The example of the Virgin Queen was held up to the youth of England for their imitation. Elizabeth's education had been most zealously cared for. To her remarkable aptitude for learning she added a studious disposition. At an early age she was an accomplished linguist; the sciences were familiar to her, she "understood the principles of geography, architecture, the mathematics, and astronomy." Her studies, save one, however, she regarded rather in the light of pastime; to the exception--history--she "devoted three hours a day, and read works in all languages that afforded information on the subject." Thus was her mind stored with the philosophy of history; men and events in their ever changing relations were an open book to her. Hence, when the responsibilities of sovereignty devolved upon her she was resourceful and prompt. Whether dealing with her ambitious subjects, or receiving the wily ambassador of a foreign power, her poise could not be disturbed. With the example and influence of the Tudor princesses before them, the women least needed the exhortation to intellectual attainments. It was said by a foreign scholar who visited England in the middle of the sixteenth century that "the rich cause their sons and daughters to learn Latin, Greek, and Hebrew, for, since this storm of heresy has invaded the land, they hold it useful to read the Scriptures in the original tongue." With all the profession of knowledge which was assumed by the people of this age, there went a great deal of pedantry. It became very tiresome to listen to the conversations of select bodies of the devotees of the new wisdom, who had touched but the skirts of the garments of the Muses. The great number of literary coxcombs and dilettanti who were scribbling Latin verse and propounding philosophical theses, or pronouncing upon new theological views, serves to impress one with the superficiality of the learning of the day, so far as is concerned the great body of its professed disciples, while in contrast to these we are led to respect more profoundly the genuine attainments of the brilliant group of men and women who made the reign of Elizabeth illustrious for its varied and almost matchless learning. In spite of all the pretence to learning on the part of the great mass of women who had neither the taste nor the capacity to drink deep at the Pyrenean spring, it must be said that in no other period of English history has there been shown such marked and general eagerness for knowledge as in the sixteenth century, nor has any other period exhibited such a galaxy of great women. The wide diffusion of a love of literature is in striking contrast to the literary dearth of the preceding centuries.