distribution networks at first were largely responsible.
Zainer’s firm, e.g., turned out 36,000 books when the population of Augsburg
was half that number (Buhler, p. 56).
16Hay, p. 366. By the mid-sixteenth century, “even obscure scholars could
possess a relatively large collection of books on a single topic,” according to
A. R. Hall, “Science,” in Elton (ed.), II, 389.
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8 Elizabeth L. Eisenstein
light, cross-cultural interchanges fostered by printing seem relevant to
Sarton’s observation: “The Renaissance was a transmutation of values,
a ‘new deal,’ a reshuffling of cards, but most of the cards were old; the
scientific Renaissance was a ‘new deal,’ but many of the cards were
new.”’17 Combinatory intellectual activity, as Koestler has recently suggested,
inspires many creative acts. Once old texts came together within
the same study, diverse systems of ideas and special disciplines could be
combined. Increased output directed at relatively stable markets, in
short, created conditions that favored, first, new combinations of old
ideas and, then, the creation of entirely new systems of thought.
Merely by making more scrambled data available, by increasing the
output of second-century Ptolemaic maps and twelfth-century mappae
mundi, for instance, printers encouraged efforts to unscramble these data.
Hand-drafted portolans had long been more accurate, but few eyes had
seen them.18 Much as maps from different regions and epochs were
brought into contact, so too were diverse textual traditions previously
preserved by specially trained groups of schoolmen and scribes. It should
be noted that cross-cultural interchange was not solely a consequence of
augmented output. For example, texts were provided with new illustrations
drawn from artisan workshops instead of scriptoria. Here again,
different traditions were brought into contact. In this case, words drawn
from one milieu and pictures from another were placed beside each
other within the same books.19 When considering new views of the “book
of nature” or the linking of bookish theories with observations and craft
skills, it may be useful to look at the ateliers of Renaissance artists. But
one must also go on to visit early printers’ workshops, for it is there
above all that we “can observe the formation of groups . . . conducive
to cross-fertilization”20 of all kinds.
17 George Sarton, “The Quest for Truth: Scientific Progress during the
Renaissance,” in W. K. Ferguson et al., The Renaissance: Six Essays (Metropolitan
Museum of Art Symposium, 1953 [New York, 19621), p. 57.
18 These maps are compared and the superiority of manuscript charts to early
printed maps is noted by Boies Penrose, Travel and Discovery in the Renaissance
1420-1620 (New York, 1962), chap. xvi. The logical conclusion-that
intelligent, literate sixteenth-century printers did not know what cartographers
and mariners in coastal regions did-is, however, not drawn.
19 See R. J. Forbes and E. J. Dijksterhuis, A History of Science and Technology
(London, 1963), Vol. II, chap. xvi, on how “technology went to press”
in the sixteenth century. A. R. Hall, The Scientific Revolution 1500-1800: The
Formation of the Modern Scientific Attitude (Boston, 1957), p. 43, states:
“Vesalius’ cuts are sometimes less traditional and more accurate than his text.”
The cuts were made, however, by a wood-carver, Stephan of Calcar. (See n. 20
below.)
20 Erwin Panofsky, “Artist, Scientist, Genius: Notes on the Renaissance-
Dammerung,” in Ferguson et al., p. 160. This whole essay (which passes over
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The Impact of Printing on Western Society and Thought 9
Cross-cultural interchange stimulated mental activities in contradictory
ways. The first century of printing was marked above all by
intellectual ferment and by a “somewhat wide-angled, unfocused scholarship.”‘
21 Certain confusing cross-currents may be explained by noting
that new links between disciplines were being forged before old ones had
been severed. In the age of scribes, for instance, magical arts were
closely associated with mechanical crafts. Trade skills were passed down
by closed circles of initiates. Unwritten recipes used by the alchemist
were not clearly distinguished from those used by the apothecary or
surgeon, the goldsmith or engraver. When “technology went to press,”
so too did a vast backlog of occult lore, and few readers could discriminate
between the two.
The divine art or “mystery” of printing unleashed a “churning turbid
flood of Hermetic, cabbalistic, Gnostic, theurgic, Sabaean, Pythagorean,
and generally mystic notions.”22 Historians are still puzzled by certain
strange deposits left by this flood. They might find it helpful to consider
how records derived from ancient Near Eastern cultures had been transmitted
in the age of scribes. Some of these records had dwindled into
tantalizing fragments pertaining to systems of reckoning, medicine, agriculture,
mythic cults, and so forth. Others had evaporated into unfathomable
glyphs. All were thought to come from one body of pure
knowledge originally set down by an Egyptian scribal god and carefully
preserved by ancient sages and seers before becoming corrupted and
confused. A collection of writings containing ancient lore was received
from Macedonia by Cosimo de’ Medici, translated by Ficino in 1463,
and printed in fifteen editions before 1500. It seemed to come from this
body of knowledge-and was accordingly attributed to “Hermes Trismegistus.”
The hermetic corpus ran through many more editions during
the next century before it was shown to have been compiled in the third
century A.D. On this basis we are told that Renaissance scholars had
made a radical error in dating.23 But to assign definite dates to scribal
compilations, which were probably derived from earlier sources, may
be an error as well.
The transformation of occult and esoteric scribal lore after the advent
the role of printing) is relevant to the above discussion. Stephan of Calcar’s role
in Vesalius’ work is noted on p. 162, n. 36.
21 E. Harris Harbison, The Christian Scholar in the Age of the Reformation
(New York, 1956), p. 54.
22G. de Santillana, review of F. Yates’s Giordano Bruno and the Hermetic
Traditionz, American Historical Review, LXX (Jan. 1965), 455.
23 See Frances Yates, Giordano Bruno and the Hermetic Tradition (London,
1964), passim. That ancient Egyptian ingredients were present in the third-century
compilation is suggested on pp. 2-3, n. 4, and p. 431.
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10 Elizabeth L. Eisenstein
of printing also needs more study. Some arcane writings, in Greek, Hebrew
or Syriac, for example, became less mysterious. Others became
more so. Thus hieroglyphs were set in type more than three centuries
before their decipherment. These sacred carved letters were loaded with
significant meaning by readers who could not read them.24 They were
also used simply as ornamental motifs by architects and engravers.
Given baroque decoration on one hand and complicated interpretations
by scholars, Rosicrucians, and Freemasons on the other, the duplication
of Egyptian picture writing throughout the Age of Reason presents
modern scholars with puzzles that can never be solved. In brief, when
considering the effects produced by printing on scholarship, it is a mistake
to think only about new forms of enlightenment. New forms of
mystification were entailed as well.
It is also a mistake to think only about scholarly markets when
considering the effects of increased output. Dissemination as defined in
the dictionary does seem appropriate to the duplication of primers and
ABC books, almanacs, and picture Bibles. An increased output of devotional
literature was not necessarily conducive to cross-cultural interchange.
Catechisms, religious tracts, and Bibles would fill some bookshelves
to the exclusion of all other reading matter. A new wide-angled,
unfocused scholarship had to compete with a new single-minded, narrowly
focused piety. At the same time, guidebooks and manuals also
became more abundant, making it easier to lay plans for getting ahead
in this world-possibly diverting attention from uncertain futures in the
next one. It is doubtful whether “the effect of the new invention on
scholarship” was more important than these other effects “at the beginning
of the sixteenth century.”25 What does need emphasis is that many
dissimilar effects, all of great consequence, came relatively simultaneously.
If this could be spelled out more clearly, seemingly contradictory
developments might be confronted with more equanimity. The intensifi-
24On the “Hieroglyphics of Horapollo” (first printed by Aldus in Greek,
1505, in Latin, 1515) and later developments, see Erik Iversen, Thle Myth of
Egypt and Its Hieroglyphs in European Tradition (Copenhagen, 1961), passim.
Additional data is given by E. P. Goldschmidt, The Printed Book of the Renaissance:
Three Lectures on Type, Illustration, Ornament (Cambridge, 1950), pp.
84-85, and Mario Praz, Studies in Seventeenth Century Imagery (Rome, 1964),
chap. i. Yates implies that baroque argumentation about hermetica ended with
Isaac Casaubon’s early seventeenth-century proof that Ficino had translated
works dating from the third century A.D. But Greek scholarship alone could not
unlock the secrets of the pyramids. Interest in arcana associated with Thoth and
“Horapollo” continued until Champollion. By then the cluster of mysteries that
had thickened with each successive “unveiling of Isis” was so opaque that even
the decipherment of the Rosetta stone could not dispel them.
25 Myron Gilmore, The World of Humanism 1453-1517 (Rise of Modern
Europe [New York, 1952]), p. 189.
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The Impact of Printing on Western Society and Thought 11
cation of both religiosity and secularism could be better understood.
Some debates about periodization also could be bypassed. Medieval
world pictures, for example, were duplicated more rapidly during the
first century of printing than they had been during the so-called Middle
Ages. They did not merely survive among the Elizabethans. They became
more available to poets and playwrights of the sixteenth century
than they had been to minstrels and mummers of the thirteenth century.
In view of such considerations, I cannot agree with Sarton’s comment:
“It is hardly necessary to indicate what the art of printing meant
for the diffusion of culture but one should not lay too much stress on
diffusion and should speak more of standardization.”26 How printing
changed patterns of cultural diffusion deserves much more study than
it has yet received. Moreover, individual access to diverse texts is a
different matter than bringing many minds to bear on a single text. The
former issue is apt to be neglected by too exclusive an emphasis on
“standardization.”
B. Considering Some Effects Produced by Standardization
Although it has to be considered in conjunction with many other issues,
standardization certainly does deserve closer study. One specialist has
argued that it is currently overplayed.27 Yet it may well be still understressed.
Perhaps early printing methods made it impossible to issue the
kind of “standard” editions with which modern scholars are familiar.
Certainly press variants did multiply, and countless errata were issued.
The fact remains that Erasmus or Bellarmine could issue errata;
Jerome or Alcuin could not. The very act of publishing errata demonstrated
a new capacity to locate textual errors with precision and to
transmit this information simultaneously to scattered readers. It thus
illustrates, rather neatly, some of the effects of standardization. However
fourteenth-century copyists were supervised, scribes were incapable
of committing the sort of “standardized” error that led printers to be
fined for the “wicked Bible” of 163 1.28 If a single compositor’s error
could be circulated in a great many copies, so too could a single scholar’s
emendation.29 However, when I suggest that we may still underestimate
the implications of standardization, I am not thinking primarily about
26Sarton, p. 66.
27On what follows, see remarks by M. H. Black, “The Printed Bible,” in
S. L. Greenslade (ed.), The Cambridge History of the Bible (Cambridge, 1963),
pp. 408-14.
28 The word “not” had been omitted from the seventh commandment (ibid.,
p. 412).
29 How important this was is stressed both by Gilmore, p. 189, and Sarton,
p. 66.
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12 Elizabeth L. Eisenstein
textual emendations or errors. I am thinking instead about the new
output of exactly repeatable pictorial statements, such as maps, charts,
diagrams, and other visual aids;30 of more uniform reference guides,
such as calendars, thesauruses, dictionaries; of increasingly regular systems
of notation, whether musical, mathematical, or grammatical. How
different fields of study and aesthetic styles were affected by such developments
remains to be explored. It does seem worth suggesting that
both our so-called two cultures were affected. Humanist scholarship,
belles lettres, and fine arts must be considered along with celestial mechanics,
anatomy, and cartography.31
Too many important variations were, indeed, played on the theme of
standardization for all of them to be listed here. This theme entered into
every operation associated with typography, from the replica casting of
precisely measured pieces of type32 to the subliminal impact upon scattered
readers of repeated encounters with identical type styles, printers’
devices, and title-page ornamentation.33 Calligraphy itself was affected.
Sixteenth-century specimen books stripped diverse scribal “hands” of
personal idiosyncracies. They did for handwriting what style books did
for typography itself; what pattern books did for dressmaking, furniture,
architectural motifs, and ground plans. In short the setting of standards
-used for innumerable purposes, from cutting cloth to city-planningaccompanied
the output of more standardized products.
Here, as elsewhere, we need to recall that early printers were responsible
not only for issuing new standard reference guides but also for
compiling many of them.34 A subsequent division of labor tends to
30 The historical importance of new standardized images is spelled out most
clearly by Ivins. K. Boulding, The Image (Ann Arbor, Mich., 1961), pp. 64-68,
incorrectly assigns to the invention of writing the capacity to produce uniform
spatiotemporal images. His remarks about the “disassociated transcript” do not
seem applicable to scribal culture.
31 Ernst Curtius, European Literature and the Latin Middle Ages, trans. W.
Trask (New York, 1963; 1st ed., 1948), exemplifies erudite humanistic scholarship
at its best. Yet his remarks on scribal book production are remarkably
fanciful, on changes wrought by printing entirely vacuous (p. 238). His failure
to consider how all the issues he deals with were affected by the new technology is
shared by most literary scholars and historians of ideas.
32 See Steinberg, p. 25.
33 The probable effect of title-page ornamentation on sixteenth-century fine
arts and the necessity of taking printing into account when dealing with new
aesthetic styles is noted by Andre Chastel, “What is Mannerism?” Art News,
LXIV (Dec. 1965), 53.
34This applies particularly to the publisher-printer (or printer-bookseller) as
described, e.g., by Elizabeth Armstrong, Robert Estienne Royal Printer: An
Historical Study of the Elder Stephanus (Cambridge, 1954), pp. 18, 68. It is
also applicable to many independent master printers, to some merchant-publishers
(who, literally defined, were not printers at all and yet closely supervised the
processing of texts-even editing and compiling some themselves), and finally to
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The Impact of Printing on Western Society and Thought 13
divert attention from the large repertoire of roles performed by those
who presided over the new presses. A scholar-printerh imself might
serve as indexer-abridger-lexicographer-chronicWlerh. atever roles he
performed, decisions about standards to be adopted when processing
texts for publication could not be avoided. A suitable type style had to be
selected or designed and house conventions determined. Textual variants
and the desirability of illustration and translation also had to be confronted.
Accordingly, the printer’s workshop became the most advanced
laboratoryo f eruditiono f the sixteenthc entury.
Many early capitalist industries required efficient planning, methodical
attention to detail, and rational calculation. The decisions made by
early printers, however, directly affected both toolmaking and symbolmaking.
Their products reshaped powers to manipulate objects, to perceive
and think about varied phenomena. Scholars concerned with “modernization”
o r “rationalization”m ight profitablyt hink more about the
new kind of brainwork fostered by the silent scanning of maps, tables,
charts, diagrams, dictionaries, and grammars. They also need to look
more closely at the daily routines pursued by those who compiled and
produced such reference guides. These routines were conducive to a
new esprit de systeme. “It’s much easier to find things when they are
each disposed in place and not scattered haphazardly,” remarked a
sixteenth-centuryp ublisher.3H5 e was justifyingt he way he had reorganized
a text he had edited. He might equally well have been complaining
to a clerk who had mislaid some account papers pertaining to the large
commercial enterprise he ran.
C. Some Eftects Produced by Editing and Reorganizing Texts:
Codifying, Clarifying, and Cataloguing Data
Editorial decisions made by early printers with regard to layout and presentation
probably helped to reorganize the thinking of readers. Mc-
Luhan’s suggestion that scanning lines of print affected thought processes
is at first glance somewhat mystifying. But further reflection suggests that
some skilled journeymen (who served as correctors or were charged with throwing
together, from antiquated stock, cheap reprints for mass markets). The
divergent social and economic positions occupied by these groups are discussed
by Natalie Z. Davis in “Strikes and Salvation at Lyons,” Archiv fuir Reformationsgeschichte,
LXV (1965), 48, and in “Publisher Guillaume Rouille, Businessman
and Humanist,” in R. J. Schoeck (ed.), Editing Sixteenth Century Texts
(Toronto, 1966), pp. 73-76. Within workshops down through the eighteenth
century, divisions of labor varied so widely and were blurred so frequently that
they must be left out of account for the purpose of developing my conjectures.
Accordingly I use the term “printer” very loosely to cover all these groups
throughout this paper.
35 Cited by Davis, “Guillaume Rouille,” p. 100.
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14 Elizabeth L. Eisenstein
the thoughts of readers are guided by the way the contents of books are
arranged and presented. Basic changes in book format might well lead
to changes in thought patterns. Such changes began to appear in the
era of incunabula. They made texts more lucid and intelligible. They
involved the use “of graduated types, running heads . . . footnotes …
tables of contents . . . superior figures, cross references . . . and other
devices available to the compositor”-all registering “the victory of the
punch cuttero ver the scribe.”36C oncernw ith surfacea ppearancen ecessarily
governed the handwork of the scribe. He was fully preoccupied
trying to shape evenly spaced uniform letters in a pleasing symmetrical
design. An altogether different procedure was required to give directions
to compositors. To do this, one had to mark up a manuscript while
scrutinizing its contents. Every scribal text that came into the printer’s
hands, thus, had to be reviewed in a new way. Within a generation
the results of this review were being aimed in a new direction-away
from fidelity to scribal conventions and toward serving the convenience
of the reader. The competitive and commercial character of the new
mode of book production encouraged the relatively rapid adoption of any
innovationt hat commendeda given edition to purchasers.I n short,p roviding
built-in aids to the reader became for the first time both feasible
and desirable.
The introductiona nd adoptiono f such built-ina ids, from the 1480’s
on, has been traced and discussed in special works on printing but has
been insufficientlyn oted in other accounts.W e are repeatedlyt old about
“dissemination,”o ccasionallya bout standardizationa, lmost never at all
about the codification and clarification that were entailed in editing
copy.37 Yet changes affecting book format probably contributed much
to the so-called rationalization of diverse institutions. After all, they
36 Steinberg, p. 28. A detailed account of the effects of printing on punctuation
is given by Hirsch, pp. 136-37.
37The “diagrammatic tidiness” imparted by print to “the world of ideas” is
discussed by Walter J. Ong, S.J., Ramus: Method and the Decay of Dialogue
from the Art of Discourse to the Art of Reason (Cambridge, Mass., 1958), p.
311. See also his “System, Space and Intellect in Renaissance Symbolism,” Bibliotheque
d’humanisme et Renaissance-travaux et documents, XVIII, No. 2
(1956), 222-40; and his “From Allegory to Diagram in the Renaissance Mind,”
Journal of Aesthetics and Art Criticism, XVII (June 1959), 4. Father Ong’s
somewhat abstruse discussion has recently been substantiated and supplemented
by a straightforward study of changes registered on repeated editions of a popular
sixteenth-century reference work, which provides detailed confirmation of
the above discussion. See Gerald Straus, “A Sixteenth Century Encyclopedia:
Sebastian Munster’s Cosmography and Its Editions,” in C. H. Carter (ed.), From
the Renaissance to the Counter Reformation: Essays in Honor of Garret Mattingly
(New York, 1965), pp. 145-63. See also the discussion of Robert Estienne’s
pioneering work in lexicography (in Armstrong, chap. iv), and Davis, “Guillaume
Rouille,” pp. 100-101.
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The Impact of Printing on Western Society and Thought 15
affected texts used for the study and practice of law-and consequently
had an impact on most organs of the body politic as well.8 This has
been demonstratedb y a pioneerings tudy of the “englishinga nd printing”
of the “Great Boke of Statutes 1530-1533.”39 I cannot pause here
over the many repercussionsr, angingf rom statecraftt o literature,t hat
came in the wake of Tudorl aw-printinga ccordingt o this study.T o suggest
why we need to look at new built-in aids, I will simply point to the
introductory “Tabula” to the “Great Boke”; “a chronological register
by chapters of the statutes 1327-1523.” Here was a table of contents
that also served as a “conspectuso f parliamentaryh istory”40-the first
many readers had seen.
This sort of spectacular innovation, while deserving close study,
should not divert attention from much less conspicuous but more
ubiquitous changes. Increasing familiarity with regularly numbered
pages,p unctuationm arks,s ectionb reaks,r unningh eads,i ndexes, and so
forth helped to reorder the thought of all readers, whatever their profession
or craft. Hence countless activities were subjected to a new
esprit de systeme. The use of arabic numbers for pagination suggests
how the most inconspicuousin novationc ould have weightyc onsequences
-in this case, more accuratei ndexing,a nnotation,a nd cross-referencing
resulted.41M ost studies of printingh ave quite rightly singled out the
provision of title pages as the most important of all ubiquitous printmade
innovations.42H ow the title page contributedt o the cataloguing
of books and the bibliographer’cs raft scarcelyn eeds to be spelled out.
How it contributedt o a new habit of placinga nd datingi n generald oes,
I think, call for further thought.
On the whole, as I have tried to suggest throughout this discussion,
topics now allocated to bibliophiles and specialists on printing are of
general concern to historians at large-or, at least, to specialists in
88 The interplay between the printing of existing laws and laws pertaining to
(or necessitated by) printing is an instance of complex interaction that deserves
special study.
89 H. J. Graham, “‘Our Tongue Maternall Marvellously Amendyd and Augmentyd’:
The First Englishing and Printing of the Medieval Statutes at Large,
1530-1533,” U.C.L.A. Law Bulletin, XIII (Nov. 1965), 58-98.
40ibid., p. 66.
41G. Sarton, “Incunabula Wrongly Dated,” in D. Stimson (ed.), Sarton on
the History of Science (Cambridge, Mass., 1962), pp. 322-23. Arabic numerals
appear for the first time on each page of the Scriptures in Froben’s first edition
of Erasmus’ New Testament of 1516, which also “set the style” for the welldifferentiated
book and chapter headings employed by other Bible-printers (Black,
p. 419). See also Francis J. Witty, “Early Indexing Techniques: A Study of
Several Book Indexes of the Fourteenth, Fifteenth, and Early Sixteenth Centuries,”
Library Quarterly, XXXV (July 1965), 141-48.
42 Steinberg, pp. 145-53.
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16 Elizabeth L. Eisenstein
many different fields. The way these fields are laid out could be better
understood, indeed, if we opened up the one assigned to printing. “Until
half a century after Copernicus’ death, no potentially revolutionary
changes occurred in the data available to astronomers.”43 But Copernicus’
life (1473-1543) spanned the very decades when a great many
changes, now barely visible to modern eyes, were transforming “the data
available” to all book-readers. A closer study of these changes could help
to explain why systems of charting the planets, mapping the earth, synchronizing
chronologies, and compiling bibliographies were all revolutionized
before the end of the sixteenth century.44 In each instance, one
notes, ancient Alexandrian achievements were first reduplicated and
then, in a remarkably short time, surpassed. In each instance also, the
new schemes once published remained available for correction, development,
and refinement. Successive generations of scholars could build on
the work of their sixteenth-century predecessors instead of trying to retrieve
scattered fragments of it.
The varied intellectual revoltions of early modem times owed much
to the features that have already been outlined.45 But the great tomes,
charts, and maps that are now seen as “milestones” might have proved
43Thomas Kuhn, The Copernican Revolution (Cambridge, Mass., 1957), p.
131.
44 Ortelius’ “epoch-making” Theatrum orbis terrarum was published in Antwerp
in 1570. (Although Mercator’s “milestone” was published in 1569, his new projection
remained little known until 1599, when Edmund Wright published a set
of rules for its construction.) See Penrose, pp. 324-27. Febvre and Martin, p. 418,
point to the fact that Copernicus’ De revolutionibus orbium caelestium (1543)
was not republished in a second edition until 1566 to support the view that
printing did not speed up the acceptance of new ideas. In 1551, however, Erasmus
Reinhold issued a “complete new set of astronomical tables,” based on the
De revolutionibus. These so-called Prutenic Tables were widely used. See Kuhn,
pp. 125, 187-88. The duplication of Napier’s logarithms and their use by Kepler
in constructing his Rudolphine Tables also seem to me to argue against Febvre
and Martin’s thesis. See Arthur Koestler, The Sleepwalkers (London, 1959), pp.
410-11. J. J. Scaliger’s De emendatione temporum, which “revolutionized all
received ideas of chronology,” was published in 1583; R. C. Christie and J. E.
Sandys, “Joseph Justus Scaliger (1540-1609),” Encyclopadia Britannica (11th ed.;
New York, 1911), XXIV, 284. Theodore Besterman, The Beginnings of Systematic
Bibliography (Oxford, 1936), pp. 7-8, 15-21, 33, argues that Conrad
Gesner’s Bibliothleca universalis (1545), a 1,300-page tome listing 12,000 Latin,
Greek, and Hebrew works, does not warrant calling Gesner the “father of
bibliography,” since Johannes Tritheim’s much smaller and restricted Liber de
scriptoribus ecclesiasticus (1494) preceded it. The “foundations of systematic
bibliography were well and truly laid” at any rate before 1600.
45 The issues dealt with by studies such as F. Smith Fussner’s The Historical
Revolution: English Historical Writing and Thought 1580-1640 (London, 1962)
and Wylie Sypher’s “Similarities between the Scientific and Historical Revolutions
at the End of the Renaissance,” Journal of the History of Ideas, XXV (July-
Sept. 1965), 353-68, need particularly to be reviewed in the light of the above
discussion.
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The Impacto f Printingo n WesternS ocietya nd Thought 17
insubstantialh ad not the preservativep owers of print also been called
into play. Typographicafl ixity is a basic prerequisitef or the rapid advancement
of learning. It helps to explain much else that seems to distinguish
the history of the past five centuries from that of all prior erasas
I hope the following remarks will suggest.
D. Considering the Preservative Powers of Print: How Fixity and AccumulationA
lteredP atternso f Culturala nd InstitutionalC hange46
Of all the new features introduced by the duplicative powers of print,
preservation is possibly the most important. To appreciate its importance,
we need to recall the conditions that prevailed before texts
could be set in type. No manuscripth, oweveru seful as a referenceg uide,
could be preservedf or long withoutu ndergoingc orruptionb y copyists,
and even this sort of “preservation”re sted precariouslyo n the shifting
demands of local elites and a fluctuating incidence of trained scribal
labor. Insofar as records were seen and used, they were vulnerable to
wear and tear. Stored documents were vulnerable to moisture and vermin,
theft and fire. However they might be collected or guarded within
some great message center, their ultimate dispersal and loss was inevitable.
T o be transmittedb y writingf rom one generationt o the next,
information had to be conveyed by drifting texts and vanishing manuscripts.
When considering developments in astronomy (or geography or
chronology) during the age of scribes, it is not the slow rate of cognitive
advance that calls for explanation. Rather, one might wonder about
how the customary process of erosion, corruption, and loss was temporarilya
rrested.W hen viewed in this light, the “1,800 years”t hat elapsed
between Hipparchusa nd Copernicus47se em less remarkablet han the
advances that were made in planetary astronomy during the 600 years
that elapsed between Aristotle and Ptolemy. With regard to all computations
based on large-scale data collection, whatever had once been
clearly seen and carefully articulated grew dimmed and blurred with
the passage of time. More than a millennium also elapsed between
Eratosthenes and Scaliger, Ptolemy and Mercator. The progress made
over the course of centuries within the confines of the Alexandrian
46For the most part I have omitted from this section issues relating to
historical consciousness and historiography, since I have discussed them elsewhere;
Elizabeth L. Eisenstein, “Clio and Chronos: An Essay on the Making
and Breaking of History-Book Time,” History and the Concept of Time (History
and Theory, Suppl. 6 [1966]), pp. 42-64. Certain portions of this essay seemed
too pertinent to be excluded, however. They have, therefore, been repeated in a
slightly altered form and reworked along with fresh material into a different
context here.
47 Kuhn, p. 73, remarks on this “incredibly long time.”
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18 Elizabeth L. Eisenstein
Museum seems, in short, to have been most exceptional.48T o be sure,
there were intermittent localized “revivals of learning” thereafter, as
well as a prolonged accumulation of records within certain message
centers. Ground lost by corruption could never be regained, but migrating
manuscriptsc ould lead to abruptr ecoverya s well as to suddenl oss.
Yet a marked increase in the output of certain kinds of texts resulted
generallyi n a decreasedo utput of other kinds. Similarly,a “revival”i n
one region often signified a dearth of texts in another.
The incapacityo f scribalc ulturet o sustaina simultaneousa dvanceo n
many fronts in different regions may be relevant to the “problem of the
Renaissance.”I talianh umanistb ook-huntersp, atrons,a nd dealerst ried
to replenish a diminished supply of those ancient texts that were being
neglected by scribes serving medieval university faculties. Their efforts
have been heraldeda s bringinga bout a “permanenrt ecovery”o f ancient
learninga nd letters.49I f one acceptst he criteriao f “totalitya nd permanence”
to distinguish prior “revivals” from the Renaissance,5 then
probablyt he advent of the scholar-printersh ould be heraldedi nstead.
He arrivedt o cast his Greek types and turn out grammarst, ranslations,
and standard editions in the nick of time-almost on the eve of the
Valois invasions.51
48 The strategic position occupied by this unique ancient message center
(which apparently swallowed up the contents of its only rival in Pergamum in the
first century B.C. to make up for losses suffered in the famous fire) has only
recently become apparent to me. Possibly it is well known to specialists in ancient
history, but it still needs to be spelled out in more general accounts. According
to Edward A. Parsons, The Alexandrian Library (Amsterdam, 1952), p. xi, the
actual use of the museum by scholars over the course of seven (maybe nine)
centuries “is still a virgin field of inquiry.”
49Like almost all other Renaissance scholars, Ktisteller, p. 17, while noting
that a selection of the “classics” circulated in medieval times, singles out as the
special contribution of Renaissance humanism that “it extended its knowledge
almost to the entire range of . . . extant remains.” This boils down to the fact
that most of what was recovered in the trecento and early quattrocento was not
again lost. But it came very close to being lost. The manuscript of De rerum
natura found by Poggio Bracciolini in 1417 has disappeared. The future of the
copy that was made remained uncertain until 1473, when a printed edition was
issued. Thirty more followed before 1600. A school of pagan philosophy intermittently
revived and repeatedly snuffed out was thus permanently secured. See
Danton B. Sailor, “Moses and Atomism,” Journal of the History of Ideas, XXV
(Jan.-Mar. 1964), 3-16. Other findings from palimpsests and papyri would
come later, as Kristeller notes. They came too late to be inserted into a curriculum
of classical studies that was “fixed” (by typography) in the sixteenth century.
Hence they are regarded as being somewhat peripheral to the central corpus of
classical works.
50These same criteria, employed implicitly by Kristeller, are more explicitly
and forcefully set forth by Erwin Panofsky, Renaissance and Renascences in
Western Art (Stockholm, 1960), pp. 108, 113. The capacity to view antiquity
from a “fixed distance” is, in my view, placed much too early in this study.
51 Burckhardt notes as a “singular piece of good fortune” that “Northerners
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The Impact of Printing on Western Society and Thought 19
Once Greek type fonts had been cut, neither the disruption of civil
order in Italy, the conquest of Greek lands by Islam, nor even the
translation into Latin of all major Greek texts saw knowledge of Greek
wither again in the West. Instead it was the familiar scribal phrase
Graeca sunt ergo non legenda that disappeared from Western texts.
Constantinople fell, Rome was sacked. Yet a cumulative process of
textual purification and continuous recovery had been launched. The implications
of typographical fixity are scarcely exhausted by thinking
about early landmarks in classical scholarship and its auxiliary sciences:
paleography, philology, archeology, numismatics, etc. Nor are they exhausted
by reckoning the number of languages that have been retrieved
after being lost to all men for thousands of years. They involve the
whole modern “knowledge industry” itself, with its mushrooming bibliographies
and overflowing card files.
They also involve issues that are less academic and more geopolitical.
The linguistic map of Europe was “fixed” by the same process and at
the same time as Greek letters were. The importance of the fixing of
literary vernaculars is often stressed. The strategic role played by printing
is, however, often overlooked.52 How strategic it was is suggested by
the following paraphrased summary of Steinberg’s account:
Printing “preserved and codified, sometimes even created” certain vernaculars.
Its absence during the sixteenth century among small linguistic
groups “demonstrably led” to the disappearance or exclusion of their
vernaculars from the realm of literature. Its presence among similar groups
in the same century ensured the possibility of intermittent revivals or continued
expansion. Having fortified language walls between one group and another,
printers homogenized what was within them, breaking down minor differences,
standardizing idioms for millions of writers and readers, assigning a
new peripheral role to provincial dialects. The preservation of a given literary
language often depended on whether or not a few vernacular primers,
like Agricola, Reuchlin, Erasmus, the Stephani and Budaeus” had mastered
Greek when it was dying out-with the “last colony” of Byzantine exiles-in
the 1520’s in Italy; Jacob Burckhardt, The Civilization of the Renaissance in
Italy, trans. S. G. C. Middlemore (New York, 1958), I, 205. The Aldine Press
(among others) had already insured its perpetuation, however. All these “northerners,”
one notes, were close allies of scholar-printers or (as with the “Stephani,”
i.e., Estiennes) famous printers themselves.
52 Compare abundance of relevant data in Febvre and Martin, chap. viii,
with what is missing in H. Stuart Hughes, History as Art and as Science (New
York, 1964), pp. 38-40, where the relation between linguistic fixity and nationalism,
individualism, capitalism, and the nation-state is discussed. Hughes
urges historians to make use of linguistic studies, but linguists, while careful to
discriminate between “spoken” and “written” languages, say little about scribal
versus printed ones. Judging by my own experience, books on linguistics are
most difficult to master and seem to lead far afield. I found the reverse to be
true when consulting literature on printing.
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20 Elizabeth L. Eisenstein
catechisms or Bibles happened to get printed (under foreign as well as
domestic auspices) in the sixteenth century. When this was the case, the
subsequent expansion of a separate “national” literary culture ensued. When
this did not happen, a prerequisite for budding “national” consciousness
disappeared;a spoken provinciald ialect was left instead.53
Studies of dynastic consolidation and/or of nationalism might well
devote more space to the advent of printing. Typography arrested
linguisticd rift, enricheda s well as standardizedv ernaculars,a nd paved
the way for the more deliberate purification and codification of all
majorE uropeanl anguages.R andomlyp atterneds ixteenth-centuryty pecasting
largely determined the subsequent elaboration of national mythologies
on the part of certains eparateg roupsw ithinm ultilinguadl ynastic
states. The duplication of vernacular primers and translations contributed
in other ways to nationalism. A “mother’s tongue” learned
“naturally”a t home would be reinforcedb y inculcationo f a homogenized
print-made language mastered while still young, when learning to
read. Duringt he most impressionabley ears of childhood,t he eye would
first see a more standardizedv ersion of what the ear had first heard.
Particularly after grammar schools gave primary instruction in reading
by using vernaculari nsteado f Latin readers,l inguistic” roots”a nd rootedness
in one’s homeland would be entangled.
Printing helped in other ways to permanently atomize Western
ChristendomE. rastianp olicies long pursuedb y diverser ulersc ould, for
example,b e more fully implementedT. hus, the duplicationo f documents
pertainingt o ritual,l iturgy,o r canonl aw, handledu nderc lericala uspices
in the age of the scribe,w as undertakenb y enterprisingla ymen, subject
to dynastic authority, in the age of the printer. Local firms, lying outside
the control of the papal curia, were granted lucrative privileges by
Habsburg, Valois, or Tudor kings to service the needs of national clergies.
54 The varied ways in which printers contributed to loosening or
severing links with Rome, or to nationalist sentiment, or to dynastic
53Steinberg, pp. 120-26. Cases pertaining to Cornish, Cymric, Gaelic, Latvian,
Estonian, Lithuanian, Finnish, Pomeranian, Courlander, Czech, Basque, etc., are
cited. Of course, other factors may have been at work in other instances than
those cited, but the number of instances where sixteenth-century typecasting seems
to have been critical is noteworthy.
54 R. M. Kingdon, “Patronage, Piety, and Printing in Sixteenth-Century
Europe,” in D. H. Pinkney and T. Ropp (eds.), A Festschrift for Frederick B.
Artz (Durham, N.C., 1964), pp. 32-33, offers a detailed view of how Plantin’s
Antwerp firm implemented the Erastian policy of Philip II in order to evade
payments to a rival firm (none other than Manutius) that had been granted
the concession to print Catholic breviaries by Rome. Graham, pp. 71-72, also
shows how closely allied Thomas Cromwell was with a circle of law-printers led
by Thomas More’s brother-in-law, John Rastell-an independent crusader for
“Englishing” all law, French or Latin, canon or civil.
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The Impact of Printing on Western Society and Thought 21
consolidationc annotb e exploredh ere. But they surelyd o call for further
study.55
Other consequenceso f typographicafli xity also need to be explored.
Religious divisions and legal precedents were affected. In fact, all the
lines that were drawn in the sixteenth century (or thereafter), the
condemnationo f a heresy,t he excommunicationo f a schismatick ing, the
settling of disputes between warring dynasts, schisms within the body
politic-lines that prior generations had repeatedly traced, erased, retraced-
would now leave a more indelible imprint. It was no longer possible
to take for grantedt hat one was following “immemoriacl ustom”
when granting an immunity or signing a decree. Edicts became more
visible and irrevocable. The Magna Carta, for example, was ostensibly
“published” (i.e., proclaimed) twice a year in every shire. By 1237
there was already confusion as to which “charter”w as involved.56I n
1533, however, Englishmen glancing over the “Tabula” of the “Great
Boke” could see how often it had been repeatedly confirmed in successive
royal statutes.57I n France also the “mechanismb y which the will
of the sovereign” was incorporated into the “published” body of law
by “registration”w as probably altered by typographicafl iXity.58M uch
as M. Jourdain learned that he was speaking prose, monarchs learned
from political theorists that they were “making” laws. But members of
parliamentsa nd assembliesa lso learnedf rom jurists and printersa bout
ancient rights wrongfully usurped. Struggles over the right to establish
precedents probably became more intense as each precedent became
more permanenta nd hence more difficultt o break.
On the other hand, in many fields of activity, fixity led to new
departuresf rom precedentm arkedb y more explicit recognitiono f individual
innovation and by the staking of claims to inventions, discoveries,
and creations. By 1500, legal fictions were already being devised to
accommodate the patenting of inventions and the assignment of literary
properties.59U pon these foundations,a burgeoningb ureaucracyw ould
55 By pursuing this line of inquiry, one could usefully supplement the theoretical
views developed by Karl Deutsch (Nationalism and Social Communication:
An Inquiry into the Foundations of Nationality [Cambridge, Mass., 1953] with a
more empirical, historically grounded approach.
56 J. C. Holt, Magna Carta (Cambridge, 1965), pp. 288-90.
57 Graham, p. 93.
58 Franklin Ford, Robe and Sword (Harvard Historical Studies, Vol. LXIV),
(Cambridge, Mass., 1953), p. 80, describes this mechanism-not, however, how
it was altered. See also his remarks about the “great advance in publicity techniques”
and how major parlement remonstrances were being “published” by 1732
in printed form (p. 101).
69 A landmark in the history of literary property rights came in 1469, when a
Venetian printer obtained a privilege to print and sell a given book for a given
interval of time. See C. Blagden, The Stationers Company, A History 1403-1959
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22 Elizabeth L. Eisenstein
build a vast and complex legal structure. Laws pertaining to licensing
and privileges have been extensively studied. But they have yet to be
examineda s by-productso f typographicafli xity. Both the dissolutiono f
guild controls and conflictso ver mercantilistp olicies might be clarified
if this were done. Once the rights of an inventor could be legally fixed
and the problem of preserving unwritten recipes intact was no longer
posed, profits could be achieved by open publicity, provided new restraints
were not imposed. Individual initiative was released from reliance
on guild protection, but at the same time new powers were lodged
in the hands of a bureaucratico fficialdom.C ompetitiono ver the right
to publish a given text also introduced controversy over new issues
involving monopoly and piracy. Printing forced legal definition of what
belonged in the public domain and clear articulation of how one sort
of literaryp roduct differedf rom another.60W hen discussingt he emergence
of a new kind of individualismi,t mightb e useful to recallt hat the
eponymous inventor and personal authorship appeared at the same time
and as a consequence of the same process.
The emergenceo f uniquelyd istinguishedp, ersonallyf amous artists
and authors out of the ranks of more anonymous artisans and minstrels
was also related to typographicalf ixity. Cheaperw riting materialse ncouraged
the separate recording of private lives and correspondence.
Not paper mills but printing presses, however, made it possible to preserve
personal ephemera intact. As an expanding manuscript culture
found its way into print,f ormalc ompositionsw ere accompaniedb y intimate
anecdotes about the lives and loves of their flesh-and-blood
authors.W as it the “inclination”t o “publishg ossip” that was new in
the Renaissance,6′ or was it, rather, the possibility of doing so? The
characteristic individuality of Renaissance masterpieces surely owes
much to the new possibility of preserving the life-histories of those who
produced them. As art historians have shown, the hands of medieval
illuminators or stone-carvers were, in fact, no less distinctive. Their
(London, 1960), p. 32. According to Forbes and Dijksterhuis, I, 147, although
occasional privileges had been granted previously, the state of Venice was also the
first to provide legal protection for inventors in 1474.
60 Raymond Birn, “Journal des savants sous l’Ancien Regime,” Journal des
savants (1965), pp. 29, 33, shows how diverse fields of learning (and a division
between “serious” and “frivolous” literature) were clearly defined by the terms
of the official privilege granted this journal to cover a wide variety of different
topics of serious concern. Both this article and Fredrick S. Siebert’s Freedom of
the Press in England 1476-1776, The Rise and Decline of Government Control
(Urbana, Ill., 1952), passim, suggest how laws regulating printing raised new
issues pertaining to privilege and monopoly, which became an acute source of
conflict down through the eighteenth century.
61 P. 0. Kristeller, Renaissance Thought, Vol. II: Papers on Humanism and the
Arts (New York, 1965), p. 11.
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The Impact of Printing on Western Society and Thought 23
personalities remain unknown. Vestiges of their local celebrity have
vanished. They must therefore be portrayed as faceless master guildsmen
in terms of the garb they wore or the life-style they shared with
colleagues. What applies to personality may also apply to versatility.
Alberti probably was not the first architect who was also an athlete,
orator, scholar, and artist. But he was the first whose after-dinner
speeches, boasts about boyhood feats, and “serious and witty sayings”
were collected and transmittedt o posteritya long with the buildingsh e
designed and formal treatises he composed. He may be displayed at
home and in public, as an athletic youth and elderly sage, moving
through all the ages of man, personifying earlier archetypes and collective
roles. Possibly this is why he appearst o Burckhardtin the guise
of a new ideal type, homo universalis.62
Similar considerations are also worth applying to authors. The
personal hand and signature of the scribe was replaced by the more impersonal
type style and colophon of the printer. Yet, by the same token,
the personal,p rivate,i diosyncraticv iews of the authorc ould be extended
throught ime and space. Articulatingn ew conceptso f selfhood,w restling
with the problem of speaking privately for publication, new authors
(beginning,p erhaps, with Montaigne) would redefinei ndividualismi n
terms of deviation from the norm and divergence from the type. The
“drive for fame” itself may have been affected by print-made immortality.
The urge to scribble was manifested in Juvenal’s day as it was in
Petrarch’s. But the insanabile scribendi cacoethes may have been reoriented
once it became an “itch to publish.”63T he wish to see one’s
work in print (fixed forever with one’s name, in card files and anthologies)
is different from the urge to pen lines that could never get fixed in
a permanent form, might be lost forever, altered by copying, or-if
truly memorable-carried by oral transmissiona nd assignedu ltimately
to “anon.” When dealing with priority disputes among scientists or
debates about plagiarism among scholars, the advent of print-made
immortality has to be taken into account. Until it became possible to
distinguish between composing a poem and reciting one or between
writing a book and copying one, until books could be classified by
something other than incipits, how could modern games of books and
authors be played?
Many problems about assigning proper credit to scribal “authors”
may result from misguided efforts to apply print-made concepts where
they do not pertain. The so-called forged book of Hermes is a good case
62 Burckhardt, I, 149-50.
63 See a witty discussion of these terms by Robert K. Merton, On The
Shoulders of Giants: A Shandean Postscript (New York, 1965), pp. 83-85.
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24 Elizabeth L. Eisenstein
in point. But countless other scribal works are too. Who wrote Socrates’
lines, Aristotle’s works, Sappho’s poems, any portion of the Scriptures?
Troublesomeq uestionsa bout biblicalc omposition,i n particulars, uggest
how new forms of personal authorship helped to subvert old concepts
of collective authority.64V eneration for the wisdom of the ages was
probablym odifieda s ancients ages were retrospectivelyc ast in the role
of individual authors-prone to human error and possibly plagiarists
as well.65 Treatment of battles of books between “ancients and moderns”
might profit from more discussion of such issues. Since early
printersw ere primarilyr esponsiblef or forcingd efinitiono f literaryp roperty
rights, for shaping new concepts of authorship, for exploiting best
sellers and trying to tap new markets, their role in this celebrated quarrel
should not be overlooked. By the early sixteenth century, for example,
staffs of translators were employed to turn out vernacular versions of
the more popular works by ancient Romans and contemporaryL atinwritingh
umanists.66T his might be taken into account when discussing
debates between Latinists and the advocates of new vulgar tongues.67
It is also worth considering that different meanings may have been
assigned terms such as “ancient” and “modern,” “discovery” and “recovery,”
“invention”a nd “imitation”b efore importantd eparturesf rom
precedent could be permanently recorded. “Throughout the patristic
and medieval periods, the quest for truth is thought of as the recovery
of what is embedded in tradition . .. rather than the discovery of what
is new.”68 Most scholars concur with this view. It must have been
difficult to distinguish discovering something new from recovering it in
the age of scribes. To “find a new art” was easily confused with retrieving
a lost one, for superior techniques and systems of knowledge
were frequently discovered by being recovered.69 Probably Moses,
64 The issue of authorship versus authority is discussed by McLuhan, pp.
130-37. The nature of medieval scribal authorship is brilliantly illuminated by
Goldschmidt, Medieval Texts, Part III.
65See the citation from Glanvill’s Essays of 1676 cited by Merton, p. 68 n.
Ramus, in the 1530’s, had already stated: “All that Aristotle has said is forged,”
according to H. Baker, The Wars of Truth (Cambridge, Mass., 1952), p. 93.
66 Febvre and Martin, p. 410. Additional data on the production of vernacular
as opposed to Latin works during the first century of printing is supplied by
Hirsch, pp. 132-34.
67Hans Baron’s “The Querelle of the Ancients and Moderns as a Problem
for Renaissance Scholarship,” Journal of the History of Ideas, XX (Jan. 1959),
3-22, like many other treatments of this battle of books, passes over the possible
role played by printers. Curtius, pp. 251-56, covers the scribal use of terms such
as “ancients” and “moderns” but fails to note how they were altered after printing.
All of Merton’s (tongue in cheek) treatment of the giant and dwarf aphorism
is also relevant and points to a vast literature on the topic.
68 Harbison, p. 5.
69 E. Rosen, “The Invention of Eyeglasses,” Journal of the History of Medicine
and Allied Sciences, XI (1956), 34, n. 99, regards an early fourteenth-
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The Impacto f Printingo n WesternS ocietya nd Thought 25
Zoroaster, or Thoth had not “invented” all the arts that were to be
found.70 But many were retrieved from ancient giants whose works
reentered the West by circuitous routes. The origins of such works were
shrouded in mystery. Their contents revealed a remarkable technical
expertise. Some pagan seers were believed to have been granted foreknowledge
of the Incarnation. Possibly they had also been granted a
special secret key to all knowledge by the same divine dispensation.
Veneration for the wisdom of the ancients was not incompatible with
the advancement of learning, nor was imitation incompatible with inspiration.
Efforts to think and do as the ancients did might well reflect
the hope of experiencing a sudden illumination or of coming closer to
the original source of a pure, clear, and certain knowledge that a long
Gothic night had obscured.
When unprecedentedin novationsd id occur, moreover,t here was no
sure way of recognizing them before the advent of printing. Who could
ascertain precisely what was known-either to prior generations within
a given region or to contemporaryin habitantso f far-offl ands? “Steady
advance,”a s Sartons ays, “impliese xact determinationo f everyp revious
step.” In his view, printing made this determination “incomparably
easier.”‘7H’ e may have understatedt he case. Exact determinationm ust
have been impossible before printing. Given drifting texts, migrating
manuscriptsl,o calized chronologies,m ultiformm aps, there could be no
systematic forward movement, no accumulation of stepping stones enabling
a new generation to begin where the prior one had left off.
Progressive refinement of certain arts and skills could and did occur.
But no sophisticated technique could be securely established, permanently
recorded, and stored for subsequent retrieval. Before trying
to account for an “idea” of progress, we might look more closely at the
duplicating process that made possible a continuous accumulation of
fixed records. For it seems to have been permanence that introduced
progressive change. The preservation of the old, in brief, launched a
tradition of the new.
century preacher as inconsistent when he is recorded as saying in one sermon,
“Nothing remains to be said . . . today a new book could not be made nor a
new art” and in a preceding one as referring to “all the arts that have been
found by man and new ones yet to be found.” Finding a new art was not, however,
necessarily equivalent to making one.
70 The Italian word for “invention” has been located only once in fourteenthcentury
literature-a reference by Petrarch to Zoroaster as the inventore of the
magic arts (ibid., p. 192). Thoth (or “Hermes Trismegistus”) was responsible for
inventing writing and numbering or measurement. Adam had, of course, named
all things and (in a prelapsarian state) may have also known all things. A full
inventory would include countless other (often overlapping) ancient claimants to
the role of originators.
‘1 Sarton, “The Quest for Truth,” p. 66.
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26 Elizabeth L. Eisenstein
The advancement of learning had taken the form of a search for lost
wisdom in the age of scribes. This search was rapidly propelled after
printing. Ancient maps, charts, and texts once arranged and dated, however,
turned out to be dated in more ways than one. Ordinary craftsmen
and mariners appeared to know more things about the heavens and
earth than were dreamt of by ancient sages. More schools of ancient
philosophy than had previously been known were also uncovered.
Scattered attacks on one authority by those who favored another provided
ammunition for a wholesale assault on all received opinion. Incompatible
portions of inherited traditions were sloughed off, partly
because the task of preservation had become less urgent. Copying, memorizing,
and transmitting absorbed fewer energies. Some were released
to explore what still might be learned. Studying variant versions of
God’s words gave way to contemplating the uniformity of His works.
Investigation of the “book of nature” was no longer undertaken by
studying old glyphs and ciphers. Magic and science were divorced. So
too were poetry and history. Useful reference books were no longer
blotted out or blurred with the passage of time. Cadence and rhyme,
images and symbols ceased to fulfil their traditional function of preserving
the collective memory. The aesthetic experience became increasingly
autonomous, and the function of works of art had to be
redefined. Technical information could be conveyed more directly by
plain expository prose and accurate illustration. Although books on the
memory arts multiplied after printing, practical reliance on these arts
decreased. Scribal schemes eventually petrified, to be ultimately reassembled,
like fossil remains, by modern research. The special formulas
that had preserved recipes and techniques among closed circles of initiates
also disappeared. Residues of mnemonic devices were transmuted
into mysterious images, rites and incantations.72
Nevertheless, scribal veneration for ancient learning lingered on,
long after the conditions that had fostered it had gone. Among Rosicrucians
and Freemasons, for example, the belief persisted that the
“new philosophy” was in fact very old. Descartes and Newton had
merely retrieved the same magical key to nature’s secrets that had once
been known to ancient pyramid-builders but was later withheld from
the laity or deliberately obscured by a deceitful priesthood. In fact, the
72The most recent study is Frances Yates’ The Art of Memory (London,
1966), which centers on use made of “memory theaters.” According to J. Finegan,
Handbook of Biblical Chronology (Princeton, N.J., 1964), p. 57, the term
“Amen” encapsulated in the three Hebrew letters aleph, mem, and nun (to
which different numbers were assigned) a scheme for remembering four ninetyone-
day seasons of the solar year. When consulting works on this topic, I find it
difficult to decide whether the ingenuity of modern scholars or that of ancient
ones is being displayed.
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The Impact of Printing on Western Society and Thought 27
Index came only after printing and the preservation of pagan learning
owed much to monks and friars. Enlightened freethinkers, however,
assignedC ounter-Reformatioinn stitutionst o the Gothic Dark Ages and
turned Zoroaster into a Copernican. Similarly, once imitation was detached
from inspiration and copying from composing, the classical
revival became increasingly arid and academic. The search for primary
sources was assigned to dry-as-dust pedants. But the reputation of
ancient seers, bards, and prophets was not, by the same token,
diminished. Claims to have inherited their magic mantle were put forth
by new romanticists who reoriented the meaning of the term “original”
and tried to resurrect scribal arts in the age of print. Even the “decay
of nature” theme, once intimately associated with the erosion and corruptiono
f scribalw ritings,w ould be reworkeda nd reorientedb y gloomy
modernp rophetsw ho felt that regress,n ot progress,c haracterizedth eir
age.
E. Amplification and Reinforcement: Accounting for Persistent
Stereotypes and Increasing Cultural Difierentiation
Many other themes imbedded in scribal writings, detached from the
living culturest hat had shaped them, were propelleda s “typologies”o n
printed pages. Over the course of time, archetypes were converted into
stereotypes, the language of giants, as Merton puts it, into the cliches of
dwarfs.B oth “stereotype”a nd “cliche”a re terms derivingf rom a typographical
process developed three and a half centuries after Gutenberg.
They point, however, to certain other features of typographical culture
in general that deserve closer consideration. During the past five centuries,
broadcasting new messages has also entailed amplifying and
reinforcing old ones. I hope my use of the terms “amplify” and “reinforce”
will not distract attention from the effects they are meant to
designate. I am using them simply because I have found no others that
serve as well. Some such terms are needed to cover the effects produced
by an ever-more-frequenrt epetition of identical chapters and
verses, anecdotes and aphorisms drawn from very limited scribal
sources.T his repetitioni s not producedb y the constantr epublicationo f
classical, biblical, or early vernacular works, although it undoubtedly
sustains markets for such works. It is produced by an unwitting collaboration
between countless authors of new books or articles. For five
hundred years, authors have jointly transmitted certain old messages
with augmented frequency even while separately reporting on new
events or spinning out new ideas. Thus, if they happen to contain only
one passing reference to the heroic stand at Thermopylae, a hundred
reports on different military campaigns will impress with a hundredfoldimpact
Herodotus’ description on the mind of the reader who scans
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28 Elizabeth L. Eisenstein
such reports. Every dissimilar report of other campaigns will be received
only once. As printed materials proliferate, this effect becomes
more pronounced. (I have encountered several references to Thermopylae
in the daily newspaper during the past year.) The same is
true of numerous other messages previously inscribed on scarce and
scatteredm anuscriptsT. he more wide rangingt he reader at present,t he
more frequent will be the encounter with the identical version and the
deeper the impression it will leave. Since book-writing authors are particularly
prone to wide-ranging reading, a multiplying “feedback” effect
results. When it comes to coining familiar quotations, describing
familiar episodes, originating symbols or stereotypes, the ancients will
generally outstrip the moderns. How many times has Tacitus’ description
of freedom-lovingT eutons been repeateds ince a single manuscript
of Germaniaw as discoveredi n a fifteenth-centurym onastery?A nd in
how many varying contexts-Anglo-Saxon, Frankish, as well as German
-has this particulard escriptiona ppeared?
The frequency with which all messages were transmitted was primarily
channeled by the fixing of literary linguistic frontiers. A particular
kind of reinforcementw as involved in relearningm other tongues when
learningt o read. It went together with the progressivea mplificationo f
diverselyo rientedn ational “memories.”N ot all the same portionso f an
inherited Latin culture were translated into different vernaculars at the
same time.73 More important, entirely dissimilar dynastic, municipal,
and ecclesiastical chronicles, along with other local lore, both oral and
scribal, were also set in type and more permanently fixed. The meshing
of provincial medieval res gestae with diverse classical and scriptural
sources had, by the early seventeenth century, imbedded distinctively
differents tereotypesw ithin each separatev ernacularl iterature.7A4 t the
same time, to be sure, a more cosmopolitan Respublica litterarum was
also expanding, and messages were broadcast across linguistic frontiers,
first via Latin, then French, to an internationala udience.B ut messages
received from abroad were not amplified over the course of several centuries
in the same way. They only occasionally reinforced what was
learned in familiar tongues at home.75
73 Bennett, p. 158, notes a “striking difference” between the large number of
pagan classics translated into French in the sixteenth century and the greater
number of “edifying” devotional works translated into English.
74 How this was done in sixteenth-century England is traced with remarkable
clarity by William Haller, The Elect Nation: Thle Meaning and Relevance of
Foxe’s Book of Martyrs (New York, 1963), passim-an exceptional work that
integrates printing with other historical developments. Children’s books about
Elizabeth I are still being written from bits and pieces drawn from Foxe’s massive
apologia.
75The most important exceptions are France and Geneva, where by the
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The Impact of Printing on Western Society and Thought 29
On the other hand, the fixing of religious frontiers that cut across
linguistic ones in the sixteenth century had a powerful effect on the
frequency with which certain messages were transmitted. Passages
drawn from vernacular translations of the Bible, for example, would be
much more thinly and weakly distributed throughout the literary cultures
of Catholic regions than of Protestant ones.76 The abandonment
of church Latin in Protestant regions made it possible to mesh ecclesiastical
and dynastic traditions more closely within Protestant realms than
in Catholic ones-a point worth noting when considering how churchstate
conflicts were resolved in different lands. Finally, the unevenly
phased social penetration of literacy, the somewhat more random patterning
of book-reading habits, and the uneven distribution of costly
new books and cheap reprints of old ones among different social sectors
also affected the frequency with which diverse messages were received
within each linguistic group.
III. CONSIDERING THE RISE OF THE READING PUBLIC: UNEVENLY
PHASED SOCIAL AND PSYCHOLOGICAL TRANSFORMATIONS DURING EARLY
MODERN TIMES
These last remarks are relevant to most of the issues that have been
mid-seventeenth century two differently oriented native literary cultures coincided
with a single cosmopolitan one. A sounding board was thus provided for Rousseau,
Mme de Stael, Sismondi, and other Genevans who might otherwise have
been as obscure as their German, Swiss, or Dutch counterparts. The reasons for
the conquest of the Gallic tongue (which paradoxically linked the most populous
and powerful consolidated dynastic Catholic state with the tiny canton that had
served as the protestant Rome and with the cosmopolitan culture of civilized
Europe) deserve further study. Louis Reau, L’Europe frangaise au Sie’cle des
Lumieres (L’Evolution de l’humanite, Vol. LXX [Paris, 1938]), although devoted
to this important topic, slides over issues that need more rigorous analysis. David
Pottinger, The French Book Trade in the Ancien Regime 1500-1791 (Cambridge,
Mass., 1958), offers some useful statistics, pp. 19-23, as does Steinberg, p. 118.
Some further consequences of the spread of French are touched on below. See
pp. 51-52. One might note that the reaction to French armies and the rejection
of French influence, among Germans and eastern Europeans in the early nineteenth
century, necessarily involved disowning the cosmopolitan culture of the
Enlightenment as well.
76 R. A. Sayce, “French Continental Versions to c. 1600,” in Greenslade (ed.),
p. 114, contrasts the deep penetration of vernacular scriptural versions into the
literary culture of German and English-speaking peoples with the shallow effect of
French Bible translations. From Pascal to Gide, he notes, Latin citations from the
Vulgate appear most frequently when biblical references are evoked. The immense
repercussions of the decision taken by the Council of Trent to proscribe
vernacular translations and uphold the “authenticity” of the Vulgate are difficult
to locate throughout this massive collaborative volume. A clear view of how,
when, and where the decision itself was taken is not offered. F. J. Crehan, S.J.,
“The Bible in the Roman Catholic Church from Trent to the Present Day,”
pp. 199-237, ostensibly covers this issue but actually obfuscates it.
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30 Elizabeth L. Eisenstein
raised by McLuhan in connection with the “making of typographical
man.” By making us more aware that both mind and society were
affected by printing, McLuhan has performed, in my view at least, a
most valuable service. But he has also glossed over multiple interactions
that occurred under widely varying circumstances in a way that may
discourage rather than encourage further study. “The print-made split
between heart and head is the trauma that affects Europe from
Machiavellit o the present.”77S ince this sort of statement cannot be
tested, it provides little incentive for further research. Granted that the
replacement of discourse by silent scanning, of face-to-face contacts by
more impersonal interactions probably did have important consequences.
It follows that we need to think less metaphoricallya nd abstractly
and more historically and concretely about the sort of effects
that were entailed and how different groups were affected. Even at first
glance both issues appear to be very complex.
In many cases, for example, spoken words would be conveyed by
printed messages without being replaced by them. While often transposed
into print, sermons and public orations thus continued to be
delivered orally. These traditional forms of discourse were nonetheless
altered by the new possibility of silent publication. The printing of
parliamentary debates probably affected exchanges between members
of parliament. The printing of poems, plays, and songs altered the way
“lines” were recited, sung, and composed. Academic dialogues were
conducted along different lines after the advent of closet, philosophers.
On one hand, some “dying speeches” were fabricated for printing and
never did get delivered; on the other, printed publicity enabled evangelists
and demagogues to practice traditional arts outdoors before large
hearingp ublics. A literaryc ulturec reatedb y typographyw as conveyed
to the ear, not the eye, by classroom lectures, repertory companies, and
poetry-readingsN. o simple formula will cover the changes these new
activities reflect.
The same is true of how different groups were affected. Most rural
villagers, for example, probably belonged to an exclusively hearing
public down to the nineteenth century. Yet what they heard had, in
many instances, been transformed by printing two centuries earlier.
77McLuhan, p. 170. This formulation owes much to Lewis Mumford, Technics
and Civilization (New York, 1934), pp. 136-37. An excellent introduction to
problems associated with the shift from a hearing public to a reading one is
H. J. Chaytor’s From Script to Print (Cambridge, 1945). This study of medieval
literature, which has already been exploited by McLuhan, needs to be exploited
by historians as well. It should be noted, however, that a very limited area of
scribal culture is covered by Chaytor. Near the bookshops of Augustan Rome or
in the libraries of Alexandria, for example, the conditions he describes may not
be pertinent at all.
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The Impact of Printing on Western Society and Thought 31
In the seventeenth century the storyteller was being replaced by the
exceptional literate villager who read out loud from a stack of cheap
books and ballad sheets turned out anonymously for distribution by
peddlers.78A fairly sleazy “popular”c ulture, based on the mass productiono
f antiquatedv ernacularm edievalr omances,w as thus produced
well before the steam press and mass literacy movements of the nineteenth
century. Yet the bulk of this output was consumed by a medieval
hearing public, separated by a vast psychological gulf from their contemporaries
who belonged to an early modern reading one.79
The disjunction between the new mode of production and older
modes of consumption is only one of many complications that need
further study. Members of the same reading public, who confronted the
same innovation in the same region at the same time, were nonetheless
affected by it in markedly different ways. One cannot, for example, talk
about the effect of Bible-printingo n “typographicaml an” in generalo r
even on sixteenth-centuryP rotestantsi n particular.I nstead, one must
consider a disjunction between producers and consumers, that is, between
printersa nd purchasers.8T0 o be enabledt o read the holy words
of God in one’s own tongue was probably an awesome experience for a
devout sixteenth-centuryre ader.I t seems quite likely that new forms of
sect-type Christianitya nd literal fundamentalismr esulted from an increased
consumption of vernacular Bibles. A great many Protestant
printers were also devout, and some were even martyred for their faith.
They were persuaded, however, that God’s words could be spread
furtherb y printingt han by preaching.8’F or this purpose,m arketsh ad
to be gauged, financing secured, privileges sought, Catholic officials
evaded, compositorss upervised,d istributiono rganized.W hat appeared
to the devout consumeri n a quasi-miraculougsu ise involveda n exercise
7 Robert Mandrou, De la culture populaire aux 17? et 18e sigcles: La Bibliotheque
bleue de Troyes (Paris, 1964), passim, illustrates this topic in detail for
France. Altick, passim, touches on it, in scattered passages, for England.
79This gulf may be found even within some printers’ workshops during the
sixteenth century and separates some journeymen typographers from master
printers. See Natalie Z. Davis, “The Protestant Printing Workshops of Lyons
in 1551,” in Henri Moylan (ed.), Aspects de la propagande religieuse (Travaux
d’humanisme et Renaissance, Vol. XXVIII, [Geneva, 19571), pp. 252-57. The
illiterate journeymen, however, sang songs composed by Marot and Beza which
were circulated in printed form.
80 On my use of the term “printer,” see n. 34.
81Pottinger, p. 81, describes French martyrs to the faith who were hanged,
burned, or broken on the wheel during the wars of religion. Various essays in
Aspects de la propagande religieuse cover the activities of Protestant printers in
Lyons, Paris, and Geneva. The group of zealous Puritans associated with John
Day who turned to printing as the most formidable weapon in their campaign
against the papal Antichrist is studied in detail by Haller, passim (see Foxe’s
remark about every press as a “block house,” cited on p. 110).
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32 Elizabeth L. Eisenstein
in processing texts, shrewd politicking, and practical problem-solving
for the equally devout producer.82 Mammon as well as Caesar necessarily
entered into the latter’s calculations. So, too, did variant readings
of the same sacred words.
Moreover, printers themselves did not share a “common mind” and
hence were diversely affected by involvement in a new mode of production.
Some were fiery apostles wholly committed to serving one true
church and one “elect nation.” But others were not and tried to serve
many. Genevan printers surreptitiously turned out books for populous
Catholic markets in France. The same Antwerp firm won a privileged
position from Catholic Spain under Philip II but served Calvinist
Holland and Jewish communities as well.83 Paradoxically enough, the
printing press helped fan the flames of religious controversy even while
creating a new vested interest in ecumenical concord and toleration.
Similarly, religious, dynastic, and linguistic frontiers were fixed more
permanently by the same wholesale industry that operated most profitably
by tapping cosmopolitan markets. Even as Henri IV felt that Paris
was worth a mass or Cardinal Richelieu that raison d’etat dictated alliance
with infidel Turks, so too did a Manutius, an Estienne, or a Plantin
keep family firms solvent and presses in operation by alliances with
Protestants, Catholics, Jews, Spaniards, Dutchmen, and all shades of
Frenchmen alike. The formation of syndicats of heterodox businessmen
and printers, linked to far-flung distribution networks, indicates how the
new industry encouraged informal social groupings that cut across dynastic
or religious and linguistic frontiers. Circles associated with Aldus
Manutius’ “Academy” and Plantin’s “House of Love” suggest how a
syncretist faith was in some ways more compatible than a Protestant
one with the new wholesale book trade.84 Such syndicats and networks
82 The vocational shift from cleric, preacher, or teacher to printer, journalist,
or author during the sixteenth and seventeenth centuries (noted by Haller, p. 112)
might, incidentally, make an interesting study. Birn mentions a few instances of
French Jesuits who became professional lay journalists and publicists in seventeenth-
century France. R. Colie, Light and Enlightenment: A Study of the Cambridge
Platonists and the Dutch Arminians (Cambridge, 1957), pp. 29-33, 75,
offers some Dutch examples during the same era. Here, as elsewhere, the gradual
displacement of the pulpit by the periodical press also deserves more attention.
83 Febvre and Martin, pp. 293, 405; Kingdon, p. 29. A seventeenth-century
English printer, Henry Hill, served all comers: army, Anabaptists, Cromwell,
James II, etc. See Steinberg, p. 109.
84 On Plantin’s “House of Love” and suggestion re the “Banque Protestante”
myth, see R. M. Kingdon, “Christopher Plantin and His Backers 1575-1590, A
Study in the Problems of Financing Business during War,” Me’langes d’hlistoire
economique et sociale (Geneva, 1963), pp. 303-16. Additional information on the
sect (customarily called the “Family of Love” and founded by Hendric Niclaes)
to which Plantin belonged-along with other printers-is given by J. A. Van
Dorsten, Thomas Basson 1555-1613: English Printer at Leiden (Leiden, 1961).
The “Familists” overlapped with Arminian and Remonstrant circles in England
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The Impact of Printing on Western Society and Thought 33
should be closely studied as a possible source of later conspiratorial
legends pertaining to the Banque Protestante or Freemasons. (Protestants
and foreigners did subsidize the output of French men of letters in
the eighteenth century. Behind debates about Masonic involvement in
the Grande encyclopedie lies the somewhat shadowy figure of the printer
who initiated, financed, and pushed through its publication.85)
A more cosmopolitan and ecumenical outlook on the part of many
printers should not, however, be regarded as a mere “rationalization” of
their financial interests. Sacred and devotional works did look different
to those who saw copy through all the stages of publication than they
did to those who procured the finished product. Belief in the Sacred
Scriptures as an ultimate source of truth has been correctly singled out,
by Kingdon, as a most important element in the rise of early printing
industries. (Overnight, Wittenberg was transformed into an important
printing center.) Unlike other sacred books, however, that of Western
Christendom happened to be composed in many tongues. It thus fed a
demand for Greek, Aramaic, Syriac, and Hebrew grammars and dictionaries,
bringing arcane letters into printers’ workshops86 and sometimes
even heterodox foreigners into printers’ households.87
and the Netherlands and were centered first in Antwerp, then in Leiden. Possibly
they also included members of the Elzevir firm who were linked with Plantin.
See David W. Davies, The World of the Elseviers 1580-1712 (The Hague, 1954),
pp. 2-3. Much as Plantin rode out the “Spanish fury,” Aldus Manutius had earlier
kept his firm going during the Italian time of troubles that hit Venice in 1504.
Not only as the greatest scholar-printer of his day, but also as Pico della Mirandola’s
protege, who later numbered Erasmus and Linacre among members of his
“Academy,” both Aldus and his circle also deserve a modern book-length
appraisal.
85 See below, pp. 51-52, on the collaboration between French authors and
foreign printers. For the debate on the role of Freemasons in the publication of
the Encyclopedie, see A. Wilson, Diderot: The Testing Years (New York, 1957),
pp. 74-81 and references cited pp. 3 58-59. Wilson’s interpretation seems to
underrate the role played by the printer Andre-Francois Le Breton and to overrate
that of Diderot, a salaried editor brought in after the project was under way.
Evidence of Le Breton’s close supervision of a costly project for which he employed
fifty workers and of how he rewrote several articles to protect his investment
is given by Frank Kafker, “The Effect of Censorship on Diderot’s Enclopedia,”
Library Chronicle (University of Pennsylvania), XXX (Winter 1964),
42. To assess the printer’s role correctly is more feasible and important, in my
view, than to decide whether he was or was not the Le Breton who is listed as a
master mason.
86 Plantin, linked via Hebrew type and Jewish financing to Jewish communities,
produced a polyglot Bible under Philip II’s patronage (Kingdon, “Patronage,
Piety, and Printing,” p. 23). Aldus had planned one in 1497-98 and cut types for a
specimen page before abandoning it. (Steinberg, p. 76). Robert Estienne’s stock
of type fonts included Hebrew letters (Armstrong, pp. 54-55). For data pertaining
to struggles to get Aramaic and Syriac as well as Hebrew studies launched,
see Basil Hall, “Biblical Scholarship: Editions and Commentaries,” in Greenslade
(ed.), pp. 44-45, 74-75.
87 Thus Robert Estienne had “correctors” representing ten disparate national-
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34 Elizabeth L. Eisenstein
Such considerations may help to explain how new semisecret brotherhoods
espousing syncretic and irenic creeds came to be formed during
the era when religious zeal was at its height and the claims of orthodox
faith seemed most compelling. For printers like the Estiennes and
Plantin, solvency required a steady output of devotional literature
during the first century of printing.88 But processing and marketing
texts also engendered attitudes that were more conducive to modernism
than to fundamentalism, to practicality than to otherworldliness. And
this in turn might be registered on other staple products that were compiled
by printers themselves.89 By looking more closely at their daily
routines and then looking again at the incidental information contained
in seventeenth-century English almanacs, for example, a few elusive
spirits might be trapped. “No book in the english language had as large
a circulation as the annual Almanack.”90 Like many other practical
manuals and household guides, such almanacs registered the views of
men who knew, well before Ben Franklin and Poor Richard, that time
was money, that profits went with piety, and that bookkeeping went
with book-reading.
The Protestant ethic and the spirit of capitalism may indeed be
linked in ways most discussions have bypassed. “Printing,” said Luther,
“was God’s highest act of grace.” He also castigated printers who
garbled passages of the Gospel and marketed hasty reprints for quick
profit.9′ His insistence on scriptural revelation nonetheless entangled
spiritual illumination with a commercial enterprise. Moreover, even
before Luther had appeared with his “apple of discord,” the printer’s
devil had already been at work, turning out playing cards and holy
images, vernacular Bibles and indulgences-all on a scale hitherto
unknown. Because the fifteenth-century revolution is still invisible, most
ities in his household at one time, according to his son’s account, cited by Armstrong,
p. 15. The necessity of housing foreign translators and proofreaders may
have contributed even more than financial exigencies did to the notion of families
or houses of love.
88 How profits derived from religious works subsidized humanist publications
is noted by Kingdon, “Patronage, Piety, and Printing,” pp. 35-36. The case of the
publisher who relied on legal and scientific texts instead of devotional works to
supply a steady source of income is discussed by Davis, “Guillaume Rouille,”
pp. 88-89. She shows, however, how Rouille also hedged his bets by diversifying
his products.
89Thus a practical handbook compiled by Charles Estienne, Guide des chemins
de France (1553), guided merchants along routes followed by those who were
engaged in the book trade and reflected the experience of the compiler’s own
family (Armstrong, p. 34).
90 Eustace F. Bosanquet, “English 17th Century Almanacks,” Library, 4th
ser., X (Mar. 1930), 361. (These almanacs contained tables for computing costs
of goods or payment of wages, distances between main towns, lists of weights
and measures, even dentifrice ads.)
91 Relevant citations are in Black, p. 432.
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The Impact of Printing on Western Society and Thought 35
studies of the Reformation place first things last. Only after various
socioeconomic and political developments, theological issues, ecclesiastical
abuses, and charismatic leaders have been discussed and only after
controversieso ver causationh ave been exploredd oes the printingp ress
appear in conventional accounts-in conjunction with a wide dissemination
of Luther’s sermons and other Protestant broadsides. A more fruitful
debate about causes and consequences might result if first things
were placed first. After all, Gutenberg had preceded Luther. Similarly,
dissension among churchmen over new issues posed by printing preceded
the division of Western Christendom.
The necessity of making new decisions helped to polarize opinions
about “one true church.” These decisions involved justifying producing
indulgences on a mass scale, advertising relics, and commercializing
iconography. They involved determining how glad tidings
should be spread, who should be allowed to perform the apostolic function
of the clergy, whether grammariansp, hilologists,a nd lay scholars
should pass judgment on God’s words. Earlier heretics, such as Wycliffe
or Huss, might aspiret o place the vernacularS cripturesi n the hands of
every layman;92a nd new semi-lay orders such as the “Brethreno f the
Common Life” might try to bring literacy and prayer books to the
“people.”93O nly after Gutenberg,h owever, could such programsb e
fully implemented. Thereafter, collaboration with existing teaching or
preaching orders and the winning of papal approval for the creation of
new ones was no longer required by Christian reformers. Programs
could be implementedi,n stead, by winningt he favor of Erastianp rinces
and by close collaboration with the book-trade network in that “golden
age” between printing “and its antidote, the Index.”94 Collaboration
with printers, however, meant contact with men who, by the very nature
of their trade, shared a common contempt for monkish learning and
ungrammatical theologians. Pacific Christian humanists and zealous
Protestant reformers did, one should note, both collaborate with
printers and share this contempt.
It was not only the learning of monks and friars that came under
92 Medieval heresies based on efforts to get the Bible into the vernacular and
to the people are well described by Margaret Deansley, The Lollard Bible (Cambridge,
1920). The Waldensians used oral transmission and instructed initiates in
how to learn the Scriptures by heart (p. 28).
93The chief purpose of the new orders founded by Gerhard Groote are
often blurred by the catchall term “pietist.” The Windesheim Congregation
was set up to provide centers of scholarly studies and supervised scriptoria; the
Brethren of the Common Life, to teach reading and circulate devotional books
among the “people” (McMurtrie, p. 126). They did implement their program
with the new presses (Biuhler, p. 28).
94 H. Trevor Roper, “Desiderius Erasmus,” Men and Events (New York,
1957), p. 39.
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36 Elizabeth L. Eisenstein
attack when new laboratories of erudition had been established. The
regular orders of the clergy also were more vulnerable to the charge
of being social parasites. The socially useful functions they had performed-
such as preserving and copying old texts (for which village
tithes had been collected by abbeys)95 or providing books for university
faculties (which the mendicant orders had supplied)”90-were transferred
to urban entrepreneurs. With this transfer the balance between
organs within the body politic was subtly altered in a way that subverted
traditional hierarchies. For many functions traditionally assigned
to churchmen belonging to the first estate were silently assumed by lay
commoners belonging to the third. Although the full consequences of
this shift took centuries to spin out, divergent responses to its initial
effects shaped the course of later developments. In Protestant regions,
these effects were swiftly implemented. Regular orders were dissolved,
and the printer was assigned the apostolic mission of spreading glad
tidings in different tongues. Within frontiers held by the Counter-
Reformation church, measures were taken to curtail and counteract
these effects. New orders, such as the Jesuits or the congregation of
the Propaganda, were created; teaching and preaching from other
quarters were checked by Index and imprimatur. That the fortunes of
printers waned in regions where prospects had previously seemed
bright and waxed in smaller, less populous states where the reformed
religion took root may be connected with these divergent responses.
Before lines were drawn in the sixteenth century, men in Catholic
regions appear to have been just as eager to read the Bible in their
own tongues as were men in what subsequently became Protestant
regions. Similarly, Catholic printers combined humanist scholarship with
piety and profit-seeking. They were just as enterprising and industrious
as Protestant printers. They also served the most populous, powerful,
and culturally influential realms of sixteenth-century Europe: Portugal
and Spain (with their far-flung empires), Austria, France, southern
German principalities, and Italian city-states. But they do appear to
95 See the reference to the allotment to the priory of Evesham in 1206 of
village tithes for parchment and copyists’ wages and of other funds for ink and
illuminating and binding materials in C. H. Haskins, The Renaissance of the
Twelfth Century (Cambridge, Mass., 1939), p. 75. Biihler, pp. 25-27, notes that
monastic scriptoria flourished after Gutenberg-down to 1500. However, the
missals and choir books they turned out became lucrative privileges granted to
printers by monarchs and popes thereafter.
96 K. V. Humphreys, The Book Provisions of the Medieval Friars 1215-1400
(Amsterdam, 1964), passim, suggests how organizational energies were channeled
by this task. I have not found a study of scribal book provisions for lay faculties
of law and medicine or how the scriptoria serving them were supervised.
What happened to clerical control of university book production after the advent
of printing in various Catholic and Protestant regions also needs to be explored.
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The Impact of Printing on Western Society and Thought 37
have been less successful in expanding their markets and in extending
and diversifying their operations during the sixteenth and seventeenth
centuries.97 Needless to say, like those of other early capitalist enterprises,
the fortunes of printing industries hinged on an exceedingly complex
network of multiple interactions. Venetian printers, for example,
were affected by a commercial decline that can scarcely be explained
by singling out Protestant-Catholic divisions. If we want to understand
how these divisions did affect an important early capitalist enterprise,
however, this can be done better by looking at printing than at metallurgy,
mining, textiles, ship-building, or other such enterprises.
Here the contrast registered on the title-page illustration of Foxe’s
Actes and Monuments-showing devout Protestants with books on their
laps and Catholics with prayer beads in their hands98-seems to me
highly significant. After the Council of Trent, vernacular Bibles that had
been turned out previously in all regions were forbidden to Catholics
and made almost compulsory for Protestants. An incentive to learn to
read was, thus, eliminated among the former and reinforced among
the latter. Book markets were apt to expand at different rates thereafter.
Since Bible-printing was a special privilege, its extinction in Catholic
centers directly affected only a small group of printers.99 The entire
industry, however, suffered a glancing blow from the suppression of the
large potential market represented by a Catholic lay Bible-reading public.
Furthermore, vernacular Bibles were by no means the only best
sellers that were barred to Catholic readers after the Council of Trent.
Erasmus had made a fortune for his printers before Luther outstripped
him. Both, along with many other popular authors, were placed on the
97See Steinberg’s remarks (p. 194) about the movement of printing industries
from southern to northern Germany after the mid-sixteenth century. “Typefounding,
printing, publishing, book-selling” became “almost Protestant preserves,”
in his words. That this oversimplifies and exaggerates a more subtle
shift is suggested by Hirsch, pp. 109-10, and by Febvre and Martin’s most useful
chapter on the “geography of the book,” chap. vi.
98 Haller, p. 118, and see illustration facing p. 25.
99 The relocation of continental Bible printing centers following its extinction
in Venice is described by Black, pp. 440-51. H. S. Bennett. English Books and
Readers, 1558 to 1603 (Cambridge, 1965), p. 141, notes how the pace of Bibleprinting
accelerated under Edward VI and came “almost to a standstill” under
Mary Tudor. Thomas Cromwell’s order to place a Bible in every parish church
was, incidentally, granted at the bequest of the privileged printer who stood to
profit from the order (Plant, p. 50). That certain Catholic privileged printers
could and did profit from Tridentine decrees by supplying new breviaries and
missals to priests is noted by Kingdon, “Patronage, Piety, and Printing,” pp.
31-35. The promising French market for vernacular psalters that was closed by
Catholic victories at the end of the sixteenth century, is, however, also evident in
same article (pp. 28-30). The crippling effect of French censorship on printers,
who could not afford long delays entailed by Sorbonnist debates, is described by
Pottinger, chap. iv.
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38 Elizabeth L. Eisenstein
Index. Being listed as forbidden served as a form of publicity and may
have spurred sales. It was, however, more hazardous for Catholic
printerst han for Protestanto nes to profitt hereby.10T0 o be sure, pastors
and printers were often at odds in regions governed by new consistories.
101B ut the “ProtestantR ome,” despite the spreado f Calvinism,w as
not served by an international clergy controlled from one center, could
not block a free trade in ideas outside its narrow confines, and above all
could not “fix” church policy in a permanent mold in the mid-sixteenth
century. Nor did it discourage (quite to the contrary!) the expansion of
a vernacular book-reading laity. Cautious Anglicans might temporarily
(in 1543) forbid Bible-reading among “women, apprentices, husbandmen.”
1102 Fiery Puritans would never thus abandon the most vital
principle of their creed. “The essential, imperative exercise of religious
life, the one thing not to be omitted was for everyone the reading of the
Bible. This was what the reformers put in place of the Mass as the
decisive high point of spiritual experience-instead of participation in
the sacrament of the real presence on one’s knees in church, they put
encounter with the Holy Spirit in the familiar language of men on the
printed page of the sacred text.”1103
That Protestantism was above all a “book religion” has certainly
been noted repeatedly.104 But this could be more fully exploited in comparative
studies if it were related to other unevenly phased changes set
in motion by printing. Given a clearly defined incentive to learn to read
that was present among Protestants qua Protestants and not among
Catholics qua Catholics, for example, one might expect to find a deeper
social penetration of literacy among the former than among the latter
during the second century of printing. Earlier lines dividing literate from
unlettered social strata-magistrates, merchants, and masters from journeymen
artisans and yeomen-might grow fainter in Protestant regions
and more indelible in Catholic ones between the 1550’s and 1650’s. This,
in turn, would affect the timing of “revolutions of rising expectations”
and help to accountf or differentp atternso f social agitationa nd mobility,
political cleavage and cohesion. We know that the mechanization of
100 Being listed as forbidden on the Index, that is. After the advent of printing,
censorship and book-banning were practiced in most principalities. Different
lists were drawn up by magistrates and princes in accordance with varying policies.
Only in Catholic areas, however, was guidance provided by the Index surimposed
on these policies.
101 Examples of conflict are given by Davis, “Strikes and Salvation at Lyons,”
pp. 58-64, and by Kingdon, “The Business Activities of Printers, Henri and
Frangois Estienne,” in Meylan (ed.), p. 265.
102 Cited by Bennett, English Books and Readers 1475-1557, p. 27.
103 Haller, p. 52.
l04Altick, pp. 24-25.
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The Impact of Printing on Western Society and Thought 39
most modes of production came much more gradually in France than in
England. The effects of the steam press, however, probably came more
explosively. Certainly religion had not acted on Bible-reading German
Anabaptists or English regicides as an opiate. Many low-born Londoners
were already steeped in book-learning, were turning out tracts and proclaiming
themselves “free born,” well before Parisian journeymen had
mastered letters.105 One might compare the silent war of words in
seventeenth-century England with the efflorescence of chansons and
festivals in eighteenth-century France. With regard to morals, the
Jacobins were “puritan”; with regard to oral and visual propaganda,
they were not. In brief, literacy rates among revolutionary crowds on
both sides of the Channel are worth further thought.
Possibly the most fundamental divergence between Catholic and
Protestant cultures may be found closest to home. The absence or
presence of family prayers and family Bibles is a matter of some consequence
to all social historians. Where functions previously assigned only
to priests in the church were also entrusted to parents at home, a
patriarchical ethic was probably reinforced. Concepts of the family
were probably also transformed where the Holy Spirit was domesticated.
Of course, family life was sanctified among Protestants by clerical
marriage. But boundaries between priesthood and laity, altar and hearthside,
were most effectively blurred, I think, by bringing Bibles and
prayer books within reach of every God-fearing householder. It might
be noted that where Bibles did displace confessors in upper-class
Catholic homes, in French Jansenist circles, for example,106 domestic
codes set by Counter-Reformation moralists were also rigorously followed
and a so-called bourgeois life-style was manifested, even among
nobles of the robe.
Going by the book seems to be somehow related to the formation
of a distinctive “middle class” or “secularized Puritan” ethos. To understand
this relationship it may be useful to look more closely at what
some kinds of early book-learning involved. In particular, we need to
think about domestic manuals and household guides while recalling,
once again, new features introduced by typography. Like cookbooks and
herbals, domestic books were written in the age of scribes. But they
105 Much useful data on the shaping of an indigenous working-class tradition
in seventeenth-century England is given by E. P. Thompson, The Making of the
English Working Class (New York, 1966), Part I. In her biography of John
Lilburne, Pauline Gregg, Free-born John (London, 1961), brings out clearly how
much Lilburne’s career owed to the printing press. Is there any seventeenthcentury
French equivalent of “free-born John”?
106 Crehan, p. 222, notes Jansenist insistence on Bible-reading as a layman’s
duty.
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40 Elizabeth L. Eisenstein
were not duplicated uniformly in repeated editions. Reliance on unwritten
recipes, here as elsewhere, prevailed. Elizabethans who purchased
domestic guides and marriage manuals learned in a new way how
family life should be conducted in a well-regulated household.107 A
more limited and standardizedr epertoireo f roles was extendedt o them
than had been extended to householders before. Instead of a cross-fire
of gossip conveying random impressions about what was expected or
haphazardi nterpretationso f what a sermon meant, books came that
set forth (with all the i’s dotted and all the t’s crossed) precise codes
for behavior that godly householders should observe. These codes were
known to others-to relatives and neighbors-as well as to oneself.
Insofara s they were internalizedb y silent and solitaryr eaders,t he voice
of individual conscience was strengthened. But insofar as they were
duplicatedi n a standardizedfo rmat,c onveyedb y an impersonalm edium
to a “lonely crowd” of many readers, a collective morality was also
simultaneously created. Typecasting in printers’ workshops thus contributed
to role-playing at home.
In dealing with altered concepts of the family and the roles performed
within it, we need then to consider the sort of cultural differentiation
that came in the wake of the printing press. Early booklearning
among Protestants was more homely, perhaps, and less courtly
than among Catholics. But we also might note that primers and grammars,
arithmetic books and writing manuals became more abundant at
the same time in all regions. Both domestic and educational institutions
were transformedi n a mannert hat affectedw ell-nurturedy ouths of all
faiths. The sort of changes that affected family life between the fifteenth
and eighteenth century have been brilliantly illuminated by Aries’ pioneering
study of French society.’08 Studies based on other regions are
needed to supplement his findings. But new theories are also needed if
we wish to understandh ow and why the changesh e describeso ccurred
when they did. “The family ceased to be simply an institution for the
transmission of a name and an estate,” it assumed moral and spiritual
functions, it “moulded bodies and souls.” How and why this happened
remains to be explored. In setting out to do this, a revival “of an interest
in education” seems to me the wrong place to begin. Why not consider,
first of all, how child-rearinga nd schoolingw ere affectedb y the printed
book?
107 Louis B. Wright, Middle Class Culture in Elizabethan England (Chapel
Hill, N.C., 1935), pp. 106-10, 206, 211, contains many relevant titles and references.
See also p. 203 for the contrast between English domestic books and more
aristocratic foreign imports.
108 Philippe Aries, Centuries of Childhood, A Social History of Family Life,
trans. R. Baldick (New York, 1962).
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The Impact of Printing on Western Society and Thought 41
Possibly no social revolution in European history is as fundamental
as that which saw book-learning (previously assigned to old men and
monks) gradually become the focus of daily life during childhood,
adolescence, and early manhood. Aries has described the early phases of
this vast transformation: “The solicitude of family, Church, moralists
and administrators deprived the child of the freedom he had hitherto
enjoyed among adults.” The school “was utterly transformed” into “an
instrument of strict discipline.”109 I would argue that such changes are
probably related to the shift from “learning by doing” to “learning by
reading.” Surely some sort of new discipline was required to keep
healthy youngsters at their desks during daylight hours. Some sort of
new profession-that of tutor, schoolmaster, or governess-was required
to keep them there. And some sort of new attitude on the part of parents
was probably also apt to result. A new “concept of childhood” indeed
might owe much to the widened gap between literate and oral cultures.
The more adult activities were governed by conscious deliberation and
going by the book, the more striking the contrast offered by the spontaneous
and impulsive behavior of young offspring110 and the more
strenuous the effort required to remould young “bodies and souls.”
The appearance of a stricter domestic discipline, together with new
forms of child-rearing, schooling, and worship, was probably linked to
the inculcation of book-reading habits. But new forms of scurrilous gossip,
erotic fantasy, idle pleasure-seeking, and freethinking were also
linked to such habits. Like piety, pornography assumed new forms.
Book-reading did not stop short with guides to godly living or practical
manuals and texts any more than printers stopped short with producing
them. The same silence, solitude, and contemplative attitudes associated
formerly with pure spiritual devotion also accompanied the perusal of
scandal sheets, “lewd Ballads,” “merry bookes of Italie,” and other
“corrupted tales in Inke and Paper.”’11 Not a desire to withdraw from a
worldly society or the city of man but a gregarious curiosity about them
could by the eighteenth century be satisfied by silent perusal of journals,
gazettes, or newsletters. Increasingly the well-informed man of affairs
had to spend part of each day in temporary isolation from his fellowmen.
As communion with the Sunday paper has replaced churchgoing,
there is a tendency to forget that sermons had at one time been coupled
with news about local and foreign affairs, real estate transactions, and
109 Ibid., pp. 412-13.
11 This sort of analysis seems relevant also to the problems considered by
Michael Foucault, Madness and Civilization: A History of Insanity in the Age
of Reason, trans. R. Howard (New York, 1965). A redefinition of la folie went
together with that of l’enfant.
1ll Cited by Wright, pp. 232-33.
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42 Elizabeth L. Eisenstein
other mundane matters. After printing, however, news-gathering and
circulationw ere more efficientlyh andledu nder exclusivelyl ay auspices.
Such considerationsm ight be noted when thinkinga bout the “secularization”
o r “desacralizationo”f WesternC hristendomF. or in all regions
(to go beyond the eighteenth century for a moment) the pulpit was ultimately
displaced by the periodical press and the dictum “nothing sacred”
came to characterize a new career. Pitted against “the furious itch of
novelty” and the “general thirst after news,””12e fforts by Catholic
moralists and Protestant evangelicals, even Sunday schools and other
Sabbatarianm easures,”3p roved of little avail. The monthlyg azettew as
succeeded by the weekly and finally by the daily paper. Provincial
newspapers were founded. By the last century, gossiping churchgoers
could often learn more about local affairs by scanning columns of newsprint
in silence at home.
In the meantime, however, communal solidarity among parishioners
had been dissolveda nd vicariousp articipationin more distante ventsh ad
been enhanced. Indeed, a sharper division between private and public
zones of life accompanied the advent of printed publicity. The family,
itself, “advanced in proportion as sociability … retreated…. It was a
movementw hich was sometimesr etardedb y geographicalo r social isolation.
It would be quicker in Paris than in other towns, quicker in the
middlec lasses than in the lower classes.E verywherei t reinforcedp rivate
life at the expenseo f neighborlyr elationshipsf,r iendshipsa nd traditional
contacts.””-l4
But even while social bonds linking parishionersw ere loosened, the
claims of larger collective units also became more compelling. Printed
materials encouraged silent adherence to causes whose advocates could
not be located in any one parish and who addressed an invisible public
from afar. As Aries himself notes, the “concept of class and perhaps …
the concept of race””‘-a5p peareda longside a new privacy assignedt o
familyl ife withint he home. Like nationalc onsciousnessc, lass consciousness
reflected a new form of group identity that displaced an older,
more localized nexus of loyalties. Similarly, the amorphous overlapping
categories that were assigned different “ages of man” would later give
way to chronologically numbered and segmented age grades. Newly
112 Citations from the British Mercury of 1712 and Addison in Preserved
Smith, The Enlightenment 1687-1776 (New York, 1934), p. 284.
113 See Altick, p. 128.
114Aries, p. 406.
115 Ibid., p. 415. The increasing remoteness and impersonality of political
theorizing in the seventeenth century, discussed by Lionel Rothkrug, Opposition
to Louis XIV. The Political and Social Origins of the French Enlightenment
(Princeton, N.J., 1965), pp. 458-59, seems relevant to the above analysis.
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The Impacto f Printingo n WesternS ocietya nd Thought 43
segregated at schools and receiving special printed materials geared to
distinct stages of learning, separate “peer groups” ultimately emerged;
a distinctive “youth culture” that was somewhat incongrous with the
“family” came into being. Such developments, however, did not really
crystallize until the last century, after both typography and schooling
underwent new transformations.
Public life was nonetheless profoundly transformed from the sixteenth
to the eighteenth centuries, as many historical studies suggest.
They say little about the advent of printing. It must have affected traditional
governing groups in many ways. The printing of emblems of
heraldry and orders of chivalry, for example, probably encouraged class
consciousness among hereditary nobles and helped to codify notions
about rank, priority, and degree.116O ne may learn from Curtis how
“drasticc hangesi ntroducedb y printing”a ffectedu ndergraduatset udies
at Oxford and Cambridge and how “well-born successors to medieval
clerks”p rofitedf rom these changes.11U7 nfortunatelyC, urtis’a pproach
seems to be exceptional. The effects produced by printing on higher education
and academic institutions usually have to be inferred from occasional
casual remarks. The same is true of treatments of other pertinant
topics. How access to printed materials affected attitudes toward estates
of the realm, the cultivation of landed estates, the collection of seigneurial
dues, the conduct of courtiers, the strategies of councilors, military
and fiscal policies, even the aspirations of would-be gentlemen-all
could be usefully explored. Recently some historians have begun to
abandon, as fruitless, older debates about the “rise” of a new class to
political power in early modern times. They seek to focus attention
insteado n the re-educationa nd regroupmenot f older governinge litesand
have, thereby,p recipitatedn ew debates.B oth lines of inquirym ight
be reconciled and fruitfully pursued if the consequences of printing
received more attention.
According to Hexter, for example, “a revaluation of our whole conception
of social ideas, social structurea nd social functioni n Europei n
the Age of the Renaissance is long overdue.” We must start “by thinking
in terms not of the decline of the aristocracyb ut of its reconstruction.”
This reconstruction, moreover, was marked by a “new and radical”
116 See the reference to Caxton’s Ordeyne de chevalrie and other early books
on heraldry in Jacob, p. 665. On the very different form taken by the art of
heraldry before printing, see N. Denholm-Young, History and Heraldry 1254-1310
(Oxford, 1965). The hardening of the concept of “degree” is treated by Altick,
p. 31. The printing of the Almanach de -Gotha from the eighteenth century on
has helped to perpetuate the existence of a hereditary aristocracy despite its
political abolition in some regions.
117 Mark Curtis, Oxford and Cambridge in Transition 1558-1642 (Oxford,
1959), pp. 89-111.
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44 Elizabeth L. Eisenstein
suggestion that “bookish learning”w as not “supererogatory”b ut indispensable
to ruling a commonwealth and by “a stampede to bookish
education” which “edged the clergy” out of some schools.118 If Hexter
is right, it is also time to start thinking about changes that affected the
natureo f bookishl earningi tself. Hereditaryn obles were probablyf orced
by these changes to choose between old ways and new ways of training
their sons. “In my day, gentlemen studied only to go into the Church
and even then were content with Latin and their prayer book. Those
who were trained for court or army service went, as was fitting, to the
academy. They learned to ride, to dance, to handle weapons, to play
the lute . . . a bit of mathematics and that was all…. Montmorency,
the late Constable, knew how to hold his own in the provinces and his
place at court without knowing how to read.””19
Once military command required mastering a “copious flow of
books” on weaponrya nd strategy’20a nd royal councilorsw ere called
upon “to think clearly, analyze a situation, draft a minute, know law’s
technicalities, speak a foreign language,”‘2’ it must have become more
difficult to hold one’s place in court without knowing how to read. Failure
to adopt new ways in some instances probably paved the way for
the ascension of new men. Whether we describe it as a “rise” or “regrouping”
the increasing pre-eminence assigned robe nobles in France,
for example, might be examined with this in mind.’22 Officials and
magistrates who acquired landed estates and adopted a noble life-style
from the sixteenth century on apparently abandoned many of “their
bourgeoisw ays.”’23Y et they did not relinquisht hem all. From the early
sixteenth century on, robe nobles were acquiring private libraries that
outstripped those of the clergy by the end of the sixteenth century and
left those of the noblessed ‘e’pe’fea r behind.’24W as it not largelyb ecause
118J. T. Hexter, Reappraisals in History (Evanston, El., 1961), chap. iv. See
also Lawrence Stone, “The Educational Revolution in England, 1560-1640,” Past
and Present, No. 28 (July 1964), pp. 41-80.
119 Remarks of a seventeenth-century French nobleman, reported by Saint-
Evremond and cited by John Lough, An Introduction to Seventeenth Century
France (London, 1960; 1st ed., 1954), p. 203. See also the exchange between
Richard Pace and a Tudor gentleman in 1514 relating to the same issue, cited by
Curtis, p. 58.
120 John Hale, “War and Public Opinion in the 15th and 16th Centuries,” Past
and Present, No. 22 (July 1962), pp. 20-22. This whole article contains much
relevant material on the effect of printing on military affairs.
121 Lawrence Stone, The Crisis of the Aristocracy 1558-1641 (Oxford, 1965),
p. 673. See also W. T. MacCaffrey, “Elizabethan Politics: The First Decade,”
Past and Present, No. 24 (April 1963), pp. 32-33.
122See Ford, pp. 246-52.
123 J. Russel Major, “Crown and Aristocracy in Renaissance France,” American
Historical Review, LXIX (Apr. 1964), 631-45.
124 Febvre and Martin, pp. 398-99.
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The Impact of Printing on Western Society and Thought 45
learning by reading was becoming as important as learning by doing that
the robe took its place alongside the sword? New powers were lodged
in the hands of a legal bureaucracyw hich defineda nd interpretedr ules
pertainingt o privileges,p atents and office-holdingw hile seeking privileges,
profits, and places itself. Some of these new powers redounded to
the benefit of the crown and to the royal officials who served it. But the
provincial parliament commanding its own press also became the focal
point of resistance to the extension of royal prerogatives; it often
played a leading role in the formation of new learned societies and
turned out propaganda that mobilized regional loyalties. The issue of
literacy is already beginning to appear in discussions of the modernization
of privileged status groups, which went hand in hand with the modernization
of the royal court.125T o discuss this issue, however, one
must also take cognizance of the activities of printers and booksellers
and of how their markets and sources of supply were diversely patterned
in different regions. A comparative study of the effects of lawprinting
in England and in France, for example, might illuminate many
issues.
Similarly, when discussing the “quiet” rise of modern science amid
the “noisy” clash of rival Christian faiths, one must also consider the
unevenly phased changes that came in the wake of the printing press. In
this regard,i t seems unwarrantedto single out science from all “other
European movements of the sixteenth and seventeenth centuries.” In
comparison with the worldwide revolution introduced by Western
science, the Reformation may be viewed as “a domestic affair of the
European races.”’26 Nonetheless, the noisy domestic affair profoundly
affected the more silent worldwide process. The appearance of a
Protestant ethic, a spirit of capitalism, a middle-class ethos, new concepts
of the family and the child, educational reforms, and a bureaucratic
officialdoma ll owed much to multiple,c omplexi nteractionsi ntroduced
by typography.T hat this appliesm ost particularlyto the “rise of
modern science” is suggested by previous comments. On this basis, I
would argue that medieval schoolmen should not be chided for relying
too much on oral disputation.’27 Renaissance artisans did not turn “from
books to nature”f or instruction.’28A phorismsa bout the “book of na-
125 See the contrast between education of robe nobles vis-h-vis those of the
sword (Ford, pp. 217-21).
126A. N. Whitehead, Science and the Modern World (London, 1933), pp.
11-12.
127 E. J. Dijksterhuis, The Mechanization of the World Picture, trans. C.
Dikshoorn (Oxford, 1961), pp. 167-68.
128 L. M. Marsak, “Introduction,” in L. M. Marsak (ed.), The Rise of Science
in Relation to Society (Main Themes in European History, ed. B. Mazlish [New
York, 1964]), p. 1; italics mine.
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46 Elizabeth L. Eisenstein
ture” may be traced to scribal writings, but their meaning was probably
altered when the nature of the book was changed.129 If Leonardo’s
notebooks “contributedn othing”t o the “organizationo f anatomy as a
discipline,” this was probably not because he lacked “talent for classification
and arrangement”13b0u t because his notebooks were not processed
by sixteenth-centuryp rinters.H is curious position as a scientific
genius who contributed almost nothing to sixteenth-century science
serves to underlinec onnectionsb etween a “scientificc ontribution”a nd
the act of publication. Debates over contributions made by medieval
schoolmen and Renaissance humanists,13’ Aristotelians and neo-Platonists,
later Catholics and Protestants, or Puritans and Anglicans’32 all
might become more fruitful if printing occasionally entered into the
discussion.
To illustrate this last remark, let us look at a recent summary of
efforts to explain “why the acceleration of scientific advance took place
between 1540 and 1700.” A seemingly interminable argument is in
progress. Should one stress the role played by individual genius, the
internal evolution of a speculative tradition, a new alliance between
intellectuals and artisans, or a host of concurrent socioeconomic or
religious changes affecting the “environment against which these discoveries
took place”?’33T o say that this sort of argumenti s pointless
because all these “factors”w ere at work still leaves open the questiono f
how and why they became operative when they did. Unless some new
strategy is devised to handle this question, the old argument will break
out once again. Since it perpetually revolves about the same issues,
diminishing returns soon set in. One advantage of bringing printing into
the discussion is that it enables us to tackle the open question directly
without prolonging the same controversy ad infinitum. As previous
remarks suggest, the effects produced by printing do seem relevant to
129 Curtius, pp. 316-26.
130 Hall, The Scientific Revolution 1500-1800, p. 42.
131See, e.g., J. H. Randall, The Making of the Modern Mind (Cambridge,
Mass., 1926), p. 212; Dana B. Durand, “Tradition and Innovation in Fifteenth
Century Italy,” Journal of the History of Ideas, IV (Jan. 1943), 1-20; Edward
Rosen, “Renaissance Science as Seen by Burckhardt and His Successors,” in
T. Helton (ed.), The Renaissance: A Reconsideration of the Theories and Interpretations
of the Age (Madison, Wis., 1964), pp. 77-105.
132 To sample this controversy, see references cited by S. F. Mason, “Science
and Religion in 17th Century England,” Past and Present, No. 3 (Feb. 1953), pp.
28-43; H. F. Kearney, “Puritanism, Capitalism, and the Scientific Revolution,”
Past and Present, No. 28 (July 1964), pp. 81-101; contributions by C. Hill et al.
to debates on “Science, Religion, and Society in the Sixteenth and Seventeenth
Centuries,” Past and Present, No. 31 (July 1965), pp. 97-126; and Leo F. Solt,
“Puritanism, Capitalism, Democracy, and Science,” American Historical Review,
LXXIII (Oct. 1967), 18-29.
133 Kearney, p. 81.
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The Impacto f Printingo n WesternS ocietya nd Thought 47
cognitive advance, creative acts, and indeed to each of the contested
factors in the dispute.P roblemsp ertainingt o the “environmenta gainst
which these discoveries took place” might also be more squarely confrontedi
f we took into account studies pertainingt o the “geographyo f
the book.”
Clearly the outcome of dynastic and religious wars affected the
conditions under which printers and booksellers operated. Forms of
piety and patronage, licensing and censorship, literacy and book-reading
habits varied from region to region in accordance with this outcome.
Since the distribution of printing industries can be determined with a
fair degreeo f accuracy,t he “geographyo f the book”c an be mappedo ut.
The movement of printing centers can be correlated with the fixing of
new frontiers.
The printer can be readily identified before the scientist began to
emerge. The distributiono f talents contributingt o “scientific”a dvances
in the early moderne ra is, therefore,m uch more difficultt o ascertain.A
wide varietyo f activities( mathematicadl escriptionsi,n strument-making,
data collection, and so forth) and occupational groups have to be considered.
The question of where and how to apply the term “scientist”
to men who did not regard themselves as such is open to dispute.
Furthermoref,r om the 1540’s to the 1640’s, investigationsn ow regarded
as scientificw ere still largely unco-ordinatedS. cattered” centers”c ontaining
very small clusters of talents-an observatory on a Danish
island, a universityi n Padua, a group of lens-grindersin Amsterdam,a
court in Prague-dot the map somewhat randomly. Given two Italian
academies and Abb6 Mersenne’s letter box to go by (and they do not
appear till the end of the interval), the location of the most energetic
centers of activity is also a matter for dispute. Those who argue that
the rise of modern science was a cosmopolitan movement, unaffected
by political and religious divisions, or that Catholic Italy, with its universitiesa
nd academies,p layed a preponderanrt ole duringi ts formative
phases base their views on an interval where activities can only be coordinatedi
n retrospect.T hey take for grantedt hat co-ordinationw ould
be forthcoming and hence overlook the conditions that made it possible.
They also assumet hat a free flow of informationw as securedd uringa n
interval when it was, instead, most vulnerable to every turn of fortune’s
wheel.134
It is not until the second half of the seventeenth century that a
clearlyl ocalized center of fruitfulc ollaborationc an be found. To reach
134 -“By 1640, with the work of Galileo, Harvey, and Descartes virtually complete,
one can safely say that science had risen”; T. Rabb, “Religion and the Rise
of Moderm Science,” Past and Present, No. 3 (July 1965), p. 112.
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48 Elizabeth L. Eisenstein
it one must travel north toward the English Channel. The formation of
this center has been noted by many authorities.T hey try to accountf or
it in various ways. The prior relocation of printing industries is left out
of their accounts.T hus Butterfielda ptly describesa cross-channe”l humming
activity” entailing “the publication in Holland of journals written
in French,c ommunicatingE nglishi deas.”’35F ollowingH azard,h e glides
over the role played by Dutch presses in order to point instead to the
Huguenot printers who manned some of these presses. The Huguenots,
however, were latecomers to the world of the Elzevirs. The wars of
Dutch independenceh ad usheredi n a golden age of printingi n Holland
(and had established at Leiden a great Protestant university) before
the Edict of Nantes had even been proclaimed. The works of Descartes
and Galileo (and of Bacon, Comenius, Hobbes, Grotius, Gassendi,
et al.) were being turned off Dutch presses before this edict had been revoked.
The humming activity that propelled scientific advances toward
the end of the seventeenth century hinged on defeats suffered by the
Spaniards a century earlier-minor scuffles on a corner of the globe, to
be sure, but with worldwider epercussionsn onetheless.
“In the story of the rise of modern science, religion is of peripheral
concern.”’36I think this statementc an be made only because the full
story has not been told. The makers of early popular almanacs in England
“generally adopted the Copernican system of the world.”’37 In
French popular almanacs down through the eighteenth century one will
find “not the slightestt race . . . of the Copernicana stronomy.””3T8h is
particular contrast, based on two secondary accounts, may not stand
up on closer examination. I offer it merely to suggest that the divergent
routes taken by science in Catholic and Protestant lands have not all
been traveled. What Jesuit presses turned out in Peking is, I think,
really “of peripheralc oncern.”’39I n Europe, propagationo f the new
philosophy, from the time of Newton’s birth on, did not come from
135 Herbert Butterfield, The Origins of Modern Science 1300-1800 (New
York, 1951), p. 140.
136Rabb, p. 126.
137 Cited from Marjorie Nicolson, by Mason, p. 41. Nicolson’s article, which
shows how the Copernican system triumphed first over the Ptolemaic and then
the Tychonic in the course of the seventeenth century, is worth consulting in full.
See “English Almanachs and the ‘New Astronomy,'” Annals of Science, IV (Jan.
15, 1939), 1-33.
138 Mandrou, p. 157.
139 Rabb, p. 117, and Koestler, p. 495 n., both suggest that Jesuit propagation
of the Copernican theory in China in the late seventeenth century is somehow
applicable to the question of how religious divisions affected scientific developments
on the Continent. Yet we know, on other issues, that what the Jesuits
taught in China brought them into disrepute at home. See Paul Hazard, La crise
de la conscience europeenne (1680-1715) (Paris, 1935), I, 29.
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The Impact of Printing on Western Society and Thought 49
Rome, Madrid, Vienna, or Paris. The completion of the Copernican
revolution drew on books that seldom received an imprimatur and often
turned up on the Index. I have already suggested that conditions which
favored the expansion of book markets and a literate artisanate were
linked to scientific advance. The fact that unauthorized vernacular versions
of the book of nature could be duplicated and circulated more
freely among Protestants than among Catholics also must be taken into
account.
Seventeenth-century Protestant printers ran afoul of authorities with
political or theological tracts. But they could serve virtuosos in relative
peace. In noting this fact, it has been suggested that Protestant convictions
had simply lost their force and should not be dragged into the discussion.
Early Protestant divines had after all condemned the new
astronomy. The point is, however, that their faith did not entail preserving
the old astronomy. There was nothing in the Bible about crystalline
spheres or epicycles. Insofar as pagans, scholastics, and papists had
contributed to the old astronomy, it was also viewed with some suspicion
by Protestant divines. The Bible was of no use at all to the professional
astronomer. Yet no society could dispense with his services. Reliance
on the Scriptures and not a watered down faith probably forced a divorce
between Protestant theology and mathematical astronomy. The professional
astronomer was left alone to get on with his reckonings. Given a
free hand and the new flow of information, he did get on, moving ahead
by astonishing leaps and bounds. “In the year 1500 Europe knew less
than Archimedes . . . in the year 1700 Newton’s Principia had been
written”’40-not merely written, published as well.
If the connection between the act of publication and a scientific
contribution could be drawn more firmly, reasons for the turmoil over
Galileo’s “crime” might be better understood. What has been uncovered
by recent historians was scarcely perceptible to printers and virtuosos
two centuries ago. Nor were they aware that Bruno had been burned
because of his theological rather than his astronomical views. The
consequences of the “mild reproof” of Galileo were, at all events, not
nearly as trifling as some accounts suggest.14′ Copernican views were
140Whitehead, p. 16.
141 On this point, Koestler leads his readers astray by diverting attention from
the effect of Galileo’s trial to that of the condemnation of Copernicus’ De
revolutionibus. Koestler argues (p. 458) that the book remained on the Index
only four years while “trifling” corrections were made, that any Catholic publisher
could reprint it thereafter but that no one (Catholic or Protestant) bothered to,
since it was outdated already, and that hence the “temporary suspension had no
ill effects on the progress of science.” Even here, his interpretation seems to me
wide of the mark. As Kuhn notes (p. 199), “Not until 1822 did the Church permit
the printing of books that treated the earth’s motion as physically real.” Freedom
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50 Elizabeth L. Eisenstein
thereafter linked to the antipapist cause. On patriotic and religious
grounds,t heir adoptionw as sanctioneda mongP rotestantsT. he contrary
occurred among Catholics, for whom they were tainted with sedition.
Proselytizingh ad to be conductedc autiouslya nd often surreptitiouslyI.t
is notable that Anglicans and Puritans, bitterly divided over God’s words
in the seventeenth century, were brought together by the study of His
“works.” According to Bishop Sprat, the Royal Society served as a
refuge from political and religious controversy. Across the Channel, as
Voltairen oted, thingsw ere orderedd ifferentlyT. here, programsa ssociated
with the advancemento f learning,t he spreado f book-readingd, ata
collection,a nd the popularizationo f the new cosmologyw ere not peaceful
at all. To appreciate the difference, one need only compare the quiet
receptiono f Chambers’C yclopwediian Englandw ith what happenedt o
the project to translate it in France.
Possibly because all transformations introduced by printing are
“quiet,”i ncreasingt ensions that accompaniedt he subterraneane xpansion
of the Republic of Letters in Catholic lands are often overlooked.
Since these tensions were explosive and of major historical conseqvence,
the contours of this invisible republic need to be brought into clearer
focus. This is difficult because one must deal with a realm that had no
tangiblee xistence as an institutionalo rganization-not even a shadowy
existence as a legal fiction.
It is clear enough that Bayle’s Nouvelles de la Republique des Lettres
came from Rotterdam. It is also evident that the language of its inhabitants
had shifted in the course of the seventeenth century from
Latin to French. Its central city in the eighteenth century was, according
to one authority,A msterdam.14B2u t a marginf or uncertaintyh as to be
left when tryingt o pinpointi ts headquarterso r designatei ts frontierso n
real maps. It remained, from the beginning a fanciful domain, issuing
products from “Cosmopolis”o r “Utopia,”1143c onveying by the same
to print speculations about what is physically real is not, in my view, a “trifling”
matter and does have a bearing on the progress of science. Galileo’s Dialogue
remained on the Index for 192 years. As for his later Discourses, Koestler suggests
he might have had them printed in Vienna rather than Leiden. On why
this must have seemed inadvisable, see G. de Santillana, The Crime of Galileo
(Chicago, 1955), p. 326.
142 Febvre and Martin, p. 298.
143 See invented accommodation addresses mentioned by Steinberg, pp. 264-65.
Bennett, English Books and Readers 1475-1557, p. 210, provides an amusing
early English example: “Printed in Jerico in the land of Promes by Thome
Truth” (London, 1542). During the first centuries after Gutenberg, a considerable
amount of illicit literature, both pornographic and political) was circulated in
manuscript form (Biuhler, pp. 30-31). This tradition persisted in eighteenthcentury
France. See Ira 0. Wade, The Clandestine Organization and Diffusion of
Philosophic Ideas in France from 1700 to 1750 (Princeton, N.J., 1938), passim.
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The Impact-of Printing on Western Society and Thought 51
clandestine channels strangely assorted forbidden works by austere philosophers,
libertines, pornographers, political-party hacks, visionary
fanatics, scientists, and romancers. Yet those who took advantage of the
new career opened to the talents of skilful writers were not disembodied
spiritsw ho must be materializedt o be believed. They were, rather,r eal
men. Those who provided the foundries, workshops, and officials scattered
throughout this imaginary realm made real profits by tapping the
talents that gravitated to it. By the eighteenth century, most of these
printers were located in northern Protestant regions-Holland, Switzerland,
England, Denmark,144 and smaller buffer states on the fringes of
France’45-and were seeking populous markets for an expanding industry.
Most of the authors were Frenchmen whose way had been paved
by the conquests of the French language. Their command of their native
tongue made them indispensablew hen translationw as requireda nd still
sought after when it could be bypassed. “For a century, from 1690 to
1790, the works of the most famous French writers were read throughout
Europe in editions published outside France.””46
New careero pportunitiesw ere thus openedf or ambitiousa nd industrious
young men of obscure parentage who happened to be born in
French-speakingr egions and who were gifted with their pens. The lure
of internationacl elebrityc hanneleda spirationst owarda chievementi n a
new direction. To older dreams of purchasing land or titles and offices
was added another, possibly more glamorous pursuit-one that has
proved particularly attractive to able young Frenchmen down to the
present.Y oung men from variedb ackgroundws ho set out on a “perilous
voyage to prosperousd istinction”‘4i7n the seventeenthc enturyw on their
way to acceptance at Parisian salons and foreign courts (as well as to
prison and penury) in the next century by wielding their pens for
But the circulation of hand-copied political lampoons or scatological verse seems
to me socially inconsequential compared to the organized underground trade in
printed books.
144Pottinger, p. 76, notes the large proportion of French works that came
from these regions.
145 A most useful, detailed case study of a French playwright turned foreign
publisher and propagandist for the Encyclopedists is given by Raymond Birn,
Pierre Rousseau and the Philosophes of Bouillon (Studies on Voltaire and the
Eighteenth Century, ed. T. Besterman, Vol. XXIX [Geneva, 1964]). Birn offers
much relevant data on the role played by buffer states and also on the clandestine
book trade between 1760-1789. A. Bachman, Censorship in France from 1715 to
1750 (New York, 1934), passim, describes difficulties with parliaments, bureaucrats,
and censors experienced by French publishers. Members of the librairie
were hit harder than authors, who could and did turn to foreign printers in
neighboring regions.
146Febvre and Martin, p. 278.
‘147 Pottinger, p. 11.
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52 Elizabeth L. Eisenstein
printers everywhere. Some were treated as lackeys by unenlightened
aristocrats, some served other nobles as hired hands, while a number
of the most celebrated Enlightenment authors-Condorcet, Condillac,
Mably, Helvetius, et al.-were of noble birth themselves. Still, in no
other eighteenth-centuryre gion would the hope of obtaining an independent
eminence and international prestige be similarly encouraged
by aid forthcomingf rom foreignw orkshops.
Drawn from diverse strata and detached from local loyalties, the
new careeristsw ould appeart o posteritye ithera s ghost-writerfso r others
or as free-floating intellectuals. No group, however, had a stronger
vested interest in the inculcation of book-reading habits or as close a
connectionw ith the book-traden etworkt han did the Frenchp hilosophes.
Their cosmopolitan outlook, their values and attitudes reflected conditions
that were peculiar to their new occupation. Particular pecuniary
interests and personal vanity (often a most important element in the
outlook of authors) have to be considered when accounting for their
views. But book-writing authors were also wide-ranging readers. Even
as an ecumenical faith came naturaliy to continental printers, so too did
the notion of a timeless consensus among all reasonable men from all
eras and places come naturally to men who were more at home in the
world of books than in their own home towns.
It was, I think, as spokesmen for their own particular pressure
group-as a new class of men of letters rather than as spokesmen for
the robe nobility, the tiers etat, or the royal power-that the philosophes
urgedm en to trustt heiro wn understandinga, ssailedt he church,a ttacked
privileges and monopolies, fought for a free trade in ideas, and hoped to
wean enlightened monarchs away from collaboration with the Index
and the presses of the Propaganda. Their political attitudes and the
pressures they exerted were distinctive and need to be considered as
such. They should not be classed among traditional parvenus seeking
offices closed by the so-called feudal reaction. Did not the fall of the
Bastille in 1789 signify something of particular importance to men of
letters in comparison with all other social groups? Over eight hundred
authors, printers,b ooksellers, and print-dealersh ad been incarcerated
there between 1600 and 1756.148 The crowds who stormed the fortress
seeking gunpowder may have seen cannon trained on crowded quartiers
or thought about toll barriers and bread prices. To the journalists who
hailed its fall, it probably appeared as a symbol of the fate of a somewhat
different sort of tyranny. Certainly printers, authors, and “publicists”
began at once (and have continued to the present) to amplify
the meaning of its capture.
-48 Ibid., p. 79.
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The Impacto f Printingo n WesternS ocietya nd Thought 53
The sort of influence that was exerted by this new class of men of
lettersh as been the topic of an unendinga rgument.14G9 eneralt heories
about the relationship between ideas and social action are frequently
invoked. Seldom, if ever, do the specific effects of the advent of printing
enter into the discussion.Y et both the thrust of Enlightenmentp ropaganda
and the invisible meeting of minds that came with its diffusion can
scarcely be understood without taking these effects into account. It
was after all printing that made possible vicarious encounters with
famous philosophers who turned out to be kindred spirits. They boldly
spelled out the repressed content of interior dialogues. They argued at
length with persuasive power about matters one could not discuss in
front of one’s servants, parents, or neighbors. Few visible traces, save
thumbprintos n well-wornv olumes or a chance remarka bout a youthful
enthusiasm for a favorite author, would be left by such encounters. Yet
fear of disapproval, a sense of isolation, the force of local community
sanctions, the habit of respectful submission to traditional authorityall
might be weakeneda mong many obscurep rovincialb ook-readersb y
recognition that their innermost convictions were shared by fashionable
and famous men of letters. Moreover, print is a singularly impersonal
medium.L ay preachersa nd teachersw ho addressedc ongregationsfr om
afar often seemed to speak with a more authoritativev oice than those
who could be heard and seen within a given community. The publication
in numerous editions of thoughts hitherto unthinkable involved a new
form of social action that was indirect and at a distance. “The revolutionary
spirit was surely not formed in silence and solitude. One might
write revolutionaryw orks, but they would remainp ure and inoffensive
speculations if their ideas had not fermented in the heat of conversation,
discussion, and battles of words. In order for such ideas to become
idces forces, they requireda public.”’50A most importantc onsequence
of the printing press, however, was that it did create a new kind of public
for idees forces.’,’ The reading public was not necessarily vocal, nor
149For a brief review, see Henri Peyre, “The Influence of Eighteenth Century
Ideas on the French Revolution,” in Franklin L. Baumer (ed.), Intellectual
Movements in Modern European History (Main Themes in European History,
ed. B. Mazlish [New York, 1965]), pp. 63-85.
150 Daniel Mornet, Les origines intellectuelles de la Re’volution fran aise
(1715-1787) (Paris, 1947; 1st ed., 1933), p. 281.
151 This view conflicts not only with Mornet’s work but also with more recent
French studies bf the eighteenth-century bookish world-currently the topic of
intensive investigation. Much as Febvre and Martin hold that printing retarded
the adoption of new ideas by duplicating old ones in the sixteenth century, so
Dupront argues that, far from contributing to revolutionary dynamics, eighteenthcentury
book production reinforced tradition and acted as a brake: “le livre
retarde”; Alphonse Dupront, “Livre et culture dans la societe frangaise au XVIII.
siecle (R6flexions sur une Enquete),” Annales economies-soiietes-civilisations
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54 Elizabeth L. Eisenstein
did its members necessarily frequent cafes, clubs, and salons of known
political complexion. It was instead composed of silent and solitary
individuals who were often unknown to each other and who were linked
only by access to bookshops, lending libraries, or chambres de lecture
and, here and there, also by membershipin “correspondinsgo cieties.”152
There is no way of knowing, with certainty, what really went on in
the minds of silent, solitary readers who have long since gone to their
graves. Authors are often surprised by what gets read into their works.
A wide margin for uncertainty must be left whenever one tries to read
the minds of other readers. It is precisely because it shows where this
margin lies and why it cannot be eliminated that speculation on this
matter may be useful. Interactions that cannot be determined with
certainty in retrospect could not be foreseen or controlled in prospect.
Failure to speculate about the indirect effects exerted by the philosophes
on their public prolongs the search for some alien invisible hand that
set Frenchmeni n motion by 1789. The law-abidings ubjectso f Bourbon
France did behave in a manner that astoundedc ontemporariesI. f we
sidestep the problem in social psychology their unexpected behavior
poses, the myth-makers are apt to step in, and debates will center on
thickly documenteds olutionst hat leave no marginf or uncertaintya t all.
The conspiratorialm yths that have been woven around Masonic
lodges, reading societies, and the French Revolution could themselves be
better understood if various effects produced by printing were taken into
account. New forms of secrecy, publicity, duplicity, and censorship
underlie all modern myths of this genre. Examination of these issues cannot
be undertaken here. Let me just note in passing that conspiratorial
hypotheses in general are more often propelled than dispelled by efforts
that stop short with disprovingt hem. Bibliographiesg row thicker, the
atmospherem ore charged,a s skepticsa nd trueb elieversf ail alike to convince
each other.153T he possibility that multiple invisible interactions
(1965), pp. 895-97. This article was recently republished in an important collaborative
volume sponsored by the Sixieme Section of the Ecole Pratique des
Hautes Etudes: Livre et societe dans la France du XVIIIe (Civilisations et
societes, Vol. I [The Hague, 1967]).
152 On chambres de lecture, see Augustin Cochin, Les societes de pensee et
la re’volution en Bretagne 1788-1789 (Paris, 1925), I, 20. On corresponding
societies that circulated hundreds of thousands of copies of Paine’s Age of Reason
between 1791 and 1793 in the British Isles, see Altick, p. 70, and Thompson,
chap. v.
153A cogent example is Norman Cohn’s Warrant for Genocide: The Myth of
the Jewish World Conspiracy and the Protocols of the Elders of Zion (New York,
1966). The author concludes with useful insights. But by reproducing lurid tales
and vicious cartoons, the bulk of his work helps to keep the same virus in
circulation and even revives some old strains. It was, incidentally, a satire on
Napoleon III’s regime as “jourmalism incarnate” that provided a model for the
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The Impacto f Printingo n WesternS ocietya nd Thought 55
were introducedb y a silent communicationss ystem is a point that both
parties tend to ignore and that the skeptics, at least, should be persuaded
to explore. Most of them agree that pens can poison the atmosphere
when they are used to accuseP rotestantso r papists,M asonso r Jacobins,
Jesuits, Jews, or Bolsheviks of sinister plots. If this is true, then climates
of opinion can be affected by pens, including those wielded by enlightened
philosophes. A clearer understandingo f social “action at a
distance”m ight at least help to explainh ow earlierv iews of conspiracypertainingt
o assassinationp lots or rabble-rouserhs iredb y seditiousf actions-
gave way to the more awesome image of a vast network, controlled
from secret headquarterst, hat set men to do its bidding from
afar.1b4
Many other developments could be clarified by exploring the new
complex interplay between different groups of writers and readers. Vicarious
experiences with newly created fictional worlds, for example,
affected human hearts as well as heads. Empathy induced by novelreadingp
robablyh elped to sustainh umanitarianm ovementso f various
kinds. Powers of calculation and abstraction were sharpened by access
to printed materials. New imaginative and sympathetic faculties were
also brought into play. Were all the senses save sight partly atrophied?
McLuhan’s suggestion that a heightened visual stress served to dull other
senses is debatable.S ince authorsb ecamem ore skilledi n simulatingt he
noisy, colorful, odorous, rich-textured stuff of life, it seems likely that
readers also became more keenly sensitive to varied tactile and sensory
stimuli. It should be noted that printers served not only pedants and
scientists but composers and painters, gourmets and gardeners, connoisseurs
and aesthetes as well.
Unfortunatelys, pace does not permits ettingd ownf urtherc onjectures
here. Although I have tried to touch on varied fields of study, the full
range of problems that might be reviewed by those who are concerned
with early modern Europe has by no means been displayed. As for the
more recent past, I have had to stop well short of the interval when the
power of the press was harnessed to steam and hence have said nothing
about issues that seem to be particularlyr elevantt o present concerns.
The arbitraryn atureo f this stoppingp oint should be underlined.W hen
protocols. See David Kulstein, “Government Propaganda and the Press during
the Second Empire,” Gazette: International Journal for Mass Communication
Studies, X (1964), 125-44.
154 The effect of printing on collective psychopathology urgently needs further
study. Recent analyses by Richard Hofstader on “the paranoid style in politics”
and by Hugh Trevor Roper on the “witch craze” and a spate of studies on
differences between medieval and modern anti-Semitism might be reconsidered
in this light.
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All use subject to JSTOR Terms and Conditions
56 Elizabeth L. Eisenstein
dealing with the effects of printing, it is a mistake, in my view, to think
in terms of periods that open and close. These effects were exerted always
unevenly, always continuouslya nd cumulativelyf rom the late fifteenth
century on. I can find no point at which they ceased to be exerted
or even began to diminish. I find much to suggest that they have persisted,
with ever augmentedf orce, right down to the present.S cribalc ulture
did come to an end. Despite the advent of new audiovisual media,
one cannot say the same about typographicacl ulture.A t least I do not
think one can say this. Recent obituaries on the Age of Gutenberg show
that others disagree.15A5 s yet, however, so few historiansh ave been
heardf rom that finalv erdictss eem unacceptablea nd, in more ways than
one, premature.
The deliberatelyin conclusiven atureo f this stoppingp oint also must
be underlined. These conjectures have been based on very uneven
acquaintance with relevant data, much of it drawn from unreliable
general accounts, all of it pertinent to very few regions. Numerous
gaps have been filled in by logical inference-at best a poor substitute
for empirical findings. No conclusions are in order at this point. Let
me simply recapitulate: A new method for duplicating handwritingan
ars artificialiters cribendi-was developeda nd first utilized five centuries
ago. Recent historians still concur with Bacon’s opinion that this
changed “the appearance and state of the whole world.” “It brought
aboutt he most radicalt ransformationin the conditionso f inteliectual ife
in the history of western civilization . . . its effects were sooner or
later felt in every department of human life.”’56 At present we must
reckon with effects “felt in every department of human life” without
knowing which came sooner, which later, and, indeed, without any clear
notions as to what these effects were. Explicit theories, in short, are
now overdue. To make a start at providing them, I have cut across
fields properly cultivated by specialists and made sweeping assertions
that have not been substantiatedT. his rash courseh as-beenp ursuedw ith
a more prudent goal in mind. Collaboration is required to achieve it.
If my conjecturesh ave alerteds ome readerst o how much remainst o be
done and aroused some concern about doing it, then they have fulfilled
their purpose.
155 The obsolescence of print technology and its supercession by electric media
is repeatedly asserted by McLuhan, not only in The Gutenberg Galaxy but also
in Understanding Media, The Extensions of Man (New York, 1965). See also
George Steiner, “The Retreat from the Word,” Kenyon Review (Spring 1961),
pp. 187-216, and Kenneth Winetrout, “The New Age of the Visible. A ;Call to
Study,” A. V. Communication Review, XII (Spring 1964), 46-52.
156 Gilmore, p. 186.
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What requirements must Kids Toys meet in order to appeal the CPSC decision to a federal court?

CL811 Administrative Law and Practice
Module 14 Assignment
NOTE: All facts in this fact pattern are hypothetical. The agency and the statutes and regulations cited in the fact pattern are real. The facts of this assignment build off of the facts in the Module 11 Assignment. You can refer to those facts when answering this question if you would like.
Fact Pattern During the administrative hearing process noted in the assignment in Module 11, the CPSC filed a Motion for a Summary Disposition and Order along with a supporting memorandum pursuant to 16 CFR § 1025.25. The motion and memorandum argued that the consumer complaints received by the CPSC and the information CPSC agents obtained during their investigation, including the interviews with Kids Toys employees and the documents and sample products obtained from the Kids Toys facility, show that the Gamamahi is a substantial product hazard under the law resulting in a substantial risk of injury to the public. Kids Toys provided a written response arguing that the Gamamahi is not a substantial product hazard as defined by the CPSA. The response included some studies and other information that Kids Toys relied upon in determining that the Gamamahi was a safe product. Kids Toys also requested a hearing on the motion. The presiding officer denied the request for a hearing and granted the CPSC’s motion for summary disposition. In doing so, the presiding officer ordered Kids Toys to send out a public notice that the toy is a substantial hazard, to stop manufacturing the Gamamahi until the toy is changed to make it safe, and to offer replacements or refunds to customers.
Pursuant to 16 CFR § 1025.25(d) and § 1025.53, Kids Toys appealed the presiding officer’s granting of the summary decision to the Consumer Product Safety Commission. On appeal, the CPSC adopted the presiding officer’s decision, saying simply that it believed the presiding officer correctly determined the facts as presented in the administrative record and correctly applied the law to the facts. As a result, the CPSC found that a summary decision was appropriate under 16 CFR § 1025.25(c).
Kids Toys wants to appeal the decision to federal court. It also wants to argue on appeal that the CPSC regulations that permit the agency to interview employees when performing inspections, and to issue summary decisions without a full evidentiary hearing, are invalid because the relevant statutes do not authorize them. However, Kids Toys failed to raise these issues in the CPSC administrative hearing proceedings because it focused on responding to the request for summary disposition.
Answer the following questions:
1. What requirements must Kids Toys meet in order to appeal the CPSC decision to a federal court? Be sure to include an explanation of all of the judicial review requirements and the legal standards that Kids Toys must meet in order to appeal to federal court based upon the relevant statutes and regulations and the information in the course materials.
2. Can Kids Toys raise the issue of the agency regulations being invalid on appeal to a federal court if Kids Toys did not raise the issue during the administrative hearing process? Explain why or why not, using the relevant legal standards.
NOTE TO STUDENTS:
The length and the format that you use for your answer is up to you. What is important is that the answer is clear and easy to read, addresses all of the issues, explains all of the relevant legal standards, applies all of the relevant facts to those legal standards, and provides logical conclusions that are supported by the analysis and answer the questions.
Citations
You may need to access the Consumer Product Safety Act (CPSA) and the relevant Consumer Product Safety Commission regulations to answer these questions. You will need to provide some form of citation to the cases, statutes, and regulations that you reference in the memo. You will not be assessed on whether you use the correct citation format, but the citations you provide must be adequate to allow the professor to understand what specific resource you are referencing and to access the resource to verify that the memo explained it correctly, etc.
Remember, it is very important that you cite to your sources, and a failure to do so can be plagiarism and an Honor Code violation. This is particularly true if you copy and paste information in your answer from any source. Be sure to put any copied information in quotation format and remember that the work product you turn in must be your own work. You should not just copy and paste information from websites and submit that as your own work.
Grading and Points
This Assignment is due in Module 14. A total of 225 points are available for the Assignment based on the following rubric:
Points Criteria 0–111 Answer does not show a sufficient attempt to follow directions or answer questions posed in the Assignment. 112–134 Answer is not very clear or understandable but addresses one or more of the questions with a good faith effort to analyze the issues. Work is inadequate and needs major revisions.
135–156 Answer is fairly clear and understandable and addresses some parts of the questions in the Assignment with answers that ● accurately explain some of the relevant legal standards; ● apply some of the relevant facts to the legal standards; ● state a logical conclusion that is based on the analysis; ● may need a fair amount of revisions; and ● make a good faith effort to provide appropriate citations when using outside sources of information. 157–179 Answer is clear and understandable and addresses the majority of the questions in the Assignment with very good answers that ● accurately explain almost all of the relevant legal standards; ● apply almost all of the relevant facts to the legal standards; ● state a logical conclusion that is based on the analysis; ● need only minor revisions; and ● provide appropriate citations when using outside sources of information. 180–225 Answer is clear and understandable and addresses all, or almost all, parts of the questions in the Assignment with exemplary answers that ● accurately explain all of the relevant legal standards; ● apply all of the relevant facts to the legal standards; ● state a logical conclusion that is based on the analysis; ● need few or no revisions; and ● provide appropriate citations when using outside sources of information.

What two areas most need to be improved in U.S. democracy? Why?

Prior to beginning this discussion forum, read Chapters 3 and 7 in Power and Society: An Introduction to the Social Sciences, the Democracy in Retreat: Freedom in the World 2019 (Links to an external site.) report, the Freedom in the World 2019 Map (Links to an external site.) web page, and watch the After Democracy video.

Making explicit use of the political science perspective in the materials listed above, respond to the following bullet points:

Review the United States’ entry by clicking on the United States in the Freedom in the World 2019 Map (Links to an external site.). What two areas most need to be improved in U.S. democracy? Why?
Review the entry of a second country in the Freedom in the World 2019 Map (Links to an external site.). Does this country rank higher or lower than the United States in terms of democracy? What two areas most need to be improved in this country’s democracy? Why?
Describe the strengths and shortcomings these two countries share.
Consider several solutions to problems with modern democracy After Democracy Which of the solutions posed in the video do you think might help improve democracy in the United States? How about in the other country you chose? Why?
Be sure to provide concrete examples from the required resources or your own scholarly research. Your initial post should be at least 250 words in length, excluding the discussion prompt and the references. Please use in-text APA citations within your post as well as full APA references at the end of your post

How is the average number of babies born per woman affected by the Democracy score in Iran?

Mathematical Studies Internal Assessment

How is the average number of babies born per woman affected by the Democracy score in Iran?

Introduction

This paper is an investigation that aims to establish how the average number of babies born per woman is affected by the Democracy score of Iran. Iran, which is also referred to as the Islamic Republic of Iran or even Persia, is a country that is located in Western Asia. It is very populated with over 80 million inhabitants and is the second-largest country in the Middle East region. The capital city of Iran is Tehran, which is the most populous in Western Asia. The dominant religion in Iran is Islam, with over ninety percent of the population practicing Islam. Iran has a population that consists of people from different ethnicities, such as Persians and Lurs. Politically, Iran is governed by an autocratic Supreme Leader. There is, however, a president who is voted in by the citizens of Iran and who is governed by the Supreme Leader.

The Study and Findings

Democracy is a government system that, in essence, gives power to the people and enables them to be well represented. In democratic governments, all the people are allowed to vote for their leaders to ensure equality and promote human rights. An autocratic government is more or less the opposite of a democratic government, and supreme power is given to one individual who makes all the decisions. In this day and age, most nations have adopted a democratic government, with some exhibiting a few elements of autocracy. This indicates an increase in the level of democracy with time.

The average number of babies born per woman, also known as the fertility rate is a vital population index that is often used to investigate the population growth rate (Abbasi-Shavazi, McDonald, and Hosseini-Chavoshi, 2009). Over time, the fertility rate has decreased due to modernization as well as other factors. My hypothesis given the facts mentioned above is that an increase in a democracy leads to a decrease in the average number of children per woman in Iran (Abbasi-Shavazi, McDonald, and Hosseini-Chavoshi, 2009).

The data used to test the hypothesis has been obtained from Gap minder, a non-profit organisation developed with the aim of promoting global development and achieving the United Nations Sustainability Goals. Because of its political neutrality, this website and source of information is reliable. The Data consists of four elements or instead variables which are; time in years from 1961 to 2010, the average number of babies born per woman per year, the free score per year which ranges from -10 to 10, and finally the total sum of the democracy score and the average number of children per woman (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010). The democratic score consists of such a range since it is a measure of autocracy and democracy. Complete and total autocracy is represented by -10 while complete, and a democracy score of 10 represents full democracy.

The data from Iran is shown below:

Year Babies born per woman Democracy score Sum of total
1961 6.92 -10 -3.08
1962 6.91 -10 -3.09
1963 6.9 -10 -3.1
1964 6.87 -10 -3.13
1965 6.83 -10 -3.17
1966 6.77 -10 -3.23
1967 6.7 -10 -3.3
1968 6.62 -10 -3.38
1969 6.53 -10 -3.47
1970 6.44 -10 -3.56
1971 6.36 -10 -3.64
1972 6.29 -10 -3.71
1973 6.24 -10 -3.76
1974 6.21 -10 -3.79
1975 6.21 -10 -3.79
1976 6.24 -10 -3.76
1977 6.29 -10 -3.71
1978 6.35 -10 -3.65
1979 6.42 0 6.42
1980 6.48 -2 4.48
1981 6.54 -4 2.54
1982 6.52 -6 0.52
1983 6.47 -6 0.47
1984 6.37 -6 0.37
1985 6.22 -6 0.22
1986 6.01 -6 0.01
1987 5.76 -6 -0.24
1988 5.47 -6 -0.53
1989 5.15 -6 -0.85
1990 4.82 -6 -1.18
1991 4.48 -6 -1.52
1992 4.14 -6 -1.86
1993 3.81 -6 -2.19
1994 3.5 -6 -2.5
1995 3.22 -6 -2.78
1996 2.96 -6 -3.04
1997 2.73 3 -0.27
1998 2.53 3 -0.47
1999 2.36 3 -0.64
2000 2.21 3 -0.79
2001 2.09 3 -0.91
2002 2 3 -1
2003 1.93 3 -1.07
2004 1.87 -6 -4.13
2005 1.83 -6 -4.17
2006 1.81 -6 -4.19
2007 1.79 -6 -4.21
2008 1.78 -6 -4.22
2009 1.77 -7 -5.23
2010 1.77 -7 -5.23

 

 

By investigating the data, it is clear that Iran experienced the lowest level of democracy from 1961 to 1978. The highest democracy score achieved in Iran is three, and that is between the years 1997 and 2003. The democracy score is inconsistent and increases and decreases at different intervals. The fertility rate decreases with time. The highest average is 6.92 in the year 1961, while the lowest is 1.77 in the years 2009 and 2010

To further investigate the trend of average babies born per woman over time, the above bar chart was plotted using the data from Iran. It is clear as well from this bar chart that the fertility rate decreases with time. There was a steady decrease from 1961 to around 1982, and after that, there was a rapid decline to 2010. Several factors could be responsible for this kind of trend. Some of these factors include wealth, education, religion, marriage, modernization, and employment.

In Iran, access to education for everyone and especially women has increased over the years. Women who are well educated are highly unlikely to have many children. Several studies conducted in several countries in the world have proven that an increase in education levels leads to a decrease in fertility rate in women. This could explain the observed declining trend in the average number of children per woman. Women who are well educated fully understand the costs and effort needed to raise a child. Most of these women are determined to provide better opportunities in terms of education and livelihood for their children than they received. It would be hard to raise several children and provide them all with the best of everything. This has resulted in women opting to have fewer children who they can adequately provide for. Women who are well educated are also highly likely to gain meaningful employment. Over the years, access to equal employment opportunities for both men and women has increased, although only slightly but useful enough to bring about a change. Most women are trying to build their careers, and having several children hinders their career development goals as motherhood in itself is quite time-consuming. Most women have therefore opted to have fewer children to enable them to pursue their ambitions and hence to lead to a significant drop in the average number of children born per woman.

Marriage practices have changed significantly over time in Iran due to influence from other cultures and modernization. Some partners are allowed to choose their husband or wife, which is significantly different from arranged marriages that were common in previous times. In such marriages contrary to arranged marriages, women are allowed to contribute and help make family decisions. The number of children is an example of such decisions. This has resulted in a reduction in the mean number of infant’s conceived per woman over time. There has also been increased use of birth control measures, which have been normalized and made easily accessible in these marriages, and thus this could explain the decrease in the average number of children per woman (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010).

The Western culture and modernization, in general, have had a significant impact on the practices of people from Iran over time. The Western culture encourages women to have just a few babies, and due to the spread of communication and the internet, these practices have seeped their way into Iran. This has resulted in the decline seen in the average number of children per woman. Health is another factor that has had an influence on the fertility rate. Over time, people in Iran have changed their livelihood practices, including eating habits, just like the rest of the world. Women are involved in less active activities due to the advancement in technology. There is a device that can do every possible kind of work or make it easier to do certain activities. Most people no longer grow their food and depend on processed foods that contain several chemicals and substances. This has led to a notable increase in health complications all over the world.

These health complications have made it hard for women to bear more children and thus leading to a decrease in the average number of children per woman over time (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010).

 

To further investigate the trend of democracy score over time, the above bar chart was plotted using the data. At first glance, there is no clear trend in the democracy score against time. The democracy score can, however, be seen to be almost constant at specific periods. The democracy score was constant from 1961 to 1978. After that, there was a democracy score of 0, then a constant democracy score of -6 from 1980 to 1998. The democracy score then increased to 3 and remained constant from 1997 to 2003. The democracy score after that declined again to -6 then -7. The main factor affecting the democracy score is the leadership or the people in power at a particular time in Iran, which can be described as political time periods. Another factor is conflicts.

The leadership in Iran has undergone significant changes over time. Between 1961 and 1978, Iran was under the leadership of an autocratic leader named Mohammed Reza Pahlavi, otherwise known as the Shah. This means that he made all the decisions in Iran. The Shah was very brutal and did not entertain any political opposition. Political critics of the Shah were often imprisoned, tortured, or even sent into exile. Under the leadership of the Shah, the country was filled with corruption, and due to this, there were a lot of protests during Shah’s regime. This explains the deficient democracy score between 1961 and 1978. In 1978 there were major protests all over the country due to Shah’s leadership, and in 1979, the Revolution began, and Iran held a referendum and obtained a constitution. This explains the increase in democracy score from -10 to -6. From 1980 to 1989, under the leadership of an autocratic leader, the Iran-Iraq war took place. In 1997, Iran was under the leadership of a reformist Mohammed Khatami, who tried to make the country more democratic. This explains the sharp increase from -6 to 3 in the democracy score. The democracy score after that decreased significantly to -6 under the rule of another autocratic leader. The presidential elections in 2009 brought the 2005 president back into power, and the results were widely disputed. This signified a decrease in democracy from -6 to -7. From all the above instances, it is apparent that the observed trend in the bar chart is due to the leadership in Iran at specific time periods.

Poverty is a factor that has an influence on the democracy score. Due to several wars and lousy leadership in Iran, a significant majority of people have ended up miserable. With poverty, comes a lack of power and influence, and this has resulted in a lack of worth in some of its people. The rich and other people in power after that can easily take control and often make laws that are in favor of them and their practices. Since the rich only constitute a minor part of the population, the democracy score is then affected. The wider the gap between the rich and the poor, the less the democracy score

Scatter plot

A scatter plot is a tool that is used to analyze the relationships between two variables. The intersecting points reveal the relationship patterns of the variables.

The scatter plot above shows the association of the average children per woman and the democracy score. There does not seem to be any observable trend or relationship between average children per woman and the democracy score (Povey, and Poya, 1999). When democracy is at -10, the average of children per woman is seen to be high. This indicates that when the democracy score is low, the fertility rate is relatively high. When the democracy score is at -6, the average number of children per woman ranges from a relatively small amount to a relatively high number. It is, therefore, difficult to explain the relationship between the average number of children per woman and the democracy score (Povey, and Poya, 1999). It can be said to be somewhat complicated. It is also worth noting that the points are densely populated, where the democracy score is -6. The plot further shows some points which seem to be outliers when the democracy ranges from -4 to 0. There is another slightly dense distribution of points when the democracy is 3.

An average number of children per woman is seen to be relatively low. This demonstrates that an increase in the democracy score leads to a decrease in the average number of children per woman (Abbasi-Shavazi et al., 2009) There is evidence of a negative relationship between fertility rate and the democracy score (Povey, and Poya, 1999). This means that an increase in democracy score leads to a decrease in the average number of children per woman, while a reduction in the democracy score increases the average number of children per woman and thus supports my hypothesis (Abbasi-Shavazi et al., 2009). There is, however, not enough proof from the scatter plot to draw a meaningful conclusion. There is, therefore, a need to compute a correlation coefficient to explain the association between the two variables further.

Correlation

Correlation is mostly used to measure whether there is the existence of a linear relationship for two variables of a numerical nature (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010). If the variables deviate in the same direction, then the correlation is said to be positive which means that an increase in one variable will lead to the rise of another variable, and a decrease in one variable will lead to a corresponding reduction in a response variable (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010). If the variables deviate in different directions, then the correlation is said to be negative. In other and more straightforward terms, an increase in one variable will lead to a decrease in the other variable, and a reduction in one variable will lead to a rise in a response variable (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010).

Scatter plots are used to determine whether there is negative, positive, or no correlation. It is, however, worth noting that no correlation or lack of correlation does not necessarily and automatically mean there exists no relationship or association between the variables. It merely points out that there exists no linear relationship regarding the variables, which could also mean that a non-linear relationship exists between the variables (Povey, and Poya, 1999).

A correlation coefficient is used to measure the degree of linear association of two variables and has a range of -1 to 1 (Povey, and Poya, 1999). When the correlation coefficient is 1, this indicates a perfect positive relationship. A correlation coefficient close to 1 is used to represent a strong positive correlation, while that close to 0 is used to represent a weak positive correlation (Abbasi-Shavazi et al., 2009). When the correlation coefficient is -1, this represents a perfect negative correlation, however, negative correlation coefficient close to -1 represents a robust negative correlation, while that close to 0 represents a weak negative correlation (Abbasi-Shavazi et al., 2009). When the correlation coefficient is 0, this clearly shows that there exists no noticeable linear relationship in the variables 1 (Povey, and Poya, 1999).

The correlation coefficient is computed by:

Here, n represents the number of pairs, x is the independent variable, while y is the dependent variable.

In our data, x is the democracy score, while y is the average children per woman. The number of pairs and data points in the dataset is 50. Substituting these numbers into the equation, we get a correlation coefficient of -0.61391, which means that the relationship between democracy and the average number of children per woman is a somewhat strong negative relationship (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010). Although the scatter plot displayed a complex correlation of the variables, the correlation coefficient shows that there exists a linear association between the two variables. This is further illustrated by the regression line plotted on the scatter plot below. The slope of the line is negative hence indicating a negative association

Conclusion

The data is seen to agree with my hypothesis, and therefore, it is safe to conclude that there is a negative association among the mean amount of infants born per woman and the democracy score in Iran. Thus, an increase in democracy score resultes in a decrease in the average number of babies born per woman, and a reduction in the democracy score increases the average number of babies born per woman (Lutz, Cuaresma, and Abbasi‐Shavazi, 2010).

Bibliography

Abbasi-Shavazi, M.J., McDonald, P. and Hosseini-Chavoshi, M., 2009. The fertility transition in Iran (Vol. 75, pp. 191-195). Retrieved from: https://link.springer.com/content/pdf/10.1007/978-90-481-3198-3.pdf

Lutz, W., Cuaresma, J.C. and Abbasi‐Shavazi, M.J., 2010. Demography, education, and democracy: Global trends and the case of Iran. Population and Development Review36(2), pp.253-281. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1728-4457.2010.00329.x?casa_token=XTatFXP5F8oAAAAA:VfI8yc0ISmvklGjo_2KkjWkAzrSHdplXJzZPJIlkaoX3v0LZBRxlT6csR8IcNN8tY0tlMVuUagIM

Povey, E.R. and Poya, M., 1999. Women, work and Islamism: Ideology and resistance in Iran. Zed Books. Retrieved from: https://books.google.com/books?hl=en&lr=&id=pPaHOfDNwnkC&oi=fnd&pg=PR7&dq=How+is+the+average+number+of+babies+born+per+woman+affected+by+the+Democracy+score+of+Iran%3F&ots=eTWENoUWZm&sig=LiLxhYCY7RiTYSuZzP9ySRFEeRs