The 16th century marked the start of personal travel for leisure instead of pilgrimage or trade

In the Middle Ages, most journeys in England were made for religious pilgrimages and commercial purposes such as trade. In the early modern period, people began traveling out of interest in local culture and customs. This can be considered the beginning of personal travel for leisure, which has continued to this day.

The early modern period saw a growing interest in classical works written by ancient Greek and Roman authors. The Mediterranean area was also a setting for such literature, myths, and biblical stories. For the people of England, not contiguous with the European continent, the Mediterranean area, where the Roman Empire was once located, was an object of admiration.

The late 16th to the early 17th century, when personal travel began in England, coincided with the period when Francis Bacon, an English philosopher, advocated experience-based learning. He said, “Travel is a part of education,” and other humanists also emphasized the importance of experiencing foreign countries. Since advances in navigation technology made it easier to cross to the European continent, more and more people began traveling there.

The 16th century was the time when the Ottoman Empire was at its strongest. Travel destinations of the time included Near Eastern cities, such as Constantinople (now Istanbul) and Jerusalem, as well as European countries.

It was risky for Protestant English people to travel to Catholic countries in Europe or to Ottoman territories in the Muslim world. There was the difficulty in dealing with non-Christians, along with the risk of encountering pirates. Therefore, travel writings were used to look into the culture and transportation of the destination in advance.

In the Middle Ages, travel writings were mostly copied by hand and were accessible only to a limited circle of people. However, from the 15th century, when the printing press was invented, printed materials gradually became prevalent. It appears that various kinds of printed materials became available in London between the 16th and the 17th centuries. Although the travel writings and pilgrimage records that began to circulate were not always based on actual visits to the sites, the number of firsthand narratives written by the English gradually increased.

The Grand Tour was established in the 18th century as a European trip aimed at educating the youth

Travel writings written in the early modern period also described the culture of the country to respect and precautions to avoid being identified as English. For example, they would change into Ottoman-style clothes when visiting the Ottoman Empire, or take off their shoes when entering a mosque in Constantinople. While that was partly for their own safety, travelers also seemed to understand and accept non-Christians with flexibility and to keep in mind the principle of “When in Rome, do as the Romans do.”

Moreover, they seemed to take various measures: if they were proficient in languages, they would try to speak the language of the country, and in case of emergency, they would contact the English ambassador for assistance.

There were also guidebook-style travel writings that listed the prices of local carriages, accommodation, and transportation. In addition, there were also how-to books that mentioned matters to research beforehand and things to see in foreign countries.

From Bacon’s empiricist perspective, the promotion of overseas travel for the education of the youth began, and in the 18th century, the Grand Tour was established for young Englishmen to travel across Europe for educational purposes. The idea of valuing opportunities to learn about the cultures, politics, and economies of foreign countries gradually became established. That said, it was the sons of English aristocrats who actually went on the Tour. They took their tutors and valets on a journey that combined education and leisure.

It may be similar to a modern school trip as it served as a finishing touch on education before entering society. However, in those days, simply crossing to the European continent was challenging; therefore, once there, some spent several months in a single city.

Experiencing the Grand Tour and becoming familiar with foreign cultures and customs became a mark of social status. With a view to deepening their knowledge, these young men visited parliaments, courts, churches, and universities in European countries. It is understood that they had a strong intention to explore foreign countries to learn how trials were conducted and how education was provided.

In particular, Italy, which had been a center of antiquity and the Renaissance and was considered to be at the forefront of culture, was a place admired by the English and a key destination of the Grand Tour. Venice was especially known for its charm. While it was a maritime hub and thrived culturally and artistically, it appeared to be unsafe. Travel writings noted that the city was full of temptations and dangers precisely because it had many beautiful and interesting features.

Travel becomes more enlightening and enjoyable after gaining knowledge from history books and classical works

Some travel writings published in London in the early 17th century were dedicated to exploring the worlds of Greek and Roman mythologies, while others were written in accordance with biblical stories. Since the upper-class people were considered the primary readers to some extent, such writings were written on the assumption that they were familiar with classical works of ancient Greece and Rome.

In those days, it was customary to learn about the cultural background through classical works before setting out on a journey. People gained knowledge of foreign cultures and histories through books and confirmed their understanding by experiencing them. Although Europeans also traveled abroad at that time, traveling to the continent would have been quite a different experience for the English, who were separated from it by the sea.

Many travel writings noted cultural differences, such as those between England and Italy. In Italy, people used umbrellas and forks, which were not used in England. Through comparing such customs with those of the regions they came from, travelers had the opportunity to understand their own country objectively. This still resonates with us today.

Meanwhile, I am afraid that, nowadays, people only gather current information for travel and rarely study classical works beforehand. Still, taking the English of the day as a model, we should also learn about the history of the regions we visit. Even when you watch a performance, such as a musical, or view a painting in a museum, getting familiar with the period in which it is set, as well as the cultural and social backdrops of the time when it was created, will change how you perceive it. For example, if you have knowledge of Greek and Roman mythologies, you can understand many of the stories behind plays and paintings, which helps you appreciate them more.

Compared to England in the 16th, 17th, and even 18th centuries, the barriers to travel today are much lower, making traveling much easier. We can also obtain information easily via the internet. If you think back to the English of the day, you will realize how convenient our current situation is. Hopefully, today’s young people will take advantage of these circumstances to actively expand their knowledge and deepen their interest in foreign countries. I also hope that not only young people, but also others will appreciate the importance of having more opportunities to travel and gain experiences firsthand.

* The information contained herein is current as of March 2025.
* The contents of articles on Meiji.net are based on the personal ideas and opinions of the author and do not indicate the official opinion of Meiji University.
* I work to achieve SDGs related to the educational and research themes that I am currently engaged in.

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