Miscellaneous Free Reports

The Education of the Child - Ellen Key

It seems simple enough when we say that we must overcome evil with good, but practically no process is more involved, or more tedious, than to find actual means to accomplish this end. It is much easier to say what one shall not do than what one must do to change self-will into strength of character, slyness into prudence, the desire to please into amiability, restlessness into personal initiative.

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Your Child: Today and Tomorrow - Sidonie Matzner Gruenberg

Play has been called the ideal type of exercise, because it is the kind of exercise that occupies the whole child, his mental as well as his physical side—and later, also, the moral side. In play the exercise is regulated by the interests, so that, while there may be extreme exertion, there is not the same danger of overstrain as is possible with work that he is forced to do. In play the exercise is carried on with freedom of the spirit, so that the flow of blood and the feeling of exhilaration make for health.

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First and Last Things- H.G. Wells

After I had studied science and particularly biological science for some years, I became a teacher in a school for boys. I found it necessary to supplement my untutored conception of teaching method by a more systematic knowledge of its principles and methods, and I took the courses for the diplomas of Licentiate and Fellow of the London College of Preceptors which happened to be convenient for me. These courses included some of the more elementary aspects of psychology and logic and set me thinking and reading further.

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Golden Steps to Respectability - John Mather Austin

Being a Series of Lectures to Youth of Both Sexes, on Character, Principles, Associates, Amusements, Religion, and Marriage

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Youth and Sex - Mary Scharlieb and F. Arthur Sibly

Canon Lyttelton writes with an authority which no one will question. Educated at Eton, he was for two years an assistant master at Wellington College; then, for fifteen years, headmaster of Haileybury College, and has now been headmaster of Eton for over six years. He has intimate knowledge of boys, derived, as regards the question of purity, from confidential talks with them. The quotations which follow are from his work Training of the Young in Laws of Sex. Canon Lyttelton does not think it needful to make statements as to the prevalence of impurity among boys.

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The True Citizen, How To Become One - W. F. Markwick, D. D. and W. A. Smith, A. B. 

Bishop Vincent, writing about boyhood, says, “If I were a boy? Ah, if I only were! The very thought of it sets my imagination afire. That 'if' is a key to dreamland. First I would want a thorough discipline, early begun and never relaxed, on the great truth of will force as the secret of character. I would want my teacher to put the weight of responsibility upon me; to make me think that I must furnish the materials and do the work of building my own character; to make me think that I am not a stick, or a stone, or a lump of putty, but a person. That what I am in the long run, is what I am to make myself.”

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The Young Woman's Guide - William A. Alcott

Now it is precisely this sort of refusal, direct or implied, in a thousand cases which might be named, which brings down evil, not only upon those who make it, but upon others. They mean no, perhaps; and yet it is not certain that the decision is—like the laws of the Medea and Persians—irrevocable. Something in the tone, or manner, or both combined, leaves room to hope for success in time to come. “The woman who deliberates, is lost,” we are told: and is it not so? Do not many who say no with hesitancy, still retain the power and the disposition to deliberate? And is it not so understood?

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Youth: Its Education, Regimen, and Hygiene - G. Stanley Hall

Play, sports, and games constitute a more varied, far older, and more popular field. Here a very different spirit of joy and gladness rules. Artifacts often enter but can not survive unless based upon pretty purely hereditary momentum. Thus our first problem is to seek both the motor tendencies and the psychic motives bequeathed to us from the past. The view of Groos that play is practise for future adult activities is very partial, superficial, and perverse. It ignores the past where lie the keys to all play activities. True play never practises what is phyletically new; and this, industrial life often calls for.

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