Most of the men in Elizabeth's court had attended a university, such as Francis Bacon, son of the Lord Keeper, who became a writer, attorney, member of the Commons, and experimental philosopher; and Walter Ralegh, the writer and sea fighter, who had a humble origin. Many wives and daughters of Privy Councilors attended the Queen in her privy chamber. Most of the knights or gentlemen of the royal household were also members of Parliament or Justices of the Peace for certain districts in the counties. Instead of the office of Chancellor, which was the highest legal office, Elizabeth appointed a man of common birth to be Lord Keeper of the Great Seal; she never made a Lord Keeper a peer. Elizabeth encouraged her lords to frankly make known their views to her, in public or in private, before she decided on a course of action. She had affectionate nicknames for her closest courtiers, and liked to make puns. The rooms of the Queen were arranged as they had been under Henry VIII: the great hall was the main dining room where the servants ate and which Elizabeth attended on high days and holidays; the great chamber was the main reception room, where her gentlemen and yeomen of the guard waited; the presence chamber was where she received important visitors; beyond lay her privy chamber and her bedchamber. She ate her meals in the privy chamber attended only by her ladies. She believed that a light supper was conducive to good health. The Lord Chamberlain attended the Queen's person and managed her privy chamber and her well-born grooms and yeomen and ladies-in-waiting. The Lord Steward managed the domestic servants below the stairs, from the Lord Treasurer to the cooks and grooms of the stable. The court did not travel as much as in the past, but became associated with London. Elizabeth took her entire court on summer visits to the country houses of leading nobility and gentry. Courtiers adopted symbolic "devices" as statements of their reaction to life or events, e.g. a cupid firing arrows at a unicorn signified chastity under attack by sexual desire. They carried them enameled on jewels, had them painted in the background of their portraits, and sometimes had them expressed on furniture, plate, buildings, or food.
The authority of the Queen was the authority of the state. Elizabeth's experience led her to believe that it was most important for a monarch to have justice, temperance, magnanimity, and judgment. She claimed that she never set one person before another, but upon just cause, and had never preferred anyone to office for the preferrer's sake, but only when she believed the person worthy and fit for the office. She never blamed those who did their best and never discharged anyone form office except for cause. Further, she had never been partial or prejudiced nor had listened to any person contrary to law to pervert her verdicts. She never credited a tale that was first told to her and never corrupted her judgment with a censure before she had heard the cause. She did not think that the glory of the title of monarch made all she did lawful. To her, clemency was as eminent in supreme authority as justice and severity.
Secular education and especially the profession of law was now the route for an able but poor person to rise to power, rather than as formerly through military service or through the church.
The first stage of education was primary education, which was devoted to learning to read and write in English. This was carried out at endowed schools or at home by one's mother or a tutor. The children of the gentry were usually taught in their homes by private teachers of small classes. Many of the poor became literate enough to read the Bible and to write letters. However, most agricultural workers and laborers remained illiterate. They signed with an "x", which represented the Christian cross and signified its solemnity. Children of the poor were expected to work from the age of 6 or 7.
The next stage of education was grammar [secondary] school or a private tutor. A student was taught rhetoric (e.g. poetry, history, precepts of rhetoric, and classical oratory), some logic, and Latin and Greek grammar. English grammar was learned through Latin grammar and English style through translation from Latin. As a result, they wrote English in a Latin style. Literary criticism was learned through rhetoric. There were disputations on philosophical questions such as how many angels could sit on a pin's point, and at some schools, orations. The students sat in groups around the hall for their lessons. The boys and some girls were also taught hawking, hunting and archery. There were no playgrounds. The grammar student and the undergraduate were tested for proficiency by written themes and oral disputations, both in Latin. The middle classes from the squire to the petty tradesman were brought into contact with the works of the best Greek and Roman writers. The best schools and many others had the students read Cicero - the "De Officiis", the epistles and orations; and some of Ovid, Terence, Sallust, Virgil, some medieval Latin works, the "Distichs" of Cato, and sometimes Erasmus and Sir Thomas More. The students also had to repeat prayers, recite the Lord's Prayer and the Ten Commandments, and to memorize catechisms. Because the students came from the various social classes such as gentlemen, parsons, yeomen, mercers, and masons, they learned to be on friendly and natural terms with other classes. A typical school-day lasted from 7:00 AM to 5:00 PM. There were so many grammar schools founded and financed by merchants and guilds such as the Mercers and Fishmongers that every incorporated town had at least one. Grammar schools were headed by schoolmasters, who were licensed by the bishop and paid by the town. Flogging with a birch rod was used for discipline. However, the grammar schools did not become the breeding grounds for humanist ideas because the sovereigns were faced with religious atomism and political unrest, so used the grammar schools to maintain public order and achieve political and religious conformity.
Many grammar schools had preparatory classes called "petties" for boys and girls who could not read and write to learn to do so. The girls did not usually stay beyond the age of nine. This was done by a schoolmaster's assistant, a parish clerk, or some older boys.
Some founders of grammar schools linked their schools with particular colleges in the universities following the example of Winchester being associated with New College, Oxford; and Eton with King's College, Cambridge. The new charter of Westminster in 1560 associated the school with Christ Church, Oxford and Trinity College, Cambridge.
The government of Oxford University, which had been Catholic, was taken from the resident teachers and put into the hands of the Vice-Chancellor, Doctors, Heads of Colleges, and Proctors. Cambridge already had a strong reformed element from Erasmus' influence. Oxford University and Cambridge University were incorporated to have a perpetual existence for the virtuous education of youth and maintenance of good literature. The Chancellors, masters, and scholars had a common seal. Oxford was authorized to and did acquire its own printing press. Undergraduate students entered about age 16 and resided in rooms in colleges rather than in scattered lodgings. The graduate fellows of the college who were M.A.s of under three years standing had the responsibility, instead of the university, for teaching the undergraduates. This led many to regard their fellowship as a position for life rather than until they completed their post-graduate studies. But they were still required to resign on marrying or taking up an ecclesiastical benefice. The undergraduates were fee-paying members of the college or poor scholars. Some of the fee-paying members or gentlemen-commoners or fellow-commoners were the sons of the nobility and gentry and even shared the fellows' table. The undergraduate students were required to have a particular tutors, who were responsible for their moral behavior as well as their academic studies. It was through the tutors that modern studies fit for the education of a Renaissance gentleman became the norm. Those students not seeking a degree could devise their own courses of study with their tutors permission. Less than about 40% stayed long enough to get a degree. Many students who were working on the seven year program for a Master's Degree went out of residence at college after the four year's "bachelor" course. Students had text books to read rather than simply listening to a teacher read books to them.
In addition to the lecturing of the M.A.s and the endowed university lectureships, the university held exercises every Monday, Wednesday, and Friday in which the student was meant through disputation, to apply the formal precepts in logic and rhetoric to the practical business of public speaking and debate. Final examinations were still by disputation. The students came to learn to read Latin easily. Students acted in Latin plays. If a student went to a tavern, he could be flogged. For too elaborate clothing, he could be fined. Fines for absence from class were imposed. However, from this time until 1945, a young man's university days were regarded as a period for the "sowing of wild oats".
All students had to reside in a college or hall, subscribe to the 39 articles of the university, the Queen's supremacy, and the prayer book. Meals were taken together in the college halls. The universities were divided into three tables: a fellows' table of earls, barons, gentlemen, and doctors; a second table of masters of arts, bachelors, and eminent citizens, and a third table of people of low condition. Professors, doctors, masters of arts and students were all distinguishable by their gowns.