Princely Education in Early Modern Britain

Cambridge Studies in Early Modern British History

by Aysha Pollnitz

In the sixteenth century, Erasmus of Rotterdam led a humanist campaign to deter European princes from vainglorious warfare by giving them liberal educations. His prescriptions for the study of classical authors and scripture transformed the upbringing of Tudor and Stuart royal children. Rather than emphasising the sword, the educations of Henry VIII, James VI and I, and their successors prioritised the pen. In a period of succession crises, female sovereignty, and minority rulers, liberal education played a hitherto unappreciated role in reshaping the political and religious thought and culture of early modern Britain. This book explores how a humanist curriculum gave princes the rhetorical skills, biblical knowledge, and political impetus to assert the royal supremacy over their subjects' souls. Liberal education was meant to prevent over-mighty monarchy but in practice it taught kings and queens how to extend their authority over church and state.

460 pages, Hardcover

First published May 19, 2015

About the author

Aysha Pollnitz arrived at Grinnell College in August 2013 following research fellowships at Trinity College, Cambridge and the Folger Shakespeare Library, Washington DC. She has taught at the University of Cambridge, Georgetown University, and Rice University, where she served as a resident faculty associate at Baker College.

Reviews

[Rebecca · Rating 4 out of 5]

Notes from Princely Education in Early Modern Britain



15th Century

- "The eldest son frequently lived in an independent household that functioned as a courtly college, while his younger brothers and sisters often remained together with the queen."
- "Future princes were supposed to acquire some knowledge of letters, manners and military matters before ascending to the throne."
- "As a baby Edward was entrusted to the care of a 'lady mistree', Elizabeth Darcy, who was assisted by of nurses and rockers."
- "Virtuously, cunningly and knightly."
- "Edward IV's more durable pedagogical innovation was to issue a daily timetable for his son's education. He instructed Rivers that the prince was to rise at the same time every day (probably about seven o'clock). Attended only by Rivers, his chamberlain (管家) and a chaplain （牧师），Prince Edward was to ready himself and hear matins. He would go on to his chapel （小礼拜堂）or closet to hear a mass. Next was breakfast. Then for two hours each morening the prince would be occupied with 'such virtuous learning as his adge shall now surfyce to receave'. The day's main meal was probably taken at ten or eleven on fast fays. During the meal someone was to read out aloud 'noble storyes as behoveth to a Prynce to understande'. Subsequent dinner conversation was to be to be 'of vert, honour, cunynge, wisdom, and deeds of worshippe'. Then in the name of 'eschewing...idlenes', the prince would return briefly to'disportes and exercises as behoverth his estate to have experience in'. After knightly training came evensong, supper and some 'recreation' that may have involved music, dancing, or chess. The prince went to bed at eight o'clock."
- "Thomas Vaughan, was instructioned to ration access to the prince's person; edward was spared public reponsiblility...as Edward came to the cusp of this majority, the king and queen regarded his burgeoning sense of authority to be the main threat to his character. Prince Edward was forbidden from issuing orders withoutn taking counsel from Rivers or Alcock, who retained the right to discipline him."
- "Aristocrats were usually knighted at twenty-one."
- "The man responsible for teaching him was part time, as Henry VI's tutor had been. John Giles, a professional grammar 'enformor'..."
- "(Edward's) tastes were traditional. He owned epic tales in French, Burgundian stories of chivalry and anti-French literature."
- "By October 1499, Rede had taught Arthur suficient Latin grammar and rhetoric that he was able to write neo-Latin love letters to Catherine of Aragon."

[Rebecca · Rating 4 out of 5]

Notes from Princely Education in Early Modern Britain



15th Century

- "The eldest son frequently lived in an independent household that functioned as a courtly college, while his younger brothers and sisters often remained together with the queen."
- "Future princes were supposed to acquire some knowledge of letters, manners and military matters before ascending to the throne."
- "As a baby Edward was entrusted to the care of a 'lady mistree', Elizabeth Darcy, who was assisted by of nurses and rockers."
- "Virtuously, cunningly and knightly."
- "Edward IV's more durable pedagogical innovation was to issue a daily timetable for his son's education. He instructed Rivers that the prince was to rise at the same time every day (probably about seven o'clock). Attended only by Rivers, his chamberlain (管家) and a chaplain （牧师），Prince Edward was to ready himself and hear matins. He would go on to his chapel （小礼拜堂）or closet to hear a mass. Next was breakfast. Then for two hours each morening the prince would be occupied with 'such virtuous learning as his adge shall now surfyce to receave'. The day's main meal was probably taken at ten or eleven on fast fays. During the meal someone was to read out aloud 'noble storyes as behoveth to a Prynce to understande'. Subsequent dinner conversation was to be to be 'of vert, honour, cunynge, wisdom, and deeds of worshippe'. Then in the name of 'eschewing...idlenes', the prince would return briefly to'disportes and exercises as behoverth his estate to have experience in'. After knightly training came evensong, supper and some 'recreation' that may have involved music, dancing, or chess. The prince went to bed at eight o'clock."