Lady Jane Grey - Early Life and Education

Early Life and Education

Lady Jane Grey was the eldest daughter of Henry Grey, 1st Duke of Suffolk, and his wife, Lady Frances Brandon. The traditional view is that she was born at Bradgate Park in Leicestershire in October 1537, while more recent research indicates that she was born somewhat earlier, possibly in London, in late 1536 or in the spring of 1537. Lady Frances was the daughter of Mary Tudor, Queen of France, the younger sister of Henry VIII. Jane had two younger sisters, Lady Catherine Grey and Lady Mary Grey; through their mother, the three sisters were great-granddaughters of Henry VII, grandnieces of Henry VIII, and first cousins once removed of Edward VI. Jane received a first-rate humanist education, studying Latin, Greek and Hebrew with John Aylmer, and Italian with Michelangelo Florio. Through the influence of her father and her tutors, she became a committed Protestant and also corresponded with the Zürich reformer, Heinrich Bullinger.

Jane preferred book studies to hunting parties and regarded her strict upbringing, which was well-meant and typical of the time, as harsh. To the visiting scholar Roger Ascham, who found her reading Plato, she is said to have complained:

"For when I am in the presence either of father or mother, whether I speak, keep silence, sit, stand or go, eat, drink, be merry or sad, be sewing, playing, dancing, or doing anything else, I must do it as it were in such weight, measure and number, even so perfectly as God made the world; or else I am so sharply taunted, so cruelly threatened, yea presently sometimes with pinches, nips and bobs and other ways (which I will not name for the honour I bear them) ... that I think myself in hell."

In early February 1547 Jane was sent to live in the household of Thomas Seymour, who soon married Henry VIII's widow, Catherine Parr. Jane lived with the couple until the death of Queen Catherine in childbirth in September 1548.

Read more about this topic:  Lady Jane Grey

Famous quotes containing the words early life, early, life and/or education:

    ... goodness is of a modest nature, easily discouraged, and when much elbowed in early life by unabashed vices, is apt to retire into extreme privacy, so that it is more easily believed in by those who construct a selfish old gentleman theoretically, than by those who form the narrower judgments based on his personal acquaintance.
    George Eliot [Mary Ann (or Marian)

    Even today . . . experts, usually male, tell women how to be mothers and warn them that they should not have children if they have any intention of leaving their side in their early years. . . . Children don’t need parents’ full-time attendance or attention at any stage of their development. Many people will help take care of their needs, depending on who their parents are and how they chose to fulfill their roles.
    Stella Chess (20th century)

    Is it not enough to make me come back to life out of spite, to have someone who spat in my face while I existed come and rub my feet when I am beginning to exist no longer?
    Michel de Montaigne (1533–1592)

    I am not describing a distant utopia, but the kind of education which must be the great urgent work of our time. By the end of this decade, unless the work is well along, our opportunity will have slipped by.
    Lyndon Baines Johnson (1908–1973)