“And why should not these men (the teachers) have both this sufficiency in learning, and such room to rest in, thence to be chosen and set forth for the common service? Be either children or schools so small a portion of our multitude? or is the framing of young minds, and the training of their bodies so mean a point of cunning? Be schoolmasters in this Realm such a paucity, as they are not even in good sadness to be soundly thought on? If the chancel have a minister, the belfry hath a master: and where youth is, as it is eachwhere, there must be trainers, or there will be worse. He that will not allow of this careful provision for such a seminary of masters, is most unworthy either to have had a good master himself, or hereafter to have a good one for his. Why should not teachers be well provided for, to continue their whole life in the school, as _Divines_, _Lawyers_, _Physicians_ do in their several professions? Thereby judgment, cunning, and discretion will grow in them: and masters would prove old men, and such as _Xenophon_ setteth over children in the schooling of _Cyrus_. Whereas now, the school being used but for a shift, afterward to pass thence to the other professions, though it send out very sufficient men to them, itself remaineth too too naked, considering the necessity of the thing. I conclude, therefore, that this trade requireth a particular college, for these four causes. 1. First, for the subject being the mean to make or mar the whole fry of our State. 2. Secondly, for the number, whether of them that are to learn, or of them that are to teach. 3. Thirdly, for the necessity of the profession, which may not be spared. 4. Fourthly, for the matter of their study, which is comparable to the greatest professions, for language, for judgment, for skill how to train, for variety in all points of learning, wherein the framing of the mind, and the exercising of the body craveth exquisite consideration, beside the staidness of the person.” (_PP._, 9 pp. 248, 9.) § 12. Though once a celebrated man, and moreover the master of Edmund Spenser, Mulcaster has been long forgotten; but when the history of education in England comes to be written, the historian will show that few schoolmasters in the fifteen hundreds or since were so enlightened as the first headmaster of Merchant Taylors’.[56] IX. RATICHIUS. (1571-1635.) § 1. The history of Education in the fifteen hundreds tells chiefly of two very different classes of men. First we have the practical men, who set themselves to supply the general demand for instruction in the classical languages. This class includes most of the successful schoolmasters, such as Sturm, Trotzendorf, Neander, and the Jesuits. The other class were thinkers, who never attempted to teach, but merely gave form to truths which would in the end affect teaching. These were especially Rabelais and Montaigne.