THE ARGVMEMTES HANDLEDIN EVERY PARTICVLAR TITLE.
Cap. 1.The entrie to the Positions, conteining the occasion of this present discourse, and the causes why it was penned in English. (P. 1.)Cap. 2.Wherfore these Positions serue, what they be, and how necessarie it was to begin at them. (P. 4.)Cap. 3.Of what force circunstance is in matters of action, and how warily authorities be to be vsed, where the contemplatiue reason receiues the check of the actiue circunstance, if they be not well applyed. Of the alledging of authours. (P. 8.)Cap. 4.What time were best for the childe to begin to learne. What matters some of the best writers handle eare they determine this question. Of letes and libertie, whervnto the parentes are subiect in setting their children to schoole. Of the difference of wittes and bodies in children. That exercise must be ioyned with the booke, as the schooling of the bodie. (P. 14.)Cap. 5.What thinges they be, wherein children are to be trained, eare they passe to the Grammar. That parentes, and maisters ought to examine the naturall abilities in children, whereby they become either fit, or vnfit, to this, or that kinde of life. The three naturall powers in children, Witte to conceiue by, Memorie to retaine by, Discretion to discerne by. That the training vp to good manners, and nurture, doth not belong to the teacher alone, though most to him, next after the parent, whose charge that is most, bycause his commaundement is greatest, ouer his owne childe, and beyond appeale. Of Reading, Writing, Drawing, Musicke by voice, and instrument: and that they be the principall principles, to traine vp the minde in. A generall aunswere to all obiections, which arise against any, or all of these. (P. 25.)Cap. 6.Of exercises and training the body. How necessarie a thing exercise is. What health is, and how it is maintained: what sicknesse is, how it commeth, and how it is preuented. What a parte exercise playeth in the maintenaunce of health. Of the student and his health. That all exercises though they stirre some one parte most, yet helpe the whole bodie. (P. 40.)Cap. 7.The braunching, order, and methode, kept in this discourse of exercises. (P. 49.)Cap. 8.Of exercise in generall, and what it is. And that it is Athleticall for games, Martiall for the fielde, Physicall for health, preparatiue before, postparatiue after the standing exercise: some within dores, for foule whether, some without for faire. (P. 51.)Cap. 9.Of the particular exercises. Why I do appoint so manie, and how to iudge of them, or to deuise the like. (P. 54.)Cap. 10.Of lowd speaking. How necessarie, and how proper an exercise it is for a scholer. (P. 55.)Cap. 11.Of lowd singing, and in what degree it commeth to be one of the exercises. (P. 59.)Cap. 12.Of lowde, and soft reading. (P. 60.)Cap. 13.Of much talking and silence. (P. 62.)Cap. 14.Of laughing, and weeping. And whether children be to be forced toward vertue and learning. (P. 63.)Cap. 15.Of holding the breath. (P. 68.)Cap. 16.Of daunsing, why it is blamed, and how deliuered from blame. (P. 72.)Cap. 17.Of wrastling. (P. 76.)Cap. 18.Of fensing, or the vse of the weapon. (P. 78.)Cap. 19.Of the Top, and scourge. (P. 80.)Cap. 20.Of walking. (P. 82.)Cap. 21.Of running. (P. 89.)Cap. 22.Of leaping. (P. 92.)Cap. 23.Of swimming. (P. 94.)Cap. 24.Of riding. (P. 96.)Cap. 25.Of hunting. (P. 98.)Cap. 26.Of shooting. (P. 101.)Cap. 27.Of the ball. (P. 103.)Cap. 28.Of the circumstances, which are to be considered in exercise. (P. 108.)Cap. 29.The nature and qualitie of the exercise. (P. 109.)Cap. 30.Of the bodies which are to be exercised. (P. 110.)Cap. 31.Of the exercising places. (P. 114.)Cap. 32.Of the exercising time. (P. 115.)Cap. 33.Of the quantitie that is to be kept in exercise. (P. 118.)Cap. 34.Of the manner of exercising. (P. 122.)Cap. 35.An aduertisement to the training master. Why both the teaching of the minde and the training of the bodie be assigned to the same master. The inconueniences which ensue, where the bodie and the soule be made particular subiectes to seuerall professions. That who so will execute any thing well,must of force be fully resolued, in the excellencie of his owne subiect. Out of what kinde of writers the exercising maister maie store himselfe with cunning. That the first groundes would be laide by the cunningest workeman. That priuate discretion in any executour is of more efficacie, then his skill. (P. 124.)Cap. 36.That both yong boyes, and yong maidens are to be put to learne. Whether all boyes be to be set to schoole. That to many learned be burdenous: to few to bare: wittes well sorted ciuill: missorted seditious. That all may learne to write and reade without daunger. The good of choice, the ill of confusion. The children which are set to learne hauing either rich or poore freindes, what order and choice is to be vsed in admitting either of them to learne. Of the time to chuse. (P.133.)Cap. 37.The meanes to restraine the ouerflowing multitude of scholers. The cause why euery one desireth, to haue his childe learned, and yet must yeilde ouer his owne desire to the disposition of his countrie. That necessitie and choice be the best restrainers. That necessitie restraineth by lacke and law. Why it may be admitted that all may learne to writ and reade that can, but no further. What is to be thought of the speaking and vnderstanding of latine, and in what degree of learning that is. That considering our time, and the state of religion in our time law must needes helpe this restraint, with the aunswere to such obiections as are made to the contrarie. That in choice of wittes, which must deale with learning, that wit is fittest for our state which aunswereth best the monarchie, and how such a wit is to be knowne. That choice is to helpe in schooling, in admission into colledges, in proceding to degrees, in preferring to liuings, where the right and wrong of all the foure pointes be handled at full. (P.142.)Cap. 38.That yong maindens are to be set to learning, which is proued by the custome of our countrie, by our duetie towardes them, by their naturall abilitie, and by the worthie effectes of such, as haue bene well trained. The ende whereunto their education serueth, which is the cause why and how much they learne. Which of them are to learne. When they are to beginne to learne: What and how much they may learne. Of whom and where they ought to be taught. (P.166.)Cap. 39.Of the training vp of yong gentlemen. Of priuate and publike education, with their generall goodes and illes. That there is no better way for gentlemen to be trained by in any respect, then the common is, being well appointed. Of rich mens children, which be no gentlemen. Of nobilitie in generall. Of gentlemanly exercises. What it is to be a nobleman or a gentleman. That infirmities in noble houses be not to be triumphed ouer. The causes and groundes of nobilitie. Why so many desire to be gentlemen. That gentlemen ought to professe learning, and liberall sciences for many good and honorable effectes. Of trauelin into forraine contries, with all the braunches,allowance and disallowance thereof: and that it were to be wished that gentlemen would professe, to make sciences liberall in vse, which are liberall in name. Of the training vp of a yong prince. (P.183.)Cap. 40.Of the generall place and time of education. Publike places elementarie, grammaticall, collegiat. Of bourding of children abroad from their parentes howses: and whether that be the best. The vse and commoditie of a large and well situate training place. Observations to be kept in the generall time. (P.222.)Cap. 41.Of teachers and trainers in generall: and that they be either Elementarie, Grammatticall, or Academicall. Of the elementarie teachers abilitie and entertainement: of the grammer maisters abilitie and his entertainement. A meane to haue both excellent teachers and cunning professours in all kindes of learning: by the diuision of colledges according to professions: by sorting like yeares into the same rowmes: by bettering the studentes allowance and liuing: by prouiding and maintaining notable well learned readers. That for bringing learning forward in her right and best course, there would be seuen ordinarie ascending colledges for tounges, for mathematikes, for philosophie, for teachers, for physicians, for lawyers, for diuines. And that the generall studie of law, would be but one studie. Euery of these pointes with his particular proufes sufficient for a position. Of the admission of teachers. (P.232.)Cap. 42.How long the childe is to continew in the elementarie, eare he passe to the toungues and grammer. The incurable infirmities which posting haste maketh in the whole course of studie. How necessarie a thing sufficient time is for a scholer. (P.256.)Cap. 43.How to cut of most inconueniences wherewith schooles and scholers, masters and parentes be in our schooling now most troubled: whereof there be too meanes, vniformitie in teaching and publishing of schoole orders. That vniformitie in teaching hath for companions dispatch in learning and sparing of expenses. Of the abbridging of the number of bookes. Of curtesie and correction. Of schoole faultes. Of friendlines betwene parentes and maisters. (P.262.)Cap. 44.That conference betwene those which haue interest in children: Certaintie of direction in places where children vse most: and Constancie in well keeping that, which is certainely appointed, be the most profitable circunstances both for vertuous mannering and cunning schooling. (P.281.)Cap. 45.The peroration, wherein the summe of the whole booke is recapitulated and proofes vsed, that this enterprise was first to be begon by Positions, and that these be the most proper to this purpose. A request concerning the well taking of that which is so well meant. (P.292.)
Cap. 1.
The entrie to the Positions, conteining the occasion of this present discourse, and the causes why it was penned in English. (P. 1.)
Cap. 2.
Wherfore these Positions serue, what they be, and how necessarie it was to begin at them. (P. 4.)
Cap. 3.
Of what force circunstance is in matters of action, and how warily authorities be to be vsed, where the contemplatiue reason receiues the check of the actiue circunstance, if they be not well applyed. Of the alledging of authours. (P. 8.)
Cap. 4.
What time were best for the childe to begin to learne. What matters some of the best writers handle eare they determine this question. Of letes and libertie, whervnto the parentes are subiect in setting their children to schoole. Of the difference of wittes and bodies in children. That exercise must be ioyned with the booke, as the schooling of the bodie. (P. 14.)
Cap. 5.
What thinges they be, wherein children are to be trained, eare they passe to the Grammar. That parentes, and maisters ought to examine the naturall abilities in children, whereby they become either fit, or vnfit, to this, or that kinde of life. The three naturall powers in children, Witte to conceiue by, Memorie to retaine by, Discretion to discerne by. That the training vp to good manners, and nurture, doth not belong to the teacher alone, though most to him, next after the parent, whose charge that is most, bycause his commaundement is greatest, ouer his owne childe, and beyond appeale. Of Reading, Writing, Drawing, Musicke by voice, and instrument: and that they be the principall principles, to traine vp the minde in. A generall aunswere to all obiections, which arise against any, or all of these. (P. 25.)
Cap. 6.
Of exercises and training the body. How necessarie a thing exercise is. What health is, and how it is maintained: what sicknesse is, how it commeth, and how it is preuented. What a parte exercise playeth in the maintenaunce of health. Of the student and his health. That all exercises though they stirre some one parte most, yet helpe the whole bodie. (P. 40.)
Cap. 7.
The braunching, order, and methode, kept in this discourse of exercises. (P. 49.)
Cap. 8.
Of exercise in generall, and what it is. And that it is Athleticall for games, Martiall for the fielde, Physicall for health, preparatiue before, postparatiue after the standing exercise: some within dores, for foule whether, some without for faire. (P. 51.)
Cap. 9.
Of the particular exercises. Why I do appoint so manie, and how to iudge of them, or to deuise the like. (P. 54.)
Cap. 10.
Of lowd speaking. How necessarie, and how proper an exercise it is for a scholer. (P. 55.)
Cap. 11.
Of lowd singing, and in what degree it commeth to be one of the exercises. (P. 59.)
Cap. 12.
Of lowde, and soft reading. (P. 60.)
Cap. 13.
Of much talking and silence. (P. 62.)
Cap. 14.
Of laughing, and weeping. And whether children be to be forced toward vertue and learning. (P. 63.)
Cap. 15.
Of holding the breath. (P. 68.)
Cap. 16.
Of daunsing, why it is blamed, and how deliuered from blame. (P. 72.)
Cap. 17.
Of wrastling. (P. 76.)
Cap. 18.
Of fensing, or the vse of the weapon. (P. 78.)
Cap. 19.
Of the Top, and scourge. (P. 80.)
Cap. 20.
Of walking. (P. 82.)
Cap. 21.
Of running. (P. 89.)
Cap. 22.
Of leaping. (P. 92.)
Cap. 23.
Of swimming. (P. 94.)
Cap. 24.
Of riding. (P. 96.)
Cap. 25.
Of hunting. (P. 98.)
Cap. 26.
Of shooting. (P. 101.)
Cap. 27.
Of the ball. (P. 103.)
Cap. 28.
Of the circumstances, which are to be considered in exercise. (P. 108.)
Cap. 29.
The nature and qualitie of the exercise. (P. 109.)
Cap. 30.
Of the bodies which are to be exercised. (P. 110.)
Cap. 31.
Of the exercising places. (P. 114.)
Cap. 32.
Of the exercising time. (P. 115.)
Cap. 33.
Of the quantitie that is to be kept in exercise. (P. 118.)
Cap. 34.
Of the manner of exercising. (P. 122.)
Cap. 35.
An aduertisement to the training master. Why both the teaching of the minde and the training of the bodie be assigned to the same master. The inconueniences which ensue, where the bodie and the soule be made particular subiectes to seuerall professions. That who so will execute any thing well,must of force be fully resolued, in the excellencie of his owne subiect. Out of what kinde of writers the exercising maister maie store himselfe with cunning. That the first groundes would be laide by the cunningest workeman. That priuate discretion in any executour is of more efficacie, then his skill. (P. 124.)
Cap. 36.
That both yong boyes, and yong maidens are to be put to learne. Whether all boyes be to be set to schoole. That to many learned be burdenous: to few to bare: wittes well sorted ciuill: missorted seditious. That all may learne to write and reade without daunger. The good of choice, the ill of confusion. The children which are set to learne hauing either rich or poore freindes, what order and choice is to be vsed in admitting either of them to learne. Of the time to chuse. (P.133.)
Cap. 37.
The meanes to restraine the ouerflowing multitude of scholers. The cause why euery one desireth, to haue his childe learned, and yet must yeilde ouer his owne desire to the disposition of his countrie. That necessitie and choice be the best restrainers. That necessitie restraineth by lacke and law. Why it may be admitted that all may learne to writ and reade that can, but no further. What is to be thought of the speaking and vnderstanding of latine, and in what degree of learning that is. That considering our time, and the state of religion in our time law must needes helpe this restraint, with the aunswere to such obiections as are made to the contrarie. That in choice of wittes, which must deale with learning, that wit is fittest for our state which aunswereth best the monarchie, and how such a wit is to be knowne. That choice is to helpe in schooling, in admission into colledges, in proceding to degrees, in preferring to liuings, where the right and wrong of all the foure pointes be handled at full. (P.142.)
Cap. 38.
That yong maindens are to be set to learning, which is proued by the custome of our countrie, by our duetie towardes them, by their naturall abilitie, and by the worthie effectes of such, as haue bene well trained. The ende whereunto their education serueth, which is the cause why and how much they learne. Which of them are to learne. When they are to beginne to learne: What and how much they may learne. Of whom and where they ought to be taught. (P.166.)
Cap. 39.
Of the training vp of yong gentlemen. Of priuate and publike education, with their generall goodes and illes. That there is no better way for gentlemen to be trained by in any respect, then the common is, being well appointed. Of rich mens children, which be no gentlemen. Of nobilitie in generall. Of gentlemanly exercises. What it is to be a nobleman or a gentleman. That infirmities in noble houses be not to be triumphed ouer. The causes and groundes of nobilitie. Why so many desire to be gentlemen. That gentlemen ought to professe learning, and liberall sciences for many good and honorable effectes. Of trauelin into forraine contries, with all the braunches,allowance and disallowance thereof: and that it were to be wished that gentlemen would professe, to make sciences liberall in vse, which are liberall in name. Of the training vp of a yong prince. (P.183.)
Cap. 40.
Of the generall place and time of education. Publike places elementarie, grammaticall, collegiat. Of bourding of children abroad from their parentes howses: and whether that be the best. The vse and commoditie of a large and well situate training place. Observations to be kept in the generall time. (P.222.)
Cap. 41.
Of teachers and trainers in generall: and that they be either Elementarie, Grammatticall, or Academicall. Of the elementarie teachers abilitie and entertainement: of the grammer maisters abilitie and his entertainement. A meane to haue both excellent teachers and cunning professours in all kindes of learning: by the diuision of colledges according to professions: by sorting like yeares into the same rowmes: by bettering the studentes allowance and liuing: by prouiding and maintaining notable well learned readers. That for bringing learning forward in her right and best course, there would be seuen ordinarie ascending colledges for tounges, for mathematikes, for philosophie, for teachers, for physicians, for lawyers, for diuines. And that the generall studie of law, would be but one studie. Euery of these pointes with his particular proufes sufficient for a position. Of the admission of teachers. (P.232.)
Cap. 42.
How long the childe is to continew in the elementarie, eare he passe to the toungues and grammer. The incurable infirmities which posting haste maketh in the whole course of studie. How necessarie a thing sufficient time is for a scholer. (P.256.)
Cap. 43.
How to cut of most inconueniences wherewith schooles and scholers, masters and parentes be in our schooling now most troubled: whereof there be too meanes, vniformitie in teaching and publishing of schoole orders. That vniformitie in teaching hath for companions dispatch in learning and sparing of expenses. Of the abbridging of the number of bookes. Of curtesie and correction. Of schoole faultes. Of friendlines betwene parentes and maisters. (P.262.)
Cap. 44.
That conference betwene those which haue interest in children: Certaintie of direction in places where children vse most: and Constancie in well keeping that, which is certainely appointed, be the most profitable circunstances both for vertuous mannering and cunning schooling. (P.281.)
Cap. 45.
The peroration, wherein the summe of the whole booke is recapitulated and proofes vsed, that this enterprise was first to be begon by Positions, and that these be the most proper to this purpose. A request concerning the well taking of that which is so well meant. (P.292.)
Chapter 1——PAGEAuthor aims at improving Schools2Why he writes in English3Chapter 2——Settling first Principles4The three Stages of Learning5The first Stage chosen6Matters to be discussed7Chapter 3——Mistake of neglecting Circumstance8Consideration of Circumstance9The Realm of Circumstance10Authority affected by Circumstance11Use of previous writers12Right Reason the best Authority13Truth no Respecter of Persons14Chapter 4——The Ideal and the Possible15What Parents want16At what age should schooling begin?17Circumstances limit choice18Against forcing young wits19Powers of mind and body20Father must decide Care of the body21Parents’ duty in training the body22Meet schoolroom stillness by regulated exercise23Parents must consult with Schoolmaster24Chapter 5——Discerning of ingenerate abilities25Measure of ripeness in soul or body26Three Powers: Perception, Memory, Judgment27Morals the care of Parents and Teachers28Instruction before Grammar Age. Reading29Reading English before Latin30Rote for Youth: Reason for Years. English31Writing invented before Reading32Skill in Writing: its value for the child33Write English hand first. Drawing34Value of Drawing. Painting?35Music36Music good for mind and body37Objections to Music answered38For child reading, writing, drawing, music39Chapter 6——Training needed for both body and mind40Bodily exercise needed by student41Exercise and health42What is health and sickness?43Dangers to health of the body44Use of exercise The Student45Parents’ and Masters’ parts46Parts of the body and their train47Heart, liver, brain, &c.48Exercises for the various parts49Chapter 7——Four Points to be treated of50Chapter 8——Exercise athletical51Exercise martial52Exercise for health53Chapter 9——The particular exercises chosen54Defence of the choice55Chapter 10——Loud speaking55Good effects of loud speaking56Cautions in loud speaking57Recitations58Chapter 11——Music and health59Music and health60Chapter 12——Reading aloud60Reading aloud approved by Ancients61Soft Reading62Chapter 13——Talking62Chapter 14——Laughing. Weeping63Laughing and weeping as exercises64Weeping no Exercise66Keep the Young in awe67Chapter 15——Soundness of Wind68Use of holding the Breath69Effects of holding the Breath70Cautions71Chapter 16——Defence of Dancing72Dancing: its use and misuse73Kinds and causes of Dancing74Ancient and modern Dancing75Chapter 17——Kinds of Wrestling76Cautions to Wrestlers77Chapter 18——Kinds of Fencing. The Ancients78Counsels for Fencing79Chapter 19——Tops ancient and modern80Use both Hands alike. Plato quoted81Chapter 20——Walking commonest and best for health82Kinds of Walking83Kinds of Walking and their effects84Walking up and down hill, &c.86Choice of place: by the sea, &c.87Times of Walking88Chapter 21——Running, its importance89Vehement Running unhealthy90Moderate Running. Running backwards, &c.91Chapter 22——Of Leaping92Kinds of Leaping. Spartan women93Leaping. Skipping94Chapter 23——Of Swimming94Swimming: where best95Swimming in salt water96Chapter 24——Riding, ancient and modern97Trotting: Ambling: Posting98Chapter 25——Hunting combines all exercises99Hunting on horseback and on foot100Chapter 26——Shooting practised in Islands101Archeryv.Hunting. Ascham102Prince Arthur’s Knights103Chapter 27——Ball games ancient and modern. Handball104Handball and Football105Football and Armball106Why some classic games are left out107Chapter 28——Rules must vary in practice108Chapter 29——Galen’s triple division109Chapter 30——Diseases are of three kinds110When exercise helps in disease111Exercises for the weak and old112Exercise according to state of the body113Chapter 31——Place for exercise114Pure air115Chapter 32——Time of exercise115Times according to Hippocrates, &c.116Time for exercise and meals117Morning best118Chapter 33——Limits in exercise118Limits. Strong and weak. Old and young119Time of year. Condition of the body120Kind of life121Chapter 34——Rubbing the body122Practice of the Ancients123Chapter 35——Same trainer for body and mind124The Divine and the Physician125Against specialising126Trainer to magnify his office127Praise of health. Trainer’s knowledge128Physician the Trainer’s Friend129Importance of Groundwork130Discretion in applying Knowledge131Art general; Discretion particular132Chapter 36——Boys and girls. Boys first133Train tests wit. Is school for all?134Danger from too many learned135This danger universally admitted136Evils from too few learned. Choice137Sorting of wits. Dangers from misplacement138Reading and writing for all. Rich and poor scholars139Middle sort best for learning140School not for all. Choosing141Chapter 37——All parents would have children learned142The Country must decide143Necessity a good restraint144Number of scholars kept down by law145Private opinion must yield to public146The poor and the rich147Fewer bookmen needed since Reformation148A learned paucity. Choice149Right choice in a monarchy150Ideal monarchy scholar151His patience with masters and comrades152Less clear cases. Master first chooser153Against early choice. Some dullards kept154Schoolmaster and parent155The same. Colleges not almshouses156Evils from bad elections157Catchers in Colleges158College factions warned159Influence of the great misused by the little160Abuse of patronage161Bursuries. Degrees gained by favour162Daws as peacocks163Evils ensuing. Livings164Preferment to livings165Professions overcrowded166Chapter 38——Teaching of girls166Four reasons. First, English custom167Second, Our duty168Physical education of girls169Third, Girls’ natural towardness170Fourth, Good results accruing171Plutarch, &c., about women172Panegyric of Queen Elizabeth173Limits. Learning allowed174Choice, as with boys175Studies for girls. Reading176Writing. Music. Housewifery177Learning suited to station178How much?179Professions denied. Drawing allowed180Languages, &c. To what age?181Where? and by whom?182Chapter 39——Need of train in women and in gentlemen183Public training best for gentlemen. Private184Private education and public185Disadvantages of private training186The same187The same188Why prefer private to public?189Public school with a private tutor190Public schools and private191Studies of a gentleman192Gentlemen. The new rich193The new rich194Noblesse oblige195What makes the gentleman196Nobility and gentry197“As they be true gentlemen”198Virtues not tied to the person199Noble and gentle200Learning useful to noblemen201A wise counsellor202The Divine203The lawyer and the physician204Apes205What is needed for the gentleman206The same207Travelling beyond sea208Travel not necessary209Against foreign travel210The same211Women do not travel. Queen Elizabeth212Socrates. Plato on travel213Plato’s traveller214His treatment on return215Plato’s reception of foreigners216Doubts about travel217Gentlemen and the professions218Gentlemen’s advantages219Must not be smatterers. Princes220Training of a Prince. Elizabeth221Chapter 40——Three stages of school education222School building: 1, superior; 2, primary2233, Secondary. Buildings and hours224Boarding schools, pro and con225Grammar schools in suburbs226Master’s pay dependent on diligence227Changing schools. Master’s pay228Moving schools out of towns229School buildings. Times230Hours best for study and play231Chapter 41——Same trainer for mind and body232Elementary master most important233Pay elementary master highest234Grammar master and his pay235Good masters stopt by bad pay236Teacher’s training. University reform237A college for tongues238A college for mathematics?239Tongues too much thought of. Ascham240Sir J. Cheeke on Cambridge mathematics241Talking Latin. Mathematics242College for Philosophy243Study of words. Necessity of mathematics244Philo and Aristotle245Mathematics studied by Ancients246Mathematics and Philosophy247Law Reform. Training College248Use of the seven colleges249Sorting by age. Uniting of colleges250University Readers251University Reform. Readerships252The same253Learned Professors needed254Admission of teachers255Chapter 42——Against forcing256Ills from haste257Degrees taken too young258Over-hasting. Vives259Value of time260Limit of elementary course261Chapter 43——Schoolmasters’ troubles. Melanchthon262Want of uniformity263Proposal of common scheme264Able and ordinary teachers265Gains from uniformity266Changing schools. The common Grammar267Too many school books268Choice of books. Chrestomathies269The same. No poetic fury270Profit from uniformity271Mulcaster will write himself272Printed rules of hours, punishments, &c.273Parents and punishments274Monitors. The rod needed275The rod276Socrates. Plato. Xenophon277Coat story in Cyropædeia278Tarif of stripes279Great offences. Master’s age280Master’s calling281Chapter 44——Confer with parents281Conference with neighbours282Teachers and neighbours283Teachers and parents. Xenophon284Conference of teachers285The same. Certainty in direction286Certainty at school and at home287Certainty at home and at Church288Advantage from certainty. Constancy289Discretion in change290Summing up291Chapter 45——Plan of this book292Author’s intention293Reason of his prolixity294His choice of subject295Advantage of ideal296Why girls’ training is treated of297Wishes298