THIS book is based on the author's Psychology, now in preparation, which should logically have been published first. The standpoint of the latter is roughly and provisionally indicated in Chapter X, with which it is hoped any reader with philosophic interests will begin. This point of view is further set forth in the last part of Chapter XVI, and some of its implications appear in Chapter XII, which should follow. That, recognizing fully all that has hitherto been done in this direction, the gen^kL ideast of the soul which pervadg^ this work are new in both matter and method, and that if true thev mark aa^^^xtensJon o£ evolution^Jjita. the ps.ydiic.«fi£id^ of the utmost importance, is the conviction of the author. Although most of even his ablest philosophical contemporaries, both American and European, must regard all such conceptions much as Agassiz did Darwinism, he believes that they open up the only possible line of advance for psychic studies, if they are ever to escape from their present dishonorable capitivity to epistemology, which has to-day all the aridity, unprogressiveness, and barrenness of Greek sophism and medieval scholasticism, without standing, as did these, in vital relations to the problems of their age.Idealism, metaphysics, and religion spring from basal needs of the human soul, and are indispensable in some form to every sound and comprehensive view of it, as well as necessary to a complete science. But these are now volatilized for both theory and practise by the present lust for theories of the nature of knowledge, which have become a veritable and multiform psychosis. To a psychology broad enough to include all the philosophic disciplines, this extravasation of thought, especially in a practical land like ours, presents a challenging problem. In academic isolation from the throbbing life of the great world, with but faint interest in or PREFACE XI I have tried to suggest a far broader application than the Stagirite could see in his day.These nativistic and more or less feral instincts can and should be fed and formed. The deep and strong cravings in the individual to revive the ancestral experiences and occupations of the race can and must be met, at least in a secondary and vicarious way, by tales of the heroic virtues the child can appreciate, and these proxy experiences should make up by variety and extent what they lack in intensity. The teacher art should so vivify all that the resources of literature, tradition, history, can supply which represents the crude, rank virtues of the world's childhood that, with his almost yisual imagination, reenforced by psychonomic recapitulatorj" impulses, the child can enter upon his full heritage, live out each stage of his life to the fullest, and realize in himself all its manifold tendencies. Echoes only of the vaster, richer life of the remote past of the race they must remain, but just these are the murmurings of the only muse that can. save from the omnipresent dangers of precocity^ Thus we not only rescue from the danger of loss, but utili...

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SUMMARYApplication of a skin lotion to the body after showering greatly reduced the number of bacteria and skin scales dispersed from 10 men and 10 women. This effect lasted for at least 4 h when surgical clothing was worn. The use of a skin lotion to reduce bacterial dispersal could provide a simple and inexpensive alternative to an ultraclean air system or uncomfortable operating clothing during surgery requiring these procedures.

A preliminary survey showed that many children in each city school had never seen important monuments, squares, gardens, etc., near their own home and schoolhouse, and few knew the important features of their city at large. With the method of geographical instruction in vogue that begins with the most immediate surroundings and widens in concentric circles to city, county, fatherland, etc., these gaps in knowledge made havoc. School-walks and excursions, object-lesson material, as well as the subject-matter of reading, writing, etc./ should be regulated by the results of such inquiry. The Tests Wanting in Completeness and Accuracy.-This circular, which was accompanied by a list of points for inquiry, ended by invoking general and hearty personal cooperation. It was not sufficient to have seen a hare, a squirrel, etc., but the hare must have been seen running wild, the squirrel in a tree, sheep grazing, the On Entering School. 5 stork on its nest, the swan swimming, chickens with the hen, the lark must be singing, the butterfly, snail, lark, etc., must be in a natural environment. The returns for 13 of the 84 schools of Berlin were worthless. Other tests suggested, but not reported on, were colors, knowledge of money, weights and measures ; how many have seen a soldier, sailor, peasant, Jew, Moor, or a shoemaker, carpenter, plasterer, watchmaker, printer, painter, etc., at work ; how many knew how bread was made out of grain ; where stockings came from ; how many could repeat correctly a spoken sentence, say a poem by heart, sing something, repeat a musical note, have attended a concert, have a cat, dog, or bird, etc.

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