- s .^■^ ^^y- v^' A -^-i ^/^ ^ V^ nO°x, .'1 'O. '^ % s^ z ..-^^ rO- c.^- CO ' o "^ > ,\- * o 0' %.^^ .,:^% ^^ ,^^'' " "f.^ s .^ "^ ... •x^^' > A O 0^ .0 " ^^ -^ -0 ■»*' % ?<•, /'.,'c. %. ,^x\' ^^.-^, -^ 'OO^ o,'?-' «> 'rf-. cO«-- .^:^■ "H. ■-. ^ 7- .y '^/. / ^°... rfff^. '.>/--/ ,.-,0- ■^^ .^^^' ^-^•" ^-:.<^ ,^>- 'f' ^A V* /.°';^. ■■■■ rif%^ •^oo^ (0 J ^^^ .r >-' .^^<•• .^ "<=>. ,1^ ,.<":.'■»/'% „\' .■■^^ ■^OO^ ■^^ .^^' ,,^^ % ■ ' « /\ 'y- S^ .0 ^. ^\^^ ,o- ^ o 0^ ,v ^"^ "^^ •-- "nil " ,0 - " ,'^ ^0^ ^^~^ -n^. '"/■ ivV xOO^ o-< -r;^ 0- ^'^^ '^^-. ,0 0^ cP- ^■^ "''^, \" » ^ " " A ^ S' •*:. ..\V •'..^^ .v^ ..*" O "^A v^ V ^^. ,^^''" '^ C-' \'^ '•*>-. «-. \/ »■■'■"/. > THE CHILDS' INSTRUCTOR OR LEARNING MAD^ ^ASY BY MEANS OF TOYS, PICTURES AND STORIES. PLANNED ON THE NOW CELEBRATED KINDERGARTEN SYSTEM. PROFUSELY AND BEAUTIFULLY ILLUSTRATED. ... .^>^ WARD, LOCK & CO., lo Bond Street, >\ v^c. Copyright 1884, H. C. SANDIFER. / ^^7 J CONTENTS. PAGE Alphabet, The 5, G, 52, 55 A New Nnrscry Rhyme Alphabet ... 8 Al^jhabet, Picture 55 Arithmetic, 12, 02, 110, 154, 206, 250 300, 344, 402, 452, 539 American History ... 832, 422, 51G, 545 Body, SomethiDg about My Owu Little, 189, 381, 420, 401,524, 556 Chemistry for Children, 280, 818, 357 ■114, 454, 51.3, 552, 582 Chats about Common Things, 35, 90 139, 234 Drawing Lessons, Comical, 95, 121, 272 437, 523, 581 Drawing Lessons for the Youn?, 177 273, 304, 405, 491, 501 Drawing on Ruled Paper for the Little Ones 93, 118 Engipe, Steam, Story of Examination, Our ... 120 611 Mowers, About a Few Wild 88 French, Easy Lessons m, 25, 80, 141 172, 226, 266, 325, 361, 407, 507 577 First Steps ; or, Easy Lessons in Beading and SpeUiug, 2, 49, 97 145, 193, 241, 289, 3,37, 404, 486 _550, 009 Grammar, 41, 180, 264, 378, 475, 511 559, 604 Grammar in Fun 438 Geographical Nursery Ehymes ... 166 Geography, Simple Lessons in, 18, 70 162, 217, 257, 309, 350, 417, 447 481, 580 Great Life, Little Story of 120 History of England, in Easy Lessons, 15 60, 114, 158, 212, 253, 303, 340 470, 497, 529, 593 How to tell the Time by the Clock... 483 History Pages, Natural 54 History, American ... 332, 422, 510, 545 Introduction 1 Kings and Queens of England, Tbe, 385 Kindergarten Games and Songs, 40, 96 144, 192, 240, 288, 330, 384, 432 480, 528, 570 Kindergarten Toy, A 93, 118 Contents. Lessons, Picture 31, 83, 143, 269 Lessons, Easy, in Reading and Spell- ing, 2, 49, 07, 145, 193, 241, 289 337, 404, 483, 550 Lessons— Comical Drawing 95, 121, 272 437, 532 Lessons— Drawing for the Yonng, 177 273, 364, 465, 491, 561 Music and Singing, 21, 73, 122, 168, 223 270, 321, 369, 411, 489, 571, 606 Maps — England and Wales 165 L-eland 259 ,, Scotland 220 Europe 419 North America 312 ,, South America 355 Asia 449 ,, Africa 483 Australia 588 Moon, Sun, Stars, Story of, 43, 182, 284 376 Natural History, Pages 54 Number Nursery Ehj'mes 210 New Nursery Rhyme, A 8 Objects in a House .. Our Examination .. .. 200 .. Gil PAGE Picture Alphabet 55 Plants and Flowers, Stories of, 32, 84 135, 236, 315, 477, 541, GOO Picture Lessons, Language 31, 83, 143 269 Queens and Kings of England ... 3S5 Reading and Spelling, Easy Lessons in, 2, 49, 97, 145, 193, 241, 289, 337 404, 486, 550, 609 Rhyme, A New Nursery 8 Sun, Moon, and Stars, Stories of, 43 182, 284, 376 Scripture Stories, 38, 77, 131, 175, 231 261. 329, 373, 429, 458, 569, 590 Story of James Watt and the Steam Engine 12G Singing and Music, 21, 73, 122, 1G8, 223 270, 321, 369, 411, 489, 571, 606 Scotland, Map of 22(i Sometliiug about my Own Little Body, 189, 881, 426, 461, 524, 556 Watt, James, Story of, and the Steam Engine 126 Writing Made Easy, 9, 60, 108, 152, 204 248, 293, 574 ir fith Pal ^ i\-^T i2 The Child's Instriictor. INTRODUCTION. INSTRUCTION for very youug children can scaa.-eely be made too simple or too attractive. The infant mind should not be wearied with hard lessons, or frightened with an alarming array of dry facts. The object should rather be to lead the child on gradually to habits of application and obedience, than force him to fill his mind with words which to him are completely without meaning. It is from the fear of thus over-taxing the mind that many parents postpone the commencement of their children's education imtil a compara- tively late period, thus losing much precious time, and allowing then- little ones frequently to contract habits of indolence and a disregard of discipline. With most children, after the age of three years is passed, continual play begins to weary, and if simple instruction be not given, mischief wiU the more surely occupy their little minds, and habits of disobedience may be contracted which in after years will bear bitter fruit. The present work is to a large extent planned upon the principle of com- bining amusement with instruction, so that easy and suitable occupation for even very yoimg children may be obtained. Commencing with the Alphabet, which may be taught entirely by means of the toy presented with this First Part, we proceed to Writing on ruled paper, and Arithmetic taught by pictures of cubes and apples, and the mother or teacher would do well to obtain a set of cubes or small balls, to facilitate this lesson. The letterpress should be B PICTURE PUZZLE FOR TEACHING THE ALPHABET. mm-s^m-s^MKm-m ^--.■_..«_.»_ ^, o,,,. u^i, va,.,h i «^i< a do Warwick House, Salisbury Square, London. Presented with Part I. of ■ THE CHILD'S INSTRUCTOR," Price 6d. Monthly, Published by Ward, Lock &. 00-, " D _;.-Jj|^. d V E o w^^m^.^ ^^ V e s S J L nil Sheet is to be pasted on Stout Cardboard, and the Pictures cut into Slips as marked. Each Slip will then contain one Letter on each side of it, and the part of one Picture. The Slips are to be shuffled in a heap, and the child taught to make complete pictures with the names of the Animals or Birds by the side of each. This should be done for a short time every day, and by this means a child is more easily taught his letters than by any other method. London i WARD, LOCK & CO. The ChUcVii Instructor. read alond to the little jnipils, wlio, being interested in the story told or tho familiar chat, will soon take interest in the instruction conveyed. Then after devoting ten minutes or so to these subjects — for ten minutes at a time is quite long enough to devote to one lesson at first — the pages may be turned, and the teacher will find ready to hand an entertaining story from the pages of History or a fascinating recital from the marvels of Nature. Grammar, Music, Singing, and Behaviour, are treated in the same way, while French and German are taught at first by means of nursery rhymes and pictures ; and in the later part of the work will be found pleasant lessons for elder children in Latin, Chemistry, Botany, Astronomy, Physiology, &c. Om- object, therefore, is not only to impart instruction but to impart it in an easy and amusing manner, and to afford a complete vade mcctim for the " play learning " of Little Folks, from the ages of three to eight. FIRST STEPS; or.. EASY LESSONS IN BEADING d- SPELLING, I. -TEACHING THE ALPHABET BY TOYS. ¥0U ftre very fond of new toys and games, I Imow. Now here is a nice new^ game that yon will Hke very mnch, and it will be better than many of your toys, because it will help you to read pretty books with lectures in them, and to understand the pictures. Will not that be nice ? Perhaps you will learn to play the game better if I tell you the story of a little boy who learned to play it, and liked it very much. I have written the story here, so that it may be read to you, and if you do as he did perhaps you will learn to read as quickly as he did. He was plajdng one day with his bricks, as no doubt you have often played, but he became tired Easy Lessons in Picadlng (did SpcUuig. of them, just as you are often tired, and then he said — " Oh, mamma dear, what shall I do now ? I am so tired of building my bricks." " Would you like a new toy, Harry ? " " A new toy! Oh, yes, yes!'' And the little J A G U A R l||- S J a a r HARRY'S NEW TOY. fellow clapped his tuiy hands with delight, and eagerly ran to his mother. " What is it, mamma ? Do show me," he cried. Quicldy his mamma produced a neat httle box, and having opened its hd, showed him a number of slips of cardboard, each one having on it a part of a picture, and on each side of the picture a letter. " Oh, mamma, how nice ! " cried Harry ; " how do I play at this pretty game ? " So then mamma showed him that each slip fitted The Child's Instructor. on to another slip, so as to make a complete pictm'e of an animal or a bird, having on each side the names thereof printed in large letters, hke the picture on page 3. And at the same time Harry's Qiannna i)ointed out to him the letters, and made him repeat them after her. Then she took a hook in which the letters were clearly prmted in proper order, like those on the opposite page, and again pointing out each one, she pronounced them clearly, one after the other, and made him repeat them after her. " That will do for to-day," she said. " Ten minutes at a time is quite enough. We will try again to-morrow." And on the morrow Harry's mamma put together all the pictures again, and made him repeat the letters after her, and showed him how they formed the names of the animals, and then he repeated the alphabet two or three times in proper order. Then taldng the shps she turned them wrong side up- wards, and made letters of them roughly, like this — n ^^ \rw And to afford variety she took a slate and drew the letters upon it, repeating rhymes like those on pages 6, 7, and 8. So Harry grew quite interested in these amusing games, and especially with the picture -slips. Of these he grew so fond, that he often played with them himself^ and by degrees was able to put the animals together, and call them by their proper names, and read the letters. The Alphabet. A B C D E F a I J K L M :n' O Q cj H P Y 'WHAT DO THEbK il.NMl THINGS MEAN W X T Z a b c d e f g li i j k 1 m n o p q r s t u v w X y z Tlic ChMs Instructor. A B C D E F G H J K L M HOW TO FORM THE ALPHABET. Like a Tent, where two sloping lines meet, With one straight across them to serve for a seat. One straight line with two curves at its hack, Resembles a Pedlar with his double pack. Is a circle, hut not quite complete, [meet. Draw a round with your pen, hut dni't let the ends One straight line, with one curve from each end. Not very unlike the stout Bow that you bend. Three straight lines, like three sides of a Square, With one stroke between them to show E is there. Is exactly the figure of E, But one line, the lowest, is wanting, you see. On the pattern of C you may make. The lower end crossed to prevent a mistake. Like a Stile, or a Bar to leap over, Two straight lines, and one joining each to the other. Stands like a Soldier, upright at his post. And sometimes each end with a short line is cross'd. One straight line that curls up from the foot, If you like, one short stroke at the top you may put. One straight line with two arms branching forth, One points to the south, and the other one north. Two straight lines, like two sides of a Square, Or the back and the seat of a verv straight Chair. Like a Swing between two little trees. Two straight lines, and two sloping down, if you please. How to Form the Alphahd. 7 N O P Q R S T U V W X Y z Is the same, but with one sloping line, So look at it well, and remember the sign. Like a Hoop, or mamma's Wedding Ring, A Circle, with neither beginning nor ending. One straight line, with one curve to its back, Quite easy to make wdien you once get the knack. Just like 0, with a short curly tail, Like my Dog, or the Hook for your hat on the rail. Just like P, \\ith a curved stroke below. Look v.-ell, that the difl'erence from B you may know. Curving to left, then to right, you may make, In the wriggling form of an Eel or a Snake. One line, at top by a second stroke cross'd, Stands up straight and firm like a tall Finger-post. One line downwards, and then curving up. Resembles in figure a rather deej) Cup. Something like U, only pointed, not round, Like a Swing, or the pattern caUed Vandyke, is found Two down strokes, two up, as you see. Like M upside down, or like one double V. Like a Cross, or the Sails of a Mill, Two lines laid across, and as straight as you will. Like a Wine-glass, with stem and with bowl. Three straight strokes like Y on the top of a pole. Three straight lines, but all zigzag they run ; And now^ all the twenty-six letters are done. 8 The Chihrs Instructor. A NEW NURSERY-PtHYME ALPHABET. w OULD you like to hear to-day What the letters do and say ? The letter A, One sunny dav, Took letter B" To Tom's to tea. The letter C Cried, " Do take me ! " The letter D Said French, " Oul ! om! But letter E Cried, " Let me be ! " And letter F Was much too deaf. Whilst letter G Had hurt his knee, With letter H, In naughty rage. Cried letter I, Quite cross, " Pray Avhy Has letter J At home to stay, If letter K Can go a^Yay ? " Said letter L, " J is not well ; " Said letter M, *' J has to hem For letter N And Baby Ben ; " Said letter 0, " J's head aches so ; " Said letter P, " J cannot see ; " Said letter Q, " J cannot chew ; " Said letter Pi, " J lives too tar ; " Said letter S, " J works for Bess ; '* Said letter T, " J works for me ; " Said letter U, " For Harry too ; " Said letter V, " J is too wee ; " Said letter W, " J mil not trouble you ; " Said letter X, " J mil not vex ; " Said letter Y^, " J says good-bye ; " Said letter Z, " J goes to bed." Writing made Easy. AMY'S FIRST ATTEMPTS AT WRITINQ. WRITING MADE EASY. No. I. DOWN STKOKES. I ONCE loiew a little girl whose father went away to India, and she saw her mother writing to him very often ; so one day she took a slate, and tried to write also. " Amy, what are you doing, my child?" said her mother. " Trying to write, mamma. I want to Avrite a letter to papa as you do when he is away." " Oh ! hut you vaW never learn like that, my darling. Come to this tahle, and I wiU show you how to write properly." And I \riU tell you how her mamma taught her, and hope you wiU prove as quick a pupil. 10 The Child's Instructor. Amy soon found herself sitting l)efoi"e a slate, upon which mamma had ruled a network of hues and made some slanting strokes, like this — 4 -^ ^ / z / Zl \ and then placing a nicely-pointed pencil in her little daughter's hand, she showed her how to draw slanting downward and upward strokes from point to point. And after a time she varied the occupation hy ruhng lines without the square, like this — • / ,;• ,/ ■•■;■."' # ■ ;■ - — - " ■'- :■■' -7P- ,? •jr-'y/ ■■■' ,•*/■* /?• A' ./ . .V£) DOOO-OiD D£:>£;£)0£^D 2. 3. 4. 5.' 6. One An-.b, Two Apples. Three Apples. Four Apples. Five Apple?. Six Apples. ( . Seven Apples IX. OQOO^OOOf' 8. 9. Eight Apples. Nine Apples. X. i.Oi5O©0O|5OC©:l0. Ten Apples. Thus, you see, arithmetic is all counting. The first rule in arithmetic is called Addition, because it teaches us how to add figures together, and by this means to find out how many there really are altogether. Supposing I had a number of apples in my hand, and I gave one to you, one to your sister, one to your brother, and kept one for myself, how many apples would that make altogether ? Q One apple to you. Q One apple to your sister. O One apple to your brother. Q One apple for me. Now, all you have to do is just to count them aa 14 The CliihVs Instructor. they lie before you, and what is the answer ? Four, you say ; yes, four, of course, because there are four persons, and each person gets one apple. To make an addition sum of this we leave out the apples, and only put down the figures, like this — o 1 1 1 Q 1 4 OOQO That is a much neater way, is it not ? Now, shall we try again ? This time we will suppose that I give you tliree apples — your sister two apples and your brother one apple, and then I have none left for myself. How many apples have I given away ? Q €> Three apples to you. OO Two apples to your sisier. O One apple to yom* brother. If you count all the apples you find six, do you not ? Now, to make the addition sum of it we will just put down the figures — 000 8 O 1 6 QQOOOO That is a very easy sum indeed. We will try some- thing a little more difficult next time. Easy Hlstonj Lessons. 15 AN ANTDTKNT BI'ITOfJ IN HIS CANOE. TALES OF OTHER TIMES; OR, THE HISTORY OF ENGLAND IN EASY LESSONS. I.— THE ANCIENT BRITONS. M^ 'ANY hundreds of years ago, the people who lived in this country were very wild, and dwelt in woods. They were called the Ancient Britons, and were very fierce and cruel. Sometimes they used to dress themselves in the skins of wild animals, and they painted their hodies blue with a plant called woad. They made boats of wicker- work covered with skins, and in these they ' used to catch fish in the rivers. In the picture at the top of this page you can see one of these Ancient Britons paddling along a river. He has a net to catch fish. Another is walldng with his boat on his back. These boats or canoes were usually called coracles. r.'.RT OF AN ANCIENT DRUID TEMPLE. 16 The Child's Instructor. When the weather was cold, the hoys and girls in those days were clad in skins. You would not like to have lived in those days, for great numbers of wolves and wild cats infested the forests, and instead of the towns and villages which now stand so thickly over our beloved land, the surface of the country was covered with thick and gloomy woods, and often rendered impassable by marshes and swamps ; while here and there a few huts, made of wattle and daub — that is, of branches of trees entmned or "wattled" together, and daubed over with mud or clay — might be seen grouped together. There were also thick groves of oak trees, and huge piles of immense stones called temples, where the Druids were wont to worship and ofler up sacrifices. The Druids were the priests of those days, and taught the people, but their religion was not the religion of the true God. They worshipped the sun, the moon, oak trees, and serpents, and strove to propitiate these heathen deities by offering up human sacrifices. They made huge images of wicker-work, and filled them with living human beings, and then set fire to them, when they perished miserably in the flames. In addition to being priests, the Druids were also the poets, the judges, and the lawgivers of the people. They were dressed in long white robes, and had long white beards. They dwelt in the groves of oak trees, where they cultivated the mistletoe, and at Christmas-time the Arch Druid, or Chief Druid, cut the plant from its parent oak with a golden knife. They lield great feasts when the corn was sown, when it was ripening, and again when it was gathered ; and the traces of these old customs linger yet in some parts of England in the May-day games, the fires of Midsummer Eve, the Harvest Home, and the cutting of the mistletoe at Christmas-time. II. — THE ROMANS IN BRITAIN. After the Ancient Britons had lived many j^ears as I have just told you, a great and mighty people called the Romans, having conquered France — which, as you know, is very near to Britain — wished to conquer Britain also. So they sailed across the English Channel and landed on the coast of Kent. Easy History Lessons. 17 Their leader was a very brave and skilful man named Julius Ctesar, and in this picture we see him on his ship urging on his men to attack the Britons and land on their shores. The Britons defended themselves very bravely, and although the Romans obtained a landing, yet many years passed before they quite conquered the Britons. But the Bomans THE ROMANS LANUIMI IN iiKllAlN. conquered them at last, and kept their country for four hundred years. They made many good roads, so that people could travel from place to place with greater ease than before. They also built towns and large camps of big stones called castm. Remains of these camps may still be seen, and some day, perhaps, you will see them. In course of time towns were built on the same places on which some of these camps had stood, and they last to this day, and are even known by almost the same names. Thus Chester, Winchester, Doncaster, Leicester, and many others, are all cities and towns founded by the Romans, and built on the sites of the old Roman castm, and their names, you see, are much alike. c 18 The ChihTs Instructor. PICTURE-MAP, SHOWINQ THE PRINCIPAL DIVISIONS OF LAND AND WATER. (The teui'her iclio irnih t/iis Icssoii aloud should 2>oint out in this picture each feature as it is described.) SIMPLE LESSONS IN GEOGKAPHY. I.— WHAT GEOGRAPHY TEACHES US. AlvE you frightened at the long word Geography ? Make it into little words, ^ then — into S3-Ilables — and you will not be / frightened at all. Say Ge, and 0/7, and ra, ^ and 2)1(1/ : then all of them together — quickly — Geography ; and that will finish it. By doing a little at a time, you see, you get to do a great deal at last. And so you will find it with everything. Now this English word " geography " comes from two Greek words — ge, which means the earth, and grapke, a description or writing. And now that I have told you this, SHAPE OF THE EARTH. Simple Lessons in Geography. 19 I think you will understand quite easily that geography is a description of what is upon the surface of the earth. And do not let the word " surface " puzzle you. It is very easy. It means, on the outside, on the top, on what you can see and touch; not what is inside. Of course the earth has a form. It is the same shape as a very, verj;, very large orange. You may think by this that it is the same shape exactly as a very, very, very large ball ; but it is not, because a ball is round all over, whilst an orange is flattened a little at the bottom and at the top. So is the earth. And the top flattened piece is called the North Pole, and the bottom flattened piece is called the South Pole ; and midway between these two there is an imaginary circle, called the Equator. It means that an equal part of the earth is above this line, and that an equal part of the earth is below. There are two things upon the surface of the earth : one is firm and solid, fit to walk on and to build upon ; the other is wet and splashy, dividing if you touch it, letting you fall right into it ; closing up all over you ; hiding you av/ay as if you had never been. That part of the surface of the earth which is hard and firm is land, as you know ; that part which lets you drop into it is water. There are miles and miles of land ; for there is a large piece, or tract, of it in one place, and a larger piece, or tract, of it in another ; and there are a great many little pieces of it, here, there, and everyv/here. But there are so many, many more miles of water, and so many, many more miles of water still, that the land, if gathered all up together and put by the side of the water, would look very little indeed. It is just like this, or just in these proportions : — Cut a piece of paper into four pieces, each piece exactly the same size ; then call one piece land and the other three pieces water, and you will know all about it. Or you may think of it in this way : — Of four equal parts, three are water, only one is land. Now, let us talk about the land. The largest piece of land is called a Continent ; and a continent is so very, very large, it never belongs altogether to one king or one nation, but is di%dded amongst several. There are three continents on the earth — the Eastern, the Western, and the Australasian. At the big ends or extremities of these 20 The Child's Inst met or. continents there is every now and then a great piece of the land running right oft" into the' sea, being only joined to the continent at one side by a narrow neck of land. Such a piece of land is called a Peninsula. There are several peninsulas. An Island is a piece of land cut ofi^ altogether from a continent, and therefore an island means a piece of land entirely surrounded by water, no matter whether it is small or large. An Isthmus is a word that will be difticult for you to utter. It is a Greek word meaning " neck "; and that is exactly what an isthmus is. It is a neck of land joining two large pieces together. When a piece of land juts out into the sea it is called a Cape. This is an easy word, shortened from the Latin caput, a head. The sea is always rougher at these heads, or capes, or forelands, or promontories. This is because they are generally rocky ; and when the sea is blown against the rocks, the rocks break the waves about, and it always seems as if they were having a very angry quarrel. There are many capes on every coast. A Coast is the edge of the land where the sea begins. If the land is very high and uneven, it is called a Mountainous country ; if it goes dowji very low, it is called a Valley ; if it is very flat, it is called a Plain. Many mountains all together are called a Chain of mountains ; small mountains are called Hills ; small hills are called Hillocks. There are mountains that every now and then begin to roar, and hiss, and splutter, J^ ^ and then burst into flame and smoke, ^, hurlin ^ up, out of holes at the top, great fountains of red-hot lava. These mountains are called Volcanoes, and the lava from them runs down their sides in dangerous streams. burying people, and houses, and even a whole town. Again, there are high mountains, so high that they are always covered with ice and snow, snow will sometimes slide right down houses and people are buried by it A VOLCANO, OR BURNING MOUNTAIN. Huge masses of the from their sides, and These are the principal divisions of land ; in our next chapter we shall tell you about the principal divisions of water. Music and Sinr/iiig. 21 LEARNING TO I'LAY THE PIAN >. MUSIC AND SINGING. CHAPTER I. THE NAMES OF SOME SINGING BIRDS. I HAVE no doubt that many of 111}' little readers have birds belonging to them, perhaps a canary, a black-l)ird, a thrush, or, maybe, a sweet-voiced linnet. Whichever bird you may happen to possess, you know that it has a dehghtful voice, and that its note A Teautiful LITTLE soNcsTER. QY soug Is qultc differeui from the song of other birds. 22 The ChikVs Instructor. If a great many birds of different kinds were placed in one room, and all were to sing together, though perhaps each bird possessed a sweet voice, yet the wiiole sound would not be a pleasant one, because, as each bird sang (hffereut music, it would produce Avhat is called discord. You Iqiow that if anyone keeps a bird, it is usual to have a cage to put it in ; and you also know that if a great many birds are kept, it is necessary to have a much larger cage to keep them in. This large -cage is called an aviary. Now I am going to tell you about a large cage or aAdary, and introduce you to all the little birds who live inside it. This cage is called a piano. Of course you have seen the piano in mamma's drawing-room many times ; but I do not suppose you ever thought about its being a cage before. Just lift up the lid, and you will see a row of black and a row of white birds inside it. These birds cannot ily away, certainly, but they each have a name, a voice, and a cage to live in, so that we can imagine them to be really singing- birds. But do they sing, you will ask ? Press your finger hghtly upon one of the little white birds, and then let it fly up again. Now, do you hear its pretty voice ? This voice is only heard when the little bird is touched. The first thing that you want to know about these little birds is their names. Just look alons; the cage, and you will see that the black birds are (hvided into groups of threes and twos, while the white birds lie side by side all in a row\ Music and Singing. 23 If you were to count the white hirds you would find, perhaps, forty-seven, perhaps fifty-two, accord- ing to the size of the cage ; and you will perhaps he surprised to hear that all these hirds have only seven names hetween them. These are very easy to rememher, for they are only the first seven letters of the alphahet — A, B, C, I), E, F, and G. Now let us find out where A is. We will call the groups of three hlack hirds simply hlack-hirds, and we will call the groups of two, crows. Look at the cage, and find one of the groups of hlack-hirds. Do you see that there are two white hirds lying hetween these three hlack-hirds ? The second of these two Avliite hirds is called A. Look at the first picture here, and you will see where it is at once. Count all the A's in the cage, and see how many you can find. You know just as well as I do that B and C come after A, so the next two hirds must he B and C. These two white hirds have no hlack IIT A hird to separate them. Point them out in the cage, and then look at picture two, and see if you are right. 11 I I H I Now D is pei'haps the easiest of i I 1 '^^^ ^^^^ hirds to rememher. It is so » m 9 cosily j^laced hetween the two hlack crows that it is impossihle to miss it. D stands for DUNCE, as no doubt you know, and I think all the little girls and hoys who cannot find the little white hird D — after they have once heen told -ought to he caUed DUNCES too. C where it is- 24 The CJiMs Instructor. IT D E F Don't yoii? Here is a picture of D. Count all the D's in the ca2fe. E and F are the next two white birds, and these, like B and C, have no black bird to separate them, but just lie lovingly together, like twin sisters. Look at '■— 1| ■ I ■ picture fouy, and you ^\ill see where II I they are, and then compare them with ( P P those in the cage, and count how many you can find. Now we have come to G, which is the last of the httle white birds. This of course comes after F, and is the first of those two white birds which lie between the three ])lack-birds. Count all the G's in the cage. Have you got them ? Now look at picture five, and see if you are right. Picture six shows all the Httle birds lying side by side in their proper order. You see that they are just the same as those in the cage. Now you have really learned your first lesson in music, and I may sup- pose that if you want D or F, C or A, you ^vill not have to begin at A, and count up to each bird, but will be able to pop joiw finger on whichever little bird you may happen to want. Next time I mil tell you something more about these birds. No. fi. Easy Lessons in French. 25 A PICTURE OF PARIS, WHERE THE BEST FRENCH IS SPOKEN. EASY LESSONS IN FRENCH. I— THE FEENCH ALPHABET! l'aLPHABET FRANCAIS. A The French A sounds Ah, To rhyme ^^ith Mamma. B The French B sounds Bay, To rhyme with To-day. C The French C sounds Say, To rhyme with Away. D Tlie French D sounds Day, To rhyme with You may. " E The French E sounds Ay, To rhyme with Your play. Q The French G sounds Jhay, To riiyme A^dth The hay. H The French H sounds Ahsh, To rhyme with a Marsh. I The French I sounds Ee, To rhyme with The sea. J The French J sounds Djee, To rhyme with Your tea. K The French K sounds Kah, To rhyme with Papa. IQ The ChikVs Instructor. p The Frencli P sounds Pay, To rhyme with Astray. "f The French T sounds Tay, To rhyme with Dog Tr'ay. V The French V sounds Vay, To rhyme with A dray. X The French X sounds Eeks, To rhyme with It squeaks. Y The French Y sounds Ee-grek, To rhyme with Its neck. Q Whilst French Q and IT U Are like French Feu Jen. ^ And French has no douhle U Ever to trouble you. F L And F, L, M, N, M N 0, R, S, and Z, O R Are just as in English, S Z With all of it said. So, jump on my knee, The pictures to see ; And give me a kiss For teaching you this. THE ALPHABET IN FRENCH ONCE MORE. y\ for Abeille. L ALPHABET FRANCAIS ENCORE. Une Abeille is a Bee ; It flies too near me. B for Beurre. Some Butter is Du Beurre ; ^^ Puss thinks it is for her. C for Chou. A Cabbage is Un Chou For dinner it will do. Easy Lessons in. French. 27 Young Ladv is Une Demoi- D for Demoiselle j ^ --^m gelle ; iV^^^ fsi^^ Something like my sist er \ -^: E for Epee. A Sword, is Une Epee ; Tom threw his sword away. p for Fraise. ■/I'-flW Some Strawherries. Des Fraises; ^^^^ So nice in summer davs ! Q for Grenouille Une Grenouille, a Frog; ^^': Jumps quickly from the dog. H for Hahit. Our clothes are Nos Habits ; How smart we are, vou see. I for Hot. Un Hot is An Islet; In the river we espy it. 28 The ChihVs Imtmdoy. J for Joujoux, 7 Some toys are Des Joujoux ; L N urse brings them all for you. K forKangourou. You know The Kangaroo ; lou stroked it at the Zoo. v'^- L for Lapin. Mon Lapin is My Bunny ; He looks so very funny. |\/| for Maison. fsj for Nanan. Une Maison is A House, i^il 1 And from it creeps a mouse. )es Nanans means Some Sweets, Which Mabel buys and eats. O for Oiseau "^ Un Oiseau is A Bird ; , Its sona you've often heard. Easy Lessons in French. 29 p for Poule. A Chicken is Une Poule ; One hops upon the stool. Q for Q uai. A wharfside is Un Quai; Ships come and sail away. R for Roue. 3 for Serin. Une Houe, dear, is A Wheel; Runs all the way to Deal. Un Serin, A Canary ; Its cage inside the dairy "Y for Toupie. A Peg-top, Une Toupie ; For brother Jack and me. (J for Uhlan. Un Uhlan has a lance In Germany, not France. 30 Tlic Child's Instructor. Y for Valise. A Trunk is Une Valise, ]\Iucli liidier than my knees. Y for Xonophon. With Xenophon, the Greek, All scholars liked to speak. Y lor Yeux. 2 for Zouave. Vos yeux, love, are Your i Eyes, As pretty as the skies. Des Zouaves,jeunes et beaux, To Algiers have to go. There, no\v you have the A, B, C, Pray, come and say some French to me ; Say Toupie, Oiseau, Epee, Roue, Un Hot, Uhlan, Kangourou ; Say Beurre, and Fraise, Valise, and Cliou Say Habit, Xenophon, Joujou; Say Nanan, Maison, Lapin, Quai, — ■ And that is all I want to-day {This is given as an exercise in pronunciation.] Next time I will tell you how to talk to a little French boy if he were to come into your nui'sery. Laufjuarje Picture Lessons. 31 LANGUAGE PICTURE LESSONS.— No. 1. Emilish—'My Sister. French — Ma Soeur. German — Meine Schwester. LnHii — Mea Soror. English — My Brother. JFrfnch — Mon Frere. German -lA.e\xv Bruder. Latin — Mens Frater. English — Our Baby. French- Notre Enfant German — Unser Kindlein. Latin — Nostra Infans. English — Our Father. French — Notre Pere. German — Unser Vater. Lnttn — Noster Pater. English — Our Mother. French — Notre mere. German — Unsere Mutter. Latin — Nostra Mater. 32 TJie CliiliVs Instructor. OF THE PLANTS & rLO^VEKS: BOTA^'Y FOR VEIIY YOUXG BEGlXXEItS. STORY I. AVHAT IS PLANT , BUTTERCUPS MO DAISIES. THE story of a blade of grass, a buttercup, or a daisy is, in its way, as fascinating as the story of Jack and the Beanstalk, or any other fairy tale, and far better, because tbe stories I shall tell you of these flowers are true. Perhaps you are familiar with the sight of buttercups, daisies, fox-gloves, and otlier wild flowers. They grow in the fields and woods, where children often play. Many a time you have carelessly plucked them up, giving, perhaps, scarcely a thought to them; but you were then handling wonderful and beautiful tilings. The beauty of them is evident enough, and their wonders we shall tell in these lessons. Now, if you were asked to tell the difierence between a stone in tlie road, a plant in the meadow (say a buttercup), and the snail crawling about with its little house or shell on its back, it would, no doubt, be hard for you to answer such a question. You would require to think, and after much thinking you might come to some such result as this : — The stone difi'ers from the plant and animal in having Stories of the Plants and Flowers. 33 no life ; and the plant and snail, which both possess life, differ from each other in this, that the former is fixed in one spot and cannot move about from place to place, whereas the latter can move about in search of something to eat, and when it has found something that suits it, it takes it into its mouth and eats it. From this it appears that the plant occupies a middle position between things like stones, which are called minerals, and creatures like snails, which are called animals; all things like the plant are called vegetables. Hence, when men have tried to put all the things on the earth and in the sea and air into three large groups, they have these three — animals, vegetables, and minerals. Botany is the science which teaches us all about the vegetables, how they live and how they die, how they spread themselves about the earth, and how they are of very great use to man. It is an interesting and a useful subject, and it has to deal with some of the loveliest objects on the earth. For what is more beautiful than a flower, in its wonderful delicacy and regularity of build and charm of colour ? Now, how does one of these little field-flowers live ? Thei-e it is, fixed in one position in the field, from which it can never move. It is not like a stone, which requires no nourishment, and might remain for ever in one place without any incon- venience ; nor is it like an animal, which, although it requires food, has been pro\ided ^\ith power to move about and seek for it. The food of this plant must be brought to it, or it will die. And its food is brought to it, so that it has no need to move about. The raindrops from the clouds provide it with drink ; the air carries it something to breathe and grow fat on ; and the moist earth gives to its roots many of the things from the ground which are necessary to strengthen it. The substance which the leaves of plants breathe is carbonic acid. This carbonic acid is an invisible gas, and it is formed whenever wood, charcoal, or coal is burnt ; it is therefore always pouring out of our chimneys. Animals cannot breathe it without being sufi^ocated. But when it enters into the little mouths on the surface of the leaves of a plant, the carbonic acid is broken up. For you must know that this carbonic acid is made of two things — carbon D 34 The Child's Instructor. (or charcoal) and oxygen. The carbon is kept by the plant to help it to grow, and the oxygen is given back to the air. You cannot see the little mouths on the surface of a leaf without a powerful magnify ing instrument called a microscope. With the microscope these little mouths (ssss) look very much as shown in this cut. This wonderful work of breaking up carbonic acid within the leaf of a plant BREATHINC MOUTHS OF PLANTS. • • T TT . i. 1 1 i? is carried on, like a great deal more oi Nature's work, in a silent way ; so that you may go through a forest where there are millions of leaves, and all of them together cannot make e\ddent to the ear the breaking up of carbonic acid which is being industriously carried on in them. AVe do not know how it is managed ; but it appears that this mysterious work can only be carried on in sunshine by the green of the leaf ; so that the green of the leaf and rays from the sun are needed to break up the carbonic acid. How great is the amount of work done by the green of the leaf and sunshine in a single hour of a summer's day it would be hard to tell, but the work goes on without ceasing, so long as the sun shines on the leaves. Our little field plant, however, only receives one part of its nourishment from the carbonic acid in the air, and it requires something else besides carbon to grow on. The other things it requires, it gets from the ground, where its roots spread in various directions. In the plant there is carbon, oxygen, and hydrogen, which form the wood; but besides these substances there are some others, which are left as ashes when the plant is burnt. In these ashes there may be several substances, containing sulphur, phosphorus, potas- sium, calcium, magnesium, iron, nitrogen, hydrogen, and oxygen, and as these ashes formed part of the plant before it was burnt, all these various substances have got into the plant from the earth. The carbon from the carbonic acid, and other substances- from the ground, build up the plant, no matter whether it be a tiny field plant, or an oak of the forest. It is found that difl'erent plants take diflerent substances from the ground,, some also taking more of one substance than another will. About Sugar. 35 KiNGSio.v, Jamaica, anulxce a geeat quantity of Sugae is eeouoht to Exoland. CHATS ABOUT COMMON THINGS. I. ABOUT SUGAR. Y' 'OU all know Avliat sugar is, and how sweet it tastes. Doubtless you would like to know something about it, and how it is made. It is a great traveller, and comes to us from other countries. Some of it is made from beetroot, in France; but the greater part is made from the juice of a jilant called the sugar - cane. This jilant cannot thrive in cold weather, and therefore it only grows in very warm countries. The places where it grows most plentifully are the West Indies and the southern part of the United States. A great deal of it grows on the island in the West Indies called Jamaica. It is a very large and handsome plant, sometimes growing to the height of fifteen feet. The stem is round and is jointed, so that it looks as if it were made of a number of short pieces, THE SUGAR CANE. 36 'Hie CMlcVs Instructor. joined together. At the top is a large beautiful tiower, with long pointed, leaves. It is planted in the autumn, between the months of August nd November, and it is generally ripe by the following March r April. It is easy to tell when it is ripe, for the outer skin of the cane becomes hard, dry, and smooth, almost like a walking-stick. It is then cut down, the leaves stripped oif, and a few of the joints nearest the top are cut away. The remaining portions are then cut up into pieces about a yard long, tied up in bundles, and carried to the mills. Care is taken to cut the cane as close to the ground as possible, the richest juice being found in the lower joints. After the canes are taken away, the stumps are cut down to a few inches below the surface of the ground, and then covered up with mould. The upper parts of the cane and the leaves are used to feed cattle. When the bundles of sugar - cane arrive at the mills, the first thing is to crush them. A negro spreads them out in order, and they are then passed between two iron rollers, which completely crush them as they go through. The juice thus pressed out flows into vessels, called clarifiers, placed beneath to receive it. The canes are then passed through two other rollers, placed closer ogether, and all the remaining juice squeezed out of the cane. Inch flows mto the clarifiers; these are large enough to con- tarn soma hundreds of gaUons each. The juice is thick, of a tlull ohve-green colour, and, of course, very sweet to the taste. As soon as the clarifiers are filled with the juice, a small quantity of hme is added. The vessels are then placed over a furnace, the fuel for which consists of the crushed canes, out CUTTING DOWN TUB SUGAR-CANES. About Sugar. 37 of which tlie juice has all been pressed. This dry refuse of the canes is called trash. The juice is now boiled, and a quantity of scum rises to the top; this is carefully skimmed ofl", after which the juice is of a clear bright yellow colour. The next thing is to remove it into a series of copper vessels, one after another; in each it is boiled, and as the water evaporates, the juice at last becomes a soft mass. Then it is again removed into other vessels to cool, and whilst cooling it is stirred. After this, it is placed in large casks called hogs- heads. There are holes at the bottom of these casks, which are placed over large cisterns, and here it remains for three or four AveelsS, the last of the moisture draining slowly away through the holes. It is now called Muscovado, or, as we should say, brown sugar ; and the liquid part which is drained off is called Molasses. The casks are now covered in and fastened, and sent on board ship. The sugar, however, is still rather moist, and a great deal of molasses drains off from it afterwards. About seven pounds of juice will make one pound of raw sugar, and it takes nearly twenty cartloads of canes to make a single hogshead of sugar. The better lands of sugar are refined in different ways. One plan is called claying. The sugar is put into pointed earthen moulds, called forms, the point (in which there is a hole) being downwards. A layer of clay is placed on the top and wetted with water, which slowly filters down, and causes more of the molasses to drain ofi" than in the common sugar. And now I will tell you how dai/ing was discovered. It happened one day that a fowl which had been walking in the mud, passed over one of the cooling vessels full of sugar, and it was noticed that where any clay from her feet stuck to the sur- face, the sugar was of a better colour. So it was found that clay caused more of the molasses to run through than anything else. Loaf or white sugar is made by re-boiling the brown sugar with white of egg and bullock's blood, and by submitting it to the claying a great many times. In some cases the re-boiled sugar is filtered through powdered charcoal to cleanse and whiten it. And thus you get those nice white pieces of sugar to sweeten your bread and milk or cocoa. 38 The Chihrs ■Instnictor. ADAM AND EVE AFTER THE FALL. SCRIPTURE STORIES. CHAPTEE I. THE GARDEN OP EDEN. THERE are very few little boys and girls who do not love to hear stories, especially those grand old stories told from the Holy Book, which we call our Bible. Most of you have been told, and no doubt remember when you look at this beautiful world, that God made it all. Seiipfiire Stories. 39 When God had made the world all ready for man, He created a man, whom He called Adam, and then a woman, whom He called Eve ; and placed them m a beautihil place, called the Garden of Eden. The flowers and trees WTre so beautiful, and there were so many different lands, that Adam and Eve were never tked of gazmg on their beauty — even the little daisy gleamed hke brightest silver in the sunshine, and each separate blade of grass was just as fresh and green and fair to look upon as were the tall trees lifting their proud heads to try and touch the beautiful blue sky above them. You would think, with, all this beauty, that Adam and Eve would have been as happy as it was possible to be. They fed on the dehcious fruit which grew in the garden ; the animals were so tame, that lions and tigers, mth soft silky coats and gentle faces, would he at their feet, or gambol with each other as innocently as kittens. God took care of them all, and so long as Adam and Eve loved and obeyed Him, they were perfectly happy. There was one tree in this Garden of Eden which God told them they were not to eat; there were plenty of other fruit-trees which they might use for food, but this one tree God desired that they should not touch. Eve would sometimes stand gazing at this tree ; its leaves were as beautiful as those of the other trees, its fruit looked just as tempting, and yet she must not touch it. It would have been far better 40 The CkilcVs Imfrucfm for her to have gone away quite to another part of the garden, and not to have looked at this tree again ; for every time she looked at it, the longing to taste its fruit grew stronger, and she began to forget all that God had done for her. Evil thoughts came into her heart, and she determined to disobey Him. She approached the tree slowly, just like a guilty thing, looking all around her to see if God were near, and was watching her. Perhaps she drew back again, thinking, "I will leave it until to-morrow;" and then she just put out her hand and plucked some of the fruit, and tasted it, almost expecting to find it bitter. It tasted sweet, and she ate some more, and then took some of it to Adam, and told him to eat it too. At first Adam refused to disobey the kmd God, who had given him Hfe and then made him so happy ; but when Eve tempted him, by telling him that it was sweet to the taste, he took it from her hand and ate of it too. As soon as they had both eaten, they knew how wicked they had been, and tried to hide themselves from God, but He was very angry with them, and turned them out of the beautiful garden, and told them that they had brought sin into the world by their disobedience, and that it would never be so fair again. Just think of all the happmess this first man and woman lost by their one great sin of disobedience. Gmmmar. 41 [This is a XDicture of uoiins. The Dog, the Bu-ds, the Stones, the Grass, the Flowers, the Gate, tlie Trees, the Ground, are all nouus]. G R A M M A E. CHAPTEE I. A CHAT ABOUT NOUNS. BABIES cannot talk. Of course my little readers know that, just as well as I do. They know that bahies only pick up I a word here and there, such as MAMMA, '' PAPA, CAKE, or any other word which they hear most frequently. Well, when you were a haby you had to he taught tvords. Now I am going to teach you the best words, and how to use them in the best way. This is what we call Grammar. Let us try to understand what grammar really is. The language which we use here in England is called the English language, as I have no doubt you already know ; and there are two ways of speaking it — -a right way and a wrong way. When correct grammar is written or spoken we say it is good English ; when no grammar is used at all — like the 42 The Child's Instructor. language spoken by the poor little boys in the street — we say it is bad English ; and every little lady and gentleman ought to learn grammar, so that they may speak good English. The English language, like all other languages, is made up of words and sentences. You know what a word is, of course ? Book is a word, so is paper, and gold ; and I daresay you know what a sentence is, too. Please give me some cake, is a sentence. I love you, is another sentence ; and you cannot speak at all without l)riuging in words and sentences. But how to make good sentences ? Ah ! that is the xerj reason Avliy you should learn grammar. The English language is made up of nine different -sor/s of words. These are called the nine parts of speech. Will you remember it ? Only nine ? you will say. Yes, only nine ; because so many words belong to one sort or kmd. The first sort or kind is called a Noun. Everything you can see, or touch, or taste, or smell, or even talk about, is called a noun. Boy, girl, man, woman, desk, boat, key, brush, apple, rose — all are nouns. Tell me a noun that you can see. Bird ? — Yes, that is right. Now one that you can touch. Table ? — Yes. One that you can taste. Sugar ? — Yes. One that you can smell ? Flower ? — Yes. Eemember that a noun is the name of any place, any person, or any thing ; and that hundreds and thousands of the words in the English language belong to the kind or sort which we call nouns. But you have not learned all about nouns yet. There are two kinds of nouns, — Proper and Common. The names of people and places are called proper nouns, John, Kate, Alfred — these are proper nouns, because they are the names of particular boys and girls, but if we merely say boy or girl, wthout giving the name of any special boy or girl, they would be common nouns. A proper noun always points out some particular or special person or place, such as Ellen, which is the name of some particular girl ; and London, which is the name of some special town. Now, suppose you write out a list of proper and common nouns. In the next chapter I will tell you about another part of speech Stories of the Stars. 43 STOEIES OF THE SUN, MOON AND STAES. STARS AND PLANETS, 'HEN you have looked out into the dark night, and the sky has been clear, you have seen myriads of bright, tmnkling lights, and one large bright light, like a silver shield, in the dark blue dome above. And if you asked what these bright lights were, you were told they were " stars," and the large bright light was called " the moon." Now I am going to tell you some stories aboiit the stars and the moon, and also something very interesting about the beautiful sun, which gives us light by day. The name of the science Avhich treats of the stars, and the laws Avhich govern them, and their 44 Tltc ChihT^ Instructor. movements, is called As-tron-o-my. Tliis word comes from two Greek words, astron, a star, and nomos, a law. If you look very closely at the sky on a clear night, you will see that some of the stars, and by far the greater number of them, " twinkle," while a few burn brightly and steadily. The former are called stars, and the others are known as " planets." But as there are so many more stars than planets, they are often spoken of as stars. Now, what is the difference between planets and stars? There are many points of difference ; I will tell you some of them. First of all, the planets are much nearer to us than are any of the stars, although the planets themselves are very far away. Then the stars are like our sun, only so much farther off, that their light appears much less to us; but the planets are something like our earth, and look bright only by borrowed or reflected light, as a looking-glass looks bright when near gas or a candle ; while the stars, like the sun, shine by their own light. The stars are so many millions of miles away, so deeply sunk into space, that though they are so immensely lai'ge they seem quite small to us, and give us only the twinkling light you see. But the planets are not so large, though they seem to us about the same size or even larger ; this is because they are not nearly so far away. But there is another great difference between the stars and the planets, and one which you can easily observe for your- selves. If you look at the sky to-morrow night, you will see that the planets, or those bright lights which do not "twinkle," are in a difierent position from that which they occupied last night, while the stars will be in much the same position. In fact, the planets change their position every night, and this is the reason why they were called planets, which means " wandering stars," because they have always been seen to alter their position night after night. The reason of this is that they, like the earth itself upon which we live, revolve round the sun at diflerent distances. There are eight of these planets, including the earth. They have all been named after the old heathen gods, — Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune. To put this clearer, let us make a little experiment. Let Stories of the Stars. 45 us put a lamp on tlie table, that shall represent the sun ; now a little way off place a small flower-seed, that shall represent the planet Mercury ; then a little farther off place a pea, that shall represent the planet Venus ; then farther off still place another pea, that shall represent our earth ; then farther off still from the lamp place another small flower-seed, that is Mars ; farther off again place an orange, to represent Jupiter ; farther off yet, another orange for Saturn ; again farther off place a plum, for Uranus ; and farther off yet, place a ball for Neptune. Now imagine that all these seeds and fruits and the ball were whirling each in its own circles round the lamp globe, and you will get some idea of why the planets are seen to alter their position from night to night. But now take another lamp, and place it on another table, a great way ofl' — that represents a star ; and then place another on another table — that represents another star ; and then imagine you have a number of other lamps on other tables to represent stars. Now, you will see clearly the dift'er- ence between planets and stars. The stars are hot, brilliant suns, like the sun that gives us light every day ; the planets are cold globes, of which the earth on which we live is the type, and all of them revolve round the sun. It is almost certain that the stars have planets whirling round them, even as our sun has, but they are so far ofl" that we cannot see them, even with a telescope. But you have seen other things in the sky besides the stars and planets ; you see the sun in the day-time and the moon at night, and sometimes you have seen, or someone whom you know, has seen a comet ; that is, a bright star Avith a long fiery tail. All these things we shall talk about, and I am sure you will like them very much. In the next chapter we shall tell you something about the moon. And all these wonderful stars, as well as our own earth, were all created, and are all kept in their appointed places, by that great and good God who made you, and who says to you in the Bible, " My little child, I want you to love Me and to obey Me, and then you will be happy." 46 T}ic CJiild's Instructor. KINDERGARTEN GAMES AND SONGS. I. THE SHIP. THERE are two ways of playing this game. In one the ship is formecl by three or more rows of children marching side by side. Handkerchiefs stretched from one child to another represent the ropes ; a child in the centre should carry a flag. In the other method a certain number of children (as many as may be found convenient) rejjreseut the sides, one the bow, one or more the stern, and one the rudder. In the space enclosed by the sides are children representing passengers. Others may stand outside and represent the waves. When the music commences they march off in step, to represent the sailing of the ship. The rolling may be represented by those at the sides swaying to and fro occasionally; such motions must not be made except together and rhyth- mically, at the teacher's direction. If there are a considerable number of children in the class, two or more ships may be formed. In this case they can sail one following the other, or in opposite directions ; the motions, however, of each must be simultaneous, in order that the whole class may be under the control and guidance of the teacher, and that they may follow the music. It should be remarked that no rigid rule in this or in any of the Kindergarten games need be invariably followed. If a teacher can suggest any modilication or improvement in a game, it should certainly be adopted. This remark applies also to the music. This has been chosen entirely with reference to the games, to whose movements it is an accompaniment. A very moderate knowledge of music will, of course, enable a teacher to make such additions or alterations as may be necessary to suit a modification of the game. qsi:^< ;Sr^=*: ■r^m -h0^- lu our good ships now. We sail a - way, We sail a - way. ^=^-- S N >s :J-W--i: i^ J53j^ V-.>u^S :j=zj Wo sail a - way. Flut-ters Bri- tan - uic flag in the light breeze ; :3rr ^=-F tt==:: The Ship. 47 :^::=ts :*z_38?: ^:^i We must sail night and day, o'er the deep seas. Fades from our view the /T\ -* — ■•— ' — a — a— ^ — i** — * •H- —J- -"I- -^- 5« — «• -=1-M- -^- ^:g=i I I -^- — 3--i .-J— :^-- :=F^; :EE n^z :^— s-^ 5i— ^^ qSri: :qN=:J^ -^—y-- :f^[fL-^t "m |y dear na- tive shore, And the deep wa- ters Wue We must sail o'er. l-r-l-^-r , , — -, - p^ p - i r ^r- 5*" -0—0- :=N=1^ nV^=^=:£: =&- -i-;^- _s_j:? j>^- Wind blowing fah now, We're homeward bound. We're homeward bound, (m=^^i=a^: ^-j_* -i^-i^- U^0^1^ -I- -«~*- m :fe^ '??-^-^- ^ -^=?=? ^^-J*:- -z^^\- dz^^z^^znzb We're homeward bound ; We see thy white cliffs, dear England, once more, :-i -«-H«— 1«- )' -*" "?r -»r it*iS2«: E^+- :Sf^: :i«; :=,_: 48 Tlic ChiliVs Instructor. :SEi ^: ^3= :qv,- ::^i;^=i Fast speeds our good ship, We're nearing the shore. Welcome us home a - gain, Ji:-^:.^^; _:i.^_jj; i^J: ;?: .-^_. :q: :iS- ^ home from a - far. Let go the an - chor — hip, hip, hiir - rah ! II. -KEEPING TIME. THE children form a circle, and move round from left to right, or right to left, keeping time with their feet to the music ; the pace is first slow, then quick. Or two circles may be formed, one inside the other, and may move in the same or in opposite directions. ^ Fine. m zjrziz --- E for ELK. G for GA-ZELLE. F for FOX. or HORSE. 56 The ChilcVs Instructor. Ihi>i. — The sacred bird of the ancient Egyptians, who used to wore hip it instead of the true God. It is common through- ont Afiica. Its head and neck are hare and the hody white, T\'hile the long quills of the wings are tipped with black. Jaf/iiar. — The Jaguar has a beautifully-marked yellow skin. It is very strong, and can kill sheep, goats, and even oxen. Its great claws enable it to climb trees easil}', which it does in pursuit of monkeys, which it likes to eat. It inhabits the Ii'ottest parts of America. Kiliflfislicr. — This is the most brilliantly coloured of our birds, its feathers being tinted with bright blue, orange, and green. It is found in the neighbourhood of streams, where it perches near the water, waiting for its opportunity to seize the fish, ui^on which it feeds. LioiL— The Lion has been called " the king of beasts," because of his great strength, his mighty voice, and his great powers of destruction. AA'hen he roars, the forest trembles and the animals hide their heads. DIoiili'jj. — Monkeys live in those large forests which are to Te found in warm countries, and there they lead a mei'ry life, jumping and swinging from bougli to bough in the pleasant sunshine, searching for birds' eggs or fruit. Alf/Jitiiir/ah'. — A Nightingale sings more sweetly than any- other bird. It has been called " the queen of song." In the still summer evening, when all other birds are quiet, it delights to pour ibrth its sweet melody. , . ^. Oftrr.—An animal that lives by rivers, and feeds almost entirely on fish. It is not very common now in this country, but is found in America and also in India. It is a capital swimmer, and its fur keeps it I'rom getting wet. J (iiiilicr. — A very savage and cruel annual, found in the woods of Africa and in the south of Asia. It is very hand- i^ome, and the markings on its back and sides present a very striking appearance. A)i Animal AlpJuihcf. 57 ior i-b: s. for JAG-U-APi. IV for KING-FISH-EE. L OT MOX-KEY. for LI-ON. N for ?s'IGHT-IX-GALE OT-TEE. ..'2,/^ P for rAN-THEE. 58 The Child's Instructor. Quail. — This bird onl}" visits us in summer. It comes in May, and flies away in October to Africa, where it hves during the winter. Its flesh is considered a great delicac}'. Pu'indccr. — The Beindeer is found in the most northerly parts of Europe, where it is as useful to the inhabitants of those cold regions as the horse, cow, and sheep are to us. It will draw a sledge over the snow with amazing swiftness, and will travel wdtli ease ninety miles a day. Squirrel. — Such a pretty, bright little fellow, hopping about the W'oods or running up and down trees. It has very sharp little teeth and a long bushy tail. It lives on nuts and acorns, and sometimes on the bark of young trees. Tiger. — The Tiger is only found in Asia. It is not so large as a Lion, but it is even more crael and fierce. Its skin is of a reddish yellow colour, very handsomely marked with bands of black. It kills and eats men and all kinds of animals. Unicorn.- — A fabulous animal something like a horse, with a single horn — hence the name, which means one-horn — issuing from the middle of its forehead. It has often been described and spoken of by writei's in ancient times, but none appear to have ever seen one. It is now generally believed that it never existed. ]'iiltm-e. — A very large and greedy bird that feeds on the bodies of dead animals. Its wings are verj' powerlul. Walrus. — This strange-looking and clumsy aniuial is some- times called the Sea-horse and sometimes the IMorse. It lives in the very cold regions, where there is always ice and snow. Xiphias (Sironl FisJt). — A large Fish, usually 20 feet long, remarkable for the curious prolongation of its upper jaw, which is like a SAvord. It is found in the Mediterranean Sea. Yellow Hammer. — The Yellow Hammer, or the Yellow Bunt- ing, is a very pretty and well-known little bird. It lays iive small eggs, which are prettily marked. Zebra. — This beautiful creature is something like a graceful horse in appearance, but its body is marked with dark stripes. It has been tamed so that it would draw a carriage, but it does not do this so well as a horse. An Aiiiinrd Alphdhi. 59 ,\^H#:\t\\ /r;T.-^^ for QUAIL. I\, for REIN-DEER ^ for SQUIR-REL. T LJ for U-NI-CORN for TI-CtER. V for YUL-TURE. VY for WAL-RUS. X for XI-PHI-AS, OR SWORD-FISH. Y for YEL-LOW HAM-MER. f_j for ZE-BRA CO Tlie Child's Instnidor. ^, t" ^ %' - ^ 1- tr AMY'S WRITING SLATE. WRITING MADE EASY. No. 11. CURVES, OR " POT-HOOKS." WHEN Amy was a make upward and able to upward and down- ward strokes with a certain amount of ease, her mamma showed her how to make curves, or pot-hooks. Squares were ruled on the slate, as before, and letters made within them, as shown by the picture at the top of this page, only the slate was much larger than the picture, and there were many more lines devoted to each kind of curve. First, mamma guided Amy's hand over some of the dotted letters, and then left her little daughter to make A LITTLE WRITING LES:CN. WrdiiKj Mddc Easy. 61 some by herself within the square. Then some hnes were ruled on paper, and letters formed on them, without the squares, like this — And when Amy had made a lew lines of " pot- hooks," mannna ruled some more lines and made some curves hke these — ...^l-d _. ....,■•■■ 7^ ■* --fy- ..£ A.. and then, for a change, some like these — Amy chd not think that making these strokes and curves was a very pleasant occupation, and she wished to write letters at once ; hut her mamma very wisely kept her steadily at it for about ten minutes every day, varying the lesson now and then with lively talk, until, after a few weeks. Amy could quite easily make strokes and curves together like these — Then mamma thought Amy might try to make romid O's and A's ; and in the next chapter I will tell you how she succeeded. G'l 'J'Jie ChikVs Instructor. How many Pussy-cats are here ? One, Two, Three Pussy-cats, dancing. PICTORIAL ARITHMETIC. CHAriEE 11. HOW TO WORK ADDITION SV^l^—ieoiitiiuied). LAST time I told yoii that Arith- metic was " all comiting," and we worked a few^ little addition sums. I hope Tou have not forgotten that Addition teaches us to add things TRYiKST^^rrn^^iTi^. together, and tells us how many the.y make, thus — D, aud^, and C), and Q, make (JQQQ (foi n). only ^instead of writing the word four we put down=.the figure thus, 4. Pictorial Arilluiicfic. G3 Toil remember that last time I told you the numbers up to ten ; here are the next numbers above ten — XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. OOOQOOOQOC oo OOOOOOOOQQ ©O© OOQOOOQOOC QOOOQOOOOC QQOOO eooooooooc OQOOQO DOOQDOOOQQ OOQOOOO QOQOQQQQOC QCPOOQOOQO QOOQOQQQ QC II Eleven apples. ±2 Twelve apples. 13 Thirteen apples. 14 Fourteen apples. 15 Fifteen apples. 16 Sixteen apple?. 17 Seventeen apple'-. la Eighteen apples. 19 Nineteen apples. 20 Twenty apples. You see it is much easier to write down 20 when we wish to say twenty, than it is to draw all those httle pictures of apples. Now we will try a few sums that are a little more difficult. Suppose that there stands upon the table a basket of apples, and you take out six, C4 Tlw ChUd's Iiisfnirtn: your sister takes out ten, your brother twelve, and I get fourteen, how many have we all together ? Let us see — c OQQOOO 10 OOOOOOQOOQ 14 OOOOOOQOOOOOOO Now, to add this up, begin with the 4, and count up to the top like this — 4 and 2 make 6 (that is, 4 apples O U O Q ixnd 2 apples O O niake 6 apples O O Q Q Q ) ; the stands for nothing ; so we go on : 6 apples and 6 apples make 12 apples. Then the answer to that first column is 12. Put it down in this way — (5 QQOOOO 10 QOOOQQOQQQ 12 oOQC)(t)OQQOOOO 2 But there is only a 2 there, you will say. Yes, that is quite right, because you must add the 1 on to the next column. This second column without the 1 comes to 3, but with the 1 it comes to 4 — 6 OOOOCO 10 OOOQOOOOOQ 12 Qt)OOOOQQOOQC) _14 OOO©9'i3O0QQ€)O O The answer therefore to that sum is 42, and jovl Pictorial Arithmetic. 65 know that we have taken out 42 apples from that basket. Whenever you find, after adding up a cohimn, that the answer comes to more than 9, you must put down the hist figure, and add it on to tiie next cohnnu. So, if your answer is 16, you would put down the 6 and carry on the 1 ; if your answer was 20, you would put down the and carry on the 2 ; if 24 you would put down the 4 and carry on the 2. Remember the second figure must be put dovrn under the column you have been adding, and the first figm'e must be carried on and added up with the next column. When, however, you get to the last column of all jon must put down both figures, because as there are no more columns to add the carry hig figm'es on to, some of your figures would be lost, and joii would not get the proper answer to yom- sum. Let us do rather a long addition sum, which will show you just what I mean — You see the answer to the first column is 23, so we put down the 3 and carry on the 2. Then the answer to the next column is 24, so down goes the 4, and the 2 is added to the third and last column. This last cohmm comes to 30, and as it is the last column we put both the 3 and the aown, thus — 30. I wonder if you will remember all this when, by and by, you come to do long difficult sums ? 4 7 6 9 3 8 2 7 4 G 1 3 7 4 2 30 4 3 60 The ClilhVs Instrndor. KIXG ALFKED AND THE CAKES. TALES OF OTHER TIMES; OR, THE HISTORY OF ENGLAND IN EASY LESSONS. III.— THE DANES AND SAXONS ; THE STORY OF GOOD KING ALFRED. WHEN the Romans went away, the Britons were attacked by some savage people called the Picts and Scots, who lived in the northern parts of the 5 jj«fr>^ island. They were also invaded by pirates -ll^'h:".-, from Denmark and Germany, called Danes SAINT AUGUSTINE PREACHING, and SaxoHS. Tlieu came a good man calkd Saint Augustine, who tanght the people to know the true God and to believe in the Lord Jesus Christ. Fais>i Histori/ Lessons. 67 ■y -- ■■---■-■■ ..I ■- -■__ . : The country was now divided into seven kingdoms, called ■" The Saxon Heptarchy," but at last Egbert became king of the whole. He was called Egbert, which means "' bright eye," because his eyes were so bright and beautiful. In his reign the Danes wei*e again very troublesome. They used to ■descend on the southern and eastern shores and ravage the country. But the Britons fought liravely against them. Alfred was the wisest and best of the kings in those days, and he did so much good for England that lie has been called "Alfred the Great" and "Good King Alfred." He loved study and learning, and when he was a little boy he won a veiy valuable prize, which his mother Osberga had promised to that one of her sons Avho should first learn to read. The prize was a beautifally-bound and ricbly-coloured liook of Saxon poems. After a time Gutln-um, the leader of the Danes, marched in the night upon Chippenham, where Alfred was then liAdng, And which was then simply a royal villa on the i\.von. The king was forced to fiee in disguise, and his adherents were all ■scattered. Alfred sought refuge in the small hut of a man •who kept pigs. Tlie wife of his humble host, not knowing he Avas the king, set him to watch cakes which Avere set to bake by a Avood fire, for they had no OA'ens in tliose davs. Alfred AA'as to turn them noAV and again, so that they should not burn. When she went out, her last Avords were, "Noav, mind you. do not forget, and let the cakes burn." But Alfred Avas so absorbed in thinking oA'er his misfortunes, and the best Avay of remedying them, that he forgot the cakes, and they were burned and spoiled. So Avhen the good Avife returned she scolded him soundly, and, some records say, boxed his ears. •"Go away!" she cried. "You are a lazy, good-for-nothing fellow, to let my cakes burn I Go aAA'ay ! I cannot keep idle people.' ' Alfred did not tell her he Avas the king, Init Avent aAv'ay •quietly to a marshy island, formed by a junction of the rivers Parret and Tone, and there he hid for some months. Then he disguised himself as a harper, and \'isited the Danish •camp. Won by his beautiful playing on the harp, the Danes feasted him, and he heard all their plans. Then, stealing from the camp, he gathered his follov/ers together, and fought 68 The ChMs Instructor. a great battle with the Danes, in whicli he was victoi'ious. So completely defeated were they that they did not trouble the land again for some time. Alfred founded the University of Oxford, and iiiade a law commanding the nobles to have their children educated. He also made many other wise laws, and established trial by jury. He divided his day into three parts — one devoted to prayer and study, another to allairs of state, and the third to sleep and meals. There being no clocks in those days, he measured time by candles, which burnt one inch in twenty minutes. After a long and prosperous reign, he died at Farringdon, in Berkshire, a.d. 901. IV. — THE STORY OF CANUTE AND HIS C0URTIEB.S. After the death of Alfred the Great several kings succeeded, who were not all of them so good as Alfred had been. The affairs of the country were now partly managed by the Great Council^ or Wit-en-ag-e-mot. This is rather a hard word, but you must endeavour to remember it, as this Council was the forerunner of our great Parliament. Sometimes it is called Witan, for short. The word means "the assembly of the wise." They advised the king on matters of state, judged state criminals, and superintended the courts of justice. They also appointed neAv kings. During the reign of Edgar, surnamed "the Peaceable,'' because during his life no foe disturbed the land (which was a most unusual occurrence in those days), nearly all the wolves in the country were killed, for he allowed the Welsh to pay their tribute, or taxes, in wolves' heads instead of money. So a great number of these wild animals were destroyed, and the forests were almost entirely cleared of them. A few years after Edgar's death the Danes came again, and Canute, a Danish king, became sovereign of England. He was called Canute the Great because, on the whole, he ruled wisely and well, and exhibited a great regard for religion and laAv and justice. For instance, on one occasion when his courtiers had ilattered him very much, and called him the greatest king in the world, and said that even the sea would obey him, he calmly ordered a chair to be brought and placed on the shore at Southampton, where he was then Easy History Lessons. c>b residinc^. Seating himself in the chair, he commanded tlie waves to return. But the tide was flowing in, and although he sternly bade it retire, it came on resistless. Then when the water had wetted his feet and encircled his chair, he sternly reproved his courtiers, and told them that the greatest earthly kings Avere indeed weak when comjiared to God, the great King of the whole universe. KING CANUTE. Now that you have read, I first four stories of English questions about them : — What icere the people called icho lived in England a long, loncj time ago ? How did then live ? How did tlu'n dress ? What u-cre their boats called ? What did they worship ? What were their j)ricsts called t Tell me something about them. Who first attacked them ? hope, several times over, these history, let me ask you a few Where did thcti land? What good did they do to the covntry 'I Tell me some of the towns they founded. Who came after the Komans ? Who was the best of the kings in those days ? Tell me something about him. Who founded the Univcrsiti/ of O.rford? Tell me something about Canute. 70 The ChlhVs Imtrador. ^jrij,^ 'e^ LAN D^^, MAP, SHOWING PRINCIPAL DIVISIONS OF WATER. SIMPLE LESSONS IN GEOGEAPHY. II. THE PRINCIPAL DIVISIONS OF AVATER. X AST time I told yoii about the piincipal divisions of land. Now I Avill tell you about the principal divisions of water. There are two kinds of water — one is salt or sea water, and the other is fresh, such as we drink. The very largest piece of sea water is called an Ocean. It extends for hundreds and hundreds of miles. There are five Oceans — theAtlant'Cj the Pacific, the Indian, the Arctic, and the Antarctic, or Southern Ocean. When the water extends into the land it is called a Bay, and when the water extends into the land very far it is known as a Gulf. POINTINC OUT A CONTINENT ON THE MAP. Simjjle Lessons in Geography. 71 I must tell you of a Channel, too, and I must tell you of a Strait. They are very ditferent from gulfs or bays, because there is a way out of them without turning round. For they are merely passages of sea ; a channel being a wide passage between two countries, and a strait being a narrow passage between two countries, by which a ship can go in at one end, and can sail along, and come out again at the other. But if a shi]) goes into a bay, it is like going into a very large wide room with only one door to it ; and if a ship goes into a gulf, it is like going into a very long and narrow room with only one door to it. The ships must come out again the same way they went in. But if ships go into a channel, it is like going into a large room with a door on either side, so that we can go through the room, in at one door and out at another ; and a strait is the same kind of thing, only it is smaller. Look on the big map, and you will see channels and straits. Well, but all this water is sea water, so that it is salt. There is other water upon the earth, the water that is fresh and Gweet, and that we use in towns and manufac- tories, and that we drink. This water is found in the land, not outside of it, and the largest spread, or ex- panse, of it is called a lake. Some of the lakes are so big, that even if you v/ent on them in a steamer, you would be a long time before you steamed from one end to the other. Other lakes are quite small ; little tiny sheets of water. Many lie right in the middle of very high hills, and are so beautiful that people come from very long distances just to look at them. In Scotland, the word for a lake is Loch. In Ireland, it is Lough. The largest lakes are i]i America, or in the Western Continent. One there is so large it is called Lake Superior ; for superior is a word that means better tlian all the rest. 72 The CluliVs Instructor. Another portion of fresli water found on the land, and not outside of it, is called a Eiver. I think you know what a river is. It is a long, long, long stream of water, quite smooth and pleasant, that will take you from one inland towa to another. There arc tlmnsands of rivers on the earth, some at the north, some A KIVEK. at the south, some at the east, some at the west. Many rivers begin up amongst the hills and the ^^- mountains, and, up there, ^^^^^^ are only tiny streams ; *" " '^- and by and by two of these tiny streams will meet and go on together, and will soon meet an- other, and another, and another, till by the time they have all been running for miles on the flat part of the land, they all make one great big river, which runs into the sea. In America there are some immense rivers, real giants of rivers. One of them, the Mississippi, is more than 4,000 miles long ; and one of the rivers that meets it up in the land, the Missouri, is as long as itself. In the south part of America there is a river 5,000 miles long. It is the Amazon, called the Queen of Elvers, because it is the longest in all the world. Now that I have told you about the i^rincipal divisions of land and water, you will be able to ansv/er these few easy questions. Try. What does GeognipJiy teach us ? Wliat is the sluijje of the Earth ? Into what is the siirjace of the Earth divided f What is the name <;/" the largest piece of Land ? Point out a Continent on the Map. How mami Continents are there ? Point tlicm out. WJiat is a Veniiisula ? an Island? an IstJimus / <( Cape ? Point out one of eacJi of these. I What is a Coast, a Mountiin, a Valley, i a Volcano ? ; Do Mountains ever have snoiv on the 1 summits '? Win/ is this ? Does the snow ever slip down ? I What is the largest division of Water ? I How many Oceans are there ? Point j tliem out. What is a Sea? a Channel? a Gulf? a I Strait ? a Pirer ? a Lake ? Point I oat one of each of these. j What is the name of the longest Hirer I in the World ? 3f islands. s almost an almost sur- r^l leck of land :ether. ^tending into pCK ^ Co, SALISBURY SQUART, kf PUZZLE MAP OF THE WORLD FOR TEACHING THE ELEMENTS OF GEOGRAPHY =..=___^.^^ EB ESENTED WITH PART II. OF 'THE CH ILD'S INSTR UCTOR." riu- poles TIicEarthon whicii we live is rounfl, like an immense oranL,rc. This laii^e jiiap reijrescnts tiie two halves iiflhe world, with tiie |)rinci])al divisions of land and water in each. A map is a repre- sent. itioti ot tiie whciie or part of the sur- face oi the l-arth on a Hat surface. Tiie equator is an imas^inary line round the centre ol tiie earth, at e(|ual distance 80 80 from the poles, riie poles are the points at the top and at the bottom of the Harth; or. to speak more correctly, at the north and south of the tarth. Thelandis divided into continents, islands, ppninsula.s, isthmuses, and capes. There are also mountanis, hills, valleys, and plains. The water is divided into oceans, seas, gults, straits, bays, lakes, and rivers. A continent is the lari^est tlivision of land. I here .ire iivv contineiits^Iuirope. Asia, Alrica. America, and Australia The latter, although it is really an immense island, is so large that it is frecjuently spoken of as a con- tinent. (Ihe teacher should jiointout these and all subse(|uent divisions to the children. An islandisasmall portion of laml entirely surrounded bv water LNORTH POLE) 60- s \ 1^' 1 ^ /O r H .A M E £ Q U A T R T V^ \"^C G UL'' f MEXICO \^ r^ SJ-EAMEH s\lLINC 'from NEW Kifi ^ aT I.: * 4/MAi H S />, # /?,».« ^pfVft, i>iHASinnn Of tf^wi SOUTH A mountiin is a great elevation o H POLE aiul. A hill is a) elevation of land, but not so ligh as a mouitain. A mountaix chain i onsists of manv lountains jonutl together. A valley is tlv low land between moun- tains (ir hills. A plain is a ley.l tract of land. .'\n ocean is the largest division ol water — /.(•.. the water surrounding the continents. There are five great oceans -The .\tlantic. the I'acihc, the Arctic, the Antarctic, and the Indian. A sea is a large portion of salt water, Init not so large as the ocean. //lis moUtnlertiluig M,i)Mlyttma a v,ry ,i»,/,w». «nd •mlrudr.r Pii-U for ChiUrat m fillier <■/ I llufMowmg .-ravJ -(i)',sl, tlu /i.v l,.,hm ol „uh koll. Ihumgli HOW TO USE THE MAP. it'ktth 'I neetiU fan hr run, to \tturt (uiuriuy xi'Aen ftailtu^ down the \atmd halj on thr merit of Ikt tard . (J ) Ah tttittr method ts to paste lite l:oo Aotivs — -jHit as t/tey are —on a pieee oj cardboard, ana tut t/ieni into sertiom along the tint ol latitude— i.e., /rain te/t to right. Ike pit lure, ftlaied around are to he alio mounted on taid, ana \ohen the map is put togither. they may lie put c« tlu lontinint, to lohith thev itionjt. ^ \ V X I: y V s y >^ 12 cTSfcKJJOON \ o i\ ■J> \ v h z /-y \ 1 1 ^g: o / \ --^_\ 1 i Rppp o / \ ^v^ --^ \ ^C^ BMi ■Ifll ^ / \ "A ^^-^ \ '''"■ / \ V \ ^r^--^ /40 4bv \ \ \ ^ .\ gfulf is a portion of sea water running deep into the land. .\ bay is a poi tion of sea water running only a little way into the land. A strait is a narrow passage of sea water joining two larger portions. •A river is a stream of water sea. /'he Map will alto it found teey nie/nl, uilhoni ieini mounted, lo point out the pemiiPIll dtvii .',' land and water, and the plaie. inhabited t'y the i'ariou, aniniah . inionntitiou with tin UeotraPh I.e. .ind Xntural Htt/a'\ pagei in Ihe Instrniloi . I "^ ' ( fi. birds which are placed together in a group. E/wy The first is F sharp and G flat. The || second is G sharp and A flat. The third I i is A sharp and B flat. Now for the two crows. The first is C sharp and D flat. The second is D sharp and E flat. Remember that you must put your finger upon each little black- bird as you repeat its two names, and for proof that you are right you can look at the little pictures given to you here. o;r*Sa)> oj?rr,° Here they are once more, I ? I 5 1 , ^ I i I , all in a row. Every white bird has thus, you see, a sharp and a flat belonging to it. But perhaps you will say there arc seven white birds and only five black birds, so how do you account for that '? The sharp and flat of each white bird are those two black birds which lie one on the left and one to the right of it. Then hov/ about the four white birds which are not separated by black birds, which are B and C, and E and F ? The white bird B has a black bird to the left of it ; this black bird is, of course, called B flat. Then where is B sharp, you v,ill ask, for the white B has no black bird to the right of it. The white bird C, as it hes to the right of B, has to act as its sharp. So you see the white C has two names, like the black birds. Its names are imr 76 The Child's Instructor. C natural (for all the white birds are called naturals), and it is called B sharp too. Now for the white bird C. This bird has a black bird to the right of it, which is of course called C sharp, and as it has no black bird to the left of it to act as its flat, the white bird B has to take the place of the missing black bird, and it is called C flat. So the white note B has two names, just the same as C has. These are, B natural and C flat. D, as I have already told you, has a black bird on each side of it, so of course the one to the left of it is its flat, and the one to the right of it is its sharp. E natural has a black-bird to the left of it which is called E flat, and it has to get its sharp from the white bird F natural, which is also called E sharp. Then the white bird F is called F natural and E sharp. Then where is F's flat, you ivill ask. This, of course, is got from the white bird, ivhich is called F flat as well as E natural. Now, •once more, we'll go over these four white birds who Jiave two names, and which are B, C, E and F. B is B natural and C flat. C is C natural and B sharp. E is E natural and F flat. F is F natm-al and E sharp. Now, I hope you will soon be able to remember all these sharps and flats ; and if you do, I shall soon be able to teach you to play a little tune. Will that not be nice ? Next time I ^vill tell you about the handsome €ase in which these sweet-voiced httle birds live. Scripture Stories. 77 THE DEATH OF ABEL. SCRIPTURE STORIES. CHAPTER II. CAIN AND ABEL. WHEN Adam and Eve were sent away from the beautiful garden of Eden, in consequence of their disobedience, they were obhged to go into a country which was much more wild and desolate, and Adam had to till the ground, so that corn and fruit would grow for their food, and he had to work very hard indeed. After a time a little son was born to Adam and Eve, and they called his name Cain ; and by and by came another little son, and him they called Abel. The two brothers grew up together, and, when they were young, no doubt loved one another very much indeed. When they were both men they chose different occupations : Cain was a tiller of the ground, like his father Adam, but Abel was a 78 Tlte ChikVs Instructor. shepherd, and used to watch over the flocks and herds of sheep and goats. One day Cain offered a sacrifice to the Lord of the fruits of the earth, but he did not pray to God, nor offer it in the right spirit, so God turned away from him and would not accept his sacrifice. Then Abel took the best and fattest lamb in his flock, and, humbly praying to God, offered up his sacrifice, and God was pleased with the offering and accepted it. But Cain became very jealous and angry with Abel, and cruel, envious thoughts rose up in his mind. He should have tried to overcome these evil thoughts, but he did not. And God said to Cain — for in those days He used to speak to men by word of mouth — Why are you angry, Cain ? If you do well, your offering mil be accepted, as yom' brother s was. But Cain Avould not listen to what God said, and one day the two brothers were in the field together ■ — perhaps talking about the sacrifices — and Cain's envious ill-temper so completely mastered him, that, forgetting all about the time when they were boys and had played with and loved one another, he suddeidy struck his brother Abel on the head so that he killed him. God was veiy angry with Cain for his cruel wickedness in killing his brother, and sent him far away to be a wanderer on the earth, and set a mark upon his face, so that every man should knoAv that he was a murderer, and should hate him for it. Just think what envy and bad temper will do ! SLriptiire Stories. 70 If anyone luicl told Cain, wlien he was quite a little boy, that one day he would kill the dear brother whom he loved, he would have denied it at once, and been shocked at the very thought. Sometimes think, when you are tempted to strike your brother or sister in anger, that if you allow your ill-temper to get bigger and bigger, as joii grow taller and older, it will one day master you so completely, that, like the wicked Cain, in a moment of great anger you might kill one of jour fellow-men ! It is not easy always to be good-tempered, I know, but surely it is better, when you are feeling angry and jealous, to shut up your mouth quite closely, so that the angry words cannot be uttered, and to hold your hands close to your sides, so as to refrain from striking another. The oftener you allow your anger to get the better of you, the harder you will find it to restrain yourself; but the oftener that you conquer it now, when you are young, the easier it will be to conquer it altogether. Now, I hope you will never forget the story of Cain and Abel, and what a dreadful thmg it is to give way to naughty tempers, and how displeased the great God is with those people who do so. QUESTIONS ON CHAPTERS I. AND 11. Why did they leave Eden ? What were the names of their tiso sons ! Who male this beautiful iforld In uldch we live f What was the name of the first man ^ Who created him f What n-as the name of the first woman ! ' Why was Cain amiry with Aid ?■ Who created her ? \ jfv,^ allowed his naughty temper to Where did they live ? Was this a beautiful and hapjyy place ' How long did they continue happy '! (The answer to this question should be, overcome him / What sin did it cause him to commit !- What lesson do we learn from the story Until they disobeyed Ciod). i of Cain and Abel / 80 The Child's Instructor. "ALLEZ VITE! ALLEZ VITEI"— "GO FASTER! GO FASTER!" EASY LESSONS IN FRENCH. II. — SECOND lesson; lecon seconde. TPIE NAMES OF A FEW TOYS. OME here, my children. I want to tell you something little French hoys and girls ; that is, ahont the little chikh-en who live in 5 France, a country which, you know, is not so yery far away from ours. They speak words that are quite different from the words you speak. If a little French hoy came into your nursery to play with you, he would not say, "How do you do?" He would say, "Comment vous portez-vous ;'' and if you gave him your little horse to play with, he would not call it a horse ; no, nor yet a gee-gee ; A MERBY CAME-UN JEU JOYEUX. Easy Lessons in French. 81 he would call it ^m clieval. " Ha ! " lie would ciy out, "un clieval! Un joli clieval! Un hon chevalf" For joli means pretty, and hon means good ; and lie would be so glad. His whip for the horse he would call un fouet, and the reins les brides; and when he said his alphabet he would pronounce the letters quite dif- ferently, as I told you last time. If you had a rocking horse and he chmbed on its back, he would cry, " Allez vite ! allez vite !'' which means, " Go faster ! go faster !" Then the httle French boy would take your httle wooden moo-cow and call it mie vache) and he would call a dog un cJiien ; and for a lamb he would say, un agneau; and for a box, une hoite ; and if his sister came, she would call a doll une poupee. Now, will you try to remember these names ? Here are the names of a few more things in French, in rhyme and with pictures, so that you may remember them. An Apple, Un Pomme. A Man, Un Homme. One Egg, Un (Euf. One Ox, Un Boeuf. A Fly, Une Mouclie. A Pie, Un Pate. A Cat, Un Chat. A Dish, Un Plat. 82 The ChikVs Instructor. Some Wool, De La Laine. A Queen, Une Reine. A Goose, Une Oie. A Kin a, Un Roi. Now say these words very (|mckly :— Un, brim, aucmi, chacim, qnelqii'un ; and, quicker still, un brun aucun chacun quelqu'un. And these :— Une, lune, dune, chacune, aucune, quelqu'ime ; and again, une lune dune chacune aucune quel- qu'une. That will teach you how to pronounce un and une, which mean a, and an, and one. Here are three more rhymes which the little French boy might repeat : Antoine, un liomme, A mange une pomme. Which means — Anthony, a man, ^'^^[^{J \ Has eaten an apple. Louis, un jour, Demolit un tour. Which means — Louis, one clay. Demolished a tower. i 7/ I \ Voiei Dorothee ; elle porte une poupee. Here is Dorothea ; she carries a doll. Now, I am afraid you are tired of hearing French words, so the little French boy shall go, and instead of saying "^Good day," he woidd say " Bon jour.'' Another time he shall come in to dine with you. Language Picture Lessons LANGUAGE PICTURE LESSONS.-No. 2. English—A little Girl— A Cup— A Cat. French—JJne petite Fille— Uiie Tasse— Un Chat. German—Em Ideiiies Madclien— Eiue Tasse— Eiue Katze. La^m— Parva Puella— Pociilum— Feles. EngUsh~A Cow and a Call' in a Meadow. French—Vne Vaclie et mi Veau dans nne Prairie. Ge/'maw— Eines Kuh nnd ein Kalb in einer Wiese. Latin— Yacca, Vitnlns, Pratmn. (There is no article—a, an, or the,— in Latin.) 84 The Chihrs Tmfritrtnr. ' ^ &\ STORIES OP THE PLANTS & FLOWERS; OR, BOTANY FOR VERY YOUNG BEGINNERS. STORY II. HOW PLANTS DRINK AND SLEEP. [N my last story I told you how plants breathed and obtained their food. Now I must tell you how they drink, and I will FoxcLovEs. show you this by a little experiment. If you put a few drops of water into a saucer, and a piece of lump sugar is allowed to touch it, the water rises in the sugar, and has soon reached the top of it. Indeed, you may Avatcli it rise if you darken the water slightly with ink. The water enters the pores of the sugar, and is drawn up just as melted tallow is drawn up the wick of a candle. The same land of drawing-up process is at work in the roots of the trees, drawing water containing various substances out of the moist earth up into the various parts of the tree. There may also be other causes helping. Thus, there is much water evaporated from the surfaces of leaves ; in other words, the little cells become partly dried up, consequently they draw a portion of the water away from neighbouring cells which are full, and this borrowing process may go on until the roots are reached, where, of course, the cells borrow their supply of liquid from Stork's of the Plants and Flowers. 85 ROOT OF A TREE IN THE GROUND. the moist ground. And so the liquid rises to all parts, carrying with it the various substances obtained from the ground. Now, just think for a moment of the difference between summer and winter. In summer the air is warm, and everything is bathed in sun- shine ; the trees are well supplied with leaves, and the natural process of wood-making is going on at full speed. In winter the ground is perhaps covered with snow ; the sun rises late in the morning, and sinks in the west early in the evening ; the hours of sunshine are few, and are made less by vapours or mists rising from the rivers and damp ground, and the trees are black and bare of leaves, so that in winter there can be little wood-making going on. In a few words, summer is the time for growing with plants, when they are laden with green leaves and have plenty of sunshine, while ^\dnter is a time when they are having a sort of rest or sleep, deriving their only nourishment from the ground. If we could cut the stem of a tree in two, then there ought to be, one would think, some diiierence, or some line of separation, seen between the growth of one year and another. So there is in some kinds of trees. The picture before us shows us one of them. It is nine years old. Upon having it cut in two, what do we find '? Why, nine rings of wood, a ring for each year, and each ring of wood separated from the others by a dark portion representing the tree's winter sleep. In such a tree a layer of fresh wood is formed every year outside all the others, and there is also a layer of new bark made, and the old bark cracks and withers away. It is pretty plain, then, that one may tell the age of a tree of this kind by counting its rings ; and the next time you see a tree that has been sawn in two, you may count its rings of wood if you want to know how old it is. STEM OF A TREE, CUT ACROSS, SHOWING THE RINGS OF FOOD. These rings will tell something else too. If it should 86 Tlu- Child's Instructor. STEM, SHOWING FOUR YEARS OF FOGO. happen that this tree you are examining has passed through years when the winters were more than usually long, and the summers were gone nearly as soon as they had come, then you will tind that the rings of Avood which answer for these years will he thinner than the others, section of en-doce-nous stem. showing that the tree did not receive so much food in those years as it had heen used to. The trees that increase in size hy a yearly addition of wood outside all the other rings of wood, are called cx-o-gcns hy hotanists. There are some trees which do not grow by adding layers of wood yearly to the outside. Each collection of new material is carried to- wards the middle of the stem. Such trees — and the palm is an example — grow from within ; they are called en-do-gens. The peculiar appear- ance of the stem of an en-do-gen is seen when a cane is cut in two. If you take a leaf from the tree whose stem has the rings to show its years of growth, and if you examine this leaf, you will see that it is on a small stalk. In the middle of the leaf there is a continuation of this stalk, from which there are veins or branches in various directions, jaresenting quite a network. Now, if you examine the leaf of an en-do-gen in the same way, it will be found to be widely different, as there is no network of veins ; they all lie in the same direction as a blade of grass. We have, therefore, no need to cut a tree in two to tell whether it is an ex-o-gen or an en-do-gen. An examination of its leaves will give us NET-VEINED LEAF. EN-DO-OE-NOUS LEAF. Stones of the Plants and Floivcrs. 87 this information. Tims we find that the linden, liorse- chesnut, and oak have leaves which are of the network kind ; therefore these trees are ex-o-gens ; while a num- ber of grasses have leaves with the veins all in the same direction or paral- lel, and we can say at once that they are en- do-gens. Both the ex-o-gens and en -do -gens have liowers, but this we must leave for the next two ^ lessons. We may finish b|^ this lesson by a few re- marks on the curious subject of plant "sleep." You may watch them asleep, for some of the liowers of the field "sleep" every night. They close their petals when even- ing is coming, and do not open them again before daj'break, just as we close our eyes when we sleep, and open them again in the morning. The daisy, for ex- ample, opens its little white ^ petals at sunrise and closes \t them at sunset. And from ^ this fact, and its rough re- semblance to an eye, it has been named the " day's-eye," a name which we have gra- dually shortened into daisy. Another ^^dld flower, the dan- delion, closes for the night at about five o'clock, and opens LEAVES AND FLOWERS OF HORSE-CHESNUT- in the morning about seven. LEAF OF LINDEN TREE. 88 The Child's Imtriictor. SOMETHING ABOUT A FEW WILD FLOWEES. {SEB FICTUEES ON OPPOSITE PAGE.) Sweet Violet. — One of the sweetest-smelling of our wild flowers. Found in spring on shady banks. The flowers are purple-coloured. Anemone. — One of the earliest of our Spring flowers, and may be met with during March or April, in almost any wood. The colour of the flower is white, slightly tinged on the out- side with purple. Primrose. — Another of our early Spring flowers, found in secluded corners of our woods and on shady banks. The flowers are yellow. Common Plaintain. — One of the commonest of our wild plants. It is found upon nearly every country roadside. The flowers are on a tall stalk, and the seeds when the flowers drop off are very good for cage-birds. Reel Poppi/. — Found in coru-flelds in the summer-time, when its scarlet petals present a very brilliant appearance. Field Gentian. — A beautiful little blue flower, very common in some of our northern counties. It only grows to the height of a few inches. Foxglove. — A tall and very handsome flower, found on woody banks, and on the sides of hills, in sandy soil. The flowers are somewhat bell-shaped, and are beautifully marked with purple blotches. It is a very poisonous plant. Harebell. — A pretty little blue flower, found in summer-time on grassy knolls and in woods. It is somewhat different from the blue-bell, which grows at the top of a single stalk. Binelweed. — This is the common name of the wild con- volvulus. It is found in hedgerows, where it twines around the branches of the hazels or quickset. The flowers always close up when the sun goes down. A fcir Familiar Wild Flotrers. 89 A FEW OF OUE FAMILIAE WILD FLOWERS. (FOR DESClill'TIOX, SEE OTPOSITE PAGE.) SWEET YI-O-LET. A-NEM-0-NE. PEIM-EOSE. COM-MON PLAN-TAIN. RED POP-PY. FIELD GEN-TIAN. yrv m w m^ iM EOX- GLOVE. X, J^ ■^ Aj \^-' ? r HARE-BELL. BIND-WEED. 90 The Child's Instructor. NEGROES riLlvlNc, toiio^ CHATS ABOUT COMMON THINGS. II. -ABOUT COTTON. MANY of our clothes are made from the substance called cotton ; and in warm countries, such as India, China, the Southern States of America, and the hot regions of Africa, people are wholly clothed in cotton garments ; so you may well suppose that cotton is a very useful substance indeed, and that the quantity used every year is very, rcrij great. Cotton is the hairy covering of the seeds of a tree or shrub. When the seed of the cotton- plant becomes ripe the pod bursts open, and the white fluffy cotton bulges out ; so that a cotton plantation just before the harvest is gathered, looks as if the plants were covered with flakes of snow. In the jjicture at the top of this page you see a cotton plantation, with the 1;- COTTON PLANT. About Cotton. 91 ripe white pods, and some negroes pickino- the pods and pnttnig the fluffy cotton into baskets. Some cotton has a yellowish tinge, and this is considered more valuable than the kind that is pure white. The greatest amount of cotton is grown in the Southern btates ol_ North America, on the banks of a great river called tlie Mississippi. A large quantity is also grown in India. Ihe cotton-plants are cultivated in rows ; and they are care- luily tended until the pods burst, and it is time to pick the cotton. _ Then it is indeed a busy time. At earliest dawn the cotton-pickers are assembled ; and through the whole day until night comes, and they can see no longer, they are busy pick- ing the cotton from the pods. Formerly negro slaves were employed m this work, and they were often cruelly treated and overworked during the time of the cotton crop ; they were kept to their work by overseers, armed with whips, who flogged all those who did not work fast enough ; and every slave who at the end of the day was not found to have picked a certain weight of cotton was severely punished. But now, all the negroes m the United States have been declared free, and they are better treated, and paid for their labour. When the cotton is picked from the pods it is laid in the sun to dry, and then carted to a mill, where the seeds are separated_ from the flufty covering. The seeds are used to plant again, so that new trees may spring up next year ; or else they are ground to make oil. _ The cotton, having been roughly cleansed in the mill by an instrument called " a gin,'' is next made up into bales to be sent to ±.ngland. A bale is a parcel wrapped in cloth and tied up with cords, or else bound round with very thin iron bands. The bales of cotton sent from America weigh about three hundred pounds. They are carried in carts drawn by oxen to the town where they are put on board ship. The bales packed m India are smaller, as they have to be carried to the seaports on the backs of camels. That which is grown in America can be sent by the Mississippi river in a steamer to New Orleans, and there put on board another ship. Here it is packed so tightly, that when the ship is ready to sail, every nook and corner is filled with it. Before packing, it is compressed— that IS, squeezed into the smallest possible space— by means of 92 The Child's Instructor. engines worked by water : these are called liydraulic engines. Wlien the sliij? arrives in England the bales are unloaded and warehoused. At Liverpool there are a great number of docks for the ships, and warehouses for the cotton. So great is the trade, that a large building has been constructed solely for merchants to transact business relating to it, and they and their brokers are such good judges that they can tell at a glance all the different kinds and their value ; for cotton A'aries very much in colour, length, and silkiness. Every day, and almost every hour, messages are sent by means of the electric telegraph cable under the sea between England and America about the price of cotton, and other information respecting it. From Liverpool cotton is often shipped again to other countries, but large quantities are bought by English manu- facturers, and the bales go by rail to those towns where so many things are made Avhich we all use, that they are called " manufacturing towns," such as Manchester, Leeds, and Eochdale. When the bales reach the factory they are unpacked, and the cotton is found matted and tangled and mixed with broken seeds, so the first thing to be done is to clean it perfectly, by passing it between two sets of fine wire points, bent in opposite directions, which comb out the cotton and lay it flat. It is combed two or three times, and it then looks beautifully white and soft, and is called " sliver," The next process is termed dramiuj, because the sliver is passed through a machine called a drawing -frame, which draws out and arranges the fibres in a uniform and parallel direction. "^Lhe fibres are then twisted into thick " roves " or loose cords, which are wound on bobbins, from which they are twisted or " spun " by the spinning machine into fine thread called yarn. The yarn is then woven in a machine called a loom, into all kinds of fabrics for shirts, under-clothes, dresses, &c. These processes are all carried on by beautifully-made machinery, which you will be able to read about and understand better when you are older ; but you now know something of the many processes through which cotton has to pass from the time that it grows on the tree to the moment when you can put on nice little cotton garments. A Kindcyfiavtcu Tni/. 93 •i : ' ' i i ^ I 1 ! i J 1 ' i ' ' 1 1 1 , 1 i 1 ! !,,,,_: 1 1 II i> h i III i 1^ ^1 ! - 1 i ; ■ i ' i i i 1 1^ ' 1 i i 1 1 ^i ' 1 1 ' i 1 1 \ 'i 1 ' I 1 I 1 ; ' r ' ! ' i p -. i i 1 1 1 . — , [ II < j 1 1 ' 1 1 i i ! ll m 1 ' ! : ! 1 I II ii r ' 1 ! i 1 L 1 i !' ; " ■■ ' ' ' i U^ Mr 1 1 , 1 ! Pi I h M 1 I 1 ! 1 I ! i ' II ! 1 1 1 " 1 1 1 1 1 1 1 1 1 1 ill i 1 Ml 1 ; ill , ':': DRAWING ON RIXED PAPER. A KINDERGARTEN TOY. DRAWING ON RULED PAPER FOR THE LITTLE ONES. THE first difficulty most persons experience in learning to use the pencil is nndonbtedly to draw a straight line. The plan pursued under the Kindergarten system, however, is well calculated to overcome this obstacle, and even the RRST DRAWING LESSON. 94 The Child's Instructor. youngest pupil is not discouraged, as some result is obtained from the beginning. The plan is to rule a slate or the page of a draAving-book into squares of half an inch (see diagram on previous page). The child should then be taught to make vertical and horizontal lines over the thin ruled Hues, care being taken that the drawing-book or slate is held straight, and that the pencil is held at right angles with the hue to be produced. At first the little learner should not go beyond the length of one square, and should begin mth the vertical strokes, to form which the elbow should be, of course, aw^ay from his side. Horizontal hues may next be made, in forming wiiicli the elbow is, of course, near to his side. Then the little pupil may go on by degrees to two, three, four, and five squares. This wiU be fomid to be excellent practice and should be frequently repeated. After a time the lines may be drawn hetioeen the squares, and by this means the hand will be trained to follow the eye. Slanting lines may next be formed diagonally through the square. In this way the little learner is pleasantly occu- pied, and learns to form vertical, horizontal, and slanting lines, while his hand will be educated to follow his eye in tracing the outlines of various objects. In our next exercise we shall introduce the pupil to the drawing of the right angle, and then proceed to lines which wave and curl. Mean- time, to add a httle amusement to our straight-fine lesson, we will give one of a more comical nature. A Comical Draivinr/ Lesson. 95 ^ 'm^ r 11 wm Ah. MM COMICAL DEAWING LESSONS. NO. I. HOAV TO DRAW PUSSY. o l(m\ rJr^ \^m Slki^ n|a](£s -li-o JOIL 52.2.. puts OT2l:oj>^ l^U) iul/£r^Isaiol]]iss Itsurd-y loo\s So acldiT/^ £.arji ai^d tail 1 f^ad., Tl/CTE.aT iiiz-io o^ TT^y cat Pa ■^UM. *, ^- 96 The ChilcVs Instructor. KINDERGAETEN GAMES AND SONGS. III. THE PIGEON-HOUSE. A MAJORITY of the children form a circle with joined hands, to imitate a pigeou-house ; the rest stand or crouch close together in the centre. Instructed in the tirst instance by the teacher— an important proviso, for the games must never, under any circumstances, be allowed to degenerate into a i.omp_these imitate the " cooing" of pigeons. At the commencement of the song those forming the circle (or pigoon-house) raise their arms (to form the pigeon-holes) and widen the circle to the utmost. The pigeons then run out under the raised arms of the others and fly about, flapping their arms like wings, until the words " and when they return," at which they fly home agaui. The circle is then gradually contracted, and the "pigeon-holes" are closed, the late comers being shut out. Easy Lessons in Beading and Spelling. 97 WJN-TER HAS COME. THE SNOW IS EALL-ING. FIRST STEPS; OK, EASY LESSONS ix BEADING d SPELLING. III.— LITTLE SENTENCES. HERE are some of the little sentences Harry was able to read. You will be able to read tliem also, I am sure. Try. I am to ao to bed. Dol-ly is to go to bed. Capital ! I knew you could read these little words. Now turn over, and you will find some more. H 98 The CliikVs Instructor. zx L» Tom and liis top. Do as she is do-ing. We go to see iSani. I saw mam-ma go in. vr Man, dog, and gnn. Ba-tiy is on the bed. Easij Lessons in Reading and Spelling. 99 I can see the hen. The cat and the rat. ?>"^ U:/-^ .S"S''°»"" \' — ir It i.s not my dog. Ben is say-ing, Go on. .1 Baa ! Baa ! is its crv. Dol-ly is in bed. 100 The Child's Instructor. Oil ! it is fuu. Go on, gee-gee. I am ill in bed. Do not go a-way. Oh ! Tom-my has fal-len. His hat is off. Easy Lessons in Reading and Spell inff. 101 The boy is on the nag. He has on a big hat» Wil-ly has a new toy lor a wet day. The#dog and eow. The cow has to eat hay. 102 llic Child's Instrncto Let me get on the dou-key. Ben, and Jem, and lit-tle Joe, had lim in the gar-den. Fjdsy Lessons in Hendinf/ dud Spelling. 103 Pa-pa and liis dog Bob are in the gig. Ma-ry and Ma-bel are giv-ing wa-ter to the sheep, 104 The Child's Insirudor. .■^mST-^'i^ BOX Box box P IT P P U 23 P T-^ P HOG X H o g li o g ^Bi t'.''-^tj''''i' c o ^Y Cow cow • "^^-^^ HUT Hut li 11 t RAM E a 111 r a 111 Easy Lessons in Beading and Spelling. 105 106 riw (ItihV^ Instructor. E O D Rod r o d ^^^^ J A Y Jay J a y PAN Pan p a n CAB Cab c a b P O T Pot pot FOG Fog fog Kdf^jl Lc>iso)ti< ill Beading and CUT Cut cut BEG Beg beg Qi:^ ^srra.-.M'irl;''^ A JN N A n n a 11 n MAD M a d 111 a cl MAN Man 111 a 11 1()i^^ ;;>^^ .:;=>^l ..^^^■..-..■p^ z..../.^^...../^...../..^...../-^ .j^.-^-/ ./ £ .../ £_./ C:::^L. £_:■::''' l-^l. The middle line showed her where the letter should he mdest, and also where she was to put her pen to hegin making the letter. Then followed a few ll tell you about another great man, George Stephenson, who improved the railway engine and railways so much that people were able to travel by them, and many people regard him as the inventor of them. Scripture Stories. 131 THE FLOOD. :-::.*^ SCRIPTURE STORIES. CHAPTER III. THE FLOOD. LAST time, yon will remember, I told you about Cain and Abel, and the sad result of gi\dng ^yay to naughty temper. Now I have to tell you how God punished the people in the world because they were so wicked. Adam and Eve had other sons besides Cain and Abel, and also many grandchildren. The names of most of the men and women Avho hved in those days are too hard for you to remember, but you must learn the name of Enoch, because he was a very good man, so that it was said of THE ARE. 132 The ChlkVs lustnietor. liim "he walked with God." One of the sons of Enoch was called Me-thu-se-lah. He was the oldest man that ever lived. As time went on, men and women began to forget God, and when the world had become qnite full of people they grew so wicked that God became veiy angry with them, and determined to punish them. But one man named Noah, who was the grandson of Methuselah, was a good man, and God THE ANIMALS GOING INTO THE ARK. resolved to save him. Therefore God warned him that He meant to destroy the world by a flood, and told him to build an Ark for himself and his family, so that they might be saved in it. The Ark was to be built something like an im- mense boat with a house on it, and it was to be large enough to contain Noah and his wife, his three sons and their wives, and a few of every kind of living creature upon the earth. The Scripture Stories. 133 under part, shaped like a boat, was intended to make it float upon the waters ; and the upper part, shaped hke a house, was intended to shelter Noah, his family, and all the animals that Noah had saved. When Noah had driven all the animals into the Ark he entered in with his family, and the door was shut. Then the Lord caused it to rain for forty clays and forty nights, so that in time the earth was covered with water, and every h^ing thmg outside the Ark was drowned. When the water had been many days upon the earth, Noah opened the windoAv of the Ark and sent out a raven. It flew away directly, and did not return. A few days afterwards Noah sent out a dove, and it came back again almost directly. The second time the dove was let out it stayed away for some time, and when it flew into the Ark Noah saw that it had an olive-branch in its mouth, and he knew by this that there must be some dry land upon the earth. He let the dove out a third time, and this time it stayed away altoo-ether. At last the Ai'k rested upon a high mountain, called Mount Ararat, and Noah and his family and all the animals came out of it, for the waters had all gone down ; and Noah prayed to God, and offered sacrifices to Him, in gratitude because they had been saved. How beautifully fresh and fair the earth must have looked when at last the sun shone out once more upon the green trees and] flowers ! God has 134 The ChikVs Instructor. promised that He will never again destroy the world by a flood, and sometimes He sends, as a sign, the beantiihl rainbow that we now and then see in the sky, to show us that He has not forgotten His promise. NOAH'S SACRIFICE. You must rememl)ei' the story of Noah, and how God once destroyed the world by a flood, because the people were so wicked ; and you may learn from it that God always rewards those who love Him, and try to keep His commandments. QUESTIONS OX CHAPTER III. Who was Enoch ! What iras said of him ? Who was the oldest man that ever lived? Wiry did God say He xvoidd destroy the world ! Whom did He save ? What did He tell him to do ? What was the Ark like ? ]]'ho were saved in it ? How long did it rain / Were all other living tilings drowned ! What bird did Noah send out first ? What bird was sent next ? Where did the Ark rest '? Wliat do %re learn fiom the story of Noali / Stones of the Plants and Flowers. 135 S T E I E S PLANTS & F L W E K S OE, nOTAXY FOR VERY YOUNG BEGINNERS. STORY III. -FLOAVERS. HEN romping along country lanes in autumn you have no doubt often given up your play to look for blackberries. Home of the berries have been black, some red, and others only green. The black ones ;.. you picked off, and perhaps hurt your fingers with the prickles on the stem. While you were sucking the juice out of the berry you looked for some more. There was another visitor to the bush beside yourself ; it was a busy bee. The bee, however, only dipped into the flowers, and then, after hovering about for a few seconds, it flew ofi" once more on its industrious journey, seeking honey. Supjjose now you follow the example of the bee, and examine the flowers well, instead of plucking ofl" the berries. Look cat for one of the most perfect flowers, as some of them are in no way perfect. For example, on the tree before us the white petals of the flowers have fallen ofi" ; the leaves behind, where the petals were placed, are bent right back, and look dried up, and the green berry in the centre seems to be surrounded by BLACKBERRIES. 136 TJic Chikrs Instructor. FIVE WHITK PETALS FORMING THE CO-ROL-LA, OR LITTLE CROWN. brown hairs. No ; this is not the sort of flower we want, and upon looking round we find a perfect specimen. It has five wliite petals, as white as snoAv, and behind these are iive little green leaves, which are called sepals. The white joetals form a little crown (co-ro/-/cO, and the green sepals one ma}' imagine to form a little cup (ca-hjx) to hold the petals. What is there inside the crown of white petals ? We come now to the most important part of the flower. Within the petals — that is, surrounded b}^ them — there is a cluster of delicate white stems like threads {sta-mens), and at the top of each thread there is a little green l)ody, which we may term a tiny bag of flour, if we are careful to attach to the word Hour here a meaning which will be more clearly seen as we go on. In tbe middle there is the berry, quite young and green, consisting of a. number of club -like or pestle-lilse parts, which the botanist calls phtih. The other hard words Avhicli the botanist uses in speaking of the parts of a flower, we have put into brackets, and shall seldom or ever use them ; we may use this word pistil, however, as you will always remember it when you know clearly what it means. Hi You have seen a druggist's pestle many a time, with 1 1, . P which he powders things in a mortar; well, the Latin word for pestle is pistilhim, and if we shorten this we get pistU, which is not very unlike pestle. Some pistils are shaped just like the druggist's pestle. It will be seen, then, that in naming any part of a flower, it has been compared to some other thing, and then given the Latin or Greek name for the thing to which it is com})ared. PISTIL OF PRIMROSE. DIFFERENT FOR.MS_OF.THE CALYX, OH LITTLE CUP IN WHICH THE COROLLA IS PLACED. The botanist, for example, will call the parts we have spoken of calyx, corolla, stamen,''and pistil, which mean resj)ectively Stories of the Plants and Floivers. 137 the " cup " of sepals, the " little crown " of petals, the " thread," and the " pestle." We shall here use the English terms in every case except that of the pistil. Turning from the blackberry tree, let us find another flower and examine it. We walk into a field towards a cluster of buttercups. There is a fly in nearly every flower ; these insects like flowers. One of the flies is so intent on its work that it does not stop even DIFFEflEXT KINDS OF STA-MEXS. OR THREADS OF FLOWERS WITH ANTHERS ON THEIR TIPS. when we have separated the flower from the plant, but goes on digging its head down into the flower, between the golden petals and the threads Avitli the little bags at the top of them. After doing this for a while it walks over the flower, and then flies ofl". Examine the buttercup well. You will find five petals forming the little crown, and under and outside them the leafy cup made of five sepals. Inside the petals, and very much as you found it in the case of the blackberry flower, there are the threads with the little flour-bags at the top of them, and in the centre a berry-like cluster of pistils. All flowers are not alike,, however, in form. In the bean flower, for example, the petals forming the little crown are of unequal size. The biggest is called the standard; the two lesser ones on each side of the standard are called wuifjs, and between these there are other two petals, so joined as to resemble the keel of a boat, and the}' are named the hrel. Inside the keel there is a little sheath with ten threads standing from the top, each thread with its little bag of flour at the tip, and inside this sheath there is the pistil. The bottom or thick end of the j^istil afterwards grows into the large pod full of beans. The sepals are all joined together to Ibrm a true cup, but their pointed ends are free and may be counted ; there are five of them. The floAver of the common clover one finds in the fields is very like this of the bean. Thei-e are five sepals, joined 138 The ChUtVs Instructor. together to form the flower-cup. In the little crown there is one petal bigger than the others ; two small wings, and opposite the biggest petal a little keel. Inside the keel there is the same form of sheath, fringed with threads on its upper edge, and inside the sheath there is a pod-like pistil. But the clover flower is so very small, that it is not so easy to make out its various parts as it is to make out the parts of a bean flower. This is not surprising, as a cluster of clover flowers of round form, and no bigger than a single bean flower, may contain as many as forty flowers. In the flower of the blue-bell the same parts are seen again, but diflerent in shape. The main differences you take notice of are these : the petals are joined together to form the blue- bell, and there is only one pistil in the centre, more like a 2:)estle than any we have so far seen. Now, it is very probable that you have been wondering what the little flour bags are for, which are at the summits of the threads in the various flowers we have examined. The flour is to dust the top of the j)istil. At the bottom of the pistil, in its club end, there are a number of small bodies which become seeds ; but, before they will grow into seeds, the top of the pistil containing them has to be dusted with this flour. These flour bags at the top of the threads are of all sorts of shapes, and the botanist calls them anthers ; the flour in them he calls pollen. Next time I will tell you more about the flowers, and the insects which visit them. But now that you have read my first three stories, try to answer these little questions upon them. What is the great difference hetivecn a •plant and a stone ? Whnt is the difference between a snail and a plant '! Into how many groups are all tiie things in the world divided .' WItatarc the names of these three groups ' What is the name of the Science which deals li-itli the jJlants !- What do the ])lants breathe 1 How do they breathe ' How do they obtain other food ? How do til eg drink ' What is the difference between ex-o-gens and en-do-gens ? Hoic could we tell the difference iclthnut cutting the stem f- Do plants sleep '. Tell me two very common ffiwcrs ichich sleep .- What is the Ca-hix of a flower i What is the Co-rol-la ? What are the Sta-mcns ? What are the Pis-tils ? What are the flour bags called, at the top of the Sta-mens .' irhat are the flour bags for ? About Coffee. 139 PICKING THE COFFEE BERRIES. CHATS ABOUT COMMON THINGS. III. ABOUT COFFEE. WHEN you have seen Mamma make the coffee for breakfast in the morning, did you ever think where the dark brown powder came from, which made such a nice drink, after the boiling water had been poured on it ? Perhaps you know that the coft'ee berries come from the shop, and that cook ground them into powder, or i:»erhaps the powder was bought ready-ground. But where did the grocer get the cofiee berries from "? Well, now I will tell you. Coffee is prepared from the berries of a tree called the coffee plant, or coffee tree ; it grows in some of the hot countries in the world, such as Arabia, Persia, Ceylon, Jamaica, and also in the island of Java, but the best coffee comes from Arabia. Originally the coffee tree was found growing wild on the rocky hills of Caffa, a district of Abyssinia (a country in Africa), and thence it was taken to other countries ; for people soon found that they liked the drink made from it very much. COFFEE PLANT. 140 Tltc CJiild's Instructor. There is an old story told of a goatherd who discovered how nice this drink Avas. He noticed that when his goats fed on the leaves of a certain tree — the coftee plant — they were always uncommonly lively and wakeful. Accordingly, he prepared a drink for himself, from the crushed leaves and Berries of the plant, and found it had the same effect upon himself, and was very pleasant. He told his friends of it, and so the drink came graclually into use, and as it was first found in the place called Cafla, it came to be known as Co fee. The coffee plant is a beautiful little tree or shrub, growing from ten to twenty feet high, according to the soil on which it is placed. It has a beautiful, smooth, dark, and shining leaf, something like those of the laurel, only thinner and more pointed : the leaves keep green all the year round. It has pretty white star-like blossoms, which grow in thick clusters out of the stem around the branches ; these blossoms are succeeded by a red pulp fruit, something like a cherry, within which are the coffee berries of commer two in each cherry ; these berries are enclosed in a little parchment-like skin. A¥hen ripe the red fruit becomes a deep purple colour, and is sweet to the taste. In Arabia, where the coffee tree grows to perfection, the fruit is allowed to fall on mats placed under the trees, but in other countries the fruit is usually gathered as soon as ripe, and dried by being placed on mats in the sun. The berries, after having been cleansed from the pulp, are again dried, and then packed for export to England, and the other countries in the world ; for coftee is now used in almost every country, and is very much liked by almost everybody. But before the coffee berries can be used, they must be roasted, to develop or bring out their delicious flavour and smell. The berries are then ground, and thus made fit for use. So when next you see coffee, just think what a great traveller it has been, and how many people have had to be busy before we can get it to drink. BRANCH OF COFFEE TREE. Showina: clusters of ihc fiuit around the sfem. f', the flower; 6, the pulpy Iruic euclosinff ttie berries ; c, the fruit cut opeu, showing ihe two berries ; d, the berry. Easy Lessons m French. 141 JOHN LOVES TO PLAT WITH HIS HORSES AND HIS DOG. JEAN AIME A JOUER AVEC SE8 CHEVAUX ET SON CHIEN. EASY LESSONS IN FRENCH. III. — THiED lesson; lecon teoisieme. LE, LA, L', luES—TIIE. I HAVE not brougiit the little Freiicli boy to dine with , , yon this time. Yon must learn '-^ some more French words first. So, are you ready ? or, Etes-voiis pret ? as the Frenchmen say. Now, do you remember un and line ? I am very glad that yon do. They mean one, or a; and now I want you to learn what the is. IT The is Le, or La, according to the word which it precedes, and it always becomes L' before a word which com- mences with a vowel or silent h ; it is Les in the plural. Now, try to learn these little words. A DEAR LITTLE BUY. UN CHER PETIT GARCON. 142 The Child's Instructor. Le Singe, The Ape. Le Collet, The Cape. The Wheat, Le Ble. The Tea, Le The. La Lune, The Moon. La Cuiller, The Spoon. The Sow, La-Truie. The Eain, La Pluie. Du Jambou, Some Ham. Des Conserves Some Jam. Le Mnr, The Wall. i L ,,=i- Le Bal, The Ball. Language Picture Lessons. 113 LANGUxlGE PICTURE LESSONS.— No. 3. English — Beef. French — Du Boeuf. German — Rindfleiscli. Latin — Caro Bo^dna. English— M.-atton. French — Du Mouton. Germ a n — Hammelfleiscli . Latin — Caro Onna. ■':l-J English — A Plum Pudding. French — Un Boudin aux raisins. German — Ein Pllaumen-pudding. I — Farcia Uvis. English — Potatoes. Fr. — Des yjommes-de-terre. {rn-man — Kartoffeln . Latin — Bulborum sokni. English — Bread. Fre^ich — Du Paiii. German — Brod. Latin — Panis. 144 Tlie CliiUVs Instructor. KINDEKGAETEN GAMES AND SONGS. IV. THE MILL-WHEEL. THE arrangement of this game is very easy. Eight children cross their left hands in the centre, and move round singing to the music of the piano, as follows : — :^-- zdaz igzzs^iq^=qs ^^^'^^ _»j^i_ 3ti=^ Fast flows the brook, the wa - ters dash, The great mill-wheel goes |§3j _B»_II_e )«iZJ_a!»_ -» — » "jy 1 iff p[l3^^ ^ n~| :«i^»: i V :^=:r=;^: ::>! '^--Nz: t=^: =*=*^*-*= :^: :a: round; Now, while we look, the wa - ters splash. The Z! » iS F :^ — |fc- ^= jv H^5=::^z;^ ! ! I :j=:^ :*i^z: ^^S'^g ground. ^^_I. — ^ i>»— - The corn is he - uic' ground ; The \ ((\-- ^ ^*=i: :5: ::J^ ^^W=s~ .^. .J. ^. wa - ters splash, the wa - ters dash, The grcatmill-whcclgocsrouudaud roimd. e)-:- -I* — ^- .t=t ;^ *l^ i^Efe^: 3^=^: 15^-:^: Kasij Lessons in Beading and Spelling. 145 THE COWS LIKE THE WA-TER ON A HOT DAY. FIEST STEPS; OR, ' EASY LESSONS IN BEADING d- SPELLING. IV. WOEDS OF FOUR LETTERS. AFTER reading the little sentences of words of three letters, Harry's mamma gave him some words of four letters to learn, like these : — cake call make fall bake tall moon hope soon po23e boon mope Harry soon learned them, so I am sure you will be able to do so. There are others on the following pages, all of which he learned quicldy, three every dav. 146 The Child's Instructor, piiie mine line }\ rats raps rags i gate O' ape gam pink wink link \% cleer peer seer bnll fnll pnll pigs wigs figs calf cast casli lark park mark rook took nook hens tens fens fowl liowl cowl cart ^lanc. "nte lamp tart lane. mnte vamp "Dart banc. jnte camp pens ^veiis dens Easij Lessons m Reading and Spelling. U1 mice rice nice coin join loin nuts Imts cuts rose pose nose grub grow - h' robe rock rack rule mule yule boot loot toot nail tail fail shoe sliut sliun bolt dolt jolt muff luff huff cone hone lone cage sage rage 148 The Child's Instructor. DUST Dust dust SHOl^ kS li o w" E AFT E a f t show r a f t SEED Seed seed MITLE M 11 1 e 111 11 1 e ^ W' FISH F i s li f i s li BOAT Boat boat T E O T Trot trot DRAY D r ay dray Easy Lessons in Pleading and Spelling. 149 C o 1* 11 C O 1' 11 HOPS Hops hops B AEN" B a Y n b a r 11 DAME Dame d a 111 e C AET Cart cart MILL Mill mil 1 TEEE Tree tree E I C K E i c k 1* i c k MILK Milk 111 ilk 150 The Child's Instmctor. This is a picture of a farm-yard. In the e-ven-ing, the cows, and the ducks, and the hens will go into the barn, hut now they like the o-pen air, for it is a very tine day. Here are men cut-ting rush-es, and ty-ing them in hun-dles. When they are*^ dry, they will he used to make has-kets and seats of .chairs. The men do not mind the wet. Easi/ Lessons in Reading and Spelling. 151 111 the Aviii-ter time, when the suow has fal-len, the sheep can-not find any food to eat, so the f^ir-mer sends ont food for them in a cart. The man has come to feed them. This is an-oth-er pie-tnre of Avin-ter time. The pond is fro-zen, so that the man has to make a hole in the ice for the cows to get wa-ter. The dncks do not like the ice. 152 The Child's Instmctor. STROKES AND CURVES ABOVE AND BELOW THE LINE. WRITING MADE EASY. STEOKES ABOVE AND BELOW THE LINE. PEN AND PAPER. N teacliing her little daughter to make let- ters above aud below the Ime, Amy's mamma did not use the squares on the slate, as before. Lines were ruled straight across, and strokes made on, and then below the line, like this : — By practising this exercise frequently. Amy's hand became accustomed to making longer down- ward strokes than before, and she continued to practise until she was able to make them firmly and easily. Then the exercise was varied, and strokes given her commencing above the line ; other forms, such as loops and curves, were added, and the lines were Writing Made Easy. 158 lengthened, until exercises had been given in all the formations sho^^Ti in the tablet at the top of the prey ions page. The various dotted lines ruled across were to enable her to make the letter by degrees, a little bit at a time, as shown in the lower part of the /. After a few lessons, Amy was able to do ^nthout so many lines, and could make even the longer Unes without lifting the pen or pencil. Then came the turn of the more difficult letter s. It was treated in the same way, — the middle line showing where the outward curve should end, and the inner curve shoidd begin. Knowing well that the secret of success is to take pains at the beginning, and to practise thoroughly all the elementary forms. Amy's mamma made her little girl practise these letters every day, and day after day. As a good exercise for learning to use the pen without lifting it, this combination of letters was given her : In practising all these exercises, great attention was paid to the position of the hand, so that the fingers could move with ease and freedom and the writing should not appear cramped. After the s came the turn of the letter r. This was treated the same way, and Amy found it easy. 154 The ChikVs Instructor. DKAG-GING HOME THE SXOW MAN. Two little boys for a baud of mnsic ; two for the strong little borses ; and cue for tbe diiver — bow many little boys in all "? Five. Aud if tbe suow man were to fall and cover the little borses, bow mauy would be left '? Thm: PICTORIAL ARITHMETIC. CHAPTER IV. HOW TO COUNT UP TO A HUNDKED AND A LITTLE MORE ABOUT SUBTRACTION. T WONDER how often your X little fingers have arranged the cubes into subtraction sums since last month, and whether your busy little brain has quite puzzled out what this second rule in arithmetic really is ! We have already worked several easy subtraction sums together ; now let us go on to , something a little more difficult. First of all, I want to tell you something more TAKE ONE FIXfJER FROM FOl'B, AXD HOW MANY REMAIN? TUKEE. Pictorial Arithmetic. 155 about counting. In the last lesson but one we coimted up to 20. Now let us try and count up to a hundred. Put out 20 cubes (or apples) upon the table, thus : OCOOOOQOOQ 1 on omiles Add another apple ^^<^ say twenty-one 21 Add a second apple ^ and say tweiity-hco 22 Add a third apple Q and say ticenty-threc 23 Add a fourth apple Q and say twenty -four 24 Add a filth apple Q and say twenty-five 25 Add a sixth apple Q and say twenty-six 26 Add a seventh apple Q and say twenty-seven 27 Add an eighth apple O and say tivejity -eight 28 Add a ninth apple O and say twenty -nine 29 Add a tenth apple Q and say thirty 30 Now you have added 10 cubes (or apples) to the 20 'cubes, and you have upon the table thirty cubes. You see, we have three tens upon the table, and w^e put it down in figures, thus — 30. The next to 30 is of course 31 — thirty and one — and we count up to forty, or four tens, in the same way. The figures are, of course, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40. Thus if you add 10 cubes to the 30 cubes, you have 40 cubes upon the table. If you add 10 more cubes to the 40 cubes, you wiU have fifty, 50, upon the table. 41, 42, 43, 44, 4o, 46, 47, 48, 49, 50. Now 50 is half a hundred, and if vou were to put just as many more cubes upon the table as you 156 The Child's Instructor. already have there, you would have just a himdred — 100, or ten tens. Hemember this, — m 50 there are 5 tens. In a hundred there are 10 tens. OOOOOOO^Q Q one ten — 10 00 O O Q Q O O O two tens —20 QOeOOOOOOO three tens— 30 OOOQDOOOOO four tens —40 ■QO€)0€)^O©€)Q five tens —50 The figure by itself stands for nothing, but when placed after the figin-e 1 it stands for ten, thus 10. And after 6 means six tens, or 60 — sixty. And after 7 means seven tens, or 70 — seventy. And after 8 means eight tens, or 80 — eighty. And after 9 means nme tens, or 90 — ninety. And after 10 means ten tens, or 100 — one hundred. From 50 to 100 the figures are : — 71 81 91 72 82 92 73 83 93 74 84 94 75 85 • 95 76 86 96 77 87 97 78 88 98 79 89 99 • 80 90 100 So you must remember that a figm-e, when it stands alone, — thus, 4, — is just fom*, and nothing else ; wl:en that 4 has a placed after it, it repre- sents 40 — forty, or fom* tens, and when it has 1 51 61 52 62 53 63 54 64 55 e>6 56 66 57 67 58 68 59 69 60 70 Pictorial Arithmetic. 157 or 2 placed after it, it represents forty-one, or forty-two, thus, 41, 42. When it has two noughts, 00, phiced after it, thus, 400, it represents four hunch'ed — 400, m other words 40 tens. A figiu'e when it stands alone is called a unit ; when two are placed together, the left-hand one is called a ten or tens, just as it happens to he one or more tens ; and when three figiu-es are placed together, the third on the left hand is called a himdred or hundreds. Thus we get units (1), tens (10), himdreds (100). Arrange your cuhes into groups of tens, and count out a hundred, which will be 10 tens. Now for another sum,— 68 3 142 To work this sum begin at tlie rigiit-hand end, and say, take two away from three. Do it with voiir cubes, or thinl: it out in you licad. What is the answer ? One. Yes ; put it down thus : — 683 142 1 and go on to the next figure. This is to take 4 — which, being the second figure, is really 4 tens or forty — away from 8, which is really 8 tens or eighty, and the answer is 4, thus. — 683 14 2 41 The last figure of vour little subtraction sum is to take 1 — which, being the third figure is 100 (one hundred) — away from 6 — that is, six hundred. Now, how many will be left ? Why, Five, — that is five hundred, of course. Put it down thus, in this way : 683 J.42^ 54 1 So if you had 683 cubes or apples, or anything else, upon the table, and you were to take 142 away from them, you would have 541 — five hundred and forty- one — left. 158 Tlic Child's Instructor. BKIXLUXG lIOilE THK BODY OF WILLIAM KUFl'S. TALES OF OTHER TIMES A^ THE HISTORY OF ENGLAND IN EASY LESSONS. VI. — WILLIAM THE CONQUEROR — Continued. LTHOUGH AYilliam was a great conqueror, lie could not rule his own household well ; his sons were very troublesome, and vexed him sorely. He had three sons — Eobert, Henry, and Wil- liam. Robert, the eldest, was surnamed Curt-hose, because he had short legs, and his brothers frequently quarrelled with him, FATHER'S tokct:vene'ss. aiid insulted him. Afterwards he rebelled against his father, and several Imttles were fought. On one occasion he wounded his father in the hand without knowing him, for the King wore a helmet which covered his face. But when he spoke, Robert knew his father's voice, and, throwing himself at his father's feet, entreated his forgiveness. ROBERT BEGGING HIS Easy History Lessons. 159 William the Coiif[uei-or died in 1087, from a bruise wliieli lie received while riding over the hot ashes of the town of Mante, which he had besieged and burned. He was buried at Caen. VII. AVILLIAM KUFUS THE FIRST CRUSADE. After the death of William I., or William the Conqueror, his son William, surnamed Rufus because of his red hair, became King of England, and Robert became Duke of Normandy. But after a time William obtained possession of his brother's dukedom, and thus became sovereign of both countries, as his father was before him. William Rufus was a bad man, and even more tyrannical and cruel than his father. He made the laws against hunting even more severe than they were in his father's time, and forbade the noblemen to hunt without his leave. This dis- jileased them so much that they formed a plot to kill him, but it was discovered, and some of the leaders were put in prison. During the reign of William Rufus, the Pope of Rome appealed to all good Christians who could fight, to go to the Holy Land and make war against the Mahomedans, who then possessed the country. In those days many Christians used to journey there to see the places where Christ lived and died, and the ]\Iahomedans ill-used them when there. So the Pope, who then had more power than all the kings, said the Chris- tians ought to fight against the Mahomedans. And a very religious man, called Peter the Hermit, went about from one country to another stirring up and exciting the people, until great numbers of men were collected together to fight against the Mahomedans. This was called a crusade or croisade, because their banners bore the ensign of the cross. We think now that the better way would be to tell those people who do not believe in Christ, how good He was, and to win them to Him by telling of His love; but in those days most men believed more in fighting. But although many men went, and some victories were won, yet no lasting good seems to have been done, though these wars lasted for nearly 200 years. Robert, Duke of Normandy, was one of the first Crusaders, and to obtain money to go to the Holy Wars and pay his fighting men he borrowed a large 160 The Child's Instructor. sum from Piufus, in return for which he pledged his Dukedom of Normandy, and it was in this way that William became possessed of it, as I told you just now. Some little time alter this," in the year 1100, William Rufus was killed while hunting in the New Forest. Some people say he was killed by accident, and some that he was the victim of a plot. All that seems known for certain is, that one day when hunting with some noblemen in the New Forest the party be- came gradually separated, in the excitement of the chase, and at length it was found the King was missing. At last, when it was g)-owing late, and the red rays of the sunset were glancing through the trees, he was found lying dead, with a broken arrow sticking in his breast. Some say that Walter Tyrrel shot him : that his arrow, aimed at a stag, hit a tree and glancing off struck the King and killed him. He was borne in a charcoal-burner's cart to W^inchester (as you see in the picture on page 158), and buried in the cathedral there without any religious service. Easij Histon/ Lessons. 161 VIII. -HENRY I., SURNAMED BEAUCLERK STEPHEN. After the death of William Ptufus his brother Henry became king. He was called Beau ClcrJ.-, which means fine scholar, because he was a learned man. He was a much better king than either William the Conqueror or William Eufus. He altered the very severe laws against hunting, and he permitted the citizens of London to hunt in Epping Forest, which then came almost up to the city itself. When Robert returned from Palestine, he and Henry fought a battle at Tinchebrai, in the year 1106; Robert was defeated and taken captive. For thirty years he was kept in prison, and died at last at Cardiff Castle. Henry suffered terrible grief in the loss of his son and daughter, who were both drowned when young. They were crossing from Normandy to England in a vessel called " The White Ship," when suddenly she struck on a rock, in the Eace of Alderney, and went to pieces. Henry's son, William, might have been saved, for he had got into a boat, but when he went back for his sister so many others leaped into the little skiff that she was swamped, and none escaped to tell the sad tale but a poor butcher of Rouen. It is said that Henry was so affected that he never smiled again. When King Canute died, who reigned after him ! Who reigned after tliem ! Why xvas he called " The Confessor" ' ir/io succeeded Jtim ' Wliose son was Harold ! Who ini-aded Yorkshire? What battle did he fight with the Nor- u-cgians ' What reply did he give to the Norwegian king ? Who gained the victory? What bad ncivs came directly after the battle ? What did Harold do ? Was another battle fought ! and where .' Who was victorious f What great man 2vas killed ? ]Vas any further resistance made ? When and where was William crowned ? How long did the struggle continue ? What luas the Camp of Refuge ? Who founded it ? Hoiv did the Normans conquer it at last ? M Were the Normans more civilised than their opponents ? What did they build ' What were the Domesday Books ? Wliat ]ras the Curfew Bell ' Wliat were the Forest Laws ? Where is the New Forest ? From what great trouble did jniUam the Conqueror suffer ? How many sons had he ? Where, and ivhen, did he die ? Where was he buried ? Who reigned after him ? Wlnj was he called Rufus ? IVas he a good man ! What great historical event took place in his reign / What prominent personage took part in the First Crusade ' How did Rufus die ? Wlio sueceeded him ? Why tvas he called Beauclerk ? Was he a better king tlian his father and brother ? From what great grief did Henry suffer! lfi'2 The Child's Instructor. LONDOX. (Showing Steamboats on the Thames, Steamboat Pier, the Thames Embankment, Si. Paul's Cathedral, &e.) SIMPLE LESSONS IN GEOGRAPHY. III. -ENGLAND AND WALES. THE "UNION JACK." THE FLAG OF OLD ENGLAND. IF you look on the map of the world, you will see two small islands on the left side of Europe, towards the top. They are called the British Isles, or sometimes Great Britain and Ireland. The larger of the two is divided into three parts — England, Scotland, and Wales ; and you must know that although a very long time ago there were dili'erent Idngs for Scotland and Ireland, now, England, ^^'ales, Scotland, and Ireland are all under one sovereign, our good Queen Victoria, and one Parliament, and they form one country, and we who live in it form one people, called the British Nation. In this chapter I have to tell you ahout England and Wales ; and so that you may understand hetter what I have written, I have had a map drawn to show you what the shape of the country is like, and where the princij)al rivers, and towns, and mountains are. Sinq)le Les-^ons in Geography. 163 STRAIT: ; OF DOVER. BEr';\-EEN ENSLANJ AND FRANCE. If you look at the map you will see that on the right-hand cr eastern side of En STORKS BUILD THEIR NESTS ON THE TOPS OF HOUSES. FIRST STEPS; OR, EAS Y LESSONS IN BEADING d- SPELLING, V. LITTLE STORIES. TO Harry's great delight, he could now read pretty little stones. He was very fond of one about the long-legged birds called storks. Here it is : — Storks are very fun-ny birds, with long legs and long necks and long beaks. They do not live in Eng-land ; they live in Hol-land, where they may of-ten be seen stand-ing on the tops of the houses, as you see one in this pic-ture. In win-ter they fly to a warm-er country. o 1<)4 The CliiUVs Instructor. y>'-' Two storks were stand-ing like this one day when a lit-tle one fell from its nest. So one of them pick-ed it up, and flew back with it to its nest. Fanny and her lit-tle sis-ter had a tame stork, and used to pat its back. But one day it put its long beak into a lit-tle house where some birds had their nest, and took out an ^gg. This was not good. Fj(is.ii Lessons in Ecadinf/ and SpelUnf/. 195 A kid is a lit-tle ba-by goat. Tom had one cabled Bibly, and Tom's sis-ter used to take it on her lap. When he got older, Billy used to jump on the ta-ble. A\^ "^fi- \ An-oth-er can-a-ry will walk along a string tied to the top of lit-tle posts, and he will car-ry a flag in his beak. Once we had a very fa-vor-ite .bird, nam-ed Tuf-ty, be-cause he had a crest on his head. He got out of his cage, and when Fan-ny woke one morn-ing she saw Tuf-ty on the pin- cush-ion, look-ing at him-self in the glass. 198 The Child's Instructor. Once we had a lit-tle ba-by squir-rel, and it was so help-less that we gave it to our good cat to take care of. Puss wash-ed its face, and kept it warm. When it was old-er it was very fond of fun. It used to jump and scamp-er all over the room, and it used to leap upon puss when she was sleep-ing. Puss did not like this, so one day, when he dis- turb-ed her, she held him with one paw andcuff-ed him with the o-ther. He did not do it ao^ain. Easy Lessons in, Readimj and Spelling. 199 Chip was the name of our squir-rel, and he was very fond of run-ning af-ter Ht-tle Dick, with his long" bush-y tail spread out be-hind him. Some-times we saw Chip sit-ting in a cor-ner eat-incj a nut or an a-corn. He hk-ed to eat nuts very much. We also fed him with milk and bread. He used to sleep in all kinds of queer pla-ces ; some-times he would creep sly-ly up grand-mam- ma's chair, and get in-to her work-bag or pock-et. liOO Tlic Child's Instructor. Objects ill a Home. 201 /! A ^ UEN. ROLLER. SNUFFERS. A'O TRIANGLE. 1 OVAL. i # ' fi FOOT-RULE. EZD SQUAR?. PULLEY. LAMP. HAMMER. I TACK. PENCIL. WEDGE. DIAMOND. CIRCLE. I SQUARE. TIOX. SLATE. GRAPES. HINGE. •■■.V WATER-POT. SCALES. DRAUGHT BOARD. ^«aii:0^ GRIND- STONE. IP* I BLOCK. '202 Tlie ChikVs Instructor. LAKCII TREE. PINE TREE. The Larch and the Pi7ie Tree have a long straight stem or trunk, and branch-es grow out a't reg-u-lar dis-tan-ces. They bear cones, and have thin nar-row leaves, some-thing like the teeth of a comb. There are man-y kinds of pine trees. CE-DAR TREE. WHITE WIL-LOW TREE. The Cc-dar Tree is green all the year round. It grows chief- ly in Pal-es-tine, and the best are on Mount Leb-an-on. The White Wil-low Tree o^rows verv fast in EnQ-land, and bas-kets are made of its branch-es. Its leaves are lonir and nar-row. Eimi Lessons in Bcadiiif/ and SpcUinfj. 203 H0RX-I3EAM. CORK TREE. The Horn-beam does not grow very high; its leaves are small and its wood is hard and toueh. The Cork Tree does not o^row in Enor-land. It grows in Spain and Por-tu-gal. The bark is thick, and gives us the corks we put into bot-tles. OAK TREE. lIOKhE CllES-XUT TKEE. The Oak Tree has been cal-led the " Prince ot Trees," be-cause it is so hand-some, and its wood is so strong. It bears a-corns. and has beau-ti-ful leaves. The Horse Ches-mit Tree has ve-ry large tine green leaves, and bears splen-did flow-ers. 204 TJie Child's Instructor. AMY'S ALPHABET OF WRITTEN LETTERS. WKITING MADE EASY. v.— X'S A^'D Z'S, AND PRACTISING THE ALPHABET. \rOU will find a copy of the rs that Amy made on the next page ; and you will see that r is only like a "pot-hook," with a Httle loop or " how " at the top of it. Amy practised it for a little time, as she had practised the others, first over the dotted lines, and then without them. WRITING MATERIALS. Writing made Easy. 205 x4.fter r came the turn of two other letters, which mamma had left to the last — x and z. x is like -:7' •^•— ■'■■ yj*' r^- •;»>• ,r.. ........»« -jf -Xi;-: /. ;j two e's, one turned upside do^^^l, and placed at the back of the other. Here it is — The line in the middle shows where the down- ward stroke should he thickest. " Take time, Amy," said her mamma, " and follow your copy closely. Eememher all up-strokes must be thin, and all down-strokes thicker." ■■/■ ■r--/- .j,.:.yr:. ../. y. y.../ .j....... X-— y /^, ■■■"■' ..■:'■■. .'■'' /^— ' y^' ./■- -^ ■■■■- After X came the last letter of all, and one of the most difficult — z. There are two ways of making z ; one as you see it here, and one as you see it in the alphabet on the previous page. You must practise it both ways. After this came z and x together, in makmg which '■"■p^'cr/^^r^ ,^^,^....^...,.^.^^. .....,,..- /■■7 ..•■& ^ /■ /v f..,::...:; r-.r. .iwjf.....^ .<■ ;.^: the pen was only to be hfted once, when the x was half completed. Then Amy had to practise all the letters, until one day, when her mamma saw that she was able to form them all fairly well, she promised that next day she might begin to WTite little words. 200 The Child's Inatradoi How many sheep are here ? — FJcrcn. Take two away, and how many are left '? — Xine. Take three from nine and how many are left ? — SU. PICTORIAL ARITHMETIC. .—HOW TO COUNT UP TO A THOUSAND ; SUBTKACTION. YOU have now learned what a hun- dred is, and yon have no doubt often arranged your cubes into grouj^s of tens — as I told you to do — until / you reached a hundred, which, as you ^^^i' know, is ten tens. Now I want to tell you what a thousand Lmrt'™Ho°vl3'„^; I" is. Just as ten tens make a hundred, all? 100. But if I give voii - ^ H^Sr*"'"'"^"- '" so ten hundreds make a thousand. Suppose you have 100 (one hundred) cubes or apples on the table ; if you had ten of these groups Pictorial Arithmetic. 207 with 100 in each, they would all together make up a thousand. This is how we count up to a thousand : Suppose you had 100 cubes or apples on the table, Add another apple Q and say one hundred (ind, one lOl Add a second apple Q and say one hundred and two 102 Add a third apple Q and say one iiundred and three 103 Add a fonrtli apple Q) and say one liundred and four 104 Add a fifth apple Q and say one liundred and Jive 105 Add a sixth apple ^ and say one hundred and six 106 Add a seventh aj^ple C^ and say one liundred and seven 107 Add an eighth apple O s^md say one liundred and eight 10(S Add a ninth apple (T) and say one hundred and nine 109 Add a tenth apple C^ and say one hundred and ten 110 Thus you have added ten apples to those on the table, and you have one hundi'ed and ten there. Of course you go on counting as before, — 111 201 301 401 501 112 202 302 402 502 113 203 303 403 503 114 204 304 404 504 115 205 305 405 505 116 206 306 406 506 117 207 307 407 507 118 208 308 408 508 119 209 309 409 509 120 210 310 410 510 And so on And so on And so on And so on And so on up to 200. up to ;-300. up to 400. up to 500. up to GOO. If we kept on counting in the same way through 208 The Child's Instructor. 700, 800 and 900 we should come at last to 999. What comes next ? One thousand ; that is, ten hundreds. It is written like this, 1000. Thus one figure standing alone counts units; two figures are tens ; three figures are hundreds, and four figures are thousands. Now, what is 6739 2 Here are four figures, so hegin at the right hand, that is, the nine, and say — units, tens, hundreds, thousands. Therefore we say six thousand seven hundred and thirty-nine. You should put down several sets of figures on the slate and read them in the same way, imtil you hich is Multiplication. ■210 'Iltc Child's liisfnict( ■t()i\ NUMBER NURSERY RHYMES. (FOI! 'IHF, VF.UY I.TITr.F. oXKS. 1 2 One, Two, Buckle mv Shoe. 3 4 Three, Four, Shut the door. 5 6 Five, Six, Pick up sticks. B|3 >, 7 8 Seven, Eight, Lav them straight, ^^^tt^ 9 10 Nine, Ten, A sood fat hen. Niiiiiber Nursery llhymes. 211 Tliirteen, Fourteen, ciii'taiii. fe%'^ ' m /-i 1' 1<'A 15 16 "I,!. Fifteen, Sixteen, kitchen. 17 18 Maid IS Seventeen, Eighteen, waiting. 19 20 Nineteen, Twenty, My plate IS empty ~-'-~ 212 The ChMs Imhiictor. ;^*-l!i .Sita 'S^'r^ MONKS WHIPPING HENRY II., AS A PUNISHMENT FOR THE MURDER OF THOMAS A BECKET. THE HLSTOBY OF ENGLAND IN EASY LESSONS. HENRY I. -STEPHEN. How cloth was first made in England ; death of Henry I. ; Stephen takes the crown ; war between Stephen and Maud ; "Winchester, the capital of England. THE first place for making avooI into cloth was built in the reign of Henry I. At that time people kept more sheep than any other animals, and they made much money hy selling the wool. But Ijefore Henry's time the wool was sent abroad to be made into cloth. Henry I. died in 1185. He left the crown to his daughter Maud ; but she was in France, and in her absence the crown was taken by Stephen, a nephew of Henry. Many of the nobles liked Stephen because he let them have "their own way, but others sided with Maud, and when she came to England she brought a number of French fighting men to support her claim, and for nearly fifteen years there was a civil war, that is, a war when people in the same country fight against one another. The distress of the people was very, very great, for there was no time to till the ground properly, and many of the MUR-DER OF THOM AS A BECK-ET. Easij Hhiorij Lesson^-. 213 nobles robbed and plundered the i:)Oorer people very shamefully.^ I think I may say that there never was a time when there was so much misery in England as during the civil war in the reign of King Stephen. At last it was decided Stephen should reign for the rest of his life, but at his death Maud's son, Henry Plan-ta-ge-net, should be king. He was called Plan-ta-ge-net, because that was the name of his father. Count Geoffrey of Anjou, who was Maud's second husband. The name Plantagenet comes from the two Latin words Phiiita (Tciiistfi, meaning the plant we call lu'oom, which had l)een adopted by the Earls of Anjou as their crest and surname, for it had been worn by the first Earl when he went to the Holy Land as a pilgrim. Soon after this Stephen died, in 1154. and with him ended what we call the Norman line of kintrs of England, the next being known as the Plan-ta-ge-nets. During the Norman period Winchester, and not London, was the capital of England. But London was fast becoming the largest and the richest city, though at that time the houses were little more than Avooden huts thatched Avith straw, and with no glass in the windows. Westminster was a separate city, and where now are the busy Strand and Charing Cross there were then quiet fields sloping down to the edge, or strand (hence the name of the famous street), of the river. The kings had a palace at Westminster, and Rufus built Westminster Hall, some say for his Christmas feasts. During the Norman period the words hccf, rctil, pork, innttoii were first used, these being really corruptions of the French words hanif, /iiuiifon, &c. The words ox, calf, pig, and sheep are all Saxon. HENRY II. How Henry made the English people happier ; quarrels with Thomas ii Becket ; how Bccket was murdered ; how Henry was whipped ; how Ireland was couquered. The people in England were very glad when Henry the Second became king. He drove away all the soldiers that had been brought over from France to iia.\it in the civil wars of Stephen and Maud, and he built up the towns that had been burned down. •lU The Child's Instructor. He also sent judges throngii the land, to hear all complaints, and to see that the people were properly treated. So they began to feel safe again, and to hiiild up their cottages once more, and dig up their gardens and fields. But though Henry was good and wise in many things, he A riUriRE OF ENGLANU IX THE 'J'lME OF IlICHAIiD II. ROBIN HOOD SHOOTING IN SHERWOOD FOREST. sometimes got into violent passions. He used to quarrel very much with the Archbishop of Canterbury, whose name Avas Thomas a Becket. This man wanted to be as great as the King, and to have as much power. Among other things, he Ediiji IJhtorji Lrssoiis. '21o wanted to punish the wicked clergymen himself, instead of letting them be punished by the judges who jjunished • other naughty people. So there used to be a great many quarrels between Henry and Thomas a Becket, and one day, when Henry lieard of something that the Archbishop had done, which made him very angry, he said he wished this "turbulent priest "was dead. Then four of his soldiers, wishing to get into Henry's favour, rode off to Canterbury Cathedral and killed the Archbishop before the altar. Then the King was very sorry, and to show how sorry he was he stood at the altar and allowed some monks to whip him very hard on his bare back. THE CONQUEST OF IRELAND. I MUST now tell you about the conquest of Ireland, which took place in Henry's reign. Ireland was never conquered by the Romans, as the ancient Britons were, but a good man whom the Irish called Saint Patrick, went over from England and taught them to be Christians, and how to read. But in King Henry the Second's time there were several kings in Ireland, and they 'quarrelled very much among them- selves, until one of them, named Dermot, came over to England and asked Henry to help him light against the other kings. But Henry said he had too much to do, but if any of his Earls chose to go they might, if Henry should be called the King of Ireland. So Dermot said if the Earls did help him, and if they would punish his enemies, the King of England should be King of Ireland too. Then a very great fighting man, the Earl of Strigul, who was nick-named Sti'ongbow, and some other noblemen, went over to Ireland and fought several battles, and after much fighting the kings of Ireland were conquered, and ever since then Ireland has been under the same king as England. Henry's Avife was a bad Avoman, and she made her sons behave badly to their father. This troubled him very much. The eldest son, Henry, died before his father, and Geoflrey, the third son, died also, but Richard and John lived after him. Henry died in IISO, they say of a broken heart because of his sons' naughtiness. 216 The Child's Imtnictor. RICHARD I., CALLED CCEUR-DE-LION. How Eichard went to tlie Holy Land to fight in the Crusades ; how he fought several great battles ; how he returned home ; how he was taken prisoner, and found by Blondel singing a song. Richard I., called CVeur-de-Lion, wliich means lion-hearted, became king when his father, Henry II., died. Ilichard was called Lion-hearted because of his great bravery and boldness. He was a great fighting man, and went to the Holy Land to tight against the Mahommedans. This is called the Third Crusade. He surprised all the world by his wonderful deeds, and the most extraordinary tales are told of his bravery — which you will be able to read about by and by ; but with all his valour he was not able to conquer Jerusalem, for he became ill and had to return home : many of his men were ill also. Richard's ship was wrecked in the Gulf of Venice, and he had to wander about in the dress of a pilgrim, but he was discovered and made i:)risoner by the Duke of Austria. Scarcely anyone knew where he was shut up, until a wander- ing minstrel, named Blondel, found him — so the old stories say — by the singing of a song which Richard himself had composed. The song was answered from within the prison, and then the minstrel knew who was there. At last he was set free, on the payment of a large sum of money, and returned to England. Soon after this he died. In the reign of Richard I. the famous outlaw Robin Hood lived. An outlaw was a man who lived in the forests and killed the king's deer. Robin Hood and his band of " merry men " lived in an immense wood in the middle of England, called Sherwood Forest. They used to shoot with bows and arrows, and practised so much that they became very clever at shooting. They were kind to the poor people. Wlien was xcool first made, into cloth in this count n/ ' When did Heinii I. die ? IVho ouffht to have rei/pied after him ? )Vho took the crown ! fVhat (jreat event hapiicncd ' Whii did, the iioldes like Stej^hen ? IVho reigned after Henry f Wliat terrible disaster then occurred .' How did the civil wars end "!■ When did Henry II. hegin to reirjn ? Was he a good and wise king ? How came Becket to he murdered ? What pimishmcnt did Henry receive ? Where did he go tojight? What happened, on his return? Why was Henry called Plantapetiet? { Who discovered him .' ]Vhat line of kings ended with him f I What famous outlaw lived in his reign ? What city was then the capital '! f Where did he live! Sniipl<' L('iisoii>t In GeogwjjJa/. 217 OSBORNE HOUSE,;^THE RESIDENCE OF THE QUEEN IN THE^ISLE OF WIGHT. ;Tlie Queen has four large houses, or Palaces ; one is Osborne, in the Isle of Wight; another is Buckiagham Palace, in London ; another is Windsor Castle, on the Thames, about 23 miles from London ; aud another is at Balmoral, in Scotland. J GEOGKAPHY. MORE. ABOUT SOJIE EXGLISH TOWXS- -SCOTL.WD. AT^OU remember that we left ott' last time as I J- was telling you about some of our English towns — Cardiff and Swansea. If you went over the river Severn, or further oat, where it widens into the Bristol Channel, you would come to the beautiful moors of Devon- shire, Dartmoor and Exmoor, and to the beauti- ful lanes filled with ferns and flowers. Plymouth is just there ; and Plymouth has a great dockyard for building ships, and for fit- ting up ships to go long voyages by sea. Further down is the county called Cornwall ; and in it there are many places where the people are always digging for lead, and tin, and copper, in deep dark pits in the ground called mines. I want you also to look at the Isle of Wight. It is noted for being very pretty. The Queen has a very large house there, called Osborn_e House. Then look at Southamj^ton ; ROYAL STANDARD OF" ENGLAND, SCOl'LAND, AND IRELAND. 218 Tlic CJiil^ liixh-m-fnr. that is anotlier of tlie great sliippiiig-places called seaports. So is Portsmontli. At Stafford, and many of the places round ahout, they make pots and pans, and cups and saucers, and jilates and dishes. It is called the Pottery country, and some- times the Potteries. At Birmingham, which is a very large i:)lace, like London, and Liverjiool, and Manchester, they make nails, screws, guns, pistols, spades, fire-irons, spoons, nut- crackers, dish-covers, iron bedsteads, and all sorts of things called Hardware. At Leicester there are many wool factories ; and the machinery is always going click, click, click, making thousands of pairs of socks and stockings, and neck-ties, and woollen things of all kinds. Then on the sea-coast, almost in a straight line with Leicester, is Yarmouth, where the herrings come from. Now I think you know something about England and Wales — the chief towns, rivers, mountains, and so on. There is a great deal more for you to learn about England when you are older, but try to remember what I have told you, and it will helf) you to learn more by and by. SOMETHING ABOUT SCOTLAND : Its Towns, its Eivers, its Lakes, its Mouutains. At its lower or southern part Scotland is joined on to England ; this you will see by looking at the map ; but on its other sides is the sea. On its left side is the Atlantic Ocean, and on its north and east coasts is the North Sea. The Cheviot Hills and the Lauriston Hills form a kind of wall between England and Scotland ; and where these hills finish, and go down into the fiat moor and moss, there is the water of the Kiver Tweed to continlie the boundary from sea to sea. But it does not matter much now which is Scotland and which is England, for, as I have told you, they are now like one country, and nndei' the same rule. The greatest length of Scotland is '2ii0 miles, and its greatest breadth is 146 miles. THE TOWNS OF SCOTLAND. Edinburgh is the capital city of Scotland. It is the city where the Scotch Kings in the olden days had their palace, called Holyrood Palace. Edinburgh is a beautiful city, built Sinqjle Lessons in (icographif. •21!) PICTURE OF EDINBUKGH. Sliouiiirj Jl'drerlii/ Bridijc, part of the Jiailicai/ Station, and the- hiyh houses of the O'.d Town. [Eclinbiirgb is the capital city of Scotland, and in olden times the Kings and Queens of Scotland used to live in a palace here, called Holyrood Palace. Part of the city is very, very old. Some of these old houses are eleven and twelve stories high. You can see some of these in this picture. The tall church tower on the right is St. Giles' Cathedral, where John Knox used to preach.] quite close to the sea ; and the part of the sea that it looks upon is called the Firth or Frith (or the mouth) of Fortli. The Forth is one of the principal rivers of Scotland. High hills are round Edinburgh : Carlton Hill, Arthur's Seat, and some others ; and there is a fine old Castle, which stands on a hill in the very middle of the hustling streets; and the fine hos- pitals, and public buildings, and elegant shops of Edinburgh make it as remarkable as any city in the world. Another great and famous city in Scotland is Glasgow. It is the chief manufacturing city in Scotland, is larger than Edinburgh, and larger than any city in the kingdom except London. It is a vast and crowded place of factories, and busi- ness and workshops, and tall chimneys and smoke, and fog, and noise that never stops. Port Glasgow, the shipping-place of the city, is immense also. It is on the Frith, or mouth, of the Elver Clyde, and there are so many ships that are made, and ships that are being made, that the masts crowding so- ■2-2{) The ChihVs Instructor. MAP OF SCOTLAND. closely together look quite like a forest. Can you see how these ships get away from the Port, out into the Channel, and then out into the ocean ? It is hy a river, called the Clyde. Glasgow is not in the same county that Edinhurgh is ; there are 33 counties in Scotland. Some day you will learn the names of them all. THE MOUNTAINS OF SCOTLAND. Scotland has a great many mountains, one called Ben Lomond, another Ben Nevis ; this is the highest mountain in Scotland and in the kingdom ; it is 4,406 feet high. There are the Grampian Hills, running between Aberdeen and Forfar; Suiqtle Lessons in Geofjraphij. 221 there are the Monagh Lea Mountains, in Inverness ; there are the Lammermnir Hills, between Haddington and Berwick; and there are the Pentland Hills, not far from Edinburgh city. THE RIVERS OF SCOTLAND. Look at the Scotch rivers also. Besides the Tweed, the Forth, and the Clyde, which you have looked at already, you must point out some others. Point to the Esk, the Tay, the Yarrow, the Beauley, the Don, and the Spey. LOCH LEVEN, IX KIXKUSS-SHIRE. [This is .1 pictare of a Scottish Locb. You see tliere are high ruonutains around it. and islands within it, and the water is very smooth. But sometimes storms come and make the water very rough. The ruins on the island are the remains of the castle in which Mary Queen of Scots was imprisoned, and from which she n)ade her escape. This you will like to read about by and by iu the History of Scotland, and in a nice book called Tlie Ahhnt, written by a very clever man named Sir Walter Scott. 1 THE LOCHS OR LAKES OF SCOTLAND. You can see lakes, too, on the map, where these rivers rise, and which seem to join the lakes together. Lakes are called lochs in Scotland, and you must learn where to find the largest of them. Loch Ness is one. Loch Awe is one. Loch Lomond is another. This is the largest. There are also Loch Leven, Loch Lochy, Loch Tay, and Loch Shin. There are other lakes which are not closed in with moor, and meadow, and mountain, and heather-covered slopes, and lovely towns and gardens, like most lakes are. They are open at one end, into the sea. This makes the water of them right straight 22-2 The ChikVs Imtnirtor salt water, not fresli, as is the water of most lakes. These open lochs are Loch Fyne, Loch Lont;', Loch (,'arron. Beau- ley Loch, Loch liyan. Loch Broom, and perhajis you can find one or two more. THE FRITHS AND CANALS OF SCOTLAND. There are many friths round Scotland. There is the Sol- way Frith ; the Frith of Clyde ; Frith of Lorn ; the Pentland Frith ; and the Friths of Dornoch, and Mora3\ Then there are canals, the great Clyde Canal and the great Caledonian Canal, and there are those parts of the sea called the Minch, and the Little Minch. THE CAPES OF SCOTLAND. Now, of course, as there is such a great deal of water run- ning up into the land, there are a great many points of land running into the water. There is the Mull of Galloway, there is the Mull of Cantyre, there is the Mull of Ooa. Going farther north, up to the Hebrides, on the western side, at the far top of Lewis, you will see the Butt of Lewis. On the mainland again, across the Minch. you will see Cape Wrath ; then Strathy Head and Duncansb}' Head, and, coming lower, the Ord of Caithness, and Tarbet Ness, and Kinnaird's Head, and Peterhead, and Stonehaven, and Fife Ness, and St. x\bb's Head. Now I think that is all you can learn at present about Scotland. You should read over what I have written every day until you know it all, and you can answer these questions : — M'licre arc Dart inour and Exmoor ! \ What is the name of the chief maiiu- ]Vhat is I'lymouth famous for ' J'acturinfi citi/ iit ^Scotland 1 M'liat mines arc there iit Cormrall .' How maiii/ counties are in Scotlainl ' li'hat is the Isle of Wight noted fur ! ' What is the highest mountain ! Where are Portsmouth and South a mpt(in!\ Give me the names of some other ranges l]'Iiere are the Potteries^ of mountains, and point them out on What is Birmingham noted for ! and the map. Leicester, and Yarmouth ! i Give me the names of some of the Scotch Wlieie is Scotland ! j rivers, and point them out on the Has it sea all round it ? map. WJiat hills and irhat j-ivers are hetireen Give me the names of some of the Scotch Scotland and England .' j lakes, and point them out on the map. What is the capitcd city of Scotland .' { Give. me the names of some of the capes What celebrated palace is in Edinburgh'? ■ of Scotland, and point them out. Music and Siuf/iiig. 223 I'LAYiXLr SUJIE I5ASS NOTES. MtTES BELOW THK STAVE IN THE TREBLE. [Praetisiu!.,' oo the piano is so nice anil easy, now that I learn the Music and Singing Lessons iu the " Child's lusti-uctor."] MUSIC AND SINGING. A LITTLE MOEE ABOUT NOTES. OV have now learned all the notes in the spaces and on the lines in the treble and bass. Noav we will just learn two notes below the stave in the treble. The first line in the treble, as you know, is E, 9^ :=r and the first note below the line mnst be D, ff— *- beeanse D is one bird and one note lower than E ; if you look at the piano you will see this at once. This is T> ^ and D is a space — the first space below S^— *- the staye in the treble. The first line below the staye is C. ^== C has a short line through it, just to distinguish it from the spaces. Try and remember these two notes below the lines in the treble — I) in the first space l)elow, and C on the first line below the stave. : 224 The ChiUVH Jiistnietor. SOMETHING ABOUT SINGING. I HAVE taught you these two notes because I Avant you to learn the scale of C — not only to play it, bat to sing it too. If you were to go to a piano, and touch one of the birds in the daylight, you would know which one you were playing, because you could see it ; but if you were to go to the piano when the room was quite dark, and you could not see the birds, you would not knt)w which one you were touching, because you are not yet sufficiently familiar with each bird's voice. I will tell vou a nice little wav of remembering some of the voices. When mamma sings to you, each sound which her voice makes is a note in exact imitation of one of the birds' voices. The voices which we are able to imitate upon the piano lie just in the middle — for, you know, no- body could sing such low notes as the birds sing right down in the bass, nor yet such high shrill notes as those birds can sing who lie high up in the treble, so we can only sing with the l)irds who lie just near and about the centre of the piano. Put your finger on one of the bass birds, quite low down. Now do you think you could sink your voice so low as that ? No, I am sure you could not. Put your finger on C, the first line below the stave, and see if you can sing that. It is cpiite easy, you say. So it is. Just sing the letter C instead of saying it ; now D, and E, F, G, A, B, and C. You can sing aU of them quite easily, can you not ? If you play these birds, continually Music Olid Singing. 225 singing their names as you play them, yon Avill find in time that you become so famihar with their voices, that if you play one of them with your eyes shut, or in the dark, you will know at once which bird you are touching. To play this scale of C, you must be careful how you place your fingers. Begin with the thumb of the right hand upon C. Tliis C, ^ you know, not this one, ^^^ for YOU ^--^7- must be very careful to tr remember where the difterent birds lie. Put your thund) upon this lower C, your first fuiger upon D, and your second linger upon E ; now pass your thumb under the second hnger on to F ; then use all vour fingers in turn, and you will find your fom-th, or little finger, just goes to C — the higher C, of course, which is represented by the third space in the treble. To come back agam, put your third finger upon B, the second upon A, and so on, till you come to your thumb. This brings you to F. Pass the second finger oyer the thund) on to E, and you ^\ill find just two fuiger s left to play D and C, which ends with the thumb, and finishes the exercise. In printed music, x stands for the thumb, and 1, 2, o, 4, for the first, second, third, and fourth fingers. Here is your exercise — ^^=x imzr^ Xl2xl2343 2 1x21x THE SCALE OF C. In the next chapter I mil tell you how you may learn to play the scale of C with both your hands. Q 226 The ClilhVs Instructor. GOING HOME A LITTLE WAY WITH OUR LITTLE FRENCH BOY. Because it rains we walk under an umbrella. Parce quHl pleut noun noii^ prnm>'noiis soxis un parapluie. EASY LESSONS IN FRENCH. FQUETH LESSON ; QUATRIEME LECON. THE LITTLE FEENCH BOY COMES TO DINNEE— (.v,;,/(-«H,'(i). LAST time we left off as I was telling you about the puddings. There are three puddings. Sa}', Le C-- preniier homlin estdii riz,i)our behe. " " The first pudding is rice, for baby." illoIFE'/lf'lAplE^^^ Le second houdin est un houdin de conserves, en roideau. " The second pudding is a jam roley-poley." Et le troisieme — ha ! ha ! — le troisienie est un grand houdin de Noel ! "And the third — ha! ha! — is a big Christmas pudding !" Now say, " This pudding is hot." Ce houdin est chand. THE LITTLE FRENCH BOY PUTS ON THE PAPEE CAP. Eas7j Lessons in French. 227 "It is too hot." II est trop chaud. " I must blow it." II f aid que je le souffle. "Little French boy, will you eat bread? " Petit Francais, mangerez-vous du pain ? Non, non, non, je vous remercie hien. That is what the French boy says to you in answer. It is, "No, no, no, thank you very much." And he is going to speak agam. Listen to him. Farce que, petit Anglais, faime ce houdin de Noel ! Ah, c'cst delicieux, ce houdin de Noel ! THE CHRISTMAS CARD. ZE liOI BIT QUE LE SOUDIX DE XOEL I.<- ^F-^=- sv, ing - iQg so ; Com - ing for - ward, so -Mizzz^z =^^1 :c2z:5i:::. :*^=i: iz\zz -=J 3=2 =i: back, Tick - m.c E=iiizr=— ^: tick :?i: ill", tic •and tac. zs.^:: l-^' :^-i=: Ea.'ii/ Lcfiftons in. Beadhui and SpcUuKj. 241 HOW NICE TO SWING IN THE SHADE OF THE TREES ON A HOT DAY. FIRST STEPS; OR, EASY LESSONS IN READING d- SPELLING. YI. W0ED8 OF FIVE AND SIX LETTEES. BEING now able to read little sentences of words of three and four letters, Harry w^nt on to learn words of five and six letters, — toast faint liaste bound roast paint paste lionnd .boast, saint taste round He learned three of these every day, as before, and found them very easy to learn in this way. So I am sure you will find them easy also. R '242 The Child's Instructor. grate prate slate peach teacli reach ]3ears tares Avares knight Imoiit shght chru^n spurn learn string spring swing plongh slongli bongh stool spool school 'fi floui^ flame flnke qnince chair wince stair mince snare coach roach poach shell spell swell weight ii'eight sleight shield wield yield panl's walls halls Easij Lessons in Beading and Spelling. 243 stile while guile cliain ti*ain skain rifle trifle stifle qiiill spill clifll tongs songs ^'ono's O O ^'lobe gioaiai glare X3uncli liuncli llllllicll mouse house souse booth bourn bound shield wield field 23urse nurse curse stags block stack ^lorse stains clock black force stamps flock slack morse 244 The CliikVs Instructor. GTJAED Gr 11 a r d g n a r d GEESE Gr e e s e geese YOUTH Y O Ll t ll youth DEIYE Drive d rive MILLEE Miller 111 i 1 1 e 1* HOESES LARKS EI o r s e s li o r s e s L a 1* k s larks STRAW Straw straw SWQ^E Swine swine Easij Lessons in Reading and Spelling. 245 CHURCH C li 11 r c li c li 11 r c li Gr r i 11 d g r i 11 cl HOU8E House li o 11 s e IMAGE I 111 age i 111 age FEIJIT BAEGE F r 11 i t B a i^ g e fruit b a r g e CHAIE C li a i 1" c li a i 1' BEIDGE SHEEP Bridge S li e e p s li e e p b r i d g e 24G Tlte Child's Instructor. ,,_^^^^ " You may go out for a lit-tle walk, " said Ma-ry's moth-er to her one day as she put on her cloak, " but you must keep to the big wide road, or you may get lost in the wood." " Yes, moth-er," said lit-tle Ma-ry, and she kissed her good moth-er and went out in-to the sun -shine. But af-ter a time she was tired of the big wide road, and she said, " Oh ! I must go down this nice lit-tle path." So she was dis-o-be-di-ent and went. Then she lost her way, and was caught so tight m a big bush that she had to un-tie her cloak and hat to get a-way. At last, when she was very foot-sore and weary, she saw a fun-ny lit-tle hut. Easy Lessons in Reading and Spelling. 247 Ma-ry push-ed open the door and look-ed in. No one was in the room. There were three bowls on the ta-ble, one very big, one small-er, and one very small ; and there were three chairs, one very big, one small-er, and one very small. " That will do for me to sit on," she said, " I am so tired." So she ran for- ward and sat down. But it broke in pieces at once, and she fell on the floor. Then her father came in. "Why," he said, " how came you to sit on that chair ? It was a brok-en chair which I was mend-ing, but had not glued to-o-eth-er. ' When she told him how she came there, he said, "dis-o-be-di-ence must be pun-ish-ed." 248 The Child's Instructor. ;;;;--"s ::>--; -jj. ..y.^- .^' rfi ^'..S.., LEARNING TO WRITE. WRITING MADE EASY. VI. LITTLE WORDS. THE first (lay that Amy began to write little words she was greatly delighted. " Now," she ^^ said, " I shall soon be able to write ^ a letter to papa." ^"^ In the picture at the top of this page you will see some of the little words that she wrote. She began mtli very easy ones at first, you see, and her mamma ruled lines and made some dotted letters for her to go over with the pen. " You must take time," said her mamma, " and try to make each letter carefully and slowly. All the down-strokes are to be heavy, and the up- strokes light. Do not bend over the paper, but sit upright, and rest your left arm on the table. Writing Made Easy. 249 With the fingers of your left hand yon shonkl hold the paper, or the copy-hook, or the slate, straight and steady. Then you may proceed to write. As I have told you l)efore, your httle finger must rest on the paper, hut you must he careful to see that the iveigJit of the hand rests on the lower side just ahove the wrist. The httle finger should only rest ligiitly on the paper, hecause it must move slowly along as the pen moves ; indeed some people write well without any of the fingers 'xF""'--''i'^"^'^'"^"'""^^nF ' j^:; ^.....^... ./.....jS^. M. — -..^Z U'---.-/- touching the paper at all, hut it is hetter that it should rest lightly, as it serves to steady the hand and aids in keeping the letters the same size and on the same level. Both of these things are im- portant points to rememher when you hegin to write httle words. Look well at your copy, and foUow" it in every way." Well, Amy did so, and she wrote a few words every day, for many days. She got on so well that soon her mamma ruled only the two lines for for her — one at the top of the letters, and the other for the letters to rest on dotted letters, only the copy for her to follow and gave her no 250 Tlie ChiUFs Instnictor. A One ( Q Two I j3 Twice One arc Two One \ Q r^,:^ DO Two ■/ O ^-^ QQ Tv/ice Two are Four One { O Two O OO ^ Three [ Q Three timer, Two are Six. ^■''J>U One ( O Two o DOD DUU Three ( Q GOD Three times Three are Nine. One f Two t C r^^.r-.r^.r^ OUQUl D rn wice Five are Ten. METHOD OF ARRANGING CUBE-< OR APPLES ON THE TABLE TO TExVCH MULTIi'LIGAriON. PICTORIAL ARITHMETIC. MULTIPLICATION. 9a 5 S \^^^U liiive now learned how to add up jL nuni (tj C 03 j_ numbers or things together, and Q (e) liow to subtract or take them from one OOO another. These are the first two rules m?™ ill Arithmetic, or ways of counting. TiFTEKN.'' You must now learn the third way of comiting ; it is called MitUipJication. ;c lurial Arithiiuiic. '251 This is, in fact, a sort of addition, and it saves tlie trouble of a great many sepai'ate addition sums. Tims, suppose you have a great many cubes upon the table, and you arrange them in rows of twos, threes, or fours, until perhaps you have four groups of twos, or six groups of threes, like this : OOQ OOQ QOO OOC 090 OOO When counted we find 1(S. Do we not ? Then six times three, or three, six times repeated, make 18. Again, supposing we arrange tlie cubes into fours, and make five groups of them. How many would there be then ? DOOQ QOOO OOCO OOOQ QQOO Twenty, you say. Then five times four, or four, five times repeated, make 20. You see, Multiplication is like Addition, except that in addition we add difterent numbers together, while in multiphcation vfe add several of the same number together, such as four twos, five threes, seven nines, and so on. It may just happen, however, that the cubes are are not always at hand, and it w^ould take a long time to do a Multiplicaticm sum if every hgure had to be previously counted with the cubes. I should therefore recommend my little readers to learn the Multiplication table. Supposing we learn tlie ' ' twice table " first, and then do a little Multiplication sum together. The " twice table " is as follows ; you can count each number with joiiv cubes just to see if the table is right. 25'2 The ChikTs Instructor. THE " TWICE TABLE." C) Q 2 QO OO 4 OOO QQC 6 OOOO OOOQ B QOOC)© QOUQO 10 OOOOQO OOOOOO 12 ooooooo r OOOQQCQ«?^Q i QOQQOOOOOOr OOQOOOOQOOOO (^4 Yon must repeat this over and over again, until YOU know it perfectly, and you may count out your cubes each time, so as to help you to learn it. When you know it thoroughly, I will give you a nice little easy multiplication sum to do, and tell you how to do it. QUESTIONS ON CIIAPTEnS IV., V., TV. //(;;(; inavi/ icn>< arc tJicrc in a luindrcd ! What are two figures called '. How do wc write down 100 on the date, What are three fii/ures called .' aho 200, and ever// hundred up to ]y],r,t are four fiqures culled f 1 000 ' . J J Trr,' ■ ■ ,. nil 1,1 What is the third rule ii Arithmetic ! )l liat IS one pijure called ni/oi placca Ini itself ' ' 1 Ii<'peat the " Tuiec Table. ' Twice 1 arc 2 ?? 2 >9 4 J9 3 5? 6 J' 4 1? 8 >» 5 J? 10 5> 6 ?? 12 J5 7 J» 14 ?' 8 5? 16 5> 9 1' 18 >9 10 1^ 20 7? 11 ?5 22 5? 12 5' 24 Kasy History Lessons. 153 KINU JOHX SIGNING MAGNA CHARTA. THE HISTORY OF ENGLAND IN EASY LESSONS. THE REIGN OF KING JOHN. What sort of man Jolni was ; the story of Prince Arthur ; the signlni,' of Magna Charta. YOU will remember that I told you in the last chapter that King Henry the Second had a son whose name was John, and that he behaved very badly to (. : his father. Well, at the death of his f''**^ brother, Richard I., he became king of TRINCE ARiHbR IN -nil i l T T n • PRISON. il/ngland, and he was a very bad king. We cannot wonder at this, because bad boys generally become bad men ; and John was a very bad man. He was not a wise man like his father, nor was he a brave man like his brother. He was a mean, cowardly, cruel man, and did not know how to rule England at all. He seemed to be always quarrelling with somebody, and was so wicked as to put people in prison or to kill them without any reason at all, t254 Tlie ChUiVs Imtrudor. but just because his bad temper caused him to dislike them, or because they opposed his bad desires. THE STORY OF PPJN'CE AKTHUR. Many people thought that John should not have been king, but that his nephew Arthur, who was the son of John's elder brother Geot}'re3% should have been king instead. And no doubt, according to the law, Arthur ought to have been king. But John shut him up in prison at Rouen, a town in Normandy (which then belonged to the kings of England), and the poor boy was never seen outside the prison again. No one knows exactly how he was killed. Some people say that John sent a man, named Hubert De Burgh, to pat his eyes out, because he thought the English would never have a blind king. But when Hubert and his men came to do this, Arthur cried so jnteously that Hubert felt he could not be so cruel, and so he and his men left him. Then John went himself, with a wicked servant named Maluc, and they stabbed poor little Prince Arthur and threw his body into the river Seine. Now you can see what a wicked, cruel man he was. THE SIGNING OF MACiNA CHARTA. John was governing England so badly that at last the people felt they could not let him go on any longer. So several of the nobles and bishops, and gentlemen from all parts of the kingdom, joined together, and they sent word to John that he must promise to be a better king, or they would not let him reign any more. At first John would not listen to this message at all, and he tried to fight and make another hoii-ible civil war. as there had been in Stephen's time, but he found that he had scarcely anyone to help him. Everybody was against him. So he said that he would meet the bishops and the barons at a place near Windsor, called Runnymede, and would do what they wished. And they met the King there, and showed him a great sheet of parchment, on which they had written a num- ber of very good laws to keep the kings from being unjust and from robbing the people of their land or money, and they made the King agree to what was written, and sign and seal this parchment. Easij Histonj Lessons. 255 The name efiven to tins writing is M(i(/iia Charfa, wliicli means " The Great Charter ; " and you must remember this name, because, although it happened so long ago, it is very important to us even now that our rulers should keep the promises King John made to the English people at Eunuy- mcde. PEIXCE EDWARD ESCAPINa FROM PRISON. John was very angry because he was forced to agree to the people's wishes, and he tried in every way to break his promises. Then the people tried to make him keep his word, and there was a great deal of fighting and unhappiness, until at last John died. If he had tried to be good and keep his promises he might have been very happy, but he wanted to have his own way a great deal too much, and kings and queens cannot have their own way any more than little boys and girls can. 256 The Child's Tmtnidor, HENRY III., THE NINE-YEAR-OLD KING. When King John died, his son, Henry, was only nine years old. What a little boy to be king, you say ; and so lie was. But he had a wise guardian to take care of him, the Earl of Pembroke, who tried hard to restore peace and order to the land. When he died Henry behaved so badly, that there was little else but quarrelling and fighting for the rest of his life. He tried to rob people and get a great deal of money from them, and he brought over a number of Frenchmen and jiut them in the place of English nobles ; so the barons, headed by one brave man, called Simon de Montfort, rebelled against him, and took him, and his brave son Edward, prisoner, at the battle of Lewes. De Montfort then called together the bishops and baToiis, and certain men from every town and county, to talk together and arrange about the affairs of state. This was called a Parliament, and it was fixed that no English king could make the people pay money without the consent of Parliament. This is very important for you to remember. After a time. Prince Edward, Henry's son, got out of prison, escaped from his guards on a fleet horse which some friends had conveyed to him, and collected an army to fight against De Montfort. A great battle took place at Evesham, in which De Montfort was killed, and Henry was set free. This was in 1265, and seven years later Henry died. During the reign of Henry III., the English people first began to make linen from the flax plant, and to use candles instead of wooden torches ; the first license to dig coal was also granted to the people of Newcastle for the first time ; also gold coins were first used. So you see some improve- ments were made during this long and unquiet reigir, of Henry III., besides the very important arrangement that no king or queen could make the people pay them money, or, as it is called, " pay taxes," without the consent of Parliament. QUESTIONS. Wliat age was Henry III. wlicn he Was John a good khifi / What did lie do to Prince Arthur ' Why did he do this '. Where did lie sign Magna Charta ' began to reign '! What did Simon de Montfort inahi him promise to do ^ I Simple Le^i^nns in Geogmph//. 257 SOUTH SIDE OF STEPHENS GREEN, DUBLIN. [Dublin is tlie chief city in Ireland, and is one of the handsomest towns in Europe. The river Liffey runs through it, and there are embankments on either side of the river, with noble walls which form quays for the boats to stop at. There are ten bridges over the river. Dublin has several fine streets, Sackville Street being the finest. There arc also several squares, Stephen's Green, of which you see a part in the j)icture, being one of the largest. Merrion Square is also a very large and fine square.] GEOGEAPHY. SOMETHING ABOUT IRELAND ITS RIVERS, AND LAKES. TOWNS, MOUNTAINS, A^ S I told you before, Ireland is not far from England. It is on the left, or west, side of England, and is quite surrounded by water; the Channel which is between Eng- land and Ireland is not very mde in some parts. Ireland is bounded on the west and south by the Atlantic Ocean, on the north by the Atlantic Ocean and the North Channel, and on the BBITISH ISLES. east by the Irish Sea and St. George's Channel s 258 The Child's Instructor. Most of the steep stone mountains which Ireland has, stand round the edges, whilst the middle is flat. At one time all this flat part was covered with trees, then the leaves dropped from the branches, making the soil soft and rich, and the small twigs and boughs dropped from the branches, and the trees themselves rotted and fell ; and all of this made a great deal of soft soil known as bog, and a great deal of it got covered with fine fresh grass, so that another name for Ireland is the Green Island, or the Emerald Isle, because of all this beautiful grass. Great numbers of cattle feed on this grass ; there arc twice as many oxen and cows and luillocks in Ireland as there are in Scotland ; and pigs thrive so well in Ireland that there are eight pigs in Ireland for everj^ one pig that there is in Scotland. So great quantities of butter and bacon are made in Ireland and sent over to England and to other places. THE IRISH PROVINCES AND COUNTIES. A long time ago Ireland was divided into four portions, or provinces, as they are called : Ulster, Leinster, Munster. and Connaught. They cut Ireland into four quarters, nearly equal in size, and at one time each (piarter had a difterent king to it. Each quarter is divided again into counties, just the same as England, Wales, and Scotland are ; there being 3"2 counties in Ireland altogether, namely, nine in Ulster, six in ]\Iunster, twelve in Leinster, and five in Connaught. In all the provinces there are mountains, rivers, lakes, and towns, and I will tell you a little about them. A FEW OF THE IRISH RIVERS, WITH THE TOWNS ON THEIR RANKS. Can you see the Eiver Shannon on the map '? It is on the west side of Ireland, and is a l)eautiful river, the longest in the United Kingdom, for it is 224 miles long. On its banks are some fine towns. These towns are Carrick. Atblone, Killaloe, Limerick, and Kilrush. In Limerick beautiful lace is made : and in history you will read of the siege of Limerick, when William of Orange, who was King William III. of Eng- land, had thousands of soldiers waiting outside of it, tiwing to get within the walls. This Avas in the year 1001 ). Simple Lessons in Geograplnj. 259 Can you see the River Barrow "^ That runs through Kiklare and Carlow, and gets into the sea in AVaterford Harbour. Look at Waterford Harbour, for it is a very busy phice. There are numbers of big ships waiting to be tilled with Irisli butter and bacon, and cattle and cheese, and eggs, to carry them to other countries. Now look at the River Liffey. It falls into Dublin Bay ; and, although not a large river, it is very celebrated, because 260 The Child's Instructor. the beautiful city of Dublin is on its banks, and Dublin is Ireland's chief city. At Dublin a very rich corded silk is made for ladies' dresses, called poj)lin ; some linen is woven at Dublin, also, and near by, at a place called Balbriggan, there are large places for making the good socks and stockings called Balbriggan hosiery. To the south of Dublin is the county of Wicklow, Avhich has a great number of mountains called " The Wicklow Mountain THE WICEXOW MOUNTAINS. The Erne is another Irish river, with Donegal Bay at the mouth of it, and the Foyle is one more ; but I think you must look at the Irish lakes now, because I have told you of the chief rivers. There are a great many lakes, and they are very important. THE IRISH LOUGHS. The Irish call tlieir lakes Loughs ; and I think you will be able to put your finger on a great many loughs. Lough Erne you can see, and there is an Upper Lough Erne as well as a Lower Lough Erne. They both belong to the Iliver Erne, and both have many little tiny islets on them, that look lovely in the midst of the smooth clear Avater. Lough Neagh is peculiar, because the water of it can petrifi/, or turn things into stone ; and there are three beautiful Loughs in the Shannon river, where it widens out very much ; they are called Lough Allen, Lough Bee, and Lough Derg. Scripture Stories. 261 rr JOSEPH SOLD AS A SLAVE BY HIS^BROTHEKS. SCRIPTURE STORIES. THE HISTOKY OF JOSEPH. JOSEPH was the youngest but one, of Jacob's sons, and he was his father's favourite, and his father gave him a coat of many colom's. For these reasons his elder brothers hated him, and so jealous did they become that they determined to kiU him. One day Joseph was in the field with his brothers, and they cast him into a deep pit, know- ing he could not get out by himseh', and hoping JOSEPH PEESEXTIXG HIS FATHER TO PHARAOH. 262 The Child's In^tmdur. that he would die there. Reuben, ^^ho was the eldest of all the brothers, was not so cruel as the rest of these wicked men, and knowing how un- happy Jacob would be if anything happened to his favourite son, he meant to return to the pit and save Joseph. But when Reuben had gone away, they took Joseph out of the pit, and sold him to some Ishmaelites who were passing near at the time. But the wicked brothers took Joseph's coat and dipped it in the blood of some animal, and then took it home to Jacob, pretending they had found it, and that Joseph must have been torn to pieces by some mid beast. Poor Jacob believed them, and mourned long and bitterly for his little son. JOSEPH IN EGYPT. Joseph was taken by the Ishmaelites into Egypt, where tlie^y sold him to a man named Potiphar, who was a captain in the king's guard of soldiers. The king's name was Pharaoh, and as time went on and Joseph worked hard and behaved so well, the king loved him very much. One night Pharaoh had a dream which troubled him a great deal, and God told Joseph that the meaning of Pharaoh's di-eani was that there would be seven years of plenty in the land, and then seven years of famine. And Joseph told Pharaoh this, and during the seven years of plenty Joseph stored up great quantities of corn, so that when the famine came the people should not starve. There was also famine in the land where Jacob Scripture Stories. 2G3 lived, and he, hearing tliere was corn in Egypt, told his sons to o^o nnd hny some. Thev came to Joseph, hnt did not know liim, for he had fine clothes on and rings npon his hands, and, as it was so many years since they had seen him, they thought him dead. At first Joseph pretended to he harsh and angry with them, hut he was too JOSEPH FOKUiVING HIS BKKTUliJiN. good and kind to make them unhappy, though thev had heen so cruel to him ; so he tuld them who he was, and forgave them for selling him to the Ishmaelites. He then sent for his old father Jacoh, who lived with him till he died. Joseph was happy hecause he was good, kind, and forgiving, and God always hlesses and helps those who love and ohey Him. 264 Tlic Child's Instructor. A DEAK LITTLE GIRL RITNNING AFTER ANOTHER LITTLE GIRL, TO PLAY WITH THE KITTIES IN THE GARDEN ; AN OLD PUSSY-CAT IS RITNNING AVITH THEM. [Ill this seiitenc?, ", an, and the are the aiiic/cs ; a and (in arc indefinite articles, and the is the definite article.] GKAMMAR. III. -SOMETHING ABOUT ARTICLES. I HOPE you have quite leaiiied all that I told you about the Noun, Avhich is the first of the nine parts of speech. Now, the second part of speech about which I shall tell you is called an Article. There are only three words which belong to this part of speech, so they Avill be quite easy for you to remember. They are- — A, AN, and THE. A and an are called Indefinite Articles, because they do not point out anything in particular. we"'wiif'hope°'Bobbi' has ^^^^ ^^"' ^^ ^^^^ Definite Artlcle, because it defines more th.an one piece.]' qj. points out the partlcukr object about which we wish to speak. Thus if you say, " Pass me a book," you mean any book, but if you say, " Pass me the book," you mean some particular book ; or if you had been out for a walk and had seen a tree blown down, you would say, " I have seen a tree blown down," but if you Anshed to tell ichich tree it was, you would say, " I have seen the tree near the barn, or near the mill, blown down." "HA! HA! I HAVB STOLEN A PIECE OP MASTER BOBBY'S NICE CAKE!" [In this sentence a is an in- definite article, because it does not point out any par- Grant III ((r. 265 Thus you see there are two kinds of Articles — the deliuite and the indefinite. The definite is the, and the indefinite is a or ail. The word an is really the same as the word a, for it AN EAGLE. We do cot say a eagle, because the word eagle begins mth a vowel. AN OWL. We^do not say (f oid, because the W'Ord owl begins with a vowel. means the same, only whenever a comes before a word begin- ning with a vowel we say an instead, because it sounds better, thus, an apple sounds much better than a apple : an elephant sounds better than a elephant ; so you must remember always to say an instead of a before a word beginning with a vowel. An is also used instead of a before words beginning with an // that is not sounded, thus we say an hour instead of a hour, but of course a is used before words beginning with // that is sounded or asjurated ; thus, we say a horse, a lint, a hat. A WOLF. A.\ KLi;i'llANr. We 6a.T a wolf, not an wolf, because the wmd ■ , _ -7' i:ic»-<¥- ■ We do not sa.y a elepliant, because the does not begin with a vowel. b ! C 9 J word elephant begins with a vowel. In the phrase, A man, a is an indefinite article, because it does not point out any especial or definite man, but means any man. In the phrase an apple, an is also indefinite, because it does not mean some particular apple, but means any apple. The is a definite article, because in saying. The carts, you mean some particular carts, which happen, perhaps, to be passing your window, or are lodged in your stable. So the is the Definite article, a and an are Indefinite articles. i2GC Ihv Child's Inst nic for. MON FKRE lit LE litre A SES ENFANTS. MY FATHER READS THE BOOK TO HIS CHILDREN. EASY LESSONS IN FRENCH. HON, MA, MES; MY. T HOPE you noticed that Edoiiard sometimes said luon, and sometimes lud,, and sometimes mcs, for the Enghsh word my. He was quite right to do so. Now I want to tell you why. Moil is masculine, ma is feminine, and vies is plural, thus, — - OU.i QIE LE CIHT EST DROI.E. OH ! BUT thj: cat is droll ]\Ion jKre, my father. Mon/irre, my brother. Mes hotter, mv boots. 2Ia mere, my mother. Ma s(rur, my sister. Mes ])ommcs, my apples. There is no neuter in French, everything is either masculine or feminine, so when you learn a Easy Lessons in Frencii. 207 word you must learn also whether it is right to say mon or ma, le or la, &c., before it. Le, la, and les, as I told you before, are the masculine, feminine, and plural for tJie. Now try to read these few little sentences, — Molt pi'ir lit le Here a ses ciifants. My father reads the hook to his children. M on fir re a pertht sen hotfes. My hrother has lost his hoots. ]\[(t mere est nne honne ml're. Mv mother is a uood mother. Lei fen lire est ouverte. The window is open. La table est hrisee. The tahle is hroken. Ma sd-iir a iiifiiif/f ses jjoinines. ■\ry sister has eaten her apples. THE CAT IS DEINKIXa THE MILK-i£ CdAT BOIT LE LAIT. Now in these sentences, you see, we say, moii pcre, le livrc, and mon fvere and le eliat, and le lait, because these words in Frencli are all masculine. But we say ma mere, la fenetre, ma soeur, and la table, because these words in French are all feminine. So also we say hojine mere, not ho]i mere, because honne is the feminine and hon the masculine for " good." Thus it would be mon hon pere, my good father ; ma honne mere, my good mother ; mon hon fvere ^ my good brother ; and ma honne socur, my good sister. •268 The CliikVs Instructor. Here are a few more little sentences, — Mon bche est mi hon bchc. My baby is a good bab3\ Mon dne est nil hon fine. My donkey is a good donkey. 11 )n(irche,et 11 mange, et il ilort. It walks, and it eats, and it sleeps. Now tell me Avliether hehc, ane, hU, cheval, and foiiet are masculine or feminine in French ? Le hie est mnr. The wheat is ripe. Ce cheval est a mol. This horse is mine. Ce foiiet est a mot. This whip is mine. LITTLE MASTER TIG IS RUNNING TO MARKET. i£ J'BTIT MAITRE COCHON COURT A LA IIALLE. Now here are a few more sentences,— Dansnuthoite,jai vioncliapeau, 1 Ma 2'>ouh est lei. ■ et mon haliit, et vies gants. \ My hen is here In my box I have my hat, and my coat, and my gloves. Je vous ecris iine lettre. I Avrite yon a letter. Ma haJle est par h). My ball is over there. Ma vache est iin bonne rnche. My cow is a good cow. Now tell me whether hoite, cliapeaii, habit, lettre, poide, halle, and vache, are masculine or feminine ? Easy Lessons in French. 269 LANGUAGE PICTURE LESSONS.— No. 4. English — A Dove on the roof of a liouse. French — Une Colonibe snr le toit cl'uiie maison. German — Eine Taube auf clem Daclie eiiies Hauses. Latin — Columba in tecto domiis. I 1'. ;mw English — The boy finds the hen in the garden. French — Le garcon trouve la poule dans le jardin. German — Der Knabe findet das Hulm in dem Garten. Latin — -Puer invenit gaUinam in horto. 270 The CJiilcTs Instructor. THE tCALE OF C. [This should be played with both hauls tigether, as a good exorcise for tlio lingers.] MUSIC AND SINGING. PLAYING THE SCALE OF C WITH BOTH HANDS. ^=^ TN singing the scale of C yon may begin ^~-^^ J_ at the C below the stave, and go np, THE^liivE. perhaps, as far as the second F ; after that you will lliid yonr voice cannot reach the higher notes without straining very much, and perhaps you may not be able to go so far even as F. If you are only lAaijing the scale of C you may go just as high up as your piano will let you, and you mU find it very good exercise for the fingers. To play the scale of C with the left hand, you must finger it as follows : Put the fourth or little finger upon the C represented by the second space in the bass ^^=^ and use all your fingers until you com 3 to " *~ the thumb ; this brings you to G, pass the second finger over the thumb on to A, and then B and C are played with the two remain- ing fingers — the first and thumb. To go back again, put the first finger upon B and the second upon A ; now pass your thumb under the second finger en to G and use all the remaining fingers, ending with the fourth finger upon the C you began with. Music and Slitfjiiii/. 271 Here is the scale of C in the l)ass~ L«-^ g=g ^-,'-^ ^Eg^EE^EbEgE^E^E^^i^£ The two notes which are enclosed are 15 and C. A, as yon know, is the fifth line in the bass, so B mnst he the first note above A. B is a space, and C is the first line above the stave in the bass. This, you see, has a short line through it to show that it is a line, and not a space. Do not forget its position upon the piano. It is quite easy to remember when playing from printed music which notes are high and which ^-^ are low, ])ecause a high 1) is written thus, ^"^=^ while the lower D is written thus, #:^E This same rule holds good with all the ^--»- notes. To exercise the fingers, play the two hands to- gether, as in the picture at the top of this cliapter, and sing each note as you play it. Another ad- vantage in singmg the notes as you play them U this : supposing you are well acquainted with the voice of the bird C #EiE: or E ^-^- or D ^^~ and you see either ^=- or ffi-^= all of ^ these notes in printed music, you are so familiar with the sound of them that you know their tune without the trouble of going to the piano to play them. This is called readiiuj music, so that in time, when you know all the birds' voices, you may take up a piece of music or a song and just read it oft', though you have never heard it played on the piano. Do you understand this ? 272 The ChM.'^ Imtnicior. COMICAL DRAWING LESSONS. NO. III. — -HOAV TO DEAAV PIGGY. aia9 MncomwonW'VtaTV ?ov \ki\as\: is so us,t^\xl ari^ ucu. Vvixu 1 0. XoK o\ 1 Y^ |j I %^ Umo Can icu-n \0Y nvs Vco^ ■%-i^ Unnvinq Ijcssnm lor tin: Younr/. i>7:3 EASi' OBJECTS FOE PRACTISING DliAWING. DRAWING LESSONS FOE THE YOUNG. NEED OF CONSTAXT PRACTICE FROM NATURAL OBJECTS DRAWING A wood-pigeon's feather. \ 7 A GAIN we would advise the habit of constant /C^ /?^, Jlx. practice in the drawing of easy objects, {\J — -kjj and especially drawing from some simple natural J / object. Too much cannot be said upon this sub- i \ / i ject, for the benefits to be derived Irom it are / veiT great, and we have records without number of great artists having worked in this way. All beautiful natural objects will aftbrd mnterials for jDractice. Leaves, feathers, and shells can almost cl V, always be procured, and then we can go on from OUTLINE DRAWING them to largCT and more complicated things, such ^'eas\^uurves*^ as limbs and portions of animals, until Ave can manage the whole of some creature ; or we may take portions of plants or trees, until we can attempt a whole shrub. And now let us go back to our old friend the wood-pigeon's feather. It is stilt lying before me as I write, and the lamp shines on it and throws a shadow from it on the blotting pad, and this brings out a great variety of its beauties, though some of them can only be properly seen by clear, fresh day-light. -274 'lite CJitld's Iiixtnicfor. Suppose we have drawn the centre quill ; next we have to get the outline of the feather itself, and this must he at the right distance from the quill, must curve properly up to the end. How are we to get the right distance ? We do not always draw a thing the exact size that it is, so we cannot measure ; we must judge hy the angles or directions that a certain point is from two or three other points. If we take the place where the feather is hroadest we see that this is about one-third of the way along the stem ; the outline then is lowest in a line immediately helow this point — and this lowest point has cer- tain definite bearings towards the two ends of the quill. WOOD-PIGEON'S FEATHER. These bearings will determine the actual spot. Then we uuist make the curve of the general outline, noticing that it is not regular, but bends in at places and then bulges out again. And so, too, at the top we must do the same thing again. Perhaps you will find the top easier than the bottom, for you will see the line more distinctly as dark against the light blotting paper than the bottom line, which looks rather light against its own shadow on the paper. One thing more we may notice, and that is, that Ave are obliged to mark the light line where the lighter feather touches the dark shadow, with the same pencil which gives a dark line, as the other lines Avhich we mean to be dark. OUTLINE OP ACORN. OUTLINE OF TEAR. 'Siniph' Xatui-al Ohjfclsfor drawliif/ Ontlifica. The shadow itself, too, will give us another line, the curve •of Avhich is diflerent from any that Ave have had before, and so in this one little object Ave have a number of lines, all of AAdiich 1) rainna L CSSOIlS tor tjic ] iiitiiq. •270 require care and observation to notice, and delicacj- and neat- ness to draw. We must now leave our feather for the present, thouoh there are innumerable other beauties of colour and j shade, to which we cannot at present allude. Almost every natural object Avill give us l)eautiful lines, l)ut it will not do to take too dithcult hgures. Simple leaves present us with ex- (|uisite curves, whereas minerals will afford practice in straight lines : and whilst we are drawing these various objects we are learning much about their shapes which we never observed before. There is another advantage we ma}^ gain, too, from this kind of practice, if we will. We may teach ourselves to dvaAv from memorv, a habit which carniot be too earlv cultivated. OUTLIXE FOR PRACTICE. DRAAVING FROM MEMORY. We must note our points of failure and make a fresh nttempt another time, not immediately, Avlien we are tired of it, but after an interval, Avlien it comes fresh again. After one or two unsuccessful en- deavours, perhaps, at last Ave are lairly satisfied for the present. Then Ave may try and recall all the steps Ave have taken, and Avithout having the object or our OAAii draAviug of it in sight, Ave may try to draAV it from memory. It Avill not be so difficult. In fact, in propor- tion to the difficulty Ave have had in making it satisfactory at IirSt, so snail AA'C nnd it OutlmeSketchofaGothicrecessmawall. the easier to remember the A'arious steps Ave have taken. Each bearing and each line Avill come back to us easily. When the draAving is accomplished Ave may compare this AA'itli the original draAving and the object, and Ave can thus correct our faults and 270 The ChihTs In^irncior. do the whole over a.q'ain at another time, until the Avhole is so impressed upon the mind as not easily to be forgotten. In this the person who draws may again imitate the person who plays even to better purpose, for the one remembers his own cop3' of nature, and the other only recalls the work generally of another man. One great advantage that may result at a later period from this drawing from memory is that it will lead hereafter to drawing pictures entirely by memory. At first we must keep ourselves to reproducing those pictures which we have already done, but after a time you will find that it is easy to fix lectures of things in the mind only, and this exactly in the same way as we should upon paper, going over each line and each angle as if the pencil were following the eye. The picture is then really painted in the mind, and it may, with more or less success, as the process has been more or less completely done, be produced when materials and conveniences are at hand. We do not recommend the beginner to do too much in this way. It will be far better at first to be content with recalling those simple dra^vings that have been done satisfactorily. Every now and then we shall be urged on by the memory of a face, or a position, or the marked form of some well noted object, to try and copy it from memory ; the process of drawing in our heads will helj) us to do this, but it mil be as well not to urge the mind to try it unless it is almost impossible to resist the desire, and then it should be done in the way explained above. DRAWINfJ THE OUTLINES 'OF A LEAF ; CONSIDERATION OF SIZE OF PICTURE. Let us take a leaf as Ave took the feather. The way of drawing this is almost the same. We may begin by roughly indicating the central rib by a thick light mark made with a soft pencil, taking care to get the main direction and curve right, and the proportion the size we OUTLINE OF LEAF-First Stage. rC^uire It. Tllls Is 0110 of the difficulties often felt at first, how large does a thing loOk? Nothing ever looks any particular size except by comparison- Ihriiriii;/ Lt'.'isoiis for fJic Y III IK I . ■Ill as you may see by noticing engravings of various sizes, all different from the original picture. Every object looks larger or smaller as you have it near to, or farther from you, and so every drawing requires to be looked at closer or at a greater distance, according to the size of the objects portrayed. Meissonier, a great French painter, would represent some two thousand or more horsemen and some miles of country on a canvas not three feet long, with Napoleon and his officers dis- tinctly recognisable, though horse and man together were not a quarter of an inch high. Many of the old Italian masters, and some of the modern French painters, draw their figures considerably larger than life-size. It depends entirely upon the proposed position of the picture and the feeling and execution of the artist. DRAWINti THE VEINS OF A LEAF. What, has to be considered is, how large a portion of your paper you Avish to employ with the representation of this one object ; or, on what amount of space can I fairly get in all the detail I want to express in a certain object '? Having settled the size in your mind, the relative position of each })art must be de- termined by the bearings of one line upon another. Of course one principal line, like the central rib outline of LEAF-secona stage. of the leaf, will be sufficient guide, if there is one such in what we desire to draw ; but whether there be or not, having once chosen our proportion, all parts must be made to correspond to the size originally chosen. To go on with our leaf, the outline on each side must be marked in the same general way with a broad light line, which will indicate the general curve and the principal indentations upon the main curve. Perhaps, if any difficulty is found in doing this, it will be well even to take another intermediate step, by giving first a light thin line which shall only indicate the general curve, and then over this making the broader and darker line which will follow the smaller variations in their main deviations. When this is done the whole may be made more accurate still by nearly 278 Tlic Child's Instructor. rubbing out the line already clone, and with a finer, harder pencil marking out all the little curves and irregularities that can be noticed. In the same way the two sides of the central OUTLINES AND VEINS OF LEAVES, FOR rRACTICE. rib can be distinguished and the little side ribs indicated, taking care to put them at their proportionate distances, and to see that they start from the right projections in the out- line of the leaf. Now the outline is all marked in, it will be necessary to go over the whole again to give a proper depth to each line, for the slightly marked differences require only a very light line, whereas a total change of character demands a firm, strong line. The under side, too, should be indicated more firmly than the upper. Now, in drawing all such objects as the above, feathers, leaves, fiowers, fruits, shells, insects, or whatever else attracts the taste or the fanc}', more may be acquired than the mere practice of the lines. Anyone who thinks at all will be all the OLTLINE SKETCHES OP FOOT AND HAND, FOR PRACTICE. while learning something about the objects themselves, and will be acquiring a knowledge of the laws according to which these natural objects are produced. He will note that the veins in the leaves of one kind of plant are arranged in a Dydiriin/ Lri^som for the Youiu/. 279 IVY STEM AND LEAViSS. manner fjuite distinct from those of another, that the markings of the pans_y are on a different system from those of a pelar- gonium, and so on. Tliis kuoAvledge is useful in itself, for if called upon to illustrate a book on botany, for instance, the artist will not make those gross mistakes {{z^y which would make his drawings valueless '^ for all scientific purposes. We once heard a Royal Academician, since dead, refer to his early days, when he earned his daily bread by drawing illustrations on the wood such as we have spoken of above, and how he thus acquired a laiowledge which had greatly assisted him in his after career. A distinguished surgeon once told us that he owed a great portion of his success in his own profession to his having learnt to draw when a boy at school. When he first began to study anatomy, the professor Avhose lectures he Avas attending was writing a book which required illustrations ; the professor himself was unable to draw, and he could not get a professional draughtsman who knew enough of anatomical topics to be able to bring out the characteristic features he wished to have delineated, so it fell to the young student to assist his professor. He was obliged to enter thoroughly into the subject of the work, and thus to acquire a knowledge almost as exact as that of his teacher. This led to great interest in such like matters, and to a good deal of intercourse with one who could and Avould give him the best possible information, and he was on the high-road to be- coming a first-class surgeon. Thus it is that drawing may become a most useful assistant to many who do not necessarilv intend to become artists. To the artist it is, of course, an absolute necessity, but in many other callings dramng may be made a help and useful assistant in furthering the work of life. OUTLINE SKETCH OF FLOWER AND STALK. '280 The Chihrs Infractor. A VERY SIMPLE EXPERIMENT. Among many other things, Chemistry tells us of what the soap, you use in blowing bubbles, is made. CHEMISTllY FOE CHILDEEN. CHAPTER I.— WHAT IS CHEMISTRY ? TF yon do not often ask questions yoii are unlike nearly all other cliilclren, as little boys and girls are noted for the many curious questions they are always asking. We do not hlame them for it, because it is well that they do so, for how could they otherwise get to knoAv all about things, if they never were to inquire about tliem ? Perhaps you have many a tiuie asked questions about the things around you. For exanijile, you may have asked, THE LEAD TREE, A VGiy pretty csperimcnt. CliciniHfni fur Cltih/nii. 2S1 Wliat is the wind ? or. What is the air ne breathe ? or, What is there in the sun, and wliat in yonder twinkling star ? or, Why does iron rust, and wliat is it painted for ? SOME WONDERS THAT CHEMISTRY TELLS US. Now, Chemisti-}' is the science which teaches one how to answer such questions. It tells us some strange tales about the com- mon things around us. It tells us that the very substance which blows np collieries burns quietly every night at your gas-jet ; and that the other substance which chokes those poor colliers who have not been killed by the explosion, rises harudessly from the same burning gas flame ; that there is not nuich difference between one of the finest of opals and a bit of worthless sandstone in the street ; that the canful of water you have taken out of the river was on its Avay to the ocean, carrying some of the material out of which a mussel or some other fish would have tried to make its shell ; it tells us, moreover, what the soap you used when blowing soap-bubbles, is made of, and what it is that causes a cork to fly out of a ginger-beer bottle when the string with which it is tied has been cut, together with many other interest- ing things. Chemistry teaches its lessons by means of experiments ; here are a few. Kxpcrliiwut I. — Making a lead-tree is a pleasing experiment. Sugar of lead, which is poison, is obtained from the druggist and dissolved in water. The dissolved sugar of lead is tlien placed in a bottle. A zinc stopper is made for the bottle, and through the middle of it a number of brass wires are fixed. When the A\ires are placed inside the bottle and the zin(; stopper is pushed into its neck, the lead in the sugar of lead begins to collect on the brass wires and form a nice tree. When you have learnt all about such experiments you will find them to be exceedingly interesting. Expcruiu'iit II. — When a bit of sodium is thrown on to water, the water appears to burn. The water is being destroyed by the WHAT MAKES THE CORK FLY OUT OP A GINGER-BEER BOTTLE? 28-2 Tlw Cli'ihTx Instructor. soJium. Yon may purchase sodium from a druggist, avIio will give it you in a little bottle filled with rock oil. Only throw a small piece on the water, you must cut it oti' the big bit with your knife. Cinderella and the Glass Slipper is an interesting tale, but it is neither so interesting nor so instructive as the tales which chemistry tells, and -.^ these latter have the advantage of %> being (piite true, and sometimes ex- -■^^ tremelv useful. Chemistry tells us of ^' III I I 'lb THE BUKNiNu OF SODIUM IN WATER, all sorts of chauges which arc taking place around . us, of millions of curious events which are happening every day among the substances we see. These changes take place generally in a silent and unobtrusive manner, for when Nature does her work she is not fussy, but silent and deliberate, and thus sets us a fine example to follow. Now, if our forefathers had not been inquisitive, and had not tried to learn all about the things around us, and what is happening to them, we at the present day should have known little or nothing. But there were many men, in times gone by, who were fond of making exi^eriments, and trying to learn about the things around them. They believed they could make a liquid which should always keep people voung. They called this liquid "'The Elixir of Life." In this picture you see one of these old alchemists trying to distil this liquid. We now know that such a thing is impossible ; but, in trying to find out that, they found out other things which have been very useful to us. But for their efibrts our ignorance would have been evident in our discomfort. AVe should ha\e had no nice and comfort- able houses to live in ; no dresses to put on of every colour of the rainbow ; and no lights such as those we now use to light up our rooms of an evening. Indeed, one may say that the great difference between a wild, naked savage and the AN OLD ALCHEMIST TRYING TO MAKE "THE ELIXIR OF LIFE." Cltnnhtnj fur Chihliru. 283 well-dressed gentleman one may meet in any English street, is mainly owing to our having obtained so much useful informa- tion about the things on the surface of the earth — how they behave to each other, and the uses to which one may put them. One of the Avisest of savages could not tell you what air, stones, wood, coal, glass, and most other common things are made of. A Zulu would be puzzled, nay bewildered, if asked Avhat takes place when one is breathing; what is the dilierence between lime and chalk; why water from wells is soft in some parts of the country, while in others it is so very hard that the washerwoman has to use a great deal of soap ; Avhy the sea is salt ; and what happens when things burn. But a civilised man who had learnt a little chemistry would answer such questions straight olf ; indeed, you will be able to answer them after reading these few simple lessons. YOU WILL FIND CHEMISTRY A GREAT AND IXTERESTIXO SCIENCE. Chemistry is a great science. Wellington and Xelson were great men, because the soldiers and sailors under their direc- tions obtained wondrous victories over England's enemies on land and sea. Judged in the same way, chemistry is great, because men of science, under its directions, have obtained great victories over Nature. Thus, for example, they have ascertained how the nourishment taken out of lands by many 3^ears of crops may be exactly replaced ; they bave made paper out of old rags or grass ; they have shown how cotton may be made explosive, so that it will go oft" in ftame like gunpowder when a light is applied to it ; they have made beautiful dyes out of the blackest of coal tar ; and they have made thousands of other discoveries and improve- ments, all of which prove that chemistry is a great science, and one that has done man a great amount of good. It is this great and interesting science that we v.ish to introduce to you. You may find some little difticulty, perhaps, in studying it. but then you know very well that there are few things that are worth the liaAing that are ever obtained without trouble, unless they be presents. One, however, cannot make a present of knowledge ; both the crowned monarch and the humble peasant have to obtain it by working for it. t284 'ilir ('Jiiltf^: lnsfni(ioi\ AN ECLirSE OF THE SUX. [The bright globe ou the right is the >suii ; the globe partly black and partly white is the moon : and the dark globe is the earth. You see the moon in going romid the earth has come between the earth and the sun. and shut out, or eclipsed, the light. Have you ever seen ah eclipse ? I have. I will tell yon what it was like. It began about eleven o'clock in the morning, and when I looked at the sun tlirongh a bit of smoked glass it seemed as though a little piece was taken off the sun. This was caused by the moon slowly coming between, and by degrees the sun seemed . ^HBm '? ^^^mmiM I^^^^^H^K •^'> -^^HH T-i)!- is^=^aBlHi^Hi ^*-' J 1 1^ F you tried to look at the siiii you would find that you could not do so. because the glare would be so bright that it would dazzle your eyes. But if you looked at it through a piece of red glass, or through a piece of lightly smoked wliite glass, you would see what appears to be a large round red ball. It would look larger than the moon, and its light would be much Inighter and stronger. Now, you will remember that I told you in my last story that the moon is something like the planets, because it does THE SUN SEEN TUKUUGH. \ LlAliJs GLASS, OF A TELESCOPE. Sti))-ii's (if till' S/in. Moon, (ind S/nis. 285 not shine by its own light. Well, now, the sun dni's shine by its own light, and, as I told you hefoiv. all the stars are suns, and shine by their own light, although they are so far away that they look so small. The sun is very far away, too, but not so far as they are. The su]i is 0"2 millions of miles away, and yet we can feel the heat and see the light that comes from it. Just try to think how immensely big and how fearfully hot the sun must be, that we can see the light and feel the heat at this innnense distance from ' him. Clever men who have studied the sun very much, tell us that it would take about one million and a quarter of globes as large as our earth to make an immense mass as big as the sun. or, in other words, PRIESTS WORSHIPPIXG THE lUSIXG M'X IX AXXTEXT TBIE3. the sun is al)out one million and a rjuarter times larger than the earth is. If the sun were to sink out of the heavens, weshould have no light and no heat on this earth, because all our light and heat come from the sun. It would be like a very dark night. with only perhaps a faint glimmer of t^yilight from the other stars, and it would be so cold tliat all the plants and trees 'would die, and we should soon die too. THE SUN DOES NOT CiO ROUXDTHE EARTH; BUT THE EARTH GOES ROUND THE SUX. Have you ever seen the sun rise on a clear summer morn- ing ? If not, you have a great treat in store. It is a very beautiful sight. First of all the sky in the eist is flushed witli a rosy glow, then long shafts of brilliantly coloured light 286 The ChikV^ ln.inu-t,n: strike upwards to the sky over your head, and then \ni\\ a rush the great globe of light appears : the sun has risen suddenly. The birds begin to sing, everywhere is the bright warm sun- shine, and a new day is begun ! The rising of the sun is so beautiful that in the ancient days, when people who did not know the true God used to worship the sun, priests used to meet at the top of a tall building and offer sacrifices to the sun, as his first beams illumined the sky. But does the sun really rise in the east, and journey all across the sky, and sink in the west at night ? No, it does not PICTURE SHOWING HOW THE SUxV GIVES LIGHT TO THE EARTH. [The ball spiniiiiig round on tlie kuittiug-needle held ii) the haud is Hke the earth, and the candle is like the sun ; only the earth takes tweuty-ibur hours to turn round its knitting-needle, or axis, as we call it. To a fly on the ball it would seem as if the candle was going round, even as to us the sun seems to be going round us. But supposing that while the ball was spinning round its knitting-needle you slowly rtioved it round the candle, that would be like the earth too, for it goes round^the sun once a ijciir, and this gives its summer and winter.] 1-eally do so, although it seems to do so. It is the earth that moves. The earth goes round and round like an orange spinning on a knitting-needle. Here is a picture that may help you to understand this. Let the candle be like the sun, and the ball spinning round on the knitting-needle be like the earth. c ' And here is another thing that may help you to understand this. When you have been in a railway train, and it has been going very fast, and you have looked out of the window, the trees andtlie houses and fields all seemed flying past, and you Stories of tltr Sidi, Moon, and Stars. 287 seemed to be standiiifi- still, yet you knew tliat it was the train that was going quickly. Just so with the sun. It is the earth that is going quickly round, and the sun appears to pass over us just as the fields and trees seem to pass by when we are iii the railway train. But you say, I cannot see the earth go round. Xo : and if you sit in the carriage of the train, and look at the side of it, you cannot see the" carriage moving, and when you spin your humming-top, and spin it so well that it goes to " sleep," it goes round so quickly that you cannot see it go round. Now the earth is going round so quicldy that we cannot see it, and we are so siiuill on its surface that we are only like very small tiies on a very large wheel, and they cannot see the wheel go round, because they are so small. It is this whirling round of the earth that causes day and night, for it whirls round once in every twenty-four hours. It goes round the sun also as well as round its axis, or " knitting-needle," and this gives us summer and winter. And }iow you will, perhaps, like to know something of what the sun is like. WHAT THE SUN IS LIKE. So far as the clever men who study the sun and stars can tell us, the sun is not a solid body like our earth. It is an im- mense mass of white-hot vapour, or gas. By means of a very beautiful instrument called the " spec-tro-scope," astronomers have been able to discover that a number of metals (such as iron, etc.), which exist in our earth, also exist in the sun ; but so intensely hot are they, that they are not hard and solid as with us, but in a state of glowing hot vapour or gas. Sometimes Avhen astronomers look through telescopes they see immense spots on the sun's shining surface. These are now supposed to be immense hollows in the sun's vapoury substance, and are called sun-spots. They see a dark patch in the centre, which they call the nucleus, or the uni-hra : around this is a patch less dark, called the lini-^nnhra : and they also see long streaks of light, wdiich they call ihefacuhc, or torches. I shall have something more to tell you about the sun in another chapter. 288 Tlie ChUiVs Iifsfnidor. A KINDERGAETEN GAMES AND SONGS. VII. THE FARMKrv. CIRCLE is formed, and the song commences. At the words "Look, 'tis so," they imitate the different employments mentioned in the song; one employment to each verse. At the words describing the farmer taking rest, which'are sung softly, the children fall on the left knee, and rest the right elbow on the right knee, leaning the head on the right hand as if fatigued. At the fifth verse, describing the farmer rejoicing over the harvest, they dance round the room, clapping hands. ::^v ^- -JZ.Z ^=^ -^s--^ zflz^: "« :/l: &^ Do you won - der how the farm - er. Do you won - der how the ^_^u__. -q: -^S-^ — 1 ■ 1 1 N N — ^s — ^Ni — , r- > _^ ^ ^^__^ zi -^ ^~-2z =r— — -J-^- p-"'^ =3- : farm- er, Do you won- der how the farm - er sows his * bar - ley and /^^^■*r t» i» ^ m W ^ @-^. 5- ] 1 « » : J 1 V- to — <►— U ■ _ wheat? See, 'tis -£>' -WZ^- ^-^ r-qs- :r=f?^ft so, that tlie r-*-| ^- -h :t= -I 1^1 — farm - er sows the bar - ley and ^H 1 1 h- ^ V ^-1 1 1 i -h-h-r- :t- :t:: T-rr :t: [^S — wlieat. Look, 'tis ^q- !=:u=ii: -r- this is the farm- er sow-ing bar - ley and wheat. T -^-1 — I — I — v-r~i-\- ■©*- T^" •J Do you wonder how the farmer thrashes barley and wlieiit '.' Look, 'tis so, — this is the farmer thrashing barley and wheat. Do you wonder liow the farmer takes rest after his woi k ? Look, 'tis so, — this is the farmer taking rest after Avork. 4 Do you wonder what he does when the harvest is o'er ? Look, 'tis so, — so he rejoiiics when the harvest is o'er. Easy Lessons in Pleading and Spclliiir/. 281) TWO B0Y5 FISH-IXG, AND TWO .MEN STEKR-IXG A BARGE. FIRST STEPS; OR, EA8 Y LESSONS IN BEADING d- SPELLING. YII. — MORE LITTLE STORIES TO READ. HARRY was now quite fond of reading, and he used to read a little every day. Here are some more of the tiny stories he read in this way. The first is about a cow called " Beauty : " — UfiAUTY. We cal-led our cow " Beau-ty," l>e-cause she was so ve-ry hand-some, and she used to give us a great deal of good milk. She was ve-ry tame, and would let us stroke her, and pat her neck, which was ve-ry fat and sleek. She was a ve-ry good cow. u 290 Tlie Child's Instructor. This is a pic-ture of Jane milk-ing our cow " Beauty." When fresh, the milk is ve-ry sweet and warm. Have you ev-er tas-ted warm new milk ? A great deal of milk is sent in large cans to Lon-don from the farms where the cows live. " Beau-ty " was al-ways qui-et while she was milk-ed. She nev-er kick-ed as some cows do. But if a dog came ne-ar, then she be-came ve-ry an-gry. She rush-ed a- way from poor Jane, and put her head down, and tried to hurt the dog with her horns un-til it had gone quite a-way. EasTj Lessons in Reading and Spelling. 291 We had a horse, al-so, who was fond of run-nino- a-wayj He hked to gal-lop o-ver the fields with my fa-ther on his back. He could jump fen-ces in fine style, and run very fast o-ver the ground with the hounds, af-ter a fox. He was a TOod horse. Some-times when he was plough-ing — that is, draw-ing a heav-y piece of iron through fhe ground to pre-pare it for sow-ing seed — he would sud-den-ly I break his traces, and scam-per off. His name was "Fly-a-way." We liked him very much, and he used to eat ap-ples and su-gar and hay out of our hands. 292 The CJiild's Instructor. I'HEAS-ANTS. The Pheas-ant is a ver-y pret-ty bird, and there are man-y kinds in dif-fer-ent parts of the world. In the pic-ture you see some of these va-ri-ous kinds. The one with the ve-ry long tail and the spots is called the Ar-gus Pheas-ant It lives in the south of In-di-a, and in the is-land of Su-ma-tra. The Pheas-ants in Eng-land were brought from the East. Men like to shoot them m the woods. Fjcisij Lessons in Ilcadlmj and SjJcUing. 293 PEA-COCKS. The Pea-cock is a very beau-ti-ful bird. It has a crest of green and gold on its head ; the fea-thers on its neck va-ry from deep blue to light green, and its tail is ve-ry long, and splen-did-ly col-our-ed. Some of the fea-thers are four feet long, and all are span-gled with eye-spots of rich pur-ple, with rings round them of green and black and chest-nut colour. But the voice of the Pea-cock is ve-ry harsh. 294 The Child's Instructor. THE LIME TREE. The Lime or Lin-den Ti'ce is a very fine and hand-some tree. It has heart-shaped leaves, and in sum-mer time bears sweet- smell-ing flow-ers. The wood is much used for ma-king mu-si-cal in-stru- ments. Some-times these trees are planted in rows a-long the sides of streets, and one of the most fa- mous roads in Ber-lin is called Un-ier der Lin-den, or Un-der the Limes, be-cause it has a splen-did av-en-ue of these trees. THE LIME TREE. THE ELM TREE. The Rlni Tree is one of the lar-o;est and no-blest of our trees, and of-ten grows nine-ty feet high, and the trunk near the ground is of- ten e-lev-en feet round. The wood is ve-ry tough, and will bear get-ting wet for al-most an-y length of time with-out rot-ting. It is used sometimes to make parts of wheels. This tree grows best in ve-ry moist and damp, ground. THE ELM TREE. Easij Lessons in Pleading and Spellimj. 295 THE BLACK POPLAR. This is one of our tal-lest trees, grow-ing some-times one hun- dred feet high. It grows best in damp ground, and its wood is some- times used to make the floors of houses. It is al-so cal-led the Can-a- diaiL Pop-lar because it grows ve-ry free-ly on the banks of the great lakes in Can-a-da. The wood is soft, and easy to cut, and chil-dren's toys are u-su-al-ly made from it. THE BLACK 1 t.>l -I Ak. THE BEECH TREE. The Beech Tree has a large mas-sive stem or trunk, and very beau-ti-iul shiny leaves. When they are wet-ted by a sum-mer shower, and the sun comes out after the rain is ov-er, they glis-ten in the most beau-ti-ful man- § ner. It is one of the ^ hand-som-est and most use-ful of trees. The branch-es spread out far and the leaves af-ford a good shel-ter. The wood is used for making fur-ni-ture. THli BEECH TREE. 296 The Child's Instructor. YEW. AL-DER. BOX. FREiSiCH WIL-LO^\-. SPEED -WELL. EL-DER. OX-EYE DAISY. MYRTLE. '^ LADIES' MANTLE. BUCK-THOEN. GOOSE-BER-RY. B.i.Y. Easy Lessons in Reading and Spelling. 297 LIME. BIRCH. ROSE. TEAR TREE. GARDEN PEA. OAK. WHITE WIL-LOT," MAPLE. ELM. HOL-Lr. SAVEET CHEST-NUT. 298 The Child's Instructor. THE FIRST THIRTEEN CAPITAL LETTERS. WRITING MADE EASY. VII CAPITAL LETTERS. THE next exercise given to Amy was the practice of the first thirteen capital letters in large hand. You will see these in the picture at the top of this page. First of all, squares were made as you see them in the top lines, and then a line drawn through the TRYING TO WRITE. Wrh'uKj made Easy. 299 centre to show where the middle of the letters should come, and where the loops of the B and K, &c., were to be made, so that the copy looked like this — - J __. afE) All the letters were treated in this way, and Amy was told to form each one separately several times over, until practice should make perfect. Great care was necessary at first in forming these letters, as they Avere larger than any the little girl had yet attempted, and to tell you the truth, she found them more difficult than she expected, and made several failures. But she continued to practise them in spite of her mistakes. The plan of doing a httle at a time, so that she was never tired, helped her wonderfirlly, so that soon she was able to do without the squares and the middle line altogether. 300 The ChlhV^ In^^trudor. FIVE ARABS ON FIVE HORSES RIDING OVER THE .sANDY DESERT. [As each horse has foiu" legs, and there are five horses, how many legs altogether ? ■ — Five times four are tireiiti/. Suppose you put down five little sets of four cubes on the table and count them up.] PICTORIAL ARITHMETIC. MOEE ABOUT MULTIPLICATION. I HOPE yon have now learned the "twice" table, of which I WJl ^^^^ J^^^ ^^ ^^^® ^'"^^^ chapter. ^ ^^ If so, yon can now do a little 1 Multiplication sum. And wdien ™«KK OTT.K BIROS, E.^cH^I' ^c havc donc that together, you Times and the Four Times Tables. Here is a little sum for you^ — 7 4 3 1 7 4 3 1 2 2 Begin at the right hand, and say, Twice one are two, and put down the 2 as it is here. 7 4 3 1 0, 6 2 The next figure is 4. T^ vice fo ur are eight, so put down the 8. The last is 7. Twice seven are fourteen, and the 7 4 3 1 2 The next figure is 3, so we say, Twice three are six, and the 6 is put down thus — 1 4_b 6^2 sum is done. So if 7431 he multiplied hy 2, the answer is 14862. Pictorial Arithmetic. 301 The next table for you to learn is — THE THREE TIMES TABLE. TJirrc tinier 1 are S Q O Q 3 ». ^ ,, 0, OO OO OQ 6 „ '^ „ 9 ©OQ OOO' OOO 9 „ 4 „V2i QooO OQQO QOOQ 12 " " Qoooo ■ r*' 6 „18 0C)0000 0O0O0Q/i( 5? QQQQOQ " ^ '"^1 OGOOQOO !21 \ 18 ,, J ,,'27 24 •>7 QUQOOOO QQOQOOQQ " ^ "24; OOOOOQUQ QOOQOQOQi OOOQQOQQC) OOOOQOOQO ^ „10 „^0! qq^qqq^^OO^ 30 OOOQQQQQQQJ QOOGOQQOOQQ 000 0000 00 OOO) ^^ O0QOOOOQQQ QO^' The next (able is the " Four Times ; " here it is. Say it over many times, and learn it thoroughly. „11 „33 „12 „S6 33 302 Tlie Child's Instructor. Fo ur THE FOUR TIMES TABLE. times 1 arc 4 Q Q Q Q 4 00 OO ©Q ©0 ^"^ jj 3> 35 jj 2 „ 8 ,, o ,,12 „ 4 „16 20 „ 5 ?j J> 3J ?5 6 „24 , 7 „28 5> J) 8 „32 „ 9 „m 10 „40 „11 „44 „12 „48 OOOO QQOQ' OOOOQ QQOOC?oo QOQOO QQQOCr QOeOQO Q9€)OQO?o, OOOQOOO OOOOOQQion QQQQQOQ OQOOQOQH^ OQ-0C)OQOO 0QC)Q©OC>C) J OOOOOQOOO ) OQQQOOQOQ or OOOOOQOQQ r ooooooooo ^ OCOOOOQOQQ) OOOQOOQQOQ 'm OOOOOOOOOQi^ QOOQQQQQOQ J Q©0€)€)Q0O0OO 00©C)(t)OQQOOOO Easy Histoiij Lessons. 303 KING EDWARD AND QUEEN PHILIPPA ENTERING CALAIS. THE HISTORY OF ENGLAND IN EASY LESSONS. EDWARD I., CALLED LONGSHANKS. YOU remember that in the last chapter ' I tokl yo;i that Prince Edward, the son of Henry III., was very brave, and that he got away from his guards and collected an army, and won a battle and set his father [f free. Well, when his father died, Prince Edward became king instead, and as he was the first man named Edward who had ever been king, he was called Edward I., and as