As a result of his studies Professor Rauber concludes: "What we are wont to call reason does not belong to man as such; in himself he is without it. The appellation _Homo sapiens_ does not then refer to man as such, but to the ability under certain conditions of becoming possessed of reason. It is the same with language and culture of every sort. The title _Homo sapiens ferus_ (Linnæus) is in a strict sense unjustifiable and a contradiction in itself." To prehistoric man these wild children are like, but they are not the same as he; they resemble him, but cannot be looked upon as one and the same with him. From the stand-point of pedagogy, Professor Rauber, from the consideration of these children, feels compelled to declare that "the ABC-school must be replaced by the culture-school." In other words: "The ABC is not, as so many believe, the beginning of all wisdom. In order to be able to admeasure this sufficiently, prehistoric studies are advisable, nay, necessary. Writing is a very late acquisition of man. In the arrangement of a curriculum for the first years of the culture-school, reading and writing are to be placed at the end of the second school year, but never are they to begin the course ... Manual training ought also to be taken up in the schools; it is demanded by considerations of culture-history" (335.133). _Animal Stories._ Professor W. H. Brewer of New Haven, discussing the "instinctive interest of children in bear and wolf stories," observes (192): "The children of European races take more interest in bear and wolf stories than in stories relating to any other wild animals. Their interest in bears is greater than that in wolves, and in the plays of children bears have a much more conspicuous part. There is a sort of fascination in everything relating to these animals that attracts the child's attention from a very early age, and 'Tell me a bear story' is a common request long before it learns to read." After rejecting, as unsatisfactory, the theory that would make it a matter of education with each child,--"the conservative traditions of children have preserved more stories about bears and wolves, parents and nurses talk more about them, these animals have a larger place in the literature for children; hence the special interest,"--Professor Brewer expresses his own belief that "the special interest our children show towards these two animals is instinctive, and it is of the nature of an inherited memory, vague, to be sure, yet strong enough to give a bend to the natural inclinations." He points out that the bear and the wolf are the two animals "which have been and still are the most destructive to human life (and particularly to children) in our latitude and climate," and that "several of the large breeds of dogs,--the wolf-hound proper, the mastiff (particularly the Spanish mastiff), and even the St. Bernard,--were originally evolved as wolf-dogs for the protection of sheep and children." His general