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
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
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
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
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
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