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University Microfilms. Inc., Ann Arbor, Michigan 7 0 -m -,1 1 9 WILLIS, Craig Dean, 1935- THE TUDORS AND THEIR TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN. The Ohio State University, Ph.D., 1969 Education, history University Microfilms. Inc., Ann Arbor, Michigan © Copyright by Craig Dean W illis 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE TUDORS AND THEIR- TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University SY Craig Dean W illis, B.A., M.A. IHt- -tttt -H-H- The Ohio State U niversity 1969 Adviser t School of Education ACKNOWLEDGMENTS To Dr. Robert B. Sutton, my major adviser, I owe a major debt of gratitude for his guidance, encouragement, and scholarly qualifies* I also wish to thank the members of the reading committee for their contribution; and in particular, I want to express appreciation to Dr. Richard J. Frankie and the late Dr. Earl Anderson for their professional and meaningful assistance. It is appropriate to thank the administrative officers at Ohio Wesleyan University for their encouragement and willingness to let me arrange my work around my graduate studies. Persons of particular help were Dr, Allan C. Ingraham, Dr. Elden T. Smith, Dr. Emerson C. Shuck, and Dr. Robert P. Lisensky. My family has been of invaluable assistance to me, and it is to them that I dedicate the study of the education of the Tudor family. My parents, J. Russell and Glenna A. W illis, have helped in many ways, both overt and subtle. My wife, Marilyn E. W illis, has assisted in many ways, such as the typing and proof-reading of this dissertation; but her greatest contribution has been her willing acceptance of the sacrifices necessary to undertake graduate work. My sons, Mark and Bruce, have been most patient while I have been • working on this thesis. I hope that they turn out to be as bright as the best of the Tudors. March 21, 1 9 3 5 . .................. Born—Cambridge, Ohio. 1957 ........................................... B. A ., Ohio Wesleyan U niversity, Delaware, Ohio. 1957-195 8 ................................... Public School Teacher, Columbus, Ohio I960 ......................... M. A ., The Ohio State U niversity, Columbus, Ohio. 1958-1969 .............................. Admissions Counselor, Registrar, Foreign Student Adviser, Foreign Studies Officer, and Instructor in Education, Ohio Wesleyan University, Delaware, Ohio. 1969 ........................................... Coordinator of University Relations and Inservice Education, Dayton, Ohio, Public Schools. PUBLICATIONS The Ohio Wesleyan University Student—1960, Unpublished Master's Thesis, College of Education, The Ohio State University, I960. FIELDS OF RTUnr Major Fields Comparative Education and History o f Education Studies in Comparative Education and History of Educations Professor Robert B. Sutton Studies in Higher Education: Professor Richard J. Frankie. Studies in Philosophy of Education: Professor Everett Kircher. TABLE OF CONTENTS Page ACKNOWLEDGMENTS............................................... ............................................... i i VITA. ...................................... iii LIST OF CHARTS.................................................................•.................................... v i INTRODUCTION.. .................................. 1 Oeneral Background Educational Background THE FOUNDERS................................................................................................ 19 Henry VII Elizabeth of York THE FIRST GENERATION, . * ................. 3U Arthur Tudor Henry VIII Margaret Tudor Mary Tudor THE SECOND GENERATION,...................................................................................... 90 Mary I Henry F itzroy James V Margaret Douglas Hemy Brandon Frances Brandon Eleanor Brandon i v page THE THRID GENERATION 133 Elizabeth I - .. Edward VI Jane Grey Kahterine Grey , Mary Grey . • Margaret Clifford Mary I (of Scotland) Henry Stewart Charles Stewart SUMMARY AND CONCLUSIONS . .......................................... 236 APPENDIX.........................................................................................................................2i|2 BIBLIOGRAPHY..................... 2U3 V, LISTS OF CHARTS Chart page I The children and grandchildren of Herny VII and Elizabeth, including their spouses. r ..... 2 II The great-granchildren of Herry VII and Elizabeth, including their spouses ............................. ....... 3 APPENDIX ACKNOWLEDGMENT With permission from the British Museum, I copied the Appendix from the preface o f Volume I o f The Progresses and Public Processions Of Oueen Elizabeth by John Gough Nichols (London: John Nicholsiand Son, 1623). INTRODUCTION During the period o f the Tudor monarchy (1^8^-1603), there liv ed four generations of the family consisting of only twenty-one individuals (plus eight illegitim ate children) who reached educable age, i f we include the founders o f the fam ily, Henry VII and Elizabeth of York. (See the genealogical charts, pages two and three). Of the twenty-one, twelve were either reigning monarchs or consorts of reigning monarchs. The Tudors ruled at a time in England when Parliament was in one of its most docile periods.'*' The English love of liberty has been sublimated at some periods of the national life . The Tudor Era was such a period because Parliament and the people wanted executive stability and material prosperity after the disastrous Civil Wars of the fifteenth century.2 The Tudors were so absolute that they could veto b ills that had been passed by both houses of Parliament. Elizabeth I, for instance, vetoed forty-eight of the ninety-five bills Parliament passed during her reigh.^ The Tudors executed literally 1 Albert F. Pollard, The Reign o f Henry VII from Contemporary Sources, (Londons Longmans, Green, and Company,1913)*,V ol.1 , p.3U- 2 Ibid., p.33. ^M. B. Synge, J. Ewing, C. J. B. Oaskoin, and others, The Tudors (London: James N isb it and Company, Limited, 1912), p . 21. Henry Tudor m; Elizabeth Plantagenet .1456-1509 1465-1503 r _L Arthur Tudc: —Margaret Tudor -Henry Tudor -Mary Tudor 1486-1502 1489-1541 1491-1547 14967-1533 m. m. m. _________ m. ___________ Katherine of Aragon A, James Stuart - A. Katherine of Aragon i7 Louis XII of France 1435-1536 1472-1513 1485-1536 • 1462-1515 —B. Archibald Douglas B. Anne Boleyn -B. Charles Brandon 14907-1557 15077-1536 7-1545 C. Henry Stewart C. Jane Seymour 1495?-1551? 1509-1537 D. Anne of Cleves ------------J 1515-1557 B. Henry Brandon I CHART E. Katherine Howard 1516-1534? A. James Stuart a 7-1542 3. Frances Brandon a 1512-1542 F. Katherine Parr 1517-1559 B. Margaret Douglas a 1512-1548 B. Eleanor Brandon a 1515-1578 X. Elizabeth Blount b 15197-1547 *?_*? L A. Mary Tudor m. Philip of Spain 1516-1553 1527-1598 X. Henry Fitzroy b m. Mary Howard 1519-1536 9_9• * B. Elizabeth Tudor 1533-1603 C. Edward Tudor 1537-1553 a See page 3 to follow the grandchildren of Henry Tudor (Henry VII) who had issue, b Elizabeth Blount* mistress of Henry VIII, bore his natural son, Henry Fitzroy. James Stuart d Margaret'Douglas r—Frances Brandon Eleanor Brandon n,__________ m. m. m. A. Magdalen of France Matthew Stevxart A. Henry Grey Henry Clifford 1521-1537 1516-1571 1517-1554 15177-1570 . Mary of Guise B. Adrian Stokes 1515-1560 1533?-? Margaret Clifford c 1540-1596 B. Mary Stuart c — rt. B .- - - Henry Stevxart c A. Jane Grey m. 1542-1587 1545-1567 1537-1554 Henry Stanley ,-m.' m* 1531-1593 A. Francis II of France Charles Stevxart c Guildford Dudley 1544-1560 1556-1577 7-1554 I I CHART C- James Heoburn A. Katherine Grey c 1536-1578 Elizabeth Cavendish 1540-1568 m. Edward Seymour 1537-1621 A. Mary Grey 15457-1578 m. Thomas Keyes 9 _ 9 c The members o f the generation who had issu e. Mary Stuart and her cousin, Henry Stevxart, produced the future James I of England. Charles Stevxart became the father of Arabella Stuart. Katherine Grey bore tvxo sons, and Margaret Clifford had five children who survived to maturity, d James Stuart (Janies 7 o f Scotland) fathered seven acknowledged natural children: three named. James, plus John, Robert, Adam, and Jane. h hundreds of people between lU8^ and 1603, yet they ruled with no standing army, and only a handful of palace guards, so they could not and apparently did not oppress the common people beyond a certain ' point.^ The majority of people, in educating their children (particularly today) do not know what the future holds for their progeny* In the case of the Tudors of the sixteenth century, however, any child living beyond infancy was likely to be destined for power, position, prestige, and wealth. Since during this 110-year period, this family had more power than any other group of individuals of the period in England, examining their education for the four generations should give us a picture of sixteenth century English education at its best or at least of what was perceived to be best by the rulers of England. ■ In examiningO the education of the Tudors, the following hypotheses w ill be tested: 1. Differences in the nature of education between heirs to the throne on the one hand and the remainder of royal children on the other hand ex iste d . 2. Royal male children received more extensive training than royal female children. 3* Different kinds of education occurred in the various generations, and indeed the differences were more than normal generational differences due to the Renaissance and Reformation movements in sixteen th century England. U. Leading scholars were used by the Tudors as tutors for their children. S>. The outcome of education in a l l cases meant b etter rulers and/or leading citizens. ^R.B. Mowat and J. D. Griffith Davies, A Chronicle of Kingship, 1066-1937 (London: Arthur Barker, Limited, 193V )i p* 1^ * Before beginning to look at actual Tudor individuals, it seems appropriate to examine the method o f research used and then to look at the general background of the period and an overview of the period's educational scene. Let us look first at the method of research. To the b est o f my knowledge, no work on the education of the Tudor monarchs has been w ritten .
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