The rise of modern science had many consequences. First, it led to the rise of a new and expanding social group — the international scientific community. Members of this community were linked together by common interests and values as well as by journals and scientific societies. The personal success of scientists and scholars depended on making new discoveries, and as a result science became competitive. Second, as governments intervened to support and sometimes direct research, the new scientific community became closely tied to the state and its agendas. National academies of science were created under state sponsorship in London in 1662, Paris in 1666, Berlin in 1700, and later across Europe.

It was long believed that the Scientific Revolution was the work of exceptional geniuses. More recently, historians have emphasized the importance of skilled craftsmen in the rise of science, particularly in the development of the experimental method. Many artisans developed a strong interest in emerging scientific ideas, and, in turn, the practice of science in the seventeenth century relied heavily on artisans’ expertise in making instruments and conducting precise experiments.

Some things did not change in the Scientific Revolution. For example, scholars willing to challenge received ideas about the natural universe did not question traditional inequalities between the sexes. Instead, the emergence of professional science may have worsened the inequality in some ways. When Renaissance courts served as centers of learning, talented noblewomen could find niches in study and research. But the rise of a scientific community raised barriers for women because the universities and academies that furnished professional credentials refused them entry.

There were, however, a number of noteworthy exceptions. In Italy universities and academies did accept women. Across Europe women worked as makers of wax anatomical models and as botanical and zoological illustrators. They were also very much involved in informal scientific communities, attending salons (see “Urban Life and the Public Sphere”), conducting experiments, and writing learned treatises.