Early report on the Indian residential schools in Manitoba and the Northwest Territories conducted by the Chief Medical Office of the Department of Indian Affairs. The author details the history of the Residential Schools, discusses their condition, and describes the health of the pupils. He finds a high and unacceptable death rate from tuberculosis due to the poor conditions under which the students are forced to live.

"The Eton College Hunt: A Short History of Beagling at Eton" by A. C. Crossley is a historical account written in the early 20th century. The book delves into the tradition of beagling at Eton College, focusing particularly on the development and evolution of the Eton College Hunt over the decades. It highlights significant contributors, the challenges faced, and the overall culture surrounding the sport at Eton. The opening of the work introduces Edward Charrington, who was instrumental in establishing the Oppidan Beagles in 1858. Through extracts from Charrington’s diary, the text recounts the early days of hunting with beagles, including the struggles of keeping the hounds within the confines of Eton's strict rules and the camaraderie among the boys who participated. It also touches upon the gradual acceptance of beagling as an integral part of life at Eton, capturing the spirit of adventure and the challenges boys faced in the pursuit of this sport. The reader gets a glimpse into a vibrant, historical narrative of school life intertwined with the age-old tradition of hunting, setting the stage for a deeper exploration of the hunt's legacy. (This is an automatically generated summary.)

"Lukukammio : (Imperfectum)" by Ragnar Josephson is a novel written in the early 20th century. The story likely explores themes of academia, personal growth, and the struggles of young intellectuals as they navigate their lives in a university setting. The main character, Jacob, appears to be a student dealing with the pressures of scholarly expectations and personal identity, reflecting on the lives and experiences of those who have come before him. The opening portion of the novel introduces Jacob as he wanders through the quiet streets of a university town, enchanted by the shimmering lights of various rooms filled with students engrossed in their studies. It establishes an atmosphere of nostalgia, reflecting on the bygone days of his own academic journey. Jacob expresses a deep connection with his peers, finding solace in their collective pursuit of knowledge. However, as he returns to his own study, he feels a growing discontent with his work, which he perceives to lack genuine significance. Through his observations and interactions, Jacob embarks on a contemplative journey about the nature of scholarship, friendship, and the struggles of remaining true to one’s intellectual passions in a world filled with distractions. (This is an automatically generated summary.)

"La Farce de la Sorbonne" by René Benjamin is a satirical examination of academic life written in the early 20th century. The work critiques the state of French higher education, particularly through the lens of the Sorbonne, showcasing a variety of professors and their eccentricities. The book utilizes humor and absurdity to highlight the shortcomings of the educational system and its practitioners. The opening portion introduces the author’s early experiences at the Sorbonne, revealing his youthful impressions of the university and the characters inhabiting it, particularly the professors he encounters. It is depicted as a mix of awe and disillusionment, as he observes the pretentiousness of his peers and the rigid, often ridiculous teaching methods of the professors. Through anecdotes of exams and classroom interactions, Benjamin sets the stage for a broader critique of the institution, hinting at the farcical nature of its operation while planting seeds for a deeper exploration of intellectual pretension and the absurdity of educational pomp. (This is an automatically generated summary.)

"School-life at Winchester College; or, the reminiscences of a Winchester Junior under the old régime, 1835-40" by Robert Blachford Mansfield is a historical account written in the late 19th century. This memoir reflects on the experiences of a junior boy at Winchester College during the earlier years of the school, detailing its customs, daily routines, and the social structure among students. The author provides a nostalgic look back at the unique traditions and rigorous discipline that characterized life at this prestigious institution. The opening of the book sets the stage for a vivid recollection of school life, as the author introduces readers to his own experiences upon arriving at Winchester College. He emphasizes the significant changes that occurred during his time as a student, including alterations in discipline and the much-maligned fagging system. The preliminary chapters outline the rigorous structure and hierarchy among students, detailing the different roles and responsibilities of præfects and fags, the various customs, and the strange initiation rites that new boys had to endure. Through personal anecdotes and reflections, the author paints a colorful and relatable picture of youth, exploration, and the trials of growing up in a traditional British boarding school. (This is an automatically generated summary.)

"A History of the University of Oxford" by George C. Brodrick is a historical account written in the late 19th century. This work aims to succinctly document the evolution of the University of Oxford, highlighting its origins, challenges, and significant developments over centuries. The narrative promises to explore the various phases of the institution's history, including its interactions with authority, societal dynamics, and its role in education." The opening of the book presents a preface where the author outlines the challenges of chronicling the history of such an ancient institution. He discusses the difficulties faced by previous historians, such as the lack of organized records and sources, the sometimes obscure historical significance of various figures, and the intricate relationship between the University and outside forces, including the Church and local city governance. Brodrick emphasizes his intent to focus on well-established facts while acknowledging gaps in knowledge about early origins, leading the reader into a deeper exploration of Oxford's rise as a significant center of learning that attracted students from across Europe and contributed notably to the academic culture of the period. (This is an automatically generated summary.)

"Oxford and the Rhodes Scholarships" by R. F. Scholz and Stanley Kuhl Hornbeck is a historical account written in the early 20th century. The book aims to provide a comprehensive reference on the Rhodes Scholarships, exploring their origin, purpose, and implications for both prospective scholars and the University of Oxford. The authors compile a variety of facts and insights, aiming to clarify misconceptions and present valuable information to those interested in this prestigious scholarship program. The opening of the work establishes the authors' intent to illuminate the complexities surrounding the Rhodes Scholarships. They explain that the book is not an official document sanctioned by the Rhodes Trust or Oxford University, but rather a resource compiled from various authoritative sources to answer frequently asked questions about the Scholarships. The authors detail the origins of these Scholarships as established by Cecil Rhodes’s last will, emphasizing his vision for promoting education among young men from British colonies and eventually students from the United States. By outlining key elements such as eligibility and selection criteria, the introduction sets the stage for an in-depth exploration of the Rhodes Scholarship system, its historical context, and its operational framework. (This is an automatically generated summary.)

"Dorothea Beale: Principal of the Cheltenham Ladies' College, 1858-1906" by Elizabeth H. Shillito is a historical account written in the early 20th century. The book explores the life and contributions of Dorothea Beale, who played a pivotal role in advancing girls' education during a time of significant societal change. With a focus on her tenure as principal, it provides insight into the challenges she faced and the reforms she championed. The opening of the account sets the stage for the discussion of Dorothea Beale's early influences, including her family background and educational experiences that shaped her dedication to improving women's education. It highlights the context of girls' education in the 19th century, characterized by superficial teaching methods that often left women undereducated. The text introduces the early struggles of the Cheltenham Ladies' College and hints at Beale's future leadership role, revealing her commitment to reforming the educational landscape for women. Overall, it provides a glimpse into the formative experiences that led Beale to become a significant figure in educational reform and women's rights. (This is an automatically generated summary.)

"The Story of the Philippines for Use in the Schools of the Philippine Islands" by Adeline Knapp is a historical account written in the early 20th century. This educational work aims to provide Filipino students with a comprehensive understanding of their country's past, detailing significant events, figures, and aspects of geography and culture that have shaped the Philippines. The opening of the book introduces the importance of understanding the history of the Philippines, especially in light of the educational needs of its people. It emphasizes the necessity of recognizing the conditions of the past in order to plan for a better future. The author sets the stage for a journey through historical narratives, beginning with the arrival of Europeans and their interactions with the archipelago, showcasing the records of bravery and the challenges faced by the Filipinos. Through vivid illustrations and accessible language, the book intends to not only educate the youth but also instill pride in their heritage and potential for growth. (This is an automatically generated summary.)

"College Prolongs Infancy" by Horace M. Kallen is a critical essay written in the early 20th century, specifically in the early 1930s. The book evaluates the educational system, particularly focusing on how colleges and universities contribute to a prolonged period of immaturity in students rather than preparing them for adulthood. Kallen argues that the ideals and practices of higher education are largely irrelevant to the real-life challenges faced by graduates, perpetuating a sense of dependency and childishness instead of fostering maturity and responsibility. In the book, Kallen presents a thorough critique of the higher education system, illustrating how its structure and curriculum are disconnected from the realities of adult life. He highlights that students often emerge from this system ill-equipped for real-world responsibilities, having excelled in subjects that lack practical application. Kallen discusses the societal implications of this failure, emphasizing that the prolonged youthful state enforced by colleges delays individuals' entry into adulthood, with practical skills often overshadowed by theoretical knowledge. He decries this state of affairs as detrimental not only to the students but to society at large, arguing for a reformation of educational practices that better align with the requirements of both personal development and societal engagement. (This is an automatically generated summary.)

"The Gary Schools" by Randolph Silliman Bourne is an educational treatise written in the early 20th century. The work highlights the innovative public school system introduced in Gary, Indiana, emphasizing its unique approach to address the challenges of urban education and community integration. Central to the book is the Gary school model which aims to provide a comprehensive education by interweaving various activities such as work, study, and play to cultivate well-rounded individuals. The opening of the book sets the stage by outlining the context and significance of the Gary school system. It describes how the school was established against a backdrop of rapid industrialization and urban growth, emphasizing the need for a responsive and adaptive educational framework. Bourne notes that the schools of Gary were not merely designed to function independently but aimed to be integral to the community, combining various educational resources and facilities. This includes vocational training, artistic expression, and academic studies, all incorporated into the students' daily activities, thereby creating a rich educational environment aimed at overcoming the limitations of traditional schooling in urban settings. (This is an automatically generated summary.)

"H.M.I.: Some Passages in the Life of One of H.M. Inspectors of Schools" by E.M. Sneyd-Kynnersley is a memoir that captures the experiences of an inspector of schools, likely written in the early 20th century. The narrative draws on the author's personal reflections, events, and encounters that occurred during his tenure, providing insight into the educational landscape of the time. His story begins with an account of his motivations and qualifications for the role, mixed with humorous anecdotes and observations about the English educational system. The opening of the memoir introduces the author's early fascination with the position of H.M. Inspector of Schools, sparked by an encounter at the age of twelve. Fast-forwarding thirty years, he receives the unexpected opportunity to step into this role, diving into the complexities of the education system and the challenges he faces while inspecting schools in North Wales. His experiences, marked by the quaint yet often humorous charm of rural Welsh life, expose the difficulties of meeting educational requirements amidst local resistance and ignorance about the new laws governing schooling. Through this blend of personal narrative and social commentary, Sneyd-Kynnersley sets the stage for a rich exploration of his professional journey. (This is an automatically generated summary.)

"Why Go to College?" by Clayton Sedgwick Cooper is an educational treatise written in the early 20th century. The work addresses the purpose and value of a college education in shaping character, intellect, and social responsibility, reflecting on contemporary educational practices in America. It examines the overall characteristics of college life, exploring themes such as the role of great teachers, the importance of personal contacts, and the interplay between work and play among students. The opening of the work sets the stage by discussing the nature of the American college experience, highlighting the complexity of student life and the expectations placed on young men during that era. Cooper begins by emphasizing the need to understand the individuality of students amidst common stereotypes and criticisms. He delves into the students’ passions and motivations, differentiating them from mere "boys" or "young barbarians," and instead presenting them as individuals with deep aspirations. The narrative also introduces the potential for personal growth and leadership that comes from a college education, establishing an engaging groundwork for the subsequent exploration of why young men should commit to such an experience. (This is an automatically generated summary.)

"The Yale Literary Magazine (Vol. I, No. 6, August 1836)" by Various is a collection of essays, poetry, and reflections written in the early 19th century. This volume features a range of thought-provoking topics including societal issues, personal loss, the relationship between humanity and the animal kingdom, and romantic musings. The writings reflect the cultural and intellectual preoccupations of the time, engaging with themes of morality, politics, and human sentiment. The opening of the magazine presents a reflection on the political situation between Turkey and Greece, examining how historical forces and advancements in science and politics are catalyzing change in those regions. The author explores the decline of the Ottoman Empire, the implications on global politics, and the hopes for a renaissance in Greece following the overthrow of tyranny. Additionally, a poignant poem reflects on the nature of death and the somber emotions surrounding the loss of loved ones, encouraging a perspective that embraces both grief and the celebration of life. Through these pieces, the magazine invites readers to engage with deeper philosophical questions while also enjoying the artistic expressions of its contributors. (This is an automatically generated summary.)

"The Yale Literary Magazine (Vol. I, No. 5, July 1836)" by Various is a collection of literary works written in the early 19th century. This volume features a variety of essays, poems, and literary criticisms, embodying the intellectual spirit of Yale College during that period. The contents reflect themes of morality, greatness, and the human condition, showcasing the thoughts and talents of its student contributors. The opening portion of the magazine begins with a philosophical exploration titled "On the Simplicity of Greatness," which discusses the nature of true greatness and the simplicity found in the thoughts and expressions of great minds. The author reflects on how great men, absorbed in their objects of contemplation, often exemplify humility and a love for truth devoid of self-interest. The piece emphasizes how greatness is marked by absorption in single truths and a passionate pursuit of knowledge. Following this essay, the magazine includes poetry that touches on themes of contentment and the innate feelings of love and beauty. In summary, the opening sets the stage for a rich literary exploration focused on virtue, the human experience, and the interplay of moral feeling and imagination. (This is an automatically generated summary.)

"The Origin and Ideals of the Modern School" by Francisco Ferrer Guardia is a historical account written in the early 20th century. The work delves into the foundational principles and motivations behind Ferrer's vision for a new educational paradigm, advocating for a rational, secular learning environment that promotes social equality and critical thinking. It addresses the socio-political context of Ferrer's time, focusing on his experiences in the Spanish revolutionary movement and the corrupt educational practices he sought to reform. At the start of the text, Ferrer recounts the injustices he faced, including a wrongful execution that stemmed from his efforts to open the eyes of the Spanish people to the need for educational reform. He outlines his disillusionment with political revolutionaries and the realization that genuine change can only come through education. The opening chapters introduce his ideals, the inception of the Modern School, and the necessary conditions for co-education. The narrative sets the stage for a comprehensive discussion on the school's philosophy, pedagogy, and the role of education in fostering a just society, emphasizing that the children educated there would grow up free from dogma and equipped to challenge societal injustices. (This is an automatically generated summary.)

"The Trinity Archive, Vol. I, No. 8, June 1888" by Trinity College (Randolph County) is a periodical publication that likely served as a literary and informative journal for Trinity College during the late 19th century. This edition covers a range of topics relevant to the college community, including events such as the Re-union and Commencement, reflections on the college's history, and a critical examination of the clergy in literature prior to the Reformation. It encapsulates a moment in time when educational institutions were evolving and engaging with cultural issues, reflecting the social values and intellectual currents of that era. The content of this volume provides insight into the college's activities, such as the reunion of alumni, which fostered a sense of community and support for the institution’s future. It details commencement exercises, showcasing the accomplishments of students through orations and speeches that highlight their educational journeys. Additionally, an article critically reviews the clergy's representation in vernacular literature, critiquing their moral standing and influence during the Middle Ages leading up to the Reformation. Anecdotes from past students convey a sense of camaraderie and university culture, while notices and advertisements reflect the economic and social backdrop of the time. Overall, the archive serves as a significant historical document that illustrates the college's place in the broader narrative of educational progress and societal reflection in North Carolina. (This is an automatically generated summary.)

"The Trinity Archive, Vol. I, No. 7, May 1888" by Trinity College (Randolph County) is a historical publication that serves as a monthly literary magazine. Penned during the late 19th century, this collection showcases a blend of essays, editorials, reviews, and literary exchanges that reflect the educational environment and cultural discussions pertinent to its time. The magazine emphasizes topics related to literature, education, and intellectual growth, catering to a college audience. The content of this edition includes an extract from Samuel Pepys’ diary, discussions on the importance of reading, and a detailed examination of whether the infinitive can be classified as a mood in grammar. Additionally, it features editorial insights on the study of Greek and Latin in colleges, the significance of "parallel reading," and a critical view of phrenology. Reviews of notable works in psychology, travel, and poetry, along with updates on alumni and college activities, culminate in a vibrant snapshot of college life and intellectual discourse of the era. Overall, "The Trinity Archive" serves not only as an academic mirror of Trinity College but also as a record of the broader educational values and trends of the time. (This is an automatically generated summary.)

"The Trinity Archive, Vol. I, No. 6, April 1888" by Trinity College (Randolph County) is a monthly publication that serves as a literary and cultural record of the college community, representative of the late 19th century. It contains a variety of written works including essays, editorials, poetry, and reviews, highlighting contemporary scholarly discussions and cultural perspectives. This edition likely provides insightful commentary on topics relevant to the students and faculty of the time, capturing the intellectual climate of the era. The contents of this volume range from literary critiques and educational discussions to reflections on sociopolitical issues, embodying the spirit of the literary societies at Trinity College. Notable sections include a detailed exploration of the subjunctive mood in English grammar, highlighting its importance in language, as well as a poem titled "Woman's Easter" by Lucy Larcome that reflects on themes of resurrection and femininity. Editorials discuss the Farmer's Alliance, self-reliance among students, and the study of history, while reviews cover significant texts pertinent to temperance and Methodism. Overall, the publication serves both as a platform for student expression and as a historical document showcasing the educational and cultural values of the period. (This is an automatically generated summary.)

"A Letter to the Viscount Palmerston, M.P. &c. &c. &c. on the Monitorial System of Harrow School" by Charles John Vaughan, D.D. is a critical educational treatise written in the mid-19th century. The book addresses the operation and justification of the Monitorial system at Harrow School, emphasizing its significance in public school education during a time when the traditional methods of discipline were being questioned. The author presents his arguments in defense of a system that allows senior students (Monitors) to oversee and discipline their peers, highlighting the balance between authority and personal responsibility. In the letter, Vaughan defends the Monitorial system as an effective means of maintaining order and developing character among students. He argues against the prevalent criticisms of corporal punishment, explaining that the authority granted to Monitors is essential for enforcing discipline. Vaughan addresses the need for a framework that encourages good behavior without resorting to brute force or excessive spying. He explains that while the Monitors have their own authority, they are also accountable, allowing for a check on their power through appeals from fellow students. Ultimately, Vaughan contends that the Monitorial system fosters a sense of honor and responsibility that is crucial for boys as they develop into gentlemen, and it serves as an integral part of the educational ethos at Harrow. (This is an automatically generated summary.)