Written before, but published after The First World War, this volume's plea for a national system of education which will produce a nation of prosperous, morally fulfilled people able to live at peace with other nations is doubly poignant given the sacrifice of the 'lost generation'. However, the author also sees the horror of the War as an opportunity to change human destiny through education, an opportunity to abandon the narrow system of education in favour of one which will 'bring education in touch with life' and provide Britain with the intellectual and moral efficiency necessary to steer her through the following turbulent years of the twentieth century. Covering the core subjects of the English school curriculum in the early twentieth century the chapters in The Modern Teacher, if somewhat utopian, describe best practice in teaching of the particular subject and suggest possible improvements. One chapter also discusses the importance of the relatively new subject of citizenship, as well as the moral education of pupils.

Originally published in 1935, William Archer's interest in dreams had persisted for over quarter of a century, for ten years of which he kept a careful record of his own dreams. These records alone form a valuable collection of material, of which Archer made good use in the writing of the book on dreams on which he was engaged at the time of his death; large parts of these dream-records are reproduced in this book. He left this book partly finished, partly in draft, and partly in the form of notes. In putting together this material the editor, Theodore Besterman, tries to carry out Archer's intentions as closely as possible, and believed that he represented the book as he would have wished it to appear. It was unquestionably an important contribution to a difficult subject at the time, the result of many years' study and reflection.

Originally published in 1935, William Archer's interest in dreams had persisted for over quarter of a century, for ten years of which he kept a careful record of his own dreams. These records alone form a valuable collection of material, of which Archer made good use in the writing of the book on dreams on which he was engaged at the time of his death; large parts of these dream-records are reproduced in this book. He left this book partly finished, partly in draft, and partly in the form of notes. In putting together this material the editor, Theodore Besterman, tries to carry out Archer's intentions as closely as possible, and believed that he represented the book as he would have wished it to appear. It was unquestionably an important contribution to a difficult subject at the time, the result of many years' study and reflection.

Written before, but published after The First World War, this volume's plea for a national system of education which will produce a nation of prosperous, morally fulfilled people able to live at peace with other nations is doubly poignant given the sacrifice of the 'lost generation'. However, the author also sees the horror of the War as an opportunity to change human destiny through education, an opportunity to abandon the narrow system of education in favour of one which will 'bring education in touch with life' and provide Britain with the intellectual and moral efficiency necessary to steer her through the following turbulent years of the twentieth century. Covering the core subjects of the English school curriculum in the early twentieth century the chapters in The Modern Teacher, if somewhat utopian, describe best practice in teaching of the particular subject and suggest possible improvements. One chapter also discusses the importance of the relatively new subject of citizenship, as well as the moral education of pupils.

In later life the recipient of the Nobel Peace Prize for his humanitarian work, the Norwegian explorer and scientist Fridtjof Nansen (1861-1930) led the team that in 1888 made the first successful crossing of Greenland's interior. Finding themselves cut off from the rest of the world for the winter, Nansen and his men spent several months living among the Greenlandic Inuit. Although 'far too short a time in which to attain a thorough knowledge', it was nevertheless sufficient to form a strong acquaintance and affection. First published in 1893, this English translation of the 1891 Norwegian original offers a valuable insight into much that was, and remains, foreign and peculiar to European experience. The coverage ranges from culinary to linguistic observations, and Nansen is by turns repulsed, fascinated and full of compassion, asking what the future holds for a people 'already stung with the venom of our civilisation'.