DEDICATIONS & PREFACES

For the more shamefully an honourable and worthy profession was abused by the folly and audacity of dull-witted and unprincipled men with the direst consequences to the state, the more earnestly
should the better citizens have put up a resistance to them and taken thought for the welfare of the republic.  . . . Therefore, in my opinion at least, men ought none the less to devote themselves to the study of
eloquence although some misuse it both in private and in public affairs. And they should study it the more earnestly in order that evil men may not obtain great power to the detriment of good citizens and the common disaster of the community.  
--Cicero, De Finibus II

Rhetoric . . . is strictly speaking the formal study by which we attain the art of eloquence . . ..  It is now, indeed, fallen from its old renown and is well nigh a lost art.  In the Law-Court, in the Council, in the popular Assembly, in exposition, in persuasion, in debate, eloquence finds
no place now-a-days: speed, brevity, homeliness are the only qualities desired.   Oratory, in which our forefathers gained so great glory for themselves and for their language, is despised: but our youth, if they would earn the repute of true education, must emulate their ancestors in this accomplishment.
--Petrus Paulus Vergerius, The New Education (c. 1400)

Good was that orator which could do so much, and wise was that king
which would use such a mean.  For if the worthiness of eloquence may
move us, what worthier thing can there be than with a word to win cities and whole countries.  If profit may persuade, what greater gain may we have than without bloodshed to achieve a conquest?  If pleasure may provoke us, what greater delight do we know than to see a whole multitude with the only talk of a man ravished and drawn which way him liketh best to have them?  Boldly then may I adventure and without fear step forth to offer that unto your lordship which for the dignity is so excellent, and for the use so necessary that no man ought to be without it which either shall bear rule over many or must have to do with matters of a realm.
--Sir Thomas Wilson, The Arte of Rhetoric (1553)

The Barbarous custom to breed Women low is grown general amongst us, and hat prevailed so far, that it is verily believed (especially amongst a sort of debauched sots) that Women are not endued with such Reason, as Men; nor capable of improvement by Education, as they are. It is looked upon as a monstrous thing; to pretend the contrary. . . . I verily think, Women were formerly Educated in the knowledge of Arts and Tongues, and by their Education, many did rise to a great height in
Learning.  Were Women thus Educated now.  I am confident the advantage would be very great: The Women would have Honor and Pleasure; their Relations Profit, and the whole Nation Advantage. I am very sensible it is an ill time to set on foot this Design: wherein not
only Learning but Virtue it self is scorned and neglected, as pedantic things, fit only for the Vulgar.
--Bathsua Makin, An Essay to Revive the Antient Education of
Gentlewomen, in Religion, Manners, Arts & Tongues, with An Answer to the Objections against this Way of Education (1673)