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Steven J. Reid Phd Thesis EDUCATION IN POST-REFORMATION SCOTLAND: ANDREW MELVILLE AND THE UNIVERSITY OF ST ANDREWS, 1560-1606 Steven J. Reid A Thesis Submitted for the Degree of PhD at the University of St. Andrews 2008 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/849 This item is protected by original copyright Steven John Reid Education in Post-Reformation Scotland: Andrew Melville and the University of St Andrews, 1560-1606 A thesis submitted for the degree of PhD in History at the University of St Andrews August 2008 i Abstract Andrew Melville (1545-1622) was the leader of the Presbyterian wing of the Scottish Kirk between 1574 and 1607, and he and his colleagues were a perpetual irritant to James VI and I in his attempts to establish a royal and Episcopal dominance over the Kirk. Yet much of Melville’s reputation has been based on the seventeenth-century Presbyterian historical narratives written by the likes of James Melville (Andrew’s nephew) and David Calderwood. These partisan accounts formed the basis of modern historiography in Thomas M’Crie’s monumentally influential Life of Andrew Melville . Modern historians broadly agree that Melville’s portrayal as a powerful and decisive church leader in these narratives is greatly exaggerated, and that he was at best an influential voice in the Kirk who was quickly marginalised by the adult James VI. However, only James Kirk has commented at any length on Melville’s other role in Jacobean Scotland—that of developing and reforming the Scottish universities. Melville revitalised the near-defunct Glasgow University between 1574 and 1580, and from 1580 to 1607 was principal of St Mary’s College, St Andrews, Scotland’s only divinity college. He was also rector of the University of St Andrews between 1590 and 1597. This thesis provides a detailed account of Melville’s personal role in the reform and expansion of the Scottish universities. This includes an analysis of his direct work at Glasgow, but focuses primarily on St Andrews, using the untapped archival sources held there and at the Scottish National Library and Archives to create a detailed picture of the development of the University after the Reformation. This thesis also evaluates the intellectual content of Melville’s reform programme, both as it developed during his time in Paris, Poitiers and Geneva, and as we see it in action in St Andrews. i Declarations I, Steven John Reid, hereby certify that this thesis, which is approximately 80,000 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. Date: 20/08/2008 Signature: I was admitted as a research student in September 2005 and as a candidate for the degree of PhD in History in September 2005; the higher study for which this is a record was carried out in the University of St Andrews between 2005 and 2008. Date:20/08/2008 Signature: I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of PhD in History in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. Date: 20/08/2008 Signature: In submitting this thesis to the University of St Andrews we understand that we are giving permission for it to be made available for use in accordance with the regulations of the University Library for the time being in force, subject to any copyright vested in the work not being affected thereby. We also understand that the title and the abstract will be published, and that a copy of the work may be made and supplied to any bona fide library or research worker, that my thesis will be electronically accessible for personal or research use unless exempt by award of an embargo as requested below, and that the library has the right to migrate my thesis into new electronic forms as required to ensure continued access to the thesis. We ii have obtained any third-party copyright permissions that may be required in order to allow such access and migration, or have requested the appropriate embargo below. The following is an agreed request by candidate and supervisor regarding the publication of this thesis: Embargo on electronic copy for the same fixed period of two years on the following grounds: publication would be commercially damaging to the researcher; publication would preclude future publication. Date: 20/08/2008 Signature of candidate: Signature of supervisor: iii Acknowledgements I would like to thank first and foremost my PhD supervisor, Roger Mason, for his continued support, friendship and good humour throughout both my undergraduate and postgraduate studies, for convincing me to desert a career in financial services for the much more rewarding pursuits of academic endeavour, and for helping me secure funding to do so. I would also like to thank him for his critical mind and keen proofreading eye, which have both on many occasions improved the substance and clarity of my work. This thesis was funded by the Arts and Humanities Research Council and by a school scholarship from the School of History at the University of St Andrews. I am extremely grateful to both institutions for their support. The Strathmartine Trust in St Andrews have provided me with an office, a phenomenal library and unlimited coffee over the past four years, all generously supported by the bequest of Ronald Cant. I would particularly like to thank Dr Barbara Crawford for this, and for her friendship and motherly concern as I worked away on the top floor. I have been exceedingly lucky in both the support, knowledge and skills training I have received from those around me during the course of this thesis, and in addition to Professor Mason there are a number of people who deserve specific mention. I would like to thank Professor James K. Cameron for regular disussions about Andrew Melville and his world, and for unrestricted access to his unpublished transcripts of Melville’s correspondence. I would like to thank Mrs Rachel Hart and Dr Robert Smart for their unparalleled knowledge of the St Andrews University Muniments, which they both gave freely, and for their unfailing enthusiasm. Dr Smart allowed me to use his draft biographical register of students at St Andrews between 1579 and 1747, which has heavily informed my understanding of the student body in the period. Mrs Hart and Dr Norman Reid of the University’s Special Collections Department gave me free and full access to the muniments, and Mrs Moira Mackenzie must be thanked for her patience and good humour in fetching box after box of them for me. A special thank-you must go to Dr Peter Maxwell-Stuart, who kindly agreed to give me a short course of private tuition in Latin at the start of my PhD research. That was three years ago, and Dr Maxwell-Stuart continues to impart his formidable understanding of the Latin language and of Greco-Roman culture and literature to me. In turn, he has opened up a new world to me regarding Melville as a scholar and intellectual, and the Scottish use of neo-Latin. I could never hope to repay his generosity or express sufficiently how much his teaching has had an impact on me, but I will always be deeply grateful to him as a result. I would like to thank my friends and colleagues in the St Andrews Reformation Studies Institute and the Institute of Scottish Historical Research for their friendship and intellectual cameraderie over the past few years—particularly Isla Woodman, John McCallum, Steve Murdoch, Caroline Erskine, and Lesley Welsh, who have all had to endure lengthy diatribes from me about Melville and who have shared with me their own findings on early modern Scottish society and education. I would also like to thank James McCafferty and my family – Mum, Dad, Lee, Ryan, Richie, Natalie and Kay – who were there at the beginning of the thesis and who continue to support me. St Andrews, 20 August 2008 iv Contents Abbreviations and conventions ............................................................................... 1-3 Introduction ............................................................................................................ 4-14 Chapter 1: Melville—the making of an educational reformer, 1545-1574 ..... 15-44 Early years in Scotland ............................................................................................15 Paris and Poitiers, Buchanan and Ramus.................................................................19 Geneva .....................................................................................................................32 Chapter 2: The Scottish universities, 1560-1579 ............................................... 45-83 Big ideas: The First Book of Discipline and university reform...............................45 Moderation and schism: the University of St Andrews, 1560-1574........................52 Melville and Glasgow University, 1574-1580.........................................................65 Reform before the ‘New Foundation’: St Andrews, 1574-1579..............................71 Chapter 3: Reform and reaction at St Andrews, 1579-1588 .......................... 84-122 St Salvator’s, James Martine, and the ‘New Foundation’ .......................................84 The Melvilles and the impact of religious dissent on St Mary’s .............................98 St Leonard’s—the
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