the spring,--welcoming its coming and offering it food,--there arises
at once in his own mind, a feeling of kindness toward the bird,
and toward all the animal creation, which is produced by a sort of
sympathetic action, a power somewhat similar to what in physical
philosophy is called _induction_. On the other hand, if the
father, instead of feeding the bird, goes eagerly for a gun, in order
that he may shoot it, the boy will sympathize in that desire, and
growing up under such an influence, there will be gradually formed
within him, through the mysterious tendency of the youthful heart to
vibrate in unison with hearts that are near, a disposition to kill and
destroy all helpless beings that come within his power. There is no
need of any formal instruction in either case. Of a thousand children
brought up under the former of the above-described influences, nearly
every one, when he sees a bird, will wish to go and get crumbs to feed
it, while in the latter case, nearly every one will just as certainly
look for a stone. Thus the growing up in the right atmosphere, rather
than the receiving of the right instruction, is the condition which
it is most important to secure, in plans for forming the characters of
children.

It is in accordance with this philosophy that these stories, though
written mainly with a view to their moral influence on the hearts and
dispositions of the readers, contain very little formal exhortation
and instruction. They present quiet and peaceful pictures of happy
domestic life, portraying generally such conduct, and expressing such
sentiments and feelings, as it is desirable to exhibit and express in
the presence of children.

The books, however, will be found, perhaps, after all, to be useful
mainly in entertaining and amusing the youthful readers who may peruse