Eton and Rugby Five - A Complete Handbook of Practical Advice, Instruction and Rules

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Youth and its duties: Notes for boys and their fathers on morals, mind and manners, The threshold of manhood: Moral muscle and how to use it: Domestic and Family Relations. Letters from a father to his son, , 2 vols. An essay on politeness, , 3rd edn, ed by James McKnown. REEL 31 The golden rule readers: The broad stone of honour, or rules for the gentlemen of England, The portraiture of a Christian gentleman, A fine old English gentleman, exemplified in the life and character of Lord Collingwood, The ideal of a gentleman … , REEL 34 Household truths for working men, new edition.

Helps and hindrances to home happiness, G Pamph 9 Social science: Facts for men on moral purity and health, Our duty on the matter of social purity: A secret book for men, Brighton, The title should be at least 4 characters long. Your display name should be at least 2 characters long. At Kobo, we try to ensure that published reviews do not contain rude or profane language, spoilers, or any of our reviewer's personal information.

You submitted the following rating and review. We'll publish them on our site once we've reviewed them. Item s unavailable for purchase. Please review your cart. You can remove the unavailable item s now or we'll automatically remove it at Checkout. Continue shopping Checkout Continue shopping. Charges and Expenses of a Boy at Harrow p. Personal Constituency of the School p. The Head Master, his Qualifications and Powers, p.

Assistant Masters, their Number, Qualifications, and Powers p. Boys in the School. Classes of Boys; The Foundationers. Qualifications for entering or remaining in the School p. General Organization of the School p. Arrangement of the Classical School p. Number of Boys in each Class in the Classical School p.

Ages of Boys in the Classes of the Classical School p. Number of Hours spent in the Class-rooms of the Classical School p. Subjects of Instruction in the Classes of the Classical School. Selection of Tutors p. Private Classical Reading p. Inducements to Industry in the Classical School. Promotion from Division to Division by Class Work only: Promotion though the Parallel Divisions: Time spent in each Division in the Classical School.

Immediate Results of the Teaching in the Classical School p. The Mathematical Masters - their Number and Qualifications p. Arrangement of the Mathematical School p. General Arrangement of the Teaching in the Mathematical School p. Private tuition in Mathematics p. Inducements to Industry in the Mathematical School.

Immediate Results of the Teaching in the Mathematical School p. School of Modern Languages. History of the School of Modern Languages and its Masters p. Arrangement of the Modern Language School p. Subjects taught in the Modern Language School p. Time spent in the Classes of the Modern Language School p. Private Tuition in Modern Languages p.

Encouragement to the Study of Modern Languages. Immediate Results of the Teaching of Modern Languages p.

Natural Philosophy School p. Arrangement of the School of Natural Philosophy p. Number of Hours spent in Natural Philosophy Classes p.

Private Tuition in Natural Philosophy p. Encouragements to the Study of Natural Philosophy. Immediate Results of the Teaching in Natural Philosophy p. Drawing and Music p. Total Time of Work p.

Rugby Education and the Army p. Physical Education; Games p. Lodging; Boarding Houses p. Hours, Days of Rest, and Holidays p. Discipline by Masters p.

Moral Tone of the School p. Necessary Miscellaneous Charges p. Emoluments of Head Master and Assistant Masters. Amount of Emoluments of Head Master and Assistant p.

Total of Emoluments of Head Master and Assistants p. Privileges of the Foundation. Original state of the Foundation; Changes produced by lapse of time; Change in the character of the Foundationers, and its significance; Change in the character of the Education, and its significance; Change in the relative value of the Estates, and its significance; Change in the Elements of the School, and its significance; General position of the School in relation to local Privileges, Recommendation p.

Stipends paid to Masters out of the Revenues of the School.

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State of the School when first paid; Disturbing event; General principles on which stipends should have been given thereafter; First form of deviation from principle - its progress and arrest; Second form of deviation - its progress up to the present time; Practical effect of these deviations at the present time; Alternative view of the facts; Practical Conclusion; Recommendation p. Qualifications for entering and remaining at School p. Subjects of Instruction in the Modern Languages School p. First defect in the system and its consequences; Remedy; Second defect in the system p.

Prizes and Rewards to all the Subsidiary Branches of Instruction p. Foundation Scholarships and Exhibitions at School. Fund to be derived from withdrawal of Foundation privilege not yet available; Fund available for the purpose; Principles on which they should be awarded; Recommendation p. Taxation of Masters for raising Scholarships and other purposes.

The School Close p. The Emoluments of the Assistant Masters. General Observations on Salaries; First principles regulating apportionment of Salaries; First Rule deducible from these principles; Second Rule deducible from these principles; The Rugby system how far in accordance with these Rules; Possible causes of discrepancy; Practical application of the First Rule to Rugby; Application of Second Rule; Difficulties and Remedies; Recommendations p. Number, Accommodation, and Charges of the School.

Number and Remuneration of the Masters p. Examinations, Prizes, and other Encouragements to study p. Millington Charity; Suggestions p. The Universities - The Army p. Kennedy's Plan; Suggested Scheme p. Discipline of the School. Punishments; Monitorial System p. Games and Playground p. Religious Instruction and Church Services p. Their Relation to the Boarders and to the School generally. These nine Foundations, though differing in many respects from each other, have many features in common; and in each case the School, properly so called, is subject to some governing authority, charged with the care and legal ownership of such endowments as it possesses, and invested with powers, more or less extensive, of control.

We commenced our investigation by addressing to the Governing Body of every School, or to its authorized representatives, a uniform series of printed Questions, so framed as to embrace more or less completely the whole field of inquiry, and so arranged as to follow the main lines marked out by Your Majesty's Commission. Of the Three Parts into which these questions were divided, the first related to the property and income of the several Schools; the second to the administration and management of them; the third to the system and course of study pursued in them, to the religious and moral training of the boys, their discipline and general education.

In the Letter accompanying these Questions we added that we should be happy to receive any information pertinent to our Inquiry, though not within the range of the Questions, and any recommendations or suggestions which the persons addressed might deem calculated to promote the efficiency and extend the usefulness of their several Foundations. The Head Master's attention was directed to certain specified Questions, which he was requested to answer in his own name; and he was further invited to furnish any statements or suggestions which he might think calculated to promote the objects of the inquiry.

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The Answers returned to these Questions, including a considerable mass of tabulated matter relating to the property and income and to the organization and teaching of the Schools, are annexed, together with the Questions themselves, to this Report. These may be divided into four classes: Persons officially connected with the Schools as members of the Governing Bodies, Trustees, or the like, Masters or Assistant Masters, or in other capacities; b. Persons who had held positions of this kind, but had ceased to hold them; c. Persons who had been educated at the several Schools, and had so recently quitted them that their recollections and knowledge were still fresh, whilst they had had time to test in some degree the results of their own training by subsequent thought and observation; d.

Persons whether educated at Public Schools or not eminent in Science or Literature, and qualified by observation or reflection to throw light upon the subject of a liberal education. A few junior boys on the Foundation of certain schools were examined for special reasons, which will sufficiently appear from their evidence.

With the view of enabling ourselves to form an opinion of the results of the teaching given by these Schools, as regards boys of not more than average industry and capacity and whose names would not, therefore, be found in lists of University honours and distinctions, we proposed to institute an Examination of a certain proportion of the boys actually receiving education there, such Examination to be of a simple kind, and conducted by Examiners of acknowledged competency. It was obvious, however, that a test of this nature could not be satisfactorily applied without the willing co-operation of the Head Master of each School.

We found ourselves unable to obtain this general concurrence, two Head Masters only those of Rugby and Shrewsbury having signified to us, and that with some reluctance, their assent to the proposal, and we, therefore, thought it right to abandon it. The correspondence on this subject is also annexed to our Report. With a similar object, we addressed some printed Questions to eminent persons, experienced as Tutors, Professors, or otherwise, in the work of education in the Universities of Oxford and Cambridge, and we have to thank these gentlemen for the replies with which they were good enough to furnish us.

We have also obtained, by application to H. These returns, together with the replies from Oxford and Cambridge, will be found to throw considerable light on the results of the instruction given by the Schools. In several great Schools recently founded in England, endeavours have been made both to improve the received methods of classical instruction, and to combine as far as possible the ordinary advantages of a public school education with opportunities for special attention to subjects formerly excluded altogether from its range.

Marlborough, Cheltenham, and Wellington Colleges are not within the limits of our Commission, but two of them at least have had time to attain great magnitude as well as a high reputation, and we thought it desirable to obtain an account of the system established at each of the three, and of the results, so far us they can be ascertained, of the experience gained in working those systems. This information has been willingly supplied to us, and we have found it very valuable and useful.

We have also received an account of the City of London School, and some evidence respecting the school attached to King's College, each of which presents an example of a great metropolitan school educating a large number of day-scholars with distinguished success. The mission of the Earl of Clarendon to Prussia as Ambassador Extraordinary towards the close of the year offered an opportunity for making some inquiries respecting the higher schools in that country.

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