NOTES Introduction 1. Ascham, The Scholemaster Or plaine and perfite way of teachying children, to vnderstand, write, and speake, the Latin tong, but specially purposed for the priuate brynging vp of youth in Ientlemen and Noble mens houses . (London, 1570; STC 832), B2r. 2. Ibid., H1r. 3. A few essay- length studies have acknowledged Elizabeth’s learned persona as an important strategy of royal image- making. These studies include Lysbeth Benkert, “Translation as Image- Making: Elizabeth I’s Translation of Boethius’s Consolation of Philosophy,” Early Modern Literary Studies 6.3 (January 2001): 2.1–20. http:/ / / extra.shu.ac.uk/emls/ 06-3/ benkboet.htm; Georgia E. Brown, “Translation and the definition of sovereignty: the case of Elizabeth Tudor,” in Travels and Translations in the Sixteenth Century: Selected Papers from the Second International Conference of the Tudor Symposium (2000), ed. Mike Pincombe, 88–103 (Aldershot: Ashgate, 2004); Jennifer Clement, “The Queen’s Voice: Elizabeth I’s Christian Prayers and Meditations,” Early Modern Literary Studies 13.3 ( January 2008): 1.1–26. http:/ / extra.shu.ac.uk/ emls/ 13-3/ clemquee.htm; Mary Thomas Crane, “ ‘Video et Taceo’: Elizabeth I and the Rhetoric of Counsel,” Studies in English Literature, 1500–1900 28.1 (1988): 1–16; Janet M. Green, “Queen Elizabeth I’s Latin Reply to the Polish Ambassador,” Sixteenth Century Journal 31 (Winter 2000): 987– 1008; Constance Jordan, “States of Blindness: Doubt, Justice, and Constancy in Elizabeth I’s ‘Avec l’aveugler si estrange,’ ” in Reading Monarch’s Writing: The Poetry of Henry VIII, Mary Stuart, Elizabeth I, and James VI/ I, ed. Peter C. Herman, 109–33 (Tempe, AZ: Arizona Center for Medieval and Renaissance Studies, 2002); Leah S. Marcus, “Queen Elizabeth I as Public and Private Poet: Notes towards a New Edition,” also in Reading Monarch’s Writing, 135–53; Steven W. May, “Queen Elizabeth Prays for the Living and the Dead,” in Elizabeth I and the Culture of Writing, ed. Peter Beal and Grace Ioppolo, 201–11 (London: British Library, 2007); Steven W. May and Anne Lake Prescott, “The French Verses of Elizabeth I,” English Literary Renaissance 24.1 (1994): 9–43; James E. Phillips, “Elizabeth 200 Notes I as a Latin Poet: An Epigram on Paul Melissus,” Renaissance News 16 (Winter 1963): 289–98; and Linda Shenk, “Turning Learned Authority into Royal Supremacy: Elizabeth I’s Learned Persona and Her University Orations,” in Elizabeth I: Always Her Own Free Woman, ed. Carole Levin, Jo Eldridge Carney, and Debra Barrett- Graves, 78–96 (Burlington, VT: Ashgate, 2003). 4. Editors Janel Mueller and Leah S. Marcus highlight the need for their collection, Elizabeth I: Autograph Compositions and Foreign Language Originals (henceforth ACFLO), and they emphasize their hope that it will raise awareness of—and appreciation for—Eliza- beth’s skills as a multilingual queen (Chicago: University of Chicago Press, 2003), pp. xxv–xxvi. For editions that contain English trans- lations, see Elizabeth I: Collected Works (henceforth CW), ed. Leah S. Marcus, Janel Mueller, and Mary Beth Rose (Chicago: University of Chicago Press, 2000); Elizabeth I: Translations, 1544–1589, ed. Janel Mueller and Joshua Scodel (Chicago: University of Chicago Press, 2009); Elizabeth I: Translations, 1592–1598, ed. Janel Mueller and Joshua Scodel (Chicago: University of Chicago, 2009); and Queen Elizabeth I: Selected Works, ed. Steven W. May (New York: Washington Square, 2004). 5. May, “Queen Elizabeth Prays for the Living and the Dead,” p. 202. 6. A few of the works that have been most influential in my research on humanism and, in many cases, its relation to early modern polity include: Stephen Alford, The Early Elizabethan Polity: William Cecil and the British Succession Crisis, 1558–1569 (Cambridge: Cambridge University Press, 1998); Warren Boutcher, “Humanism and Literature in Late Tudor England: Translation, the Continental Book and the Case of Montaigne’s Essais,” in Reassessing Tudor Humanism, ed. Jonathan Woolfson, 243–68 (Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2002); Rebecca W. Bushnell, A Culture of Teaching: Early Modern Humanism in Theory and Practice (Ithaca: Cornell University Press, 1996); Jeff Dolven, Scenes of Instruction in Renaissance Romance (Chicago: University of Chicago Press, 2007); Anthony Grafton and Lisa Jardine, From Humanism to the Humanities: Education and the Liberal Arts in Fifteenth- and Sixteenth- Century Europe (London: Duckworth, 1986); John Guy, ed., The Reign of Elizabeth I: Court and Culture in the Last Decade (Cambridge: Cambridge University Press, 1995); James Hankins, ed., Renaissance Civic Humanism: Reappraisals and Reflections (Cambridge: Cambridge University Press, 1999); Arthur F. Kinney, Continental Humanist Poetics: Studies in Erasmus, Castiglione, Marguerite de Navarre, Rabelais, and Cervantes (Amherst: University of Massachusetts Press, 1989); Kinney, Humanist Poetics: Thought, Rhetoric, and Fiction in Sixteenth- Century England Notes 201 (Amherst: University of Massachusetts Press, 1986); A. N. McLaren, Political Culture in the Reign of Elizabeth I: Queen and Commonwealth, 1558–1585 (Cambridge: Cambridge University Press, 1999); David Norbrook, Writing the English Republic: Poetry, Rhetoric and Politics, 1627–1660 (Cambridge: Cambridge University Press, 1999); Markku Peltonen, Classical Humanism and Republicanism in English Political Thought, 1570–1640 (Cambridge: Cambridge University Press, 1995); Mike Pincombe, Elizabethan Humanism: Literature and Learning in the Later Sixteenth Century (Harlow, England: Longman, 2001); and Blair Worden, The Sound of Virtue: Philip Sidney’s “Arcadia” and Elizabethan Politics (London: Yale University Press, 1996). 7. See especially Desiderius Erasmus’ The Education of a Christian Prince, trans. Neil M. Cheshire and Michael J. Heath, ed. Lisa Jardine (Cambridge: Cambridge University Press, 1997); and Sir Thomas Elyot’s The boke named the Gouernour (London, 1531; STC 7635). 8. Collinson, “The Monarchical Republic of Queen Elizabeth I,” Bulletin of the John Rylands University Library of Manchester 69.2 (1986–7): 394–424. 9. Lake, “ ‘The Monarchical Republic of Queen Elizabeth I’ (and the Fall of Archbishop Grindal) Revisited,” in The Monarchical Republic of Early Modern England: Essays in Response to Patrick Collinson, ed. John F. McDiarmid, 129–47 (Aldershot: Ashgate, 2007), pp. 135–37. Collinson expresses his agreement with Lake’s observation in his Afterword to the same collection (pp. 245–60; this comment appears on p. 256). 10. At present, the politics of Elizabeth’s and Edward’s educations are starting to receive more scholarly attention. Aysha Pollnitz is currently working on a monograph that examines the polit- ics surrounding the educations of Tudor and Stuart princes, and she includes a chapter on Elizabeth. Stephen Alford and Charles Beem include Edward VI’s educated persona as a crucial element of the young king’s royal identity. Pollnitz, Princely Education in Sixteenth- Century Britain (in progress); Alford, Kingship and Politics in the Reign of Edward VI (Cambridge: Cambridge University Press, 2002), especially chapter 2; and Beem, “ ‘Have Not Wee a Noble Kynge?’: The Minority of Edward VI,” in The Royal Minorities of Medieval and Early Modern England, ed. Charles Beem, 211–48 (New York: Palgrave Macmillan, 2008), pp. 218–20. 11. In fact, Elizabeth’s pious learning was publicly showcased even before she ascended the throne. John Bale published her transla- tion of Marguerite de Navarre’s Le Miroir de l’âme pécheresse from Geneva in 1548. Therefore, when England and continental Europe first “heard” Elizabeth’s voice, it was the voice of a well- educated, pious princess. Bale published Elizabeth’s translation under the 202 Notes title A Godly Medytacyon of the Christen Sowle. Marc Shell pro- vides Elizabeth’s text and Bale’s version of it in Elizabeth’s Glass (Lincoln, NE: University of Nebraska Press, 1993). 12. Aylmer, An Harborovve for Faithfvll and Trevve Svbiectes, agaynst the late blowne Blaste, concerninge the Gouernment of VVemen . (Strasborowe [London], 1559; STC 1006), I2r. 13. McLaren specifically (and rightly) describes the image of the philosopher- monarch as masculine in Political Culture in the Reign of Elizabeth I, p. 14. Two other works that provide significant studies of women and humanism are Grafton and Jardine, From Humanism to the Humanities, chapter 2; and Mary Ellen Lamb, “The Cooke Sisters: Attitudes toward Learned Women in the Renaissance,” in Silent But for the Word: Tudor Women as Patrons, Translators, and Writers of Religious Works, ed. Margaret Patterson Hannay, 107–25 (Kent, OH: Kent State University Press, 1985). 14. B[ernard] G[arter], The Ioyfull Receyuing of the Queenes most excel- lent Maiestie into hir Highnesse Citie of Norvvich . (London, 1578; STC 11627), G1v- 2r. 15. To honor Elizabeth, the Dutch congregation in Norwich erected a monument that contained this inscription from Matthew 10:16: “Prudens vt serpens, simplex vt columba. / Wise as the Serpent, and meeke as the Doue” (B. G., Ioyfull Receyuing, D1r, D2r). Christ spea ks this line as he sends out the apostles to begin preaching. The full verse 16 reads: “Beholde, I sende you foorth, as sheepe in the mid- dest of woolfes. Be ye therfore wyse as serpentes, and harmelesse as doues.” Matthew Parker, The holie Bible (London, 1568; STC 2099). The image of the wolves in addition to the focus on preaching gives this inscription a strongly Protestant hue, making Elizabeth the divine