And it is equally difficult to state whether humanistic or social elements prevail in Locke’s _Thoughts_, the _Gargantua_ of Rabelais (1495-1553), the _Positions_ of Mulcaster (1530-1611), and other treatises of the period. It is true, of course, that in certain other works written upon the training of the aristocracy, social realism is more exclusively stressed. The titles of most of these reveal their content, as can easily be seen in the case of such productions as Castiglione’s _The Courtier_ (1528), Elyot’s _The Governour_ (1531), Peacham’s _The Compleat Gentleman_ (1622), and Brathwaite’s _The English Gentleman_ (1630). But, in most of the early realistic works, humanistic and social elements are inextricably interwoven; and humanistic and social realism, taken together, seem to constitute a natural bridge from humanism over to sense realism. [Sidenote: Other suggestions in the early realists.] [Sidenote: But their influence was indirect.] =The Influence of the Innovators upon Education.=--There is, however, a variety of other brilliant educational suggestions in each of these early realists. All of them hold to a broader and better rounded training and more natural and informal methods than those in vogue. Mulcaster even advocates universal elementary education, the professional training of teachers, and the education of girls, and undertakes to make a naïve analysis of the mind as the basis of a philosophy of education. So suggestive have the recommendations of the early realists proved to modern education that these authors are often known as the ‘innovators.’ Yet their theories do not seem to have affected greatly the educational practice of the times. They did tend to disrupt traditionalism and the formal humanism, to bring education into touch with society and preparation for real life, and to popularize a wider content and a more informal procedure, but their influence appeared through their successors and later education rather than directly in the schools of the period. Locke, for instance, in addition to the influence he had upon Rousseau, Pestalozzi, and other reformers, must in some measure have been responsible for the great development of the physical and ethical sides of education in the public and grammar schools of England, together with the tendency of these institutions to consider such aspects of rather more importance than the purely intellectual. His plea for a tutor as the means of shaping manners and morals has also probably had its effect upon the education of the English aristocracy. [Sidenote: Training for the nobility in modern languages, chivalric arts, and the sciences.] [Sidenote: Absorbed into secondary system.]