I have often been asked to select and epitomize the practical and especially the pedagogical conclusions of my large volumes on Adolescence, published in 1904, in such form that they may be available at a minimum cost to parents, teachers, reading circles, normal schools, and college classes, by whom even the larger volumes have been often used. This, with the coöperation of the publishers and with the valuable aid of Superintendent C.N. Kendall of Indianapolis, I have tried to do, following in the main the original text, with only such minor changes and additions as were necessary to bring the topics up to date, and adding a new chapter on moral and religions education. For the scientific justification of my educational conclusions I must, of course, refer to the larger volumes. The last chapter is not in “Adolescence,” but is revised from a paper printed elsewhere. I am indebted to Dr. Theodore L. Smith of Clark University for verification of all references, proof-reading, and many minor changes.

To-day on all sides we hear of the extreme importance of Preventive Medicine and the great future which lies before us in this aspect of our work. If so, it follows that the study of infancy and childhood must rise into corresponding prominence. More and more a considerable part of the Profession must busy itself in nurseries and in schools, seeking to apply there the teachings of Psychology, Physiology, Heredity, and Hygiene. To work of this kind, in some of its aspects, this book may serve as an introduction. It deals with the influences which mould the mentality of the child and shape his conduct. Extreme susceptibility to these influences is the mark of the nervous child.

The cordial reception given the Burgess Bird Book for Children, together with numerous letters to the author asking for information on the habits and characteristics of many of the mammals of America, led to the preparation of this volume. It is offered merely as an introduction to the four-footed friends, little and big, which form so important a part of the wild life of the United States and Canada.

There has been no attempt to describe or classify sub-species. That is for the scientist and student with specific interests. The purpose of this book is to acquaint the reader with the larger groups—orders, families, and divisions of the latter, so that typical representatives may be recognized and their habits understood.

The evening air stole gently into a quiet room in a southern island, more than sixty years ago.

There were no casements in the wide windows; the heavy shutters were thrown back, and the moonlight poured, in long, unbroken streams, across the polished, un-carpeted floor.

A hero is an individual of unusual gifts and achievements. Whether it be man or animal, this definition applies; and it is the histories of such that appeal to the imagination and to the hearts of those who hear them.

In this volume every one of the stories, though more or less composite, is founded on the actual life of a veritable animal hero. The most composite is the White Reindeer. This story I wrote by Utrovand in Norway during the summer of 1900, while the Reindeer herds grazed in sight on the near uplands.

The Lynx is founded on some of my own early experiences in the backwoods.

It is less than ten years since the ‘Jack Warhorse’ won his hero-crown. Thousands of “Kaskadoans” will remember him, and by the name Warhorse his coursing exploits are recorded in several daily papers.

The least composite is Arnaux. It is so nearly historical that several who knew the bird have supplied additional items of information.

In again presenting this volume to the world, I trust I feel thankful to God for the favour with which the Infant System has been received, and for all the aid I have enjoyed in my course of labour. Had the measures I originated for the development of the infant mind, and the improvement of the moral character, been sanctioned at first, as many now think they should have been, their progress would, undoubtedly, have been far greater; but when I consider what has been accomplished under the divine benediction, and amid greater difficulties than ever beset the path of an individual similarly occupied, I know not how to express the gratitude of which I am conscious. It seems proper and even necessary to remark, that the system explained in this volume, is the result of many years of labour. Thousands of children have been attentively observed, and for the necessities that arose in their instruction, provision has been made.

The old maxim, that “Knowledge is power,” is a true one, but there is still a greater truth: “KNOWLEDGE IS SAFETY.” Safety amid physical ills that beset mankind, and safety amid the moral pitfalls that surround so many young people, is the great crying demand of the age.

he present publication may be considered as the foundation-stone of the Historical and Literary portion of the Philological Society’s proposed English Dictionary. Its appearance in a separate form has been necessitated by the nature of the scheme, on which that work is being constructed. Without entering into details, which will be found in the Society’s published Prospectus, it will be sufficient for the present purpose to mention, that the raw material of the Dictionary, the words and authorities, are being brought together by a number of independent collectors, for whom it is consequently necessary to provide some common standard of comparison, whereby each may ascertain what he is to extract, and what to reject, from the author, or work, he has undertaken.

All the stories in this volume are told by men who were seen personally, and who, with one or two exceptions—cases of soldiers who had returned to the front—read the typescripts of their narratives, so that accuracy should be secured. The narrators spoke while the impressions of fighting and hardships and things seen were still strong and clear; in several cases full notes had been made or diaries kept, and reference to these records was of great value in preparing the stories. When seeing an informant I specially asked that a true tale should be told, and I believe that no unreliable details were knowingly given.

All our lives my father treated his sons and daughters as companions. When we were not with him he wrote to us constantly. Everything that we did we discussed with him whenever it was possible. All his children tried to live up to his principles. In the paragraphs from his letters below, he speaks often of the citizens of this country as “our people.” It is for all these, equally with us, that the messages are intended.

DOCTOR,” said my shipmate, Dr. Leyden, “have you ever made any especial study of nervous diseases—central nervous diseases—morbid conditions resulting from a derangement of the central cells?”

I told him that I had done only such work in this branch as a general practice would require, but that I had observed some few cases of especial interest during a military surgical service in the East, and proceeded to cite one or two instances of mental vagaries resulting from gunshot wounds in the head.

I have found a dream of beauty at which one might look all one’s life and sigh. Not lovable, like the Sandwich Islands, but beautiful in its own way! A strictly North American beauty—snow-splotched mountains, huge pines, red-woods, sugar pines, silver spruce; a crystalline atmosphere, waves of the richest color; and a pine-hung lake which mirrors all beauty on its surface. Lake Tahoe is before me, a sheet of water twenty-two miles long by ten broad, and in some places 1,700 feet deep. It lies at a height of 6,000 feet, and the snow-crowned summits which wall it in are from 8,000 to 11,000 feet in altitude. The air is keen and elastic. There is no sound but the distant and slightly musical ring of the lumberer’s axe.

The following lectures were delivered to music students between the years 1907 and 1915. They have been partly rewritten so as to be intelligible to a different audience, for in all cases the lectures were followed by a discussion in which various points not dealt with in the lectures were elucidated.

An experience of eight years in organizing a training course for students who wish to teach ear-training on modern lines to classes of average children in the ordinary curriculum of a school has shown me that the great need for such students is to realize the problems, not only of musical education, but of general education.

You are to know that stained glass means pieces of coloured glasses put together with strips of lead into the form of windows; not a picture painted on glass with coloured paints.

You know that a beer bottle is blackish, a hock bottle orange-brown, a soda-water bottle greenish-white—these are the colours of the whole substance of which they are respectively made.

“Now, which would you advise, dear? You see, with the red I shan’t be able to wear my magenta hat.”

“Well then, why not have the grey?”

“Yes—yes, I think the grey will be more useful.”

“It’s a good material.”

Most of the books intended to give “counsel and ghostly strength” to newly-married people are so like a collection of sermons that they are given away rather than read. When writing the following pages I have remembered that the only kind of vice all people agree to shun is—advice, and have endeavoured to hide the pill. This is my excuse if at times I seem to fall into anecdotage.