columns of the newspapers, both the items of fact and the syndicated columns which, it would appear, devote seventy-five per cent of their space to discussion of the present generation and what to do about it.

Indeed other students of society have gone farther, much farther. Dr. Henry W. Gardner, eminent social psychologist, seven years ago devoted his doctor’s thesis to the so-called conditions of morality then prevailing on the “campus.” With highly commendable enthusiasm, this scholar spent almost the entire school year in an alder bush that grew on the edge of a secluded path known to irreverent minds as Lover’s Lane, where the youths of the university were wont to take their evening strolls. He adduced the following significant statistics:

Of the 3,061 automobiles that drove through the lane in one week, 2,009 stopped, and 2,005 turned off the motors. Of these, 154 drove on again after periods of time varying to an upper limit of five minutes. Of the remainder, 1,788 parked for periods of not less than one hour and not more than two hours and three-quarters. Dr. Gardner ascribed the fixation of these limits to the period between the beginning of darkness (which of course varied with the season) and the “coeds’” curfew.

Of the remaining sixty-three, forty-nine of the automobiles spent the entire night in the lane. The fate of the other fourteen will never be known: they were all still there on the historic night when a watchman stumbled over Dr. Gardner’s feet and took him to jail before he could explain. The vicissitudes and obstacles that stand in the scientist’s way cannot be overestimated. This deplorable incident is merely one example of the prevalent attitude.

Another of his experiments was to fix a dictaphone beneath the old oak bench at the far end of Lover’s Lane. He did this shortly after the unfortunate episode of the jail, and for eleven nights he was thus enabled to sit at his ease in the laboratory, taking notes. (I myself have much reason to thank and commend Dr. Gardner’s foresight: these notes, while they have not been used as source material, have nevertheless allowed me to corroborate many of my own conclusions.)

METHOD OF TREATMENT

The method used in this treatise is the result of much thought. After attempting several other outlines, I have come to the conclusion that the most graphic representation is that of hypothetical cases for each lesson—i.e., each chapter represents a typical case, or synthetic experience. The student may at first glance object to this treatment, but a short survey will, I hope, convince him that the system is the only adequate one possible. Note that each experiment is couched in colloquial terms, the better to carry the atmosphere of the lesson. Of course the student is expected to vary the program according to his own requirements: these experiments are to serve merely as outlines. I have attempted to avoid as far as possible that wealth of technical terminology so dear to the heart of the average scientific author and so trying to the beginner: I have dared to hope that my compilation would be an aid not only to that small band who have dedicated their lives exclusively to research, but also to the great masses, the dilettantes and amateurs who might be able to find some inspiration in these pages.

The preparation, both research and field work, has been arduous, but what accomplishment was ever valuable without some labour and pains? If my contribution to scientific literature has in some small measure advanced the penetration of my fellow man and eased his path of loving, I am amply repaid.

In conclusion, I wish to thank those who have worked with me. Without their unfailing patience, sympathy and assiduity this little book could never have been written.