THE ARGVMEMTES HANDLED IN 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.)

Chapter 1—— PAGE

Author aims at improving Schools 2

Why he writes in English 3

Chapter 2——

Settling first Principles 4

The three Stages of Learning 5

The first Stage chosen 6

Matters to be discussed 7

Chapter 3——

Mistake of neglecting Circumstance 8

Consideration of Circumstance 9

The Realm of Circumstance 10

Authority affected by Circumstance 11

Use of previous writers 12

Right Reason the best Authority 13

Truth no Respecter of Persons 14

Chapter 4——

The Ideal and the Possible 15

What Parents want 16

At what age should schooling begin? 17

Circumstances limit choice 18

Against forcing young wits 19

Powers of mind and body 20

Father must decide Care of the body 21

Parents’ duty in training the body 22

Meet schoolroom stillness by regulated exercise 23

Parents must consult with Schoolmaster 24

Chapter 5——

Discerning of ingenerate abilities 25

Measure of ripeness in soul or body 26

Three Powers: Perception, Memory, Judgment 27

Morals the care of Parents and Teachers 28

Instruction before Grammar Age. Reading 29

Reading English before Latin 30

Rote for Youth: Reason for Years. English 31

Writing invented before Reading 32

Skill in Writing: its value for the child 33

Write English hand first. Drawing 34

Value of Drawing. Painting? 35

Music 36

Music good for mind and body 37

Objections to Music answered 38

For child reading, writing, drawing, music 39

Chapter 6——

Training needed for both body and mind 40

Bodily exercise needed by student 41

Exercise and health 42

What is health and sickness? 43

Dangers to health of the body 44

Use of exercise The Student 45

Parents’ and Masters’ parts 46

Parts of the body and their train 47

Heart, liver, brain, &c. 48

Exercises for the various parts 49

Chapter 7——

Four Points to be treated of 50

Chapter 8——

Exercise athletical 51

Exercise martial 52

Exercise for health 53

Chapter 9——

The particular exercises chosen 54

Defence of the choice 55

Chapter 10——

Loud speaking 55

Good effects of loud speaking 56

Cautions in loud speaking 57

Recitations 58

Chapter 11——

Music and health 59

Music and health 60

Chapter 12——

Reading aloud 60

Reading aloud approved by Ancients 61

Soft Reading 62

Chapter 13——

Talking 62

Chapter 14——

Laughing. Weeping 63

Laughing and weeping as exercises 64

Weeping no Exercise 66

Keep the Young in awe 67

Chapter 15——

Soundness of Wind 68

Use of holding the Breath 69

Effects of holding the Breath 70

Cautions 71

Chapter 16——

Defence of Dancing 72

Dancing: its use and misuse 73

Kinds and causes of Dancing 74

Ancient and modern Dancing 75

Chapter 17——

Kinds of Wrestling 76

Cautions to Wrestlers 77

Chapter 18——

Kinds of Fencing. The Ancients 78

Counsels for Fencing 79

Chapter 19——

Tops ancient and modern 80

Use both Hands alike. Plato quoted 81

Chapter 20——

Walking commonest and best for health 82

Kinds of Walking 83

Kinds of Walking and their effects 84

Walking up and down hill, &c. 86

Choice of place: by the sea, &c. 87

Times of Walking 88

Chapter 21——

Running, its importance 89

Vehement Running unhealthy 90

Moderate Running. Running backwards, &c. 91

Chapter 22——

Of Leaping 92

Kinds of Leaping. Spartan women 93

Leaping. Skipping 94

Chapter 23——

Of Swimming 94

Swimming: where best 95

Swimming in salt water 96

Chapter 24——

Riding, ancient and modern 97

Trotting: Ambling: Posting 98

Chapter 25——

Hunting combines all exercises 99

Hunting on horseback and on foot 100

Chapter 26——

Shooting practised in Islands 101

Archery v. Hunting. Ascham 102

Prince Arthur’s Knights 103

Chapter 27——

Ball games ancient and modern. Handball 104

Handball and Football 105

Football and Armball 106

Why some classic games are left out 107

Chapter 28——

Rules must vary in practice 108

Chapter 29——

Galen’s triple division 109

Chapter 30——

Diseases are of three kinds 110

When exercise helps in disease 111

Exercises for the weak and old 112

Exercise according to state of the body 113

Chapter 31——

Place for exercise 114

Pure air 115

Chapter 32——

Time of exercise 115

Times according to Hippocrates, &c. 116

Time for exercise and meals 117

Morning best 118

Chapter 33——

Limits in exercise 118

Limits. Strong and weak. Old and young 119

Time of year. Condition of the body 120

Kind of life 121

Chapter 34——

Rubbing the body 122

Practice of the Ancients 123

Chapter 35——

Same trainer for body and mind 124

The Divine and the Physician 125

Against specialising 126

Trainer to magnify his office 127

Praise of health. Trainer’s knowledge 128

Physician the Trainer’s Friend 129

Importance of Groundwork 130

Discretion in applying Knowledge 131

Art general; Discretion particular 132

Chapter 36——

Boys and girls. Boys first 133

Train tests wit. Is school for all? 134

Danger from too many learned 135

This danger universally admitted 136

Evils from too few learned. Choice 137

Sorting of wits. Dangers from misplacement 138

Reading and writing for all. Rich and poor scholars 139

Middle sort best for learning 140

School not for all. Choosing 141

Chapter 37——

All parents would have children learned 142

The Country must decide 143

Necessity a good restraint 144

Number of scholars kept down by law 145

Private opinion must yield to public 146

The poor and the rich 147

Fewer bookmen needed since Reformation 148

A learned paucity. Choice 149

Right choice in a monarchy 150

Ideal monarchy scholar 151

His patience with masters and comrades 152

Less clear cases. Master first chooser 153

Against early choice. Some dullards kept 154

Schoolmaster and parent 155

The same. Colleges not almshouses 156

Evils from bad elections 157

Catchers in Colleges 158

College factions warned 159

Influence of the great misused by the little 160

Abuse of patronage 161

Bursuries. Degrees gained by favour 162

Daws as peacocks 163

Evils ensuing. Livings 164

Preferment to livings 165

Professions overcrowded 166

Chapter 38——

Teaching of girls 166

Four reasons. First, English custom 167

Second, Our duty 168

Physical education of girls 169

Third, Girls’ natural towardness 170

Fourth, Good results accruing 171

Plutarch, &c., about women 172

Panegyric of Queen Elizabeth 173

Limits. Learning allowed 174

Choice, as with boys 175

Studies for girls. Reading 176

Writing. Music. Housewifery 177

Learning suited to station 178

How much? 179

Professions denied. Drawing allowed 180

Languages, &c. To what age? 181

Where? and by whom? 182

Chapter 39——

Need of train in women and in gentlemen 183

Public training best for gentlemen. Private 184

Private education and public 185

Disadvantages of private training 186

The same 187

The same 188

Why prefer private to public? 189

Public school with a private tutor 190

Public schools and private 191

Studies of a gentleman 192

Gentlemen. The new rich 193

The new rich 194

Noblesse oblige 195

What makes the gentleman 196

Nobility and gentry 197

“As they be true gentlemen” 198

Virtues not tied to the person 199

Noble and gentle 200

Learning useful to noblemen 201

A wise counsellor 202

The Divine 203

The lawyer and the physician 204

Apes 205

What is needed for the gentleman 206

The same 207

Travelling beyond sea 208

Travel not necessary 209

Against foreign travel 210

The same 211

Women do not travel. Queen Elizabeth 212

Socrates. Plato on travel 213

Plato’s traveller 214

His treatment on return 215

Plato’s reception of foreigners 216

Doubts about travel 217

Gentlemen and the professions 218

Gentlemen’s advantages 219

Must not be smatterers. Princes 220

Training of a Prince. Elizabeth 221

Chapter 40——

Three stages of school education 222

School building: 1, superior; 2, primary 223

3, Secondary. Buildings and hours 224

Boarding schools, pro and con 225

Grammar schools in suburbs 226

Master’s pay dependent on diligence 227

Changing schools. Master’s pay 228

Moving schools out of towns 229

School buildings. Times 230

Hours best for study and play 231

Chapter 41——

Same trainer for mind and body 232

Elementary master most important 233

Pay elementary master highest 234

Grammar master and his pay 235

Good masters stopt by bad pay 236

Teacher’s training. University reform 237

A college for tongues 238

A college for mathematics? 239

Tongues too much thought of. Ascham 240

Sir J. Cheeke on Cambridge mathematics 241

Talking Latin. Mathematics 242

College for Philosophy 243

Study of words. Necessity of mathematics 244

Philo and Aristotle 245

Mathematics studied by Ancients 246

Mathematics and Philosophy 247

Law Reform. Training College 248

Use of the seven colleges 249

Sorting by age. Uniting of colleges 250

University Readers 251

University Reform. Readerships 252

The same 253

Learned Professors needed 254

Admission of teachers 255

Chapter 42——

Against forcing 256

Ills from haste 257

Degrees taken too young 258

Over-hasting. Vives 259

Value of time 260

Limit of elementary course 261

Chapter 43——

Schoolmasters’ troubles. Melanchthon 262

Want of uniformity 263

Proposal of common scheme 264

Able and ordinary teachers 265

Gains from uniformity 266

Changing schools. The common Grammar 267

Too many school books 268

Choice of books. Chrestomathies 269

The same. No poetic fury 270

Profit from uniformity 271

Mulcaster will write himself 272

Printed rules of hours, punishments, &c. 273

Parents and punishments 274

Monitors. The rod needed 275

The rod 276

Socrates. Plato. Xenophon 277

Coat story in Cyropædeia 278

Tarif of stripes 279

Great offences. Master’s age 280

Master’s calling 281

Chapter 44——

Confer with parents 281

Conference with neighbours 282

Teachers and neighbours 283

Teachers and parents. Xenophon 284

Conference of teachers 285

The same. Certainty in direction 286

Certainty at school and at home 287

Certainty at home and at Church 288

Advantage from certainty. Constancy 289

Discretion in change 290

Summing up 291

Chapter 45——

Plan of this book 292

Author’s intention 293

Reason of his prolixity 294

His choice of subject 295

Advantage of ideal 296

Why girls’ training is treated of 297

Wishes 298

POSITIONS CONCERNING

THE

TRAINING VP OF CHILDREN.