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§ 4. But there is good reason why Mulcaster should not be forgotten. When we read his books we find that wisdom which we are importing in the nineteenth century was in a great measure offered us by an English schoolmaster in the sixteenth. The latest advances in pedagogy have established (1) that the end and aim of education is to develop the faculties of the mind and body; (2) that all teaching processes should be carefully adapted to the mental constitution of the learner; (3) that the first stage in learning is of immense importance and requires a very high degree of skill in the teacher; (4) that the brain of children, especially of clever children, should not be subjected to “pressure”; (5) that childhood should not be spent in learning foreign languages, but that its language should be the mother-tongue, and its exercises should include handwork, especially drawing; (6) that girls’ education should be cared for no less than boys’; (7) that the only hope of improving our schools lies in providing training for our teachers. These are all regarded as planks in the platform of “the new education,” and these were all advocated by Mulcaster.