Catherine belonged to a large family as her parents had five children who survived infancy. The eldest, named Isabella after her mother, was born within a year of the marriage. Then there was a lengthy gap, occasioned in part by miscarriages possibly triggered by the Queen’s active service in the wars against the Moors. At last, a son, Juan, was born in 1478, followed in quick succession by three younger children, all girls: Juana, Maria and finally Catherine, the baby of the family.
Juan, as heir, was the apple of his parents’ eye. But Catherine, as the youngest, was something of a favourite too. Ferdinand proclaimed that he loved her ‘entirely’: ‘for ever’, he explained, ‘she hath loved me better than any of my other children’. For the Queen, actions spoke louder than words, and in 1489, when Catherine was only three, Isabella held her up in public to watch a ceremonial bullfight.1
Nor was this an isolated gesture, since Isabella was as hands-on as a parent as she was at everything else. She kept her daughters with her even on campaign and in 1491, for instance, at the siege of Granada, Catherine, her mother and sisters had to flee in the night when the Queen’s tent caught fire. More importantly, Isabella also supervised the girls’ education herself. She has been much praised–especially in this feminist age–for giving them almost as academically serious an education as their brother. But, as we shall see, there were some curious gaps in their training which in time were to cost Catherine dear.
Isabella’s own education had been entirely conventional. She had been taught the rudiments of the Faith, housewifely skills and how to read and write Spanish. All these, especially the first, she passed on to her daughters. But, as an adult sovereign, she had also learned some Latin. There were practical reasons for this, since Latin was the prime language of law, government and, above all, of the diplomacy which she and Ferdinand were weaving across the courts of Europe like a spider’s web. But Isabella, like Ferdinand, also had a larger vision and it seems certain that she saw the New Learning (as the reformed Classical curriculum came to be known) in the same light as the New World, as a territory to be conquered for her family and her Faith. And her daughters were to share in this inheritance as much as her son.
Isabella was greatly aided in her efforts by the close relations between Spain and Italy, which were the fountainhead of the New Learning. Leading Italian Humanists, as exponents of the new studies were known, flocked to Spain and some of the best were retained in Isabella’s service to educate her children. The most important was Pietro Martire d’Anghierra, known in English as Peter Martyr. His specific brief lay in the re-education of the nobility and the royal children above all. ‘I was the literary foster-father of almost all the princes, and of all the princesses of Spain,’ he boasted. Catherine’s personal tutors, however, were two brothers: Antonio Geraldini and, after his death, his younger sibling, Alessandro.
Under their supervision, Catherine embarked on a formidable course of Latin literature. But it was not by the Pagan authors familiar to us. This is because they were considered risqué or, in the case of the poets, downright corrupting. So Catherine’s direct acquaintance with works of the Golden Age of the Roman Republic and Empire was limited: to the moralists, including Seneca, and to the historians, who were also studied as a source of moral example. Otherwise, her reading was drawn largely from the first centuries of the Christian world: the Christian Latin poets, Prudentius and Juventus, and the Latin Fathers of the Church, Ambrose, Augustine, Gregory and Jerome.
This was Classical Lite, a mélange of authors who, with the exception of Augustine, are now largely forgotten, at least as literature. But then they were highly valued–as was Catherine’s achievement in mastering them. She ‘loves good literature, which she has studied with success since childhood’, wrote the great Dutch scholar Erasmus, who later got to know her well. But what excited his admiration most was the fact that she had done all this as a woman. She ‘is astonishingly well read’, he wrote on another occasion, ‘far beyond what would be surprising in a woman’.
What are also surprising, however, are the gaps in Catherine’s education. She, like her siblings, was taught to dance and she performed confidently in public. Otherwise, there are no signs of musical skills or training, either instrumental or vocal. She was familiar with one of the great cycles of chivalric romance–if the presence in her mother’s library of three well-thumbed volumes, in Spanish, of the tales of King Arthur and the Round Table is anything to go by. But it seems unlikely that she had read anything of the poetry of Courtly Love, and it is practically certain that she had never joined in its fancifully erotic games. Now, for a Christian Humanist, like Erasmus, the omission of such trivialities from Catherine’s education was a positive virtue. But then Erasmus never had to make his way in royal Courts. Catherine and her sisters did: they were destined to have to woo husbands, to win friends and to influence people. In all of these, the Courtly arts, music, poetry and the game of love were the favoured instruments–especially for a lady. Isabella’s daughters were sent out utterly untrained in them. Was it because Isabella herself was too mannish, or at least too successful a woman in a man’s world, to care about such things? Was it because Isabella’s entourage, perpetually on the move and almost always at war, was too much of a camp and too little of a Court for a Court culture to develop? Or was it, finally, because Spain was too isolated from the European mainstream?
If it were the last, the puzzle of Catherine’s education deepens. For it was, precisely, the mission of Catherine and her sisters to end Spanish isolation. They were to marry foreign princes and, deploying the superior education which they had been given for the purpose, to bend their husbands and their husbands’ lands to the service of Spanish interests. That at least was the theory. The practice was less impressive. For not only were these girls entirely lacking in Courtly skills, they were also sent out, as consorts to foreign rulers, with no training in foreign languages. They could speak Spanish, which scarcely anyone spoke abroad, and Latin, which only the clergy and diplomats did. But their education did not equip them to converse in the languages of their husbands. It was not an education for effective pillow-talk.2