Some apology is needed for the presentation of an Elizabethan writer to English readers in any form but that of the original text. The justification of the present volume must lie in the fact that in the three centuries and more that have elapsed since the educational writings of Richard Mulcaster were given to the world, they have entirely failed to gain acceptance as literature. This neglect of one of our most interesting and important educationists is no doubt chiefly to be regarded as part of the general indifference which until recently the British public has consistently shown to all discussion of educational problems, but when we consider the reputation of Mulcaster’s contemporary, Roger Ascham, who had far less to say, but knew how to say it with lucidity and grace, we are constrained to admit that Mulcaster has lost his opportunity of catching the world’s ear, and that if his writings are to be known and appreciated as they deserve by this generation, it must be rather for their substance than for their literary style. It is true that the serious student may now be trusted to investigate for himself the thoughts of earlier authors in spite of difficulties of form and expression, but the general reader will expect more help than, in the case of Mulcaster at least, is at present available. Theearlier of his two chief works, thePositions, published in 1581, was out of print for 300 years, until the issue in 1888 of an almost facsimile edition by the late Mr. Quick, to whom the credit of discovering this author is mainly due, while the second work, theElementarie, has never been reprinted at all. It is safe to assume that not many readers will care to possess themselves of the somewhat expensive reprint of the former work, or to institute a search for one of the rare copies of the original and only edition of the latter. And if these books were to be made more accessible, it seemed worth while at the same time to present them in such a form that they should be readily intelligible to the ordinary reader. In the case of an acknowledged literary classic it may be inadmissible to tamper even with the type and spelling, far more with the phraseology and arrangement of sentences, but such scruples would be out of place with the author now in question. An attempt has been made to remove all gratuitous hindrances to a full understanding of the author’s meaning, while omitting nothing that is at once characteristic and significant. It is hoped that in the process of adaptation as little as possible has been lost of the quaint flavour of the original, and of the gifts of expression that Mulcaster undoubtedly possessed, however much these were obscured by the euphuistic tendency and the somewhat laboured construction that marked the prose of his time.
J. O.
PAGEThe method of treatment,1The purpose of writing,2Reasons for writing in English,4First principles,4The use of authority,7The ideal and the possible,11When school education should begin,12Risk of overpressure,13Mens Sana in corpore sano,14Physical exercise needs regulation,15Physical and mental training should go together,15Exercise specially necessary for students,16The best kinds of exercise,17Football as a form of exercise,17Is education to be offered to both sexes?18All cannot receive a learned education,19Choice of scholars both from rich and poor,20The number of scholars limited by circumstances,21The number of scholars kept down by law,22Talent not peculiar either to rich or poor,22Choice of those fit for learning,23How the choice of scholars, should be determined,24Grounds for promotion,25Co-operation of parents,27Admission into colleges,28Preferment to degrees,29Natural capacity in children,30Encouragement better than severity,32Moral training falls chiefly on parents,32Elementary instruction—reading,33The vernacular first,34Material of reading,35Writing,36Elementary period a time of probation,37Drawing,37Music,39Four elementary subjects,42Study of languages,44Follow nature,45Education of girls,50Aim of education for girls,53When their education should begin,54All should have elementary education,55Higher studies for some,57What higher studies are suitable,58Who should be their teachers,60The education of young gentlemen,60Private and public education,61What should a gentleman learn?65What makes a gentleman?68Learning useful to noblemen,70Course of study for a gentleman,72Foreign travel,73Gentlemen should take up the professions,77The training of a prince,78Boarding-schools,79School buildings,82Best hours for study,84Elementary teacher most important,85The grammar school teacher,87The training of teachers,90University reform,91A college for languages,92A college for mathematics,93A college for philosophy,95Professional colleges,96General study for professional men,96A training college for teachers,97Use of the seven colleges,98Uniting of colleges,99University readers,100Evils of overpressure,101Limit of elementary course,103Difficulties in teaching,104Uniformity of method,105Choice of school books,110School regulations,113Punishments,113Condition of teachers,117Consultation about children,118Systematic direction,121The standard of English spelling,124The Peroration,171Critical Estimate,209