The Schoolmaster
Edited by Lawrence V. Ryan.
Ithaca: Cornell University Press, 1967.
Roger Ascham was an English humanist who espoused many of the ideals and values of the Quattrocento. Similar to Elyot, Ascham recognized the political and social change in England and, as a result, believed in the proper training of an aristocracy which would wisely administer the kingdom for the Tudors. Many of the ideas in Ascham's work are not original, yet they still remain important aspects to consider. This English humanist supported such tenets as: the importance of rearing children from infancy since education started in the cradle rather than the classroom; praise, not punishment, is a better stimulus to learning; systems of education are made for children, not the reverse; and more is learned through clear illustrations and cogent example instead of through rote memorization.
Ascham forfeited his career in the university for a position in the court. He served as a private tutor to the young Elizabeth and also occupied the position of Latin Secretary under Mary and Elizabeth. During his two years as Elizabeth's tutor, Ascham tried to educate his pupil according to the best ideals of contemporary religious humanism. Fifteen years later, Ascham would speak of the same aims in The Schoolmaster. In the first part of his work, Ascham examines how to detect a child's aptitude and suggests the best means of getting a young person interested in his studies. Ascham is a supporter of gentleness in education and his work also contains information on moral training.
The second part of Ascham's book concerns the main purpose of the book: the principles of grammar. The author of The Schoolmaster emulated his models Quintillian and Cicero who both stressed excellence in discourse more than right conduct. In human affairs, Ascham believed virtue exerted little influence when the speaker lacked eloquence. Perhaps Ascham is most famous for was his insight into practical teaching methods. This was especially the case with the teaching of Latin. Translatio Linguarum or double translation was used by Ascham for beginning pupils. A later practice used by Ascham in teaching Latin was Imitatio or the shaping of one's style upon the finest models. In addition to outlining and demonstrating the use of the method for analyzing examples of imitation, Ascham also expressed opinions on the strengths and weaknesses of the classical authors.
In regard to the rearing of the young, Ascham held parents responsible for instilling obedience and discipline in their children. Learning was more valuable than experience according to Ascham, and he quotes Erasmus: "Experience is the common schoolhouse of fools and ill men; men of wit and honesty be otherwise instructed."
Top of page