Scandinavian literature; and I have never lost my interest in and
affection for it.

Among my first books was a volume of a hopelessly unscientific kind by
Mayne Reid, about mammals, illustrated with pictures no more artistic
than but quite as thrilling as those in the typical school geography.
When my father found how deeply interested I was in this not very
accurate volume, he gave me a little book by J. G. Wood, the English
writer of popular books on natural history, and then a larger one of his
called "Homes Without Hands." Both of these were cherished possessions.
They were studied eagerly; and they finally descended to my children.
The "Homes Without Hands," by the way, grew to have an added association
in connection with a pedagogical failure on my part. In accordance
with what I believed was some kind of modern theory of making education
interesting and not letting it become a task, I endeavored to teach my
eldest small boy one or two of his letters from the title-page. As the
letter "H" appeared in the title an unusual number of times, I selected
that to begin on, my effort being to keep the small boy interested, not
to let him realize that he was learning a lesson, and to convince him
that he was merely having a good time. Whether it was the theory or my
method of applying it that was defective I do not know, but I certainly
absolutely eradicated from his brain any ability to learn what "H" was;
and long after he had learned all the other letters of the alphabet in
the old-fashioned way, he proved wholly unable to remember "H" under any
circumstances.

Quite unknown to myself, I was, while a boy, under a hopeless
disadvantage in studying nature. I was very near-sighted, so that the
only things I could study were those I ran against or stumbled over.
When I was about thirteen I was allowed to take lessons in taxidermy