the threatened union with Parma's force at Dunkirk. То drive the Spanish vessels out of the harbor, six fire vessels 315. Defeat were "let drive with the flood" at midnight on Sunday, of the Armada (July 29, 1588) Richard Tomson, Letter to Secretary Walsingham July 29. The Spanish captains were compelled to "let slip their anchors and cables, and confusedly to drive one upon another; whereby they were not only put from their roadstead and place where they meant to attend the coming of the Duke of Parma, but did much hurt one to another of themselves." The English attacked in the morning, and continued the fight for eight hours, refusing to grapple, but pouring broadsides of cannon shot and musketry into their bulky opponents. "I tell you, on the credit of a poor gentleman," says the commander of one vessel, "that there were five hundred discharges of demicannon, culverin, and demi-culverin, from the Vanguard." The Spanish fire was still heavier, but ineffective. Throughout the action the English lost fewer than a hundred men, and not a single ship, while they inflicted enormous damage on the Armada - so much that after sixteen of the best ships had been destroyed and many others made unseaworthy, the commander gave orders to retreat northward. The English pursued them as far as the Forth, and then desisted for lack of shot, powder, and provisions. Then fierce gales set in, and while the damaged English vessels were able to reach shelter at Margate (p. 385), the Spanish, less manageable, were driven before the gale, and wrecked on the coasts of Norway, Scotland, and Ireland, while striving to return home around the north of Scotland. Eleven hundred bodies were washed ashore in Sligo Bay alone. Less than half the original force, both of ships and of men, reached Spain three months later. The defeat of the Armada crippled Spain for the time, by draining her treasury, exposing her commerce to capture, and insuring the loss of the Netherlands. On England the effect was just the reverse. The spirit of nation 316. Continued struggle with Spain ality and of loyalty was stimulated in the highest degree, and old adventurers like Drake and the younger and more ambitious fire-eaters like Essex were eager to pursue the war and reap all possible advantage from Spain's crushing defeat. The result was a series of attacks on Spanish ports and. on Spanish shipping in which English seamen performed prodigies of valor and directed Spanish gold into English coffers. In one of these engagements, ten English merchant vessels took captive twelve Spanish war galleys in the Strait of Gibraltar; in another, Sir Richard Grenville, caught off the Azores by a fleet of fifty Spanish vessels, fought them with his one little ship, the Revenge, from three in the afternoon until daybreak of the following day, and yielded only under pressure from his crew, when he himself was mortally wounded. of Eliza beth's reign Philip, in spite of his ill success, clung to the idea of invading England, and raised a second Armada (1596) only to see it wrecked like the first by a terrible storm. He then 317. Close joined with the Pope in stirring up rebellion in northern. Ireland, where the people were induced to range themselves under the leadership of the Earl of Tyrone, head of the O'Neils in Ulster. Elizabeth gave to her latest favorite, the Earl of Essex, an opportunity to win glory by reducing the island to submission. His expedition, however, was wretchedly managed, and in a few months he concluded a peace with the rebels in violation of explicit orders, and returned to England without leave (1599). Later, when summoned before the Star Chamber to account for repeated violations of discipline, Essex foolishly attempted to raise a rebellion among the citizens of London; but the loyalty of the masses to Elizabeth was now invincible, and Essex was arrested and paid the penalty of treason on the block early in 1601. His successor in Ireland, Lord Mountjoy, was more able and more merciless. In three years he defeated the Irish and their Spanish allies, won and fortified district after district, and finally starved the country mary into submission. Meanwhile the aged queen was rapidly failing in health, and in March, 1603, she died, at seventy years of age, having ruled England for more than forty-four years. Elizabeth's birth, her political entanglements, the misfortune of her relationship to Mary Stuart, left her no choice 318. Sum- save to make Protestantism the official religion of the English state. Circumstances, too, by confronting her with a foolhardy and over-confident enemy, enabled her to defeat the Armada, and opened the way to colonial empire and commercial leadership. But circumstances would have availed but little had not the queen known how to profit by opportunity, to cajole, deceive, outwit her enemies on the Continent, to win the love of her subjects, to kindle a national spirit of patriotism, to make her nation great through her own greatness. With this knowledge she easily placed England in the front rank among the European powers; and while she ruled almost as an absolute monarch (there were but thirteen sessions of Parliament in her forty-four years of reign), she gave to England a government "for the people" in harmony with their desires. "Though you have had and may have Tracts, 1.244 many mightier and wiser princes sitting in this seat," she said in her last address to the House of Commons, "yet you never had nor shall have any that will love you better." Somers's Suggestive topics TOPICS (1) What was the real objection of the Puritans to the observances mentioned in § 302 ? (2) What considerations made the task of the English Jesuits difficult? (3) Why was the Act of Uniformity thought to be necessary? (4) Compare the absolutism of Elizabeth with that of her father. (5) What motives led Elizabeth to aid, and what made her hesitate to aid, Mary Stuart's enemies in Scotland? (6) Prove that Mary Stuart strengthened her son's claim to succeed Elizabeth by marrying Darnley. (7) What advantage did Elizabeth gain from Mary's long confinement in England? (8) What geographical and racial conditions caused the Netherlands to divide into two sections? (9) What varied advantages did Elizabeth gain from the continued strife in the Netherlands? (10) What previous monarch fostered immigration from Flanders? (11) A character sketch of Elizabeth from contemporary sources. Search (12) Sir Philip Sidney in the Netherlands. (13) Bull baiting, bear topics baiting, and other amusements of the period. (14) The entertainment of Elizabeth at Leicester's castles as depicted in Scott's Kenilworth. (15) The work of John Knox in Scotland. (16) Drake's voyage around the world. (17) Incidents of the Armada. REFERENCES See maps, pp. 280, 384, 385; Gardiner, School Atlas, maps 23- Geography 26; Poole, Historical Atlas, maps xxxi. lii.; Reich, New Students' Atlas, maps 21, 22, 23. authorities Bright, History of England, II. 488-580; Gardiner, Student's Secondary History, chs. xxviii.-xxx.; Ransome, Advanced History, 448-482; Green, Short History, 369-420, 442-474, — History of the English People, bk. vi. chs. iii.-vi.; Montague, Introduction to Constitutional History, ch. viii.; Creighton, Age of Elizabeth; Brewer, Student's Hume, chs. xviii. xix.; Lingard, History of England, V.; Froude, History of England, VII.-XII., - English Seamen in the Sixteenth Century; Beesly, Queen Elizabeth; Macaulay, Lord Burleigh (essay); Motley, The United Netherlands, ch. xix.; Rawson, Twenty Naval Battles, chs. iv. v. ; Corbett, Drake and the Tudor Navy,— The Successors of Drake; L. Creighton, Sir Walter Raleigh; Rodd, Sir Walter Raleigh, chs. i.-iii. v. vi. viii.-x.; Taswell-Langmead, Constitutional History, ch. xii.; Lawless, Ireland, chs. xxiv.-xxx. ; McCarthy, Outline of Irish History, ch. iv.; Burton, History of Scotland, IV.; Lang, History of Scotland, II. chs. iv.-xiii. Adams and Stephens, Select Documents, nos. 167-180; Colby, Sources Selections from the Sources, nos. 61-64; Kendall, Source-Book, ch. ix.; Gee and Hardy, Documents of Church History, nos. lxxvii.lxxxvii.; Prothero, Statutes and Constitutional Documents, 1-249; Cunningham, English History from Original Sources, 1558–1603; Henderson, Side Lights on English History, 1-32; Rait, Mary Queen of Scots; Payne, Voyages of Elizabethan Seamen. See New England History Teachers' Association, Syllabus, 248-249,Historical Sources, § 55. C. Kingsley, Westward Ho; Scott, Kenilworth, The Abbot; Illustrative Tennyson, The Revenge; Yonge, Unknown to History. works CHAPTER XX. INTELLECTUAL, INDUSTRIAL, AND SOCIAL PROGRESS WITH the restoration of order under the Tudors, the Renais sance impulse toward intellectual culture reached England. 319. The revival of learning in England Then, enriched by the wealth drawn from new industries or pillaged from Spain, Englishmen like the Earl of Surrey, Thomas Earl of Sackville, and Sir Philip Sidney visited France and Italy to acquire the culture of the BLUNDELL'S SCHOOL, TIVERTON, FOUNDED 1604. Built partly of timbers from the Armada, gathered on the Cornish coast. Continent. Others studied at Oxford with foreign-trained teachers like Grocyn and Colet, the first English teachers of Greek; or at Cambridge with Erasmus, a Dutch scholar who had been attracted to England by the new enthusiasm for |