Positions

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.