Class iiij BookjJ^ iglitN"_ CSffXRrGHT DEPOSm Copyi-lght by O. S. Stithpen, IMl. SHE H£LD THE PLOWiWS AGAINST HER LJPS. TO THE DEAR BOYS AND GIRLS Throughout the Land THIS VOLUME IS AFFECTIONATELY DEDICATED. We get back our mete as we measure — We cannot do wrong and feel right; \i\lif/ f Nor can we give pain and jl^^--^ gain pleasure, "I'ci^^'K^.:^ For justice avenges each slight. The air for the wings of the sparrow, The bush for the robin and wren, But always the path that is narrow And straight for the children of men. PREFACE. Many times, Dear Public, we have come to you with books foi children containing poetry, games, stories and songs. Each time you have given us a royal welcome, and judging from your patronage in the past, we have "come again" with what we consider our greatest "success" in the Juvenile world. One of the new features in the book is the Kindergarten and its relations to the Home AND School. " The Kindergarten " is a book designed for active boys, laughing gfrls, earnest mothers, and weary teachers. It is full of good thoughts and cheering words. Grateful acknowledgment and thanks are due Milton Bradley Co., Springfield, Mass., for the use of their illustrations, many of which are taken from "Paradise Childhood," a Kindergarten book, replete with good things. Thanks are also due and tendered all others for their kindness in allowing selections to be drawn from their works. The moral tone of the selections will commend themselves to all who desire to place only the best before young people. Believing your appreciation will again compensate our labors, we are, Most sincerely, THE PUBLISHERS. TEACH YOUR BOYS. Teach them to respect their elders and themselves. Teach them that a true lady may be found in calico as frequently as in velvet. Teach them that to wear patched clothes is no disgrace, but to wear a black eye is. Teach them that one good honest trade, well-mastered, is worth a dozen beggarly " professions." Teach them that, as they expect to be men some day, they cannot too soon learn to protect the weak ones. Teach them that a common-school education with common sense, is better than a college education without it. Teach them by your own example that smoking in moderation, though the least of vices to which men are heirs, is disgusting to others and hurtful to themselves. Teach them that by indulging their appetites in the worse forms of dissipation, they are not fitting themselves to become the husbands of pure girls. INTRODUCTORY. vii MOTHERS AND TEACHERS. To thoroughly understand the developing process of our little ones, we must not only have a heart free from guile, but place ourselves in perfect sympathy with innocent childhood. We must study his being, his wants, his aspirations and his character. We must plan his work, his studies and, if possible, his destiny. How few realize this truth! How few remember — "A pebble in the streamlet scant Has turned the course of many a river; A dewdrop on the infant plant, Has warped the giant oak forever." Do we not wish while reading the fair faces of our innocent little ones, that their future might be as free from the shadows of sin as now from the shadows of age ? Could we but realize the effect of good influences upon them in guiding their lives, I believe we would be careful and let our hearts respond to the noble words of Froebel, "Come, let us live with our children." In training them do we not lay too much stress on surface work ? The little beings need something more than a liniment to rub on the outside, they need an internal tonic that will strengthen and harmoniously develop heart, mind and body. Parents and teachers, let us examine carefully our own lives and hearts and ask ourselves whether the faults of our children are not the reflection of our own inconsistencies — whether their dis- obedience and selfishness is not largely due to our ignorance of child-nature. What care and skill the gardener exercises in cultivating flowers that bloom only for a day, month or season 1 Are human plants of less value ? Does not he who tills human soil and cultivates plants that bloom throughout the ages of eternity, need infinitely Vlll INTRODUCTORY. greater wisdom? Before the gardener can aid in the growth and development of a plant and bring it to the greatest perfection of which it is susceptible, before he can help it to attain the highest condition of fruitfulness or beauty, he must understand its structure, organization and character. Every successful florist well understands that the outward conditions and influences that cause one plant or flower to develop and bloom, dwarfs, stunts and even crushes others of a different class. Knowing this, shall we not begin at once a thorough study of child-nature? Shall we not work systematically until the little characters are able to rise upward as time flies onward? Shall we not let our own hearts be the furrowing hand of time, and our daily lives a skillful artist's brush ? Shall we not so live, so think and so act, that we may with motive high, pure and noble, cast seed whose harvest will give us immortality more desired than all the splendors of the earth. CONTENTS. "How We Do Love to Work" 1 5 Childhood's Laugh 16 "How Does it Suit Me?" 17 "You May Lead a Horse" 18 A Word to Mothers 19 Cradle Song 19-20 Baby-Land 21 to 23 Step by Step 24 Evening Prayer for a Young Child 24 No Baby in the House 25 The Five Pigs 25 A Strange Dream 26 Their Strange Race 26 Baby 27 What Became of Our Baby 28 A Bed-Time Song 28 Baby Eva's Prayer 29 Two More Little Feet 3o My Playfellow 30 The Two Sisters 3l Ten True Friends 32 Tb'^ Young Driver 32-33 PACK Here Sits the Lord Mayor 34 Play-Time 3 5-36 Weighing the Baby . . , 37 Out for a Walk 38-39 The Seed 40 Two 40 Auntie's Visit to Baby Town 41 to 43 Nobody Knows 43 All About a Frog 44 Joey and the Apples 45 Dressing Mary Ann 46 to 49 A Thoughtful Lad 49 Baby's Day 50-5 1 Carlo, Jane and Me 52-53 My Little Sister 54 She is Worth Her Weight in Gold 55 A Happy Family 56 Lulu's Complaint 57 Playing "Horsie" 58 The Little Girl Who Would Never Say Please 59 The Alphabet 60 CONTENTS. Learning the Letters 61 The Nursery 62 to 69 In the Orchard 70 What 1 do Every Day 71 Sand Pies 72 I Know a Little Maiden 73 Mamma's Birthday 74 Cherries are Ripe 75 The Doll-Baby Show 76 The Song of the Bee 77 A Birthday Cake 7S Puzzles about Peter and Patty 79 A Valentine 80 The Kittens' Tea Party 81 Never Forget to Pray 82 Evening Prayer 83 The Bee and the Butterfly 84 Little Moments 84 Castle Building 85 Willie's Adventure 86 The Little Dressmaker 87 Doll House Troubles 88 to 90 Wishing 90-91 Of What Are Your clothes Made? 92 Counting 93 Dolly's Toothache 94-95 What They Are Doing 96-97 Betty B 98-99 One Gentle Word. 100 A Child of Seven 100 A Fourth of July Record 101 What a Little Girl Can Do • ., 102 Queer Little Stitches 103 Twenty Frogs at School 104 Hop and Skip Learning to Swim 105 THE KINDERGARTEN. Amusement 106 Pilii.g Blocks 107 The Originator of the Kindergarten. . . 108 Laying off Figures 109 Method of Work, and How to Apply it to the Home and School 1 10 to 1 13 The First Gift Il3 to 115 The Second Gift 116 to 118 The Third Gift 118 to 122 The Fourth Gift 122 to 125 The Fifth Gift 126 to 128 The Sixth Gift 128 to l30 The Seventh Gift 130 to l32 The Eighth Gift 133-134 The Ninth Gift l34 to l37 The Tenth Gift l37 to 139 The Eleventh and Twelfth Gifts. 1 39 to 144 The Thirteenth Gift 144 to 148 The Fourteenth Gift 148 to 1 50 The Fifteenth Gift l5l to l53 CONTENTS. XI The Sixteenth Gift 153-154 The Seventeenth Gift 1 54 to 1 56 The Eighteenth Gift l56to 158 The Nineteenth Gift 158 to 160 The Twentieth Gift 160 to 163 Horace and his Kindergarten Friend. 164-165 Fun for Little People 165 to 169 Alphabet Game 170-171 New Year's Coming 171 School Days 172-173 Good Business Habits 174 Songs and Games 175-176 Do you Want to be Happy? 177 Finger Exercise 1 78 Drowsy Head 179 Ding, Dong, Bell 179 Motion Song with the Hands 180 One, Two, Three 180 A Song of School Girls I8l This is the Way the Snow Comes Down 181 Mowing Grass 182-183 Wishing to be a Sailor 184 Whoa, Whoa, Whoa 184 The Clock 184-185 The Charcoal Burner's Hut 186-187 Tick, Tack 188-189 Song of Welcome 189 The Yard Gate 190 The Flower Basket 191 Three Little Rats 192 Birthday Song 193 Saloons Must Go 194 Mother, Kind and Dear 195 The Naughty Little Mouse 195 Holiday 196 What Willie Said 197 Trotty and Dotty 198 A New Time-Table 199 Children of the Week 199 The Months 199 Days of the Week 200 Facts for Little Folks 200 School Time 200-201 A Gentle Man 201 The Dunce's Bench 202 Twenty Little School-Mates 203 How Columbus Found America 204 Trust Your Mother 205 Which is the Best? 206-207 The Clerk of the Weather 207-208 Vacation Song 209 The Pearl of Great Price 210-211 A Song of the Season 211 A Boy's Belief 212 A Nation's Strength 213 The Orphan Turkeys 214 Xll CONTENTS. A Christmas Carol 214 The Wind 215-216 The Country Schoolhouse 216-217 The Watermill 217-218 ■ Astronomy Made Easy 219 Strauss Boedry 220-221 The Axis 221-222 Not Ready for School 222-223 The First Pocket 224-225 Number 225 A Little Child's Fancy 225 to 227 Lessen in Arithmetic 227 to 229 A Little Traveler 229-230 The Children's King 230 The Boys We Need 23l The Proper Time 231-232 The First Rubber Boots 232-233 An Alphabet of Rivers 233-234 His Profession 234-235 The Child's Centennial 235 to 238 Letting the Old Cat Die 238 to 240 A Story for Boys 241 to 244 Vacation 244-245 The Children's Hour 245 A Merry Dance 246 Father at Play 247 True Love 248 The Rabbit on the Wall 248-249 "Little Children Love One Another"250-25l Never Out of Sight 251-252 Little Things 252 Perseverance 253 Pussy's Class 253-254 Seven Times One 255-256 Good-Night 256-257 Two Little Girls 257 Be Active 258 The Children's Bedtime 258 to 260 Mother Knows 261-262 Be Careful What You Say 262-263 The Two Friends 263 to 265 The Lazy Boy 265 A Shocking Tease 266 The Castle Builders 266 to 268 Making Mud-Pies 268-269 November 269-270 A Friend in Need 270-271 Christmas on the "Polly" 272-273 If I Were You 273-274 A Rhyme for a Rainy Day. - . 274 to 276 A Christmas-Day Dream 276 to 278 The Mushroom Fairies 278-279 Hanging the Stockings 279-280 A Guess for the Children 280 Christmas 281 The Secret with Santa Claus 281-282 CONTENTS. Xlll The Hot Roasted Chestnut 283 Christmas Day 284 to 286 The Falling- Leaves 286-287 Not Appreciated 287-288 Two Little Artists 288 to 296 Elocutionary Selections 297 A Hero 298-299 An April Joke 299-300 Where Do Wrnkles Come From? 300-301 A Cobweb Made to Order 302-3o3 The Youn,^ Husband to His Wife. .3o3-304 The Unfinished Prayer 304 to 306 Rover in Church 3o6-307 Time Turns the Tables 308-309 Good-Night 309 to 31 1 When We Were Girls 3 1 1-3 12 Good and Better 312 to 3 14 The Huskin' 3l4to3l6 Leedle Yawcob Strauss 3 16-3 1 7 A Picture 3l8 The Child Musician 3 19 Two Fishers 3 19-320 Familiar Talk 320 to 322 A New Year's Resolve 322-323 What He Said 323 What She Said 324 That Line Fence 325 to 327 Abraham Lincoln and the Poor Woman 327 to 329 The Magical Isle 329 to 33l Wild Weather Outside 33 1-332 Where Are Wicked Folks Buried? ..332-333 As Jacob Served for Rachel 333 to 336 The Brownies' Xmas 336 to 341 Air Castles 342 to 344 The New Church Doctrine 344 to 347 The Old Farm Home 347-348 The Motherless Turkeys 348-349 The Shepherd's Dog 35o to 354 Little Racket's Christmas 354 to 360 Christmas with My Old Mother. . . 360-361 A Passing Cloud 361-362 The Magpie's Lesson 362-363 Tired Mothers 364-365 "Discretion is the Better Part of Valor" 366-367 The Elephant and the Child 367-368 Nearer to Thee 368 to 370 Little Jo 370 to 373 Birthday Gifts 373 to 376 The Successful Man 376 377 Christmas Eve 377 Parting 377-378 Resolves 378 The Household Angel 379 XIV CONTENTS. Things Never Done 379-380 The Rainy Day 380 Poem for Recitation 381 to 383 "God Hath His Plan for Every Man" 384-385 The Two Mysteries 385-386 Speak Tenderly 386 The Loved and Lost 387-388 Comforting Words 388-389 The Lost Kiss 390 to 392 Dimes and Dollars 392-393 A Happy Pair 394 A Ride on Sands 395 Somebody's Mother 396-397 Granny's Grace 397-398 Golden Hair 398-399 Farewell 399 Children's Drawing Stencils 400 -fV\E WORK OF THE HANn ^^tA.RS WE THOUGHT OF r2^5 ^£■40 " HOW WE DO LOVE TO WORK." 15 16 CHILDHOOD'S LAUGH. CHILDHOOD'S LAUGH. You may talk of the beautiful songsters that sing- Thro' the soft hours of summer, and the bright days of spring; But there's nothing so sweet to my hearing, by half, As nature's own music in childhood's light laugh. I sometimes have felt in the gloomiest mood, And over my sorrows would bother and brood, And just as I thought to give way to despair A ripple of laughter broke forth on the air. The laugh is contagious — the sweet little elf — And, before I quite know it, am laughing myself; This, the golden elixir of gladness, we quaff. For there's nothing so merry as childhood's light laugh. "HOW DOES IT SUIT ME?" 17 YOU MAY LEAD A HORSE. 18 / CRADLE SONG. A WORD TO MOTHERS. Would you know the baby's skies? Baby's skies are mother's eyes. Mother's eyes and smile together, Make the baby's pleasant weather. Mother, keep your eyes from tears. Keep your heart from foolish fears; Keep your lips from dull complaining, Lest the baby think 'tis raining. 10 BABY-LAND AND LULLABIES. CRADLE SONG. (Abridged.) What is the little one thinking about ? Very wonderful things no doubt; Unwritten history I Unfathomed mystery I Yet he laughs and cries, and eats, and drinks, And chuckles, and crows, and nods, and winks. As if his head were as full of kinks And curious riddles as any sphinx I Warped by colic, and wet by tears. Punctured by pins, and tortured by fears. Our little nephew will lose two years; 20 CRADLE SONG, And he'll never know Where the summers go; He need not laugh, for he'll find it so. What does he think of his mother's eyes? What does he think of his mother's hair? What does he think when her quick embrace Presses his hand, and buries his face Deep where the heart-throbs sink and swell, With a tenderness she can never tell, Though she murmur the words Of all the birds- Words she has learned to murmur well ? Now he thinks he'll go to sleep I I can see the shadow creep Over his eyes in soft eclipse. Over his brow and over his lips, Out to his little finger-tips 1 Softly sinking, down he goes Down he goes 1 down he goes ! See I he's hushed in sweet repose. JosiAH Gilbert Holland. BABY-LAND. 21 22 BABY-LAND. BABY-LAND. 23 24 EVENING PRAYER FOR A YOUNG CHILD. STEP BY STEP. NE step and then another, And the longest walk is ended, One stitch and then another, And the largest rent is mended; One brick upon another. And the highest wall is made; One flake upon another. And the deepest snow is laid. So the little coral workers, By their slow and constant motion. Have built those pretty islands In the distant dark blue ©cean; And the noblest undertakings Man's wisdom hath conceived, By oft-repeated effort Have been patiently achieved. EVENING PRAYER FOR A YOUNG CHILD. Now I lay me down to sleep, I pray the Lord my soul to keep; If I should die before I wake, 1 pray the Lord my soul to take; And this I beg for Jesus' sake. THE FI^E PIGS. 25 NO BABY IN THE HOUSE. No baby in the house I know, Tis far too nice and clean. No toys, by careless fingers strewn, Upon the floors are seen. No finger-marks are on the panes, No scratches on the chairs; No wooden men set up in rows, Or marshalled off in pairs. No little stockings to be darned, All ragged at the toes; No pile of mending to be done, Made up of baby-clothes; No little troubles to be soothed; No little hands to fold; No grimy fingers to be washed; No stories to be told; No tender kisses to be given; No nicknames — "Dove," and "Mouse;" No merry frolics after tea—' No baby in the house! Clara G. Dolliver. THE FIVE PIGS. 1. This pig went to market; 2. This pig staid at home; 3. This pig had a bit of meat; 4. And this pig had none; 5. This pig said. Wee, wee, wee! I can't find my way home. 26 THEIR STRANGE RACE. A STRANGE DREAM. Sing a song of dreaming That never seems to stop Just a dozen wooden dolls Dancing round a mop When the dream had gone at last No dollies were in sight! Wasn't that a funny thing To happen in the night ? THEIR STRANGE RACE. Six little rabbits ran in a ring, As though they were running a race! What do you think was the goal in view? What do you think they were trying to do? What was the end of the chase? ^ ^ ^'^V Each one ran after its neighbor's tail, £?'^""'7.'-'4M.i..,/V|<,. • !"• ,.V..,. THE NURSERY, 63 Dick and the owl must study "A;" But the mice and bugs, they can play. "See," says Dotty, "here's A and B;" "Well," says Fido, "what's that to me?" Dotty and the Pea- cock both are vain, Each with a long and trailing train. Now Dick is mend ing mamma's tub, Hear him hammer, rub-a-dub-dub. 64 THE NURSERY. Dot is sweeping her mamma's room; The big fly, too, has found a broom. Dot says to Fido, "Let's catch a fishl" Big trout cries, "Here's what you wish!" ^^ "I'll swing," says Dot, "to the sky ^^ so blue," '^^f^" " Ho ! " says grass- hopper, "I can too." "The hay," says Dick, "in the barn must go." "Yes," says grass- hopper, "see me mow." THE NURSERY. 65 "Ah I" says the cat, "what splendid luckl When he gets it done I'll eat that duck I" "Trout! trout I Here's fine fresh trout 1" "Are you sure?" says the trout, jumping out. "When Miss Dotty has her garden made I'll go," says the toad, "and enjoy the shade." Newsboy Dick is earning money, The bee is reading the price of honey. 66 THE NURSERY. "WhoaT'says Dicky, "you stand still, While I build my church, spire and sill." "Just a drop," says Dot, "for the in- valid;" "And I'll take the rest!" says chick- a-bid. "Slop, pour, and spatter I" Topsy said, "For this little kitten must be fed." Way off, in a tub, see Dicky glide, "Ah, ha," says the Frog, "we'll all take a ride." THE NURSERY. 67 "See," says Dicky, "I've found a drum 1" Grasshopper says, "Hear the music come." *'Now," says Fido, " Dot loves this doll Much more than me, so I'll end it all !" "Breakfast is ready, cut-cut-ca-dool" The babies quarreled and off ran two. Dicky whipped his horse till up he reared. And the froggie's team ran away, 'tis feared. 68 THE NURSERY. Says Topsy to Dick, "If you're to%ht, You want a mous- tache as black as night." Here's three httle kits behaving nice, And they all shall dine on tender mice. "Water, waterl ' and •as they quaff, Dick sees how the thirsty flowers laugh. Two smart little ladies come to tea, I do wish Miss Dotty would invite me. THE NURSERY. 19 "Tra la!" sing Dot, and Topsy and Dick; "Oh!" howls Fido. "get through quick." Such a naughty Dick when mamma's away I " Let's have some, too!" the gray mice say. "And now," says the cat, "are lessons done?" " Yes," says Fido, "hurrah for fun!" 70 IN THE ORCHARD. IN THE ORCHARD. Apples red and apples green, Apples rich and ripe are seen in the orchard near the road; Apples, apples, by the load! In the spring the trees were white- Apple-blossoms, such a sight ! Little apples fill the trees. Fanned all summer by the breeze. Little apples grew and grew. Living on the rain and dew; Now the fruit in great, rich stores, Harvest in the orchard pours. Glad the farmer's swelling heart! Glad the little children start For the orchard, where they play, "Picking apples" all the day. IVHAT I DO EVERY DAY. 71 WHAT I DO EVERY DAY. On Monday when the weather's fair On Friday, sweeping is my task;- I always wash the clothes; To clean up is delight; Then Tuesday I can iron them, Although it rains or snows. On Saturday I do some cooking, Then put all work from sight. On Wednesday I do the mending, And always like it, too; On Thursday I receive my friends. And Sunday is a day of rest; I've nothing else to do. I go to church dressed in my best. 72 SAND PIE^. SAND PIES. Oh, the apple pie is a very nice pie, A very nice pie indeed; And some there are who say to me, "Of all, it takes the lead." And the mince pie, too, is a very good pie, As good as good can be, If the crust is crisp and brown enough. And the raisins — one — two — three. And the pumpkin pie is a very nice pie, For now and then, you know; If it's well made, 'tis fairly good — As squash and pumpkin go. / KNOIV A LITTLE MAIDEN. 73 And the cherry pie is a very nice pie, Of fruit so tart and red; And many a child will call this pie Of every sort ahead. But the greatest pies in all the land, If you listen well to me, Are the dear sand pies we children make, Though busy as humming bee. I KNOW A LITTLE MAIDEN. I know a little maiden who can knit and who can sew. Who can tuck her little petticoat, and tie a pretty bow; She can give the thirsty win- dow-plants a cooling drink each day. And dust the pretty sitting- room, and drive the flies away. She can fetch papa his dress- ing-gown, and warm his slippers well. And lay the plates and knives and forks, and ring the sup- per bell. She can learn her lessons care- fully, and say them with a smile; Then put away her books and slate and atlas in a pile. IVHILE I RUB, AND I RUB." She can feed the bright canary, and put water in his cage; And soothe her little brother when he flies into a rage. She can dress and tend her dollies like a mother, day or night; Indeed, one-half the good she does, I cannot now recite. And yet, there are some things I'm told, this maiden cannot do; She cannot say an ugly word, or one that is not true; Who can this little maiden be? I wonder if it's you. 74 MAMMA'S BIRTHDAY. ^^^^^mm MAMMA'S BIRTHDAY. "The latch is so high On this great, big door, And I've so many apples In my pinafore. " I got them for mamma, This is her birth day. And I know when she sees them Just what she will say. " Oh, what shall I do? Hark! a step in the hall. Hurry, oh hurry! My apples will fall." The door opens wide, Tis mamma herself. Who thanks, with sweet kisses. Her dear little elf. CHERRIES ARE RIPE CHERRIES ARE RIPE. Cherries are ripe, Cherries are ripe, Oh, give the baby one; Cherries are ripe, Cherries are ripe, But baby shall have none; Babies are too young to choose. Cherries are too sour to use; But by and by. Made in a pie, No one one will them refuse. Up in the tree, Robin I see, Picking one by one; Shaking his bill. Getting his fill, Down his throat they run; Robins want no cherry pie; Quick they eat, and off they fly; My little child. Patient and mild, Surely will not cry. Cherries are ripe. Cherries are ripe, But we will let them fall; Cherries are ripe. Cherries are ripe. But bad for babies small; Gladly follow mother's will Be obedient, kind, and still Waiting awhile, Delighted you'll smile, And joyfully eat your fill. 76 THE DOLL-BABY SHOkF. THE DOLL-BABY SHOW. Our doll-baby show, it was something- quite grand; You saw there the loveliest doll in the land. Each girl brought her own in its prettiest dress; Three pins bought a ticket, and not a pin less. For the doll that was choicest we offered a prize, There were wee mites of dollies, and some of great size. Some came in rich purple, some lilac, some Vr Jir^P^)!^ white, *^6 /Tw^Mlfm With ribbons and laces — a wonderful sight. Now, there was one dolly so tall and so proud She put all the others quite under a cloud; But one of us hinted, in so many words. That sometimes fme feathers did not make fine birds. We sat in a row with our dolls in our laps; The dolls behaved sweetly, and met no mishaps. No boys were admitted — for boys will make fun; Now which do you think was the dolly that won? Soon all was commotion to hear who would get The prize; for the dollies' committee had met; We were the committee, and which do you think Was the doll we decided on, all in a wink? Why, each of us said that our own was the best, The fmest, the sweetest, the prettiest dress; So we all got the prize. We'll invite you to go The next time we girls have our doll-baby show. George Cooper. THE SONG OF THE BEE. 77 THE SONG OF THE BEE. Buzz-z-z-z-z-z, buzz! This is the song of the bee; His legs are of yellow, A jolly good fellow, And yet a great worker is he. In days that are sunny, He's getting his honey; In days that are cloudy. He's making his wax; On pinks and on lilies And gay daflfodillies, And columbine blossoms He levies a tax. Buzz-z-z-z-z-z, buzz! The sweet smelling clover He, humming, hangs over; The scent of the roses Makes fragrant his wings; 3» A BIRTHDAY CAKE. He never gets lazy; From thistle and daisy, And weeds of the meadow, Some treasure he brings. Buzz-z-z-z-z-z, buzz! From morning's first gray light. Till fading of daylight, He's singing and toiling The summer day through. Oh, we may get weary, And think work is dreary; 'Tis harder by far To have nothing to do! Marian Douglas. A BIRTHDAY CAKE. What can this be which cook has placed here? it seems like a cake, but oh! how queer! Though the frosting looks white and sweet and nice. Yet on its top are six little black mice. One for an infant, in dresses white, One for a baby, with blue eyes bright; One for a child, with golden hair, One for a maid, with face so fair; One for a girl, brimming over with fun. And one for the very next year to come. Six chocolate mice on top of the cake, Which cook, at mamma's request, did make For a sweet little girl — a good one, too — But I shall not tell her age — can you? PUZZLES ABOUT PETEK AND PATTY. 79 luzzLrES ABOUT Peter and I^tty . lev+ty werit up in She had her Nve^s onl^ f%^ Q and she pla.Me(5 "te a - b arty 5Ln old bair Pactty ha^ci S- iovelu and there. vYcre not" any time unt'il two vi?>Itor5 came who were not' in - vited\.i CJho do you think th^M wer'eJ.^^H bi f ^^^PwtC^ ^who crept out of )^ , ^/^i^»^-^— ^-=- corner , \ a.nd a little. behind a '^l^ wr2o peep ro)Ti riow poor rkttg ran ! poor rauu /\nd the rat spicJet* and the little mouse had the partu all to themselves ! 8C A l^ALENTINE. A VALENTINE. She is fairer than the light, She is loveher than the rose, More precious in my sight Than any flower that grows. Her voice is sweeter far. Upon my listening ears. Than the song of morning star. Than the music of the spheres. She is worth her weight in gold, In rubies and in pearls. She is only two years old, With a head of yellow curls. THE KITTENS' TEA PARTY. THE KITTENS' TEA PARTY. 81 Three little kittens Went out to tea; All wore their best frocks. One, two and three. Three little aprons All trimmed with Three little sashes All tied in place. lace; Old pussy kissed them, Bade them be good; All mewed a glad mew, Each said she would. ill- Three little ladies Welcomed them in, Rang for the kettle, Tea must begin. But naughty Rover, Just for a joke, In at the doorway His nose must poke. Up sprang the kittens All in a fright, Knocked o'er the table — Oh! what a sight! Smashed all the china. Spilt all the cream. Cake, jam and sugar, While pussies scream. All in a muddle, All on the floor; "Ha! ha!" laughed Roven Then shut the door. NEyER FORGET TO PRAY. NEVER FORGET TO PRAY. Never, my child, forget to pray, Whatever the business of the day. If happy dreams have blessed thy sleep, If startling fears have made thee weep. With holy thoughts begin the day. And ne'er, my child, forget to pray. The time will come when thou wilt miss A father's and a mother's kiss. And then, my child, perchance thou'lt see Some who in prayer ne'er bend the knee; From such examples turn away. And ne'er, my child, forget to pray. EVENING PRAYER. 83 84 LITTLE MOMENTS. THE BEE AND THE BUTTERFLY. "Dear me! dear mel" Said a busy bee, "I'm always making iioney; No time to play, But work all day; Isn't it very funny — Very, very funny?" "Oh, my! oh, my!" Said a butterfly, "I'm always eating honey; And yet I play The livelong day; Isn't it very funny- Very, very funny?" LITTLE MOMENTS. Little moments make an hour; Little thoughts, a book; Little seeds, a tree or flower; Water drops, a brook; Little deeds of faith and love. Make a home for you above. CASTLE CASTLE "Now build me a castle I" Cried Teddy, our king"; "A beautiful castle, With turret and wing ; " I'm tired of houses. With sheep-fold and shed; Now build a g-reat castle, As high as my head ! " Down came the white sheep-fold, The dear curlv sheep. And red-cheeked shepherdess Tossed in a heap. And high rose the castle. Till taller than Ted, " Build higher 1 " he ordered, " Build high as your head I " BUILDING. BUILDING. Up, up rose the castle, A building quite grand, Most carefully built up By John's steady hand. " Build one story higher ! ' Our architect frowned, Obeyed, the walls tottered— Swayed— fell to the ground. Ah, Teddy! wee ruler Of hearts and of home, Your castle is fallen. And shattered its dome; But don't feel disheartened, My dear little man. For kind brother Johnny Will build it again. 85 86 WILLIE'S ADVENTURE. WILLIE'S ADVENTURE. " Now, Willie dear," said his mamma» " Tm going- out — I'll not go far; And when I'm gone, mind what I say. Stay inside the gate to play." But Willie dear had lost all wish To mix mud pies in his tin dish. He watched his mother out of sight, Then pushed the gate with all his might. Z^TJU^'^''*'^ In vain; 'twas only wasting time; So over it he tried to climb. It wouldn't do; he was so fat He soon gave up all hopes of that. Just then came trotting up to him, His little dog, black curly Jim, And Willie quickly made this plan: "I'll have Jim help me, for he can." . . ^ ""'"''***tH mi^r -^ItynKr So he and Jim they scratched away, Till piles of dirt around them lay. Under the fence they dug a hole, And through it naughty Willie stole. Jim quickly followed, full of play, Down the street they took their way. 'Twas full two hours ere they were found. Willie was seated on the ground. Watching the merry children play. In Allyn Park, a mile away. THE LITTLE DRESSMAKER, 87 THE LITTLE DRESSMAKER. This little girl, Fm glad to say, Is fond of work as well as play. From bits of ribbon, velvet, lace, She makes nice gowns to suit each face. Puts feathers in a bonnet tall, And trims a hat for little doll. One dolly's large, the other small, One stands alone, and one must fall. Though dressed so nice, they won't obey. But sit quite sullen all the day. "I will not scold, call forth their tears. Although they sit a dozen years ! " She makes their dresses, learns to wait — What don't come early may come lat^ ^^.^ 88 DOLL HOUSE TROUBLES. DOLL HOUSE TROUBLES. /u^/^i-wiilsa' My dear sister Nina, You'll find here a letter From sister Regina; 1 wish it were better. Arabella Anastasia Is a very naughty doll; I really can't take care of her She won't behave at all. This morning when I called ner And told her she must dress, She began to cry for mamma; You must come back, I guess. DOLL HOUSE TROUBLES. I don't see what possessed her To act in such a manner, She nearly drove me crazy; In fact, I had to fan her. I couldn't put her shoes on: She kicked! — the naughty girl, 89 She wouldn't let me wash her, Or put her hair in curl. I told her that I loved her; But she would not mind a bit; So I put her in the corner. And there I made her sit. 90 WISHING. You know, when one is naughty, The others act so, too; And Mary Ann, Aunt Nancy, And Pansy cried for you. Oh, dear! I cannot stand it. They're making such a noise; They're tearing up their dresses, And breaking all the toys. Don't stay another minute. But pack your trunk, my dear, And hasten to your dollies; They'll all be sick, I fear. WISHING. Where the grass grows sweet and tall. And the shallow waters fall Over pebbles, smooth and bright. Once I saw a lovely sight. Seven little ones at play, Telling what they'd do some day. When "grown up." What they'd be. What they'd have. Oh, fair to see Was rollicking Teddy and blue-eyed Joe Close where the tallest grasses grow; Rosy-cheeked Jennie, and dimple-cheeked Nan, Listening to Teddy's "When I'm a man." There were " two and two, and then three," They counted themselves in glee. And the "three" were Katie and Nell, And Johnny, poor wee Johnny Bell. WISHING. Jennie wished for a house so fine, And Nan in a silk dress to shine, While Ted "a ship its captain to be," And Joe said low, " While you're at sea, " I'll build big" houses on the land, A home for Jennie, tall and grand." They laughed at this right merrily, The children four, and the children three. 91 "An artist I'll be," said Nellie then, "When Teddy and Joe are grown to men. I'll paint this bank and grasses fair, And the moon a-rising over there." Poor little Johnny I could not see. But he made the kindest wish to me; " I'll work, I'll work, as hard as I can. To help my mother, when I'm a man." Katie had listened to all the rest. With brave thoughts battling in her breast; "When Fm a woman, I'd rather be Useful, than anything else," said she. 92 OF WHAT ARE YOUR CLOTHES MADE? OF WHAT ARE YOUR CLOTHES MADE? Come here to grandma, and I'll tell you, dear boy — For I think you never have guessed— How man>^ poor animals we must employ Before little George can be dressed. The pretty sheep gives you the wool from his sides. To make you a jacket to use; The goat or the calf must be stripped of their hides. To give you these nice little shoes. And then the shy beaver contributes his share, With the rabbit, to give you a hat. For this must be made of their delicate hair; And so you may thank them for that. COUNTING. All these I have mentioned, and many more, too, Each willingly gives us a share; One sends us a hat, and another a shoe, That we may have plenty to wear. Then, as the poor creatures thus suffer to give So much for the comfort of man, I think 'tis but right that, as long as they live, We should treat them as kind as we can. 93 COUNTING. 1 2 3 One Two Three Look at our slates and see. 4 ^ 6 Four Five Six Work with pencil and sticks. 7 8 9 Seven Eight Nine Boys and girls all doing fine. 94 DOLLY'S TOOTHACHE. DOLLY'S TOOTHACHE. Dolly's got the toothachel Dreadful toothache, too! And her tiny mamma Knows not what to do. P'rhaps she'll like the pictures — 'Cause I cried one day When my head was aching. And then Auntie May Showed me lots of pictures And I all forgot That my head was aching, 'Cept one little spot. Fido comes to listen — " Don't cry, Dolly, no! See, I'll put a hank'fish Round your dimples, so! " Oh, I know what's better ! " And the chubby feet Haste to mamma's cupboard — All so trim and neat. "Dolly, here's some med'cine You will have to take, Ain't no brandy in it, So your pledge won't break. " For we're temperance folkses. And always mean to be. Guess your toothache's well, now. Mamma's calling me." DOLLY'S TOO'iHACHE. 95 96 IV HAT THEY ARE DOING. WHAT THEY ARE DOING. Little sparrow, come and say What youVe doing ail the day. "Oh, I fly over ditches and hedges to find A fat little worm, or fly to my mind, And the dear little pets that 1 warm with my breast; For until I can teach them the way how to fly, If I were not to feed them my darlings would die. How glad they all are when they see me come home, And each of them chirp, 'Give me some I give me somel Little lambs, come here and say What you're doing all the day. " Long enough before you wake, Breakfast I am glad to take; Then about the fields I play, Frisk and scamper all the day. When I'm thirsty, I can drink Water at the river brink; When at night I go to sleep, By my mother I must keep; I am safe enough from cold At her side within the fold." IVHAT THEY ARE DOING. ' 99 Little bee, come here and say What you've been doing all the day. " Oh, every day — all day long-. Among the flowers I sing my song; I creep in every bud I see. And all the honey is for me. I take it to my hive with care. And give it to my brother there; That when the winter time comes on, And all the flowers are dead and gone. And when the winds are cold and rough. The busy bee may have enough." Little fly, come here and say What you're doing all the day. "Oh, I m a gay and merry fly, I never do anything — no, not I; I go where 1 like, and stay where I please, In the heat of the sun, or the shade of the breeze; On the window pane, or the cupboard shelf, And I care for nothing, except myself. I cannot tell, it is very true. When the winter comes, what I mean to do; And I very much fear when I'm getting old, I shall starve with hunger, or die of cold." BETTY B. A If) / prWeuvV\c ^w/, \o. BETTY D. ^ t"^ J 100 A CHILD OF SEJ/EN. ONE GENTLE WORD. One gentle word that I may speak, Or one kind, loving deed. May, though a trifle poor and weak. Prove like a tiny seed; And who can tell what good may spring From such a very little thing? A CHILD OF SEVEN. "OF ALL SWEET SOUNDS, A CHILD'S CLEAR LAUGHTER IS THE BEST. All the bells of heaven may ring, All the birds of heaven may sing, All the winds of earth may bring All sweet sounds together; Sweeter far than all things heard. Hand of harper, tone of bird. Sounds of woods at sundown stirred. Welling water's winsome word. Wind in warm, warm weather; Golden bells of welcome rolled Never forth such notes, nor told Hours so blithe in tones so bold As the radiant mouth of gold, Here that rings forth heaven. If the golden-crested wren Were a nightingale, why, then Something seen and heard of men Might be half as sweet, as when Laughs a child of seven. A FOURTH OF JULY RECORD 101 1 2 3 4 S 6 7 8 9 A FOURTH OF JULY RECORD. Was a wide-awake little boy Who rose at break of day; Were the minutes he took to dress, Then he was off and away. Were his leaps when he cleared the stairs, Although they were steep and high; Was the number which caused his haste, Because it was Fourth of July. Were his pennies which went to buy A package of crackers red; Were the matches which touched them off, And then — he was back in bed. Big plasters he had to wear To cure his fractures sore; Were the visits the doctor made Before he was whole once more. Were the dolorous days he spent In sorrow and pain; but then, Are the seconds he'll stop to think Before he does it again. 102 H^HAT A LITTLE GIRL CAN DO. WHAT A LITTLE THERE never was such a pony as Shag. He was rough look- ing, but what did that matter ? He drew the cart to market with a load of potatoes or turnips, and he brought it back with a load of coal. He would let the children ride on his back, and he never kicked or bit at them. Evenlittle Jenny was not afraid to gti upon Shag's back GIRL CAN DO. boys went to take him water, there was no Shag to be seen. "Where is Shag?" said the father. "He has got out into the road," said Tom. "You must go aftei him," said the father. So Tom went down the road; but when little Jenny heard that Shag was gone, she filled her apron with and hold on by his mane, while he trotted round the field with her quite steadily. This was in the summer, but it was now winter, and the fields were all covered with snow. One day the stable door was left open, and Shag, having eaten all his food, thought he would take a little walk, so he went through the door and in+o the road, and when one of the crusts, and though the snow was on the ground, she pattered out- doors and called: "Shagl Shagl come here!" Shag, who was not very far off, came trotting up to the gate to see what Jenny had got for him. Tom came running along, feeling glad that Shag had come back; and after Shag had eaten Jenny's crusts Tom led him back to the stable. G. QUEER LITTLE STITCHES. io5 QUEER LITTLE STITCHES. Oh, queer little stitches, You surely are witches. To bother me sol I'm trying to plant you; Do stay where I want you, All straight in a row. , ' Now keep close together ! I never know whether You'll do as I say. Why can't you be smaller? You really grow taller. Try hard as I may! '- , Therel now my thread's knotted, My finger is dotted With sharp needle-pricksl I mean to stop trying, I cannot help crying; Oh, dear what a fixl Yes, yes, little stitches, I know you are witches — I'm sure of it now — Because you don't bother Grown people like mother. When they try to sew. The afternoon's going; I must do my sewing Before I can play. Now behave, little stitches, Like good-natured witches. The rest of the day, I'd almost forgotten About waxing my cotton. As good sewers do: TIVENTY FROGS AT SCHOOL. And— oh, what a memory! — Here is my emery To help coax it through. I'm so nicely provided, I've really decided To finish the things. There's nothing like trying; My needle is flying As if it had wings. There, good-bye, little stitches! You obstinate witches, You're punished, you know; You've been very ugly, But now you sit snugly Along in a row. TWENTY FROGS AT SCHOOL Twenty froggies went to school, Down beside a rushy pool; Twenty little coats of green. Twenty vests, all white and clean. " We must be in time," said they, " First we study, then we play; That is how we keep the rule When we froggies go to school." Master bull-frog, grave and stern, Called the classes in their turn; Taught them how to nobly strive, Likewise how to leap and dive; From his seat upon the log. Showed them how to say " Ker-chog ! " Also, how to dodge a blow From the sticks which bad boys throw. TIVENTY FROGS AT SCHOOL 105 HOP AND SKIP LEARNING TO SIVIM. THE KINDERGARTEN. AMUSEMENT. " Tis well to be amused; But when amusement does instruction bring, Tis better." Wm. Shakespeare. 106 PILING BLOCKS 107 fHE ORIGINATOR OF THE KINDERGARTEN. (1782-1852.) 108 LAYING OFF FIGURES. 109 110 THE KINDERGARTEN. THE KINDERGARTEN. METHOD OF WORK AND HOW TO APPLY IT TO THE HOME AND SCHOOL. Without entering at length upon the description of the gifts or occupations, or to furnish minute directions for their use, the object is to give such simple suggestions in regard to each, that the mother and teacher may be encouraged to begin at once a study of this im- portant and beautiful system of education. Let me say at the beginning, in order to become a thorough kindergartner, it is necessary to enter a training school and take up the work systematically, getting the theory well established, and the practical work of the system so instilled that one's soul will go out to the " new education " in such a way as to prove a pleasure and benefit throughout life. But as there are only a few of the many who can take this train- ing, it is to the blessed mother and willing teacher, who have not this privilege, that we write and dedicate this book. A good mother thinks nothing too trifling that concerns her child; she protects from evil and stimulates for good; she watches, clothes, feeds, and when her darlings are asleep, her prayers finish the day. She may not have read much about education, but her sympathy with the child suggests means of doing her duty. Love has made her in- ventive. She discovers ways of amusement, means for play, she sings, tells enchanting stories, and endeavors to bring him in harmony with God, nature and man. It was to help these mothers that Friedrich Froebel, the inventor of this system of education, conceived a "deep meaning in children's play." "A new life, a better life," was the burden of his song. He calls all occupation in kindergarten " plays," and the materials for occupations, "gifts." He starts from the fundamental idea that all education should begin with a "desire in the child for activity;" his method is to accustom the child to deal with things instead of words. His plays are arranged systematically, and each step in the course of training is a logical sequence of the preceding one; the various means of occupation are developed gradually, and in natural order, beginning with the simplest, and concluding with the most difficult. THE KINDERGARTEN. Ill They satisfy all the demands of the child's nature, both as to mental and physical culture, and lay the surest foundation for all education in school and in life. The fingers learn skill, the eye forms the color; in fact, the senses are all pleasantly and skillfully trained. The songs and games contain physical exercise for the feet, hands, wrist and arms. In every game the word, music and action accom- pany each other; there is no empty phrase, no meaningless movement; language is real to the child. Froebel here teaches how easy it is to prevent greediness, to check cruelty, to encourage kindness, to strengthen the affection. When the child grows older and stronger, when his little faculties have suffi- ciently developed, then to you, dear teacher, the mother takes her child. She says: "I bring my little one— take care of it, as I would do," or "Do it better than I am able to do." A silent agreement is made be- tween the parents and you, the teacher; the child is passed from hand to hand, from heart to heart. What else can you do but be a mother to the little one? I hope and trust he is placed in your care, and you must show yourself worthy of the confidence placed in your judgment, your experience and your knowledge. May you study well the Kindergarten method, learn how to con- tinue the home training, so as not to interrupt the child's developing process; may these suggestions, and this volume, be to you what it is designed to be — an incentive, a stimulus in creating a desire for further study of the Kindergarten system, the children and their wants; may it help to aid them in recognizing their threefold relation to God, nature and man, their relation to the past, present and future. To THE MOTHERS AND TEACHERS DESIRING books for study, "gifts and occupations," songs and games. Kindergarten materials of all kinds, primary helps, etc., we heartily recommend Milton Bradley Co., Springfield, Mass., or Thomas Charles Co., 7? and 77 Wabash Ave., Chicago, 111. They both have complete stocks, and will be glad to assist you in this good work. They will cheerfully mail you cata- logues upon application. 112 THE KINDERGARTEN. The following is a list of the gifts and occupations in the Kinder- garten. We are obliged to describe each one briefly, but will endeavor to do it plainly, so the busy mother who finds but little time for re- search may be stimulated to action, and thus get correct ideas of the law that governs the work. There are, in all, twenty gifts: 1. Six rubber balls, covered with 8. worsted of various colors. 9. 2. Sphere, cube and cylinder ^. Large cube, divided into eight 10. small cubes. 11. 4. Large cube, divided into eight 12. oblong blocks. 13. ?. Large cube, consisting of 21 whole, 6 half, and 12 quarter 14. cubes. 15. 6. Large cube, consisting of ob- 16. longs divided lengthwise and 17. breadthwise. 18. 7. Squares and triangular tablets 19. for laying off figures. 20. Staffs for laying off forms. Whole and half wire rings for laying off figures. Material for drawing. Material for perforating. Material for embroidering. Material for paper-cutting and combining the parts. Material for weaving. Slats for inter-lacing. Slats with many links. Paper strips for inter-twining. Material for paper folding. Material for peas work. Material for modeling. NOTE.— The third, fourth, and fifth gifts serve for building purposes. THE FIRST GIFT. Il3 In all the Kindergarten work, whatever is presented to the child must be done in a simple, yet concise manner. Engage his faculties sufficiently to interest him, but at the same time do not give him too much for his present understanding, lest, like too hearty food for the stomach, it cannot be assimilated. THE FIRST GIFT. Nothing in the organic world but has its beginning in simplicity. Thus it is with the ball, an object, comprising in itself, and in the simplest manner, the general qualities of all things. As a starting point, the ball gives the first im- pression of form, and being the most easily moved of all forms, is symbolical of life. It becomes the first known object with which all other objects for the child's play are brought into relation. Besides teaching form, the balls are also in- tended to teach color; hence their number of six, the primary colors. The ball is used in a great variety of plays, and becomes the center of a little world of amusement, life, beauty, the fountain of a great fund of information, and the material for unlimited exercise for his growing powers. Through its form and color it stands for fruits and flowers; through its motions it becomes a flying bird; it rises, it falls, it rolls, it jumps, it runs away. These jolly ex- ercises and sentence building enlarge the child's vocabulary, and the teacher, in exacting the correct use of language, aids the little fellow more in one year now than he can accomplish in double the time ten years later. The balls can be given to the child in the cradle, or suspended where he can swing them back and forth soon as his eye can follow a moving object. When he is old enough to comprehend color, only one should be given at a time, and that of a primary color, red being 114 THE FIRST GIFT. usually chosen. When the red ball has been fully introduced, then a blue one may be given, and later the yellow. A few days, or perhaps weeks, should pass with only the three colors until the child is perfectly familiar and can easily name objects and fruits which resemble them in form and color. How very soon does he begin to regard them as the dearest of little playfellows. Every game, well directed, will promote the child's future good. Let the teacher be watchful, and require the children to use their right hand when accepting the ball. Here, too, a lesson in courtesy can be brought into effect, for when taught, the little fellow will grace- fully bow his thanks, and be happy in so doing. The children's knowledge of color may be further impressed by asking them what things in the room and what flowers in the garden are similar to the different balls. When the child has received impres- sions of form and color, and of the other general qualities of matter, it thereby obtains a knowledge of the fundamental properties of things. A simple and pleasing exercise can be made by tossing the ball and catching it, throwing it against the wall, or rolling it upon the table. Again, two balls can be rolled in opposite directions, passing each other without touching, etc. Many simple words may be used as tney come spontaneously to the kindergartner to indicate the motions, imitation lessons, questions and answers, counting, fruit, games, etc. In play, the first feelings of friendship are awakened, and the tenderest sympathies fostered. They love to pass the ball from the right to the left hand, keeping time to music set to these words: Go over, come back here, so merry and free. My playfellow dear, who shares in my glee. The following is a pretty way of quieting the child by soothing, the ball: THE FIRST GIFT. 115 ^ s \ i^iEE^i^^^^P^EE^EE^^E^^ 1. The lit - tie ball lies iu my hatul, So qui - et and so still. :^ E^E=^ l^iE^^^^fe^ I'll gen - tly rock it too and fro, And nurse it well I will. A pretty and instructive game is the Fruit Game. Children stand in circle Child sings: — 1 am a little gardener With fresh ripe fruit to sell, And if you please to buy from me, I'll try to serve you well. Reply by circle: — We see your basket is quite full Of different kinds of fruit. And we are sure to buy from you. If you'll make prices suit. Child sings: — I've apples green and cherries red, I've yellow lemons, too, And plums and grapes and oranges Which 1 shall throw to you. Reply by circle: — We'll buy your fruit and cherries red And yellow lemons, too. And plums and grapes and oranges Which we receive from you. Child sings: — Open wide your hands And catch the fruit I throw, And when my stock is all sold out I'll buy from one of you. 116 THE SECOND GIFT. THE SECOND GIFT. Froebel's second gift consists of a wooden ball, cube and cylinder. In introducing this gift we compare the wooden ball to the balls in the first gift, and the questions and the answers show that both are alike in form but unlike in color and texture. Both are round and both roll, but the wooden ball is hard, while the others are soft; it is heavy, while the others are light; it makes a a loud noise when dropped, the others can scarcely be heard. This proves that they are similar yet dissimilar — and on asking what makes the difference, the children will doubtless reply, — The new one is made "of wood." Very well, then children, if it is made of wood, we will call it a sphere so as to distin- guish it from the others. We must bear this in mind, to make chil- dren thoroughly understand anything, they must know something of its opposite, — what it is not as well as what it is. We see how the child's attention is aroused by contrast; how eagerly it observes, how joyfully it greets every new discovery of relationship. The first gift should not be thrown aside when the second gift is placed in the hands of the child. It will often delight to use one or more of them to invent new plays. Thus the balls will become more useful, more beautiful and hence ever dearer to him. The transition will be gradual and continuous, besides the child must be taught even at this tender age not to throw old acquaintances and friends selfishly away as soon as new ones with other or brighter features are introduced. A teacher whose heart is in the work can suggest many ways which will bring amusement by combining the balls with cube and cylinder. One pretty game whereby both gifts can be used, consists in placing the rubber ball at a distance on the table, and letting each child, in turn, attempt to hit it with the sphere. The comparison between the balls in the first and the second gifts is, perhaps, sufficient for the first lesson, but on another day the sphere. THE SECOND GIFT. . 117 cube and cylinder are placed on the table, and the children are asked to name the points of resemblance and difference in the sphere and cube. They will say that both are made of wood, and both are the same color; but the sphere can roll, while the cube stands still. In other words, one represents motion, the other rest. When asked what makes the difference, some will say: " The sphere is round," and others will say: "The cube has corners." Upon investigation the child finds that the cube has six sides, eight corners, and twelve edges. There is, in fact, a world of study in it to him. The ball presents but one un- broken, uniformly curved surface, free of edges and corners; the cube presents on its surface many straight faces and edges, as well as many corners. The former is ever the same, whatever position it may assume; the latter presents a variety of aspects, according to its position with reference to the eye. The cube, when at rest, shows a contrast in form from the sphere, but when in motion it shows a sim- ilarity. Thus by attaching a string to the cube and rotating, the corners and edges disappear. When the exercise and pleasure has been indulged in long enough, add the cylinder — the boy calls it the trunk of a tree, the girls a rolling- pin. This, too, has the charm of speaking or making a noise, and is in color like the sphere and cube, and is related to both because it will both roll and stand still. The sphere and cube are opposites; the cylin- der is the intermediate form between the two; it presents more faces than the sphere and less than the cube. Its value as the connecting link becomes particularly evident when we suspend the cube by a string fixed to the middle of one of its sides; when it rapidly revolves in this position it will present the shape of a cylinder. If, then, the cylinder is similarly revolved while suspended by a string fixed to one of its edges, it will present the shape of a sphere. There is an endless variety of songs and games, suggesting form, position, color, motion, etc., that may be given to the children in con- trasting and comparing with this gift. The ball is a type of nature, the cube of art. The dewdrop, the 118 THE THIRD GIFT, hail and fruits are round, the houses, cars, etc., are square or nearly so. All vegetable, animal and mineral kingdoms, no matter how widely they differ, show a similarity in form to the ball, the cube or the cylin- der. The fishes of the sea, the birds of the air, the human form, the trees, the rocks, the architecture, all, if they do not reach a normal type, approach it, and their form is implied. This gift takes the lead in cultivating imagination and inspiring confidence. Indeed, it is so valuable that no teacher who has once shared the delight of the children in this gift for one year, will ever be willing" to go back to the old method of teaching. THE THIRD GIFT. The third gift is connected with the first by contrast to the second, by similarity. It consists of a cube, divided into eight smaller one- inch cubes. The child's first gift was the rubber balls; the second ^^g^^>^ gift was the wooden ball, cube and cylinder. These KkiIII resemble each other, yet have their own individuality. ^JHpiil The child, in receiving the third gift, divided into ^^^^^^^ eight smaller cubes, is delighted; each .of the parts is like the whole, except in size; and he is at once impressed with the idea of construction. For the intellectual side of the child's nature, the cube is so sep- arated into parts as to give idea of number, size, relation and shape; for the emotional side, it offers forms of beautv in which the small cubes are arranged into groups with reference to symmetry; for the pro- ductive side, it offers forms of life. These cubes are placed in a box, and according to the adage that "There's a way for everything." The child should be taught this way from the beginning. His athletic nature will see the beauty of order, and the systematic way will delight him, while the opposite will annoy him. THE THIRD GIFT. 119 i 10 I m -^ 1Z '.i; i .^:^^ 1 1 1 It 1 1 j! 1 PLATE 1. 120 THE THIRD GIFT. This new gift must not be emptied carelessly into the child's lap so that the small cubical blocks will confuse and frighten him, but must be presented in a way that will delight him, and create an eager- ness for transformation. In presenting the gift the teacher says: " Now my children, to-day we have something delightful to play with, and can you guess what it is?" Of course, they will guess balls, cubes, blocks, etc. The teacher displaying the box asks them to describe it with regard to its sides, edges, corners, etc. The box should be inverted before the lid is withdrawn, and then carefully lifted oif the cube so that it stands unbroken as a whole be- fore the child. Here it can be divided into (2-4-8) as in plate 1, and the teacher can point out the increase in number of parts and decrease of size. The child should be taught that the cube as a whole is not complete without the combined action of each of its smaller cubes, — that no society is complete, no school successful without the aid of all its members. To aid in all these things, one's ambition will not be wasted. For ambition not used in the right direction is worse than no ambition at all. The child will soon begin to aim at the construction of crude forms, and will use all material and will announce his success in words as, " How pretty," " How useful." He will soon get the idea that form depends upon the position of cubes with relation to each other; that the elevated positions do not signify the most important, but each one is dependent upon the other; that position does not make the man, but man makes the position. Each class is dependent upon the other, the rich on the poor, and vice versa. Nothing is isolated, every person and thing bears some relation to every other person and thing, just as the little blocks do to each other. He will create, compare and rebuild as soon as he conceives the beauty in the work of transforming and not destroying. In this the teacher might show the beauty of her dress made out of an old one which, had it not been used, would have been wasted; thus showing that unused material is wasted material. THE THIRD GIFT. 121 \ 1 ;> :i 4 b . / ^ i 6 tf \ ^!^ ^ ^ III II m, l i: 4 11 ill 1 ^ m. '^ V ^ 1 ^ 7 A til. (H 5^ z*^ ii' II (! < * <( f Wl 'M xf ^^ Zi- . i) ^ N^.^^' A lb fflffl # M Rum ^ ^rt ^1 .^,\< w< A ^ w M ^i % 7 1^^ if W ill! lllllll < t < ^ > K> lllllll ^ — r Y 1 :^ :^ Tj n E- ii ^^ ;^^ ^ i^n 1^^ 7^ 18 IB W m m m WM m {m-. y ^ M m. m^. r~ ;^/ s 25 . 23 -5^^ < ^ ^ - W)^ • <| y 1 ,h ^ ^ > A. < iir Id'Jll > ^ £. ^ii^ / 1^ ^ ^ N s. ^ : ^ < c 1> N ? < F y < tt k g kl -^ =^ ^ ^ *<;> V ^ V ^ ^' r Z6' W W 25 PLATE 2. r 122 THE FOURTH GIFT. The teacher should show the importance of the foundation blocks of a cathedral and its incompleteness without a dome. The necessity of kings, princes, presidents and importanceof tailors, mechanics and porters. This gift teaches the pupil the properties and relations of numbers. The little cubes can be arranged in rows on the table and their eiforts in counting will be marvelously correct, because done understandingly. Proceeding further, he is taught to add by using the cubes to illus- trate his work. Thus, having placed two of the blocks on the table, he says, " One and one are two." Then placing another upon the table, he says, "One and two are three," "Three and one are four," etc. Subtraction is taught in the same way. Having placed all cubes upon the table, the pupil commences taking one oif at a time, repeating as he does this, "One from eight leaves seven;" "One from seven leaves six," and so on. In counting and building, the last form, when the lesson is finished, should always be the cube. When the play is over, the child must place the cubes neatly in the box. He should learn early and in a practical manner that " order is Heaven's first law." Experience with the gifts will teach that not half the number of cubes will find spaces in the box, if it is filled contrary to the regular order. On plate 2 is represented many forms which can be made from this gift. THE FOURTH GIFT. The forms of the universe are ever the same, geometrical in pro- portion, and thus Froebel has accorded with nature in selecting his gifts which are also a series of geometrical forms. In the first, second and third gifts the little mind has obtained the idea of form, size, relation, position, divisibility and number. He has learned the art of investigation, imitation, crea- tion and invention. He has also learned the importance of comparing, analyzing and combining. His attention and reflection have been strengthened, his imagination drawn upon, his memory cul- THE FOURTH GIFT. 123 PLATE 3. 124 THE FOURTH GIFT. tivated, his original suggestion brought into use, his taste, judgment and intellect developed. Yet here Froebel is not prone to stop, but leads on — dimension is yet to be taught, fractions yet to be conceived, symmetry and proportion are to be more fully developed, and the reasoning faculty is to be more largely called into use. The fourth gift as a whole is similar in form to the third, but dif- fers widely with reference to its parts. Instead of one horizontal and one vertical cut forming smaller cubes, this gift has one horizontal and three vertical, forming brick-shaped blocks. The principal new element in this gift is the difference in dimension. Each of the parts of the large cube is an oblong, whose length is twice its width, and four times its thickness — in other words, the height, breadth and thickness being in proportion of 4-2-and 1. In consequence of this difference of dimension, the variety of forms in this gift can be more extended and more complicated, while at the same time it requires greater calculation on the part of the child to produce them in symmetry. This gift is introduced to the children in a manner similar to that of the third gift. The children invert their boxes, draw out the lids, raise the box, and disclose the cube. They are taught that they are alike in bulk, in the number and heaviness of their parts, and in their square forms and angles. Both gifts, when entire, form cubes of equal size. Now let the scholars compare one of the small cubes of the third gift with one of the oblongs in this gift; note the ditference. Teach them to feel that, though the blocks differ in form, yet their solid contents are the same, and that what is lost in one direction is gained in the other. If told to name objects that resemble the oblong, they will readily designate a trunk, brick, bench, etc., and when permitted to invent forms of life will, doubtless, construct boxes, sidewalk, train of cars, etc. The kindergartner says: "Let us all make a city," and immediately THE FOURTH GIFT. 125 one child proceeds to make the stores, another builds a schoolhouse, and others a church, the courthouse, a cottai^-e, a factory, etc., while, in pleasing manner, each object may be made the subject for a little lesson. In all this work the right way is the only successful way. Obser- vation in the child should be the first faculty cultivated, for in all nature, all objects, he has to deal with geometrical form. Discrimina- tion of form is discrimination of character, books and society. One who studies nature's law, studies truth, harmony and completeness. On plate ^ is represented forms of beauty constructed from this gift. Taking the blocks and starting with a few simple positions, we are able to develop forms of beauty by means of a fixed law. In nature there is a law for everything — that for beauty is to keep opposites alike. No edifice is beautiful, no structure harmonious, unless this law is strictly applied. Symmetry in proportion does not imply a lack of variety — it merely implies a uniformity of opposites. Who was ever struck with the beauty of one side of the window several inches lower than the opposite side? Every change of position is accompanied by a corresponding movement on the opposite side. In this way symmetri- cal figures may be constructed in infinite variety, which please the eye and minister to a correct artistic taste. In all this work, some lesson may be taught the child, or some truth impressed. For instance: Re- quire it to build "the house where it lives," and while this is being done, converse freely with the children, ask whether they love their home? Why? tic. Let us train the heart as well as the hand. Ask what constitutes a perfect home. Each word that each one of us utters weighs just as much as the character with which it is backed. The noblest words spoken by a mean man are powerless for good, while the simplest utterances of the pure soul tells to the full extent of that soul's purity. 126 THE FIFTH GIFT. THE FIFTH GIFT. "The child learns through doing the work of the hands, clears the thought of the head." The fifth gift, like that of the third and fourth gifts, consists of a cube, although larger than the previous ones. It is divided twice in every direction, that is, into twenty- seven equal cubes, each cube being of the same size as those of the third gift. The number three is the first new feature that strikes us. This gift contains as new elements the oblique lines, which appear in the third and fourth gifts in the form of life and beauty. Here they appear as a connecting link between the horizontal and perpendicular lines. So we see what has been implied is now realized. As we said before, — the fifth gift consists of a large cube divided twice in all directions, thus making twenty-seven smaller cubes of the same size as those of the third gift. Three of these smaller cubes are cut diagonally, and three others are cut twice diagonally. Therefore the whole gift is made up of thirty-nine pieces, — twenty-one whole, six halves and twelve fourths. Its progress is unlimited; it continues the arithmetical of the third, and geometrical of the fourth. A greater variety of forms of life and beauty can be constructed, and more advanced exercises in number and form given. It is especi- ally adapted for older children, who have mastered the previous gifts, though cannot be used with profit before the fifth year. All these occupations can be used advantageously in the primary department. This gift is especially adapted in simplifying and aiding children to unravel complicated exercises. For the continuation of the exercises in arithmetic, begun with the previous gifts, these cubes are of great use. Exercises in addition and subtraction can be con- tinued more extensively, and the child will be enabled to learn the multiplication table in a much shorter time, than it could be accom- plished by committing to memory, without visible objects. THE FIFTH GIFT. 127 PLATE 4. 128 THE SIXTH GIFT. If the forms of knowledge, consisting of halves, quarters, and eights, have not been practiced enough previously, those exercises should be repeated with this gift, and the child should be given eight cubes from the gift, and such exercises as have been omitted, should be now practised. When this is done, then may follow the division of the fifth gift into thirds, ninths, and twenty-sevenths. Repetitions are of so much more importance, as they throw each time new light on the subject. By the use of the triangle, the child can produce new results; he can dispense with sharp corners, give roofs to his houses, construct ground forms for his buildings, and perform many wonderful feats. It is natural for the child to like this gift. Each day will bring added pleasure to him, and especially if the teacher is an ingenious one, the pupil will never be in want of a diflferent starting point. The forms given on plate 4 are varied, showing what can be con- structed from this gift alone. Do not, dear teacher, continue these occupations any longer than the attention of the children can be kept alive. Short instructive stories and conversations should be interwoven. As soon as signs of fatigue or lack of interest become manifest, drop the subject at once, and leave the gift to the pupils for their own amusement. THE SIXTH GIFT. As the third and fifth gifts form a regular sequence, so the fourth and sixth are related. This gift contains twenty-seven oblong blocks of the same size as the fourth gift. Eighteen of these are whole, six ^^^^;~^^^^^ are divided breadthwise, each in two squares, and three lengthwise, each in two columns; making thirty-six pieces in all. In this gift it is mainly the proportions — size of oblongs, squares and col- ^^^^ _ umns — and the number of each kind, which the ___-_-^- ^j^jj^ ^^^ ^^ Xfuxn before building with it. Froebel's theory is logically connected, each succeeding gift with THE SIXTH GIFT. 129 i -m m^^ mm.^^, m^^m S ^m^z^ m ii ^^1 H F M M^i ^S^H ^^ i wm^ 2*^ 1 1 mill iiiiii i H il Wilt 1 UM i 1 1 1 1 _ \ f f $^ PLATE 5. i30 THE SEFENTH GIFT. a preceding one, and is complete in itself, and forms a part of a great whole. For analogy, we refer to nature. Time is logically connected, every preceding with succeeding day, each of which are whole, and yet component parts of the great whole. As one has said: — "Our to-days and yesterdays Are the blocks with which we build." So with the kindergarten, the child's blocks to-day are a completion of yesterday's, and foreshadow that which must follow to-morrow. The general remarks on the fourth gift apply equally to this. Addition, subtraction, multiplication and division may become very interesting to the child through this gift. The columns and oblong blocks may stand for trees, lamp-posts, or any object to suit a child's fancy. They can be arranged in rows or in twos or threes, or in whatever position the teacher conceives as best in order to carry on her work in teaching the fundamental principles of arithmetic. An endless variety of dictation lessons may be given, according to the peculiar genius of the teacher, and the capabilities of the children. The forms of life given on plate ?, are varied so as to show the possi- bilities of formation. It is the duty of the teacher to educate the child so he may realize his greatest possibilities. " Trees are known by their fruit, men by their actions, God by His works." With the sixth gift, we reach the two series of development given by Froebel in the building blocks, whose aim is to acquaint the child with the general qualities of the solid body by his own observation and experience with the same. THE SEVENTH GIFT. Froebel's seventh gift consists of finely polished quadrangular and triangular tablets, of light and dark hard woods in their natural colors, and are used for the laying of figures. In the preceding gifts the child has been dealing with solid bodies,— a square with length, width and THE SEI/ENTH GIFT. i3l 1 it i ^ ^^- Hh^ HP- %^^ x^ ^SZ_ ™^^-il 4-^i^^ Z,% 141 ^3<^3'^^2^i^^ SSi: Fl^ ^^it ^n jxTH JT'^ T^ r Z iK ^ ^H ^ ai sn ^ ^ ^ j^^ p*^^ *' J? i'i' CT -^p? "^jr ^v^iv lalSi. T"" ^ ^^ !>v S 1 ■^^i^lt h^'^4 viil'l aSiPf " ^ Ml % rWn ^\kA^ ifli' '^ Ilh di ^kd i^ Ak A^ It PLATE 6. 132 THE SEVENTH GIFT. A depth. Now, however, instead of deahng with solids, he has to deal with surface, which is the result of a straight line in motion, or in other words, a plane with both length and width, but no depth. In this series there are several ditferent forms of tablets and are thus for convenience and utility contained in separate boxes. Six of the quadrangular tablets (square) are first given to the child, and he is acquainted with their form, compares them with other things possessing similar qualities, and finally discovers he can cover a cube with them. From this starting point valuable lessons can be constantly drawn, and, in fact, there is no limit to his advancement, for this gift has a multitude of lessons for him. Soon the child is led to perpendicular and horizontal lines and the right angle, which is formed by one meeting the other. From these he is led to investigate more deeply the relations of form. Later on the other tablets are given him. It is impossible to explain in detail within the limited space, the mode of work in this gift; the forms of life, of knowledge, of beauty and its application to mathematics and geometry. Indeed, we can but hint of its great value, and urge the teachers in the primary department to take hold of it and enliven the interest of their pupils in regard to this beautiful method of teaching geometry. As a Kindergarten gift, this material should not be used without a knowledge of its relation to the whole system, but it may be used independently, as we before stated, in the primary school with good effect in teaching form, and it may also be used to construct forms of life and beauty, by children who desire to be kept busy, and are fasci- nated with work of this kind. Plate 6 shows a few of the forms in which these tablets may be used. THE EIGHTH GIFT. 133 THE EIGHTH GIFT. Froebel's eighth gift consists of staflfs of varying length, about one- twelfth of an inch thick. In the seventh gift, the child dealt with planes whichformasolid; inthisgift,he has to deal with lines. He takes the staflfs and makes the square, and finally the solid. In this gift, the child sees the edges of his cube represented. The sticks are an outgrowth of the cube; they embody its edges, and with these the child has now to be- come familiar, and the world of occupation furnished by this gift is a continual wonder to him. In presenting this work, only one staflf should be given at a time, and the teacher should require the child to take it with his right hand. Great care is required in laying forms with the sticks, as even a breath will often displace them. When the sticks are given to the children, they will find that they are made of wood, that they have length, but no great thickness. Many questions can be asked, and many valuable facts given in a manner which the child can understand — as to where the stick comes from, as to the diflferent kinds of trees, the diflferent parts of the tree, etc. When the children are seated around the table, a pretty exercise can be made by each child placing his staflf perpendicularly and naming it soldier, broom, tree, etc. They will soon get the idea of position, form and resemblance to other objects. After this exercise, they can place it horizontally and continue the exercise, then obliquely, etc. The child receives a second staflf. The very first exercise aflfords practice for the little fingers, encourages simple arithmetic for the little minds, exact proportion for the untrained eyes, and discipline for the youthful brains; while in their more complex conditions they demand 134 THE NINTH GIFT. all the skill of trained minds, dexterous fingers, quick perception, and, in short, a high degree of culture for all the faculties, in order to develop them. After the work of two staffs has been exhausted, three may be given, then four, and so on. Plate 7 gives representation of a large number of forms. The fundamental principles of arithmetic could be taught with great interest, namely: Addition, subtraction, multiplica- tion and division. Much skill depends upon the teacher. The clear- ness with which she teaches and the 'energy and zeal of the little ones is taken from her inspiration. Thus, in this gift, we see all the facul- ties of the mind are cultivated, and through their cultivation the child is given a greater individuality. His observation will be more acute, his reflection more earnest, his memory better strengthened, his imag- ination exercised, and his expressions more direct and precise. The occupation with laying staffs is one of the earliest in the Kin- dergarten, and is employed in teaching numerals, reading, writing and drawing. THE NINTH GIFT. The ninth gift consists of wire rings, twenty-four whole and forty- eight half ones, of two different sizes. These are the representatives of the two rounded curved lines. The gift is a continuation of the preceding one, and aids the child greatly in drawing, designing and executing plans. The manner of presenting this gift should be similar to the introduction of all the gifts. The work should beg«in with simplicity. The child receives one whole ring and two half rings. Looking at the whole ring the children observe that there is neither beginning nor end in the ring, — that it represents the circle. With the half ring, they have two ends ; two of the half rings form one whole ring, and the children show this by example. Two half rings or THE EIGHTH AND NINTH GIFTS. 135 a /\ V LJ J u n V LJ R oat PLATE 136 THE NINTH GIFT half circles do not form angles, when combined like two cubes, two tablets or two staflfs. In all cases, where corners and angles and ends are concerned in this combination, corners and angles are again pro- duced. The ring is compared to other rings, and soon the fingering and hoop will be named. The children may also be asked to name what they see around them of a shape similar to a ring, and many things will be mentioned. All forms made with this gift are, owing to the nature of the circular line, beautiful, and therefore its use is an important one. The sticks of the eighth gift, and the rings of this, may be used to- gether with very pleasing and profitable results,. as shown by our illus- tration. Like forms laid with sticks, those represented with rings and half rings also, may be drawn on the slate or paper by the children. It is a difficult question for a teacher to settle, "How far shall I help the child, and how far shall the child be required to help himself?" The teachings of nature seem to in- dicate that the child should be taught chiefly to depend upon his own resources. This is also common sense. Whatever is learned should be so thoroughly learned that the next and higher step shall be comparatively easy. The skill of the teacher will be best manifested if he can contrive to awaken such a spirit of zeal in the child as will kindle a desire to do it himself before he will con- sent to let the teacher do it for him. A valuable lesson can be taught about the material of which the ring is made. The child will listen eagerly to the story of "how iron was found." The child may be told that iron is the most useful of metals; although gold is the more costly, yet iron is the more precious- Looking around us we find ever so many articles of daily use and necessity, that are made of iron. Our engines, fences, foundation to buildings, gates, cooking utensils, our stoves and grates, the locks on THE TENTH GIFT. 137 our doors, etc. No other metal so increases in value by reason of the labor bestowed upon it. For instance a piece of ore that a child would hardly pick up, when gone through certain process, and has been operated upon by a skillful mechanic, how valuable it becomes. THE TENTH GIFT. The tenth gift consists of material for drawing. It not only de- velops the power for representing things the mind has perceived, but affords the best means for testing how far they have been perceived correctly. Froebel has thus invented a beautiful method of drawing, adapted to the young mind and unsteady hand, which the child need not imitate, but proceed, self-act- ingly, to perform work which enables him to reflect, reason, and finally to in- vent, himself. The child is furnished with a slate, covered by a net- work of engraved lines (one-fourth of an inch apart), and by certain rules he is enabled to work out forms of life and beauty, in a systematic and fascinating manner. The lines on the slate guide the child in mov- ing the pencil; they assist in measuring and comparing position, size and relative center, and sides of objects. On plate 8 is shown the course pursued in the drawing department of the Kindergarten. The child is first occupied by the perpendicular line. The teacher draws upon the slate a perpendicular line of a single length (one-fourth of an inch), saying while so doing, 1 draw a line of a singfle length downward. She then requires the child to do the same. The child is then required to draw a perpendicular line of two lengths, and advances slowly to lines of three, four and five lengths. This work progresses from the simple to the complex. After the perpendicular has been carried to five lengths, the horizontal line is 138 THE TENTH GIFT. " "" "■ ^ ■■ ■™ '^ "" "" *" """ ■■ ■■ ^ ^ "" "■ "" ^ " 5 >• r . > / ' hH • (!f 9 ^ f i Y-/ /? I 1C 1Z > , /^ r /J //^ 6 d d ^ ■ a c d h c . a a c 1$ /I ■ /rf c a o a » ^xxxxxxx >i 7^ >r« ^ ^ "^ N<^ "^ -W ^N •iv yr** ^v /IS. "^s y ^^ V "V V ^ ^ ^T\ /T\ yTN /TS yT*v 7^ ^R Nl/, W V£ NX/ W. NA/ ^ ^ ^ ^ ^ ^ ^ ^^ 7is ^S ^R ^^ ^^ ^F \|y >a< \A/ w vb^ ^ >T> /TV .iTv "^C ^^C ^K ^ ^ >l^ ^ ^ ^ ^ 7K ^\ ^s ^N rT< /^> ^k ////////////////////////// ////////////////////////// ////////////////////////// ////////////////////////// ////////////////////////// iiiiiiiiiiiiiiiiiniiinii I///////////////////////// PLATE 9. FLORENCE SEWING SCHOOL. 142 THE ELEVENTH AND TWELFTH GIF7S. cards. With the introduction of the perforating paper and pricking needle we have descended to the smallest part of the whole. Sewing with silk is simply " drawing with the given line," instead of drawing with the pencil. The material of each gift or occupation will always aiTord a subject for pleasant conversation; the worsted will remind one of lambs, sheep washing and shearing. The children will attentively examine their clothes, or any woolen material around them. If a cotton thread is used, it leads us to the "sunny South," and we see the colored people gather the cotton contained in the capsules of the 307 W7 plant; we see how this is piled up in large heaps, forming by and by large bales of cotton, which are pressed and sent to the manufactories in the different countries, where it is prepared for dresses and under- wear. The red color, which is usually used for this work, will induce us to tell the story of the discovery of cochineal, which yields such a brilliant red color, and is grown on bushes in Cuba and other warm countries. Facts of this kind, told in a simple way, will interest the child in the work before him. 7HE ELEl^ENTH AND TWELFTH GIFTS. 143 PLATE 10. 144 THE THIRTEENTH GIFT. What an amount of general information the Kindergarten child will have acquired by the time he is old enough for primary school. The hand can be trained and developed, like any other part of the body, when taught in the right way, and begun at the proper time. Not only does every gift and occupation serve to train the hand, but especially is this the case with the eleventh and twelfth gifts. They give steadiness to the eye and hand, and aid the eye to determine distances. The method pursued with this occupation, plate 9, is similar to that employed in the drawing department. Starting from the sign point, the child is gradually led through all the various grades of difficulty. From step to step its interest in the work will increase, and in order to vary the work the teacher frequently gives cards containing different objects (plate 10), which the child is permitted to embroider with various colors to make it as near like the natural object as it can be made. From these forms it may be seen that barns, leaves, fruit, fishes, birds, animals, and many other forms can be represented with the thread in a simple way. If necessary, a few strokes with the pencil may be added to complete the form. The child may also trace the outline of the form taken by the thread on the slate, in order to preserve it. THE THIRTEENTH GIFT. The thirteenth gift consists of material for cutting paper and mounting pieces to produc* tlgures and forms. The materials for this occupation are square pieces of paper for cutting, and cardboard for mounting, a pair of blunt-pointed scissors, a bottle of mucilage, a small, clean piece of cotton cloth, and a camel-hair brush. Froebel's method is to place material before the child, from which he produces, by cutting according to certain laws, instructive and beautiful forms. In order to accomplish a sufficient exactness in cut- ting, the uppermost triangle contains a kind of net as a guide. The work is regulated according to the "law of opposites." THE THIRTEENTH GIFT. 145 10 PLATE 11. 146 THE THIKTEENTH GIFT. \/\ / \ / \ / / \/ \ / \ / \ \ / \ / \ \ / \ / \ \ / \ / \ / \ N ^ / \ We commence with the vertical cut, come to its opposite, the horizontal, and finally to the oblique. The ground form is made with a square piece of paper, according to the following directions: 1st. Lay the square straight on the table. 2d. Unite two opposite corners so as to form two triangles. M. Hold the double corners in the fingers, and unite the other two corners. By this means, a triangle is pro- duced, with one side closed, and the other open. 4th. Turn one of the folds to the right, the other to the left, keeping the corners, where they are all united, be- tween the forefinger and the thumb. With the first perpendicular cut, the course of development is in- dicated in a series of figures given by Froebel, and all inventions are but simple combinations of the element presented in the "school." Plate 11 indicates the method pursued in this gift. As separation always requires its opposite, uniting, so the cutting requires mounting. The child should be taught analysis and synthesis from the beginning, and through his analysis he will get a clearer idea of the whole and its relation to parts, but, while analysis is a very im- >portant part of the work, is not combining equally as important? It is the putting together of the work which will enrich the world. The services of l^e chemist are invaluable, yet, without the aid of the pharmacist the chemist's labor would be almost worthless. For the purpose of putting together the child is furnished with sheets of paper or pasteboard, upon which the various pieces may be pasted in a sym- metrical manner, according to his fancy. Plate 12 presents some examples of the manner in which the mounting may be applied. The teacher should from time to time tell some story, which shall relate especially to the forms which they are cutting, or about the paper, how it is made, and what it is made from; THP. IHIRTFHNTH GIFT. 147 (Jlff.732,} 18j^^(f^.W5) 19 (Mm) PLATE 12. 148 THE FOURTEENTH GIFT. where the steel comes from that makes the scissors, and many other useful lessons can now be impressed that will never be forgotten. If children are untidy about their work, remind them of their careless- ness, but always in a gentle manner. Let them, if possible, correct their own mistakes. What a child can do for himself, no one should do for him. THE FOURTEENTH GIFT. The fourteenth gift consists of material for braiding and weaving. The materials used for this occupation are sheets of paper prepared as shown on plate 13, strips of paper, and the braiding needle of steel or wood. The braiding is done by drawing, with the needle, a loose strip (white) through the strips of the braiding sheet (red) so that the white strips will appear first over, then under the red strip, as shown in illustration on plate — . In this gift, as in all others, there is a system of work, which, when followed out, is most gratifying. While pursuing this work, pains must be taken, or errors will occur. It requires concentration of mind and purpose, clean hands and ready thoughts. The teacher can here, with benefit, give ample time for inventions. Plate 14 presents some invented patterns which may be used for oil-cloths, tiling, tidies, rugs, etc. While it takes time to accomplish such results, yet there are many who have found their life work by acquiring a taste for these inventions in the Kindergarten. This occupation is a great favorite with children. It keeps both hands at work, pleases the eye, cultivates the taste, and affords constant practice in numbers. Ivfe sSKS™^ v^s^^^s^^.^ :^KX«:-.. — — THE FOURTEEhfJH GIF!'. 149 PLATE U. 150 THE FOURTEENTH GIFT. ■ ■ ■■■■ ■ ■ ■■» _____ '■ ■ « _■■■ ■■■ M ■ ■ ' ■■■■■■■■ ■■ »■ ■««■■■■■ ■ ■ ■■ ■■ ■■ i ■■■■■■' 9S fi ■■ ■ ■■■■ ■■ ■■ ■■■• ■ ■■ ■ ■ ■■ «■■■ -n-y- m mm ■■ ■■■ ■ ■■ ■■ ■■ ■■ « ■■■ ■■ ■ ■■ ■■ ■■■■ mmmw. ■ ■■ ■■ ■■ ■■■ ■«■■>■■■■ ■ ■■■■ ■■ ■■■« ■ ■■■■ ■ ■■ ■■■ ■■■■■ jmi ■■ ■ ■ ■■■ ■■■ ■■■■ ■ ■ ■■■■ ■ ■ ■■ ■■■ ■■■ «■ ■ ■ ■ ■■■■ ■ » MIIB« ■ % I «» a ■ ■ ■ ■•■■ ■ ■ aBsn ■ I ■ ■ ■■ ■■■ *■■ ' mm m ■ K « «« ■ ■ ■•■« ■S.V8. ■S.VB. V "s- .r .■ .SV.X* .IS ....... 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The fifteenth gift consists of disconnected slats, made of birch, or any tough' wood, ten inches long, three-eighths of an inch broad, and one-sixteenth of an inch thick; they are used to construct objects by in- terlacing them. In all gifts and occupations number decides the form. With one, two or three slats it is not possible to interlace a form; but with four slats this can be done. Forms made of five, six, seven, eight, or more slats then follow. The slats may be given in bundles of ten or twelve. A dozen slats are sufficient to represent a number of figures. The children are happy while making the various pretty forms, and they are also learning available lessons in geometry. While doing this they are impressed in a'simple way with the truth that it is not the greatness of the attempt that makes work satisfactory, but the de- gree of perfection with which the design is wrought out — however simple it may be. In everything rules and work are eternal law. This law speaks in nature, in the soul and in life, which is the connecting link between the natural and the spiritual, or between nature and the soul. This law may be grasped intuitively by faith, or verified by reason, and while the youngest child may know enough of it to guide his own life, the deepest thinker can never grasp it all. When looking at the subject "universal law," we ask ourselves what has this to do with Kindergarten? Universal law is a subject with which philosophers have to deal, a law which acts throughout nature, and produces the same result, though in a modified form, in every age, every life, and in every clime. We repeat. What has this to do with the Kindergarten? If we see it right we reply. It has everything to do with it. Does not the little ball, cube and cylinder represent in some man- ner every type in the universe ? Is not the little plaything represented by opposites — the ball to the cube, and is not one of the universal laws "the law of opposites"? Do not the Kindergarten gifts begin 152 THE FIFTEENTH GIFT. 'PLATE 15. THE SIXTEENTH GIFT. 153 with unity and proceed to variety, following a prescribed law through- out their course ? It is the perfect simplicity of each part that makes the whole so clear and strong. At each stage we find that we have only been fol- lowing simple laws, few in number, and perfectly plain in their con- struction and meaning. If the child devotes his time to some aimless gratification, yielding no result whatever, his life is blighted. But, while following a course that fits him, by and by, for better and more serious work, he gains, with each new step, an increase in strength of mind and body. This gift quickens the child's perceptive powers, his originality, and increases his patience; indeed, all its faculties must be brought into use. Plate 1? represents forms produced with many slats. THE SIXTEENTH GIFT. The sixteenth gift consists of the slat with many links. These slats overlap each other at the end, and are fastened together by a rivet, so that they can be folded up or unfolded and moved into diflferent forms, either geometrically or symmetrically, or into representations of objects. This occu- pation material is to represent various lines, angles and figures, and may be used to ad- vantage in the Kindergarten, primary, and even higher school grades. Forms of life and beauty are also constructed with charming results. We have slats with four, six, eight and sixteen links, which are introduced one after the other, as soon as the child is ready for them. When giving the first to him, we ask him to unfold the links and place it on the table, so as to represent the vertical, horizontal and 154 THE SEVENTEENTH GIFT. oblique lines. By shifting its parts, we can bend two of the links per- pendicularly, the two others horizontally, thus we form right angles. This gift otTers a good opportunity to study the different angles to advantage — thus, by turning a right angle about in all possible posi- tions, we find what constitutes a right angle, and see that the latter need not necessarily be made by a horizontal and a vertical line. The parallel lines are also distinctly shown in all possible positions. These forms are not so easily undone; they may be handled without falling to pieces, and the corners and edges are not misplaced by being touched; every form thus becomes very tangible and real, and many a new truth presents itself to the mind of the child. The slats can be rendered exceedingly interesting and instructive to the pupils. Their ingenuity and inventive power will find a large field in which to work. With this material, occasionally they should be al- lowed to invent figures and make drawings, giving a description of their work in their own language. THE SEVENTEENTH GIFT. PAPER STRIPS FOR INTER-TWINING. Paper strips of various colors, folded lengthwise, are used to rep- resent a variety of fanciful forms by bending, twisting and inter- twining, according to certain rules. The work of intertwining is similar to the sixteenth gift work, al- THE SEVENTEENTH GIFT. 155 PLATE 16. 156 THE EIGHTEENTH GIFT. though much more difficult to perform, thus requiring- more patience, more skill, and steady thoughtful action to accomplish good results. In this gift the pupil has to prepare his material each time before using, while in the sixteenth gift the material is always ready. There the hard slat is used, here pliable paper. As we said before, the work of this gift is not easily accomplished, especially when first given to the children, but after repeated trials they usually master the difficulties, and have learned many valuable les- sons in perseverance, neatness and cleanliness. This gift should be given to pupils who are advanced in age, skill and workmanship. To form figures the angles are pinched together, sometimes to the right, and sometimes to the left. Many times the strips are not long enough to produce the desired figure, and at such times longer strips have to be pasted to complete the design. 'Plate 16 represents figures made from this gift. THE EIGHTEENTH GIFT. FOLDING PAPER. The material for paper folding consists of square, rectangular, tri- angular and circular pieces, with which variously shaped objects are formed. Froebel's paper for folding contains a multitude of instructive and interesting forms. Almost every feature of mathematical form we find in this occupation; lines, angles and forms of all varieties appear. We should bear in mind that pleasant impres- sions are lasting ones, and thus make this occupation especially pleasing by accompanying the work with useful conversation and pleasant stories. A lesson on the manufacture of paper, and the coloring for the different dyes can be made very inter- esting to their young minds. The material used is a square piece of paper, and the method of folding is begun in the following manner : THE EIGHTEENTH GIFT. 157 Jf^ PLATE 17. 158 THE NINETEENTH GIFT. 1. Fold tne paper so that the two opposite corners unite, forming two right-angled isosceles triangles. The child can see that this tri- angle is exactly one-half of the square, and has the same base and altitude. 2. Fold the square in the middle, and two equal parallelograms are formed. 3. Fold the square in the middle the opposite way, so as to form two equal parallelograms as before, and, on opening it, we fmd two equal squares, and four equal isosceles triangles. 4. Fold the paper as at first, but again unite the two opposite corners, and when opened we fmd the whole square divided into eight equal right-angled isosceles triangles, having all their vertices meet- ing in the center. ?. Fold the same paper into four equal squares, then unite the two corners, which have not been before united, and eight equal tri- angles will be produced. On opening the paper we fmd a square in the center, divided into eight equal triangles, and on each side of the square one right-angled triangle, divided into two equal triangles. This is but the beginning of a great variety of forms. Plate 17 represents a sheet of paper placed upon the table; the several folds are clearly shown in the figures that follow. Lines, angles, squares and all mathematical forms are produced by continuing this work, and the re- sult is very satisfactory from a beautiful and symmetrical standpoint, as well as a mathematical one- THE NINETEENTH GIFT. MATERIAL FOR PEAS WORK. From the cube to the plane (tablets) to the lines (sticks and rings) we again come to the point which represents the corner of the cube. The material consists of pieces of wire of the thickness of a hairpin, of various sizes in length, and pointed at the ends. As means to com- THE NINETEENTH GIFT. 159 PLATE 18. 160 THE TIVENTIETH GIFT. bine points, peas are used, soaked about twelve hours in water, and dried one hour before using. After soaking, the peas are pliable enough to enable the child to put the ends of the wire into them, and he can, in this way, construct objects of life and beauty, and also geometrical figures, to suit his fancy. This gift is a fascinating one to the children, and they delight to preserve the forms, and indeed they become valuable in training the eye to perspective drawing. The first exercise is to combine two wires, by means of one pea, j"^^^ a straight line, obtuse, right and acute angle. From two wires we proceed to three, then four, and so on. Wooden sticks, similar to those used in stick laying, but thinner, may be used in place of wire, and small cubes of cork in place of peas. Some pupils successfully con- struct letters and numerals with the material of this gift, which are good representations of forms of life, while others construct forms of beauty. Much depends upon the individuality of the child. Froebel's gifts and occupations contain the foundation to all human occupations; they are the true means of play for the children, and as such, are the guide for right and just treatment. Altogether, they de- velop heart, mind and body. Plate 18 shows a number of forms that can be produced from these simple materials. THE TWENTIETH GIFT. The twentieth gift teaches the art of modeling, or working in clay. It deals with form with reference to the touch, and with beauty and form in reference to the eye. As modeling is one of the oldest and most useful of arts, and, at THE TWENTIETH GIFT. 161 PLATE 19 162 THE TiVENTIETH GIFT. the same time, the simplest in some of its forms, and most difficult in others. The little hand can shape something, no matter how crude and incorrect, and he will see a similarity to something in nature. Give the child a piece of clay, and tell him to make what he desires. He is delighted. The material is pliable; it will bend; he, for once, has within his grasp something that he can force to do what he will, or make of it what he desires. But let him once make it, and is he not delighted? Does he have a desire to destroy it? No, not half so much as he does his toy which he has not learned to appreciate. With the object which he has formed of clay, he is not obliged to pull it apart to see what it is made of, for he knows. We say, Is it possible for these little hands to so neatly and beauti- fully do this work? It is true, for before our eyes this same little fellow has made still another figure, more beautiful and more accurate, and his radiant face shows an enthusiasm so great that he can scarcely wait to show it, yet he takes time to put on the last delicate strokes to make it true to nature. Individual activity is everywhere seen in these occupations, and it cannot but be admitted that the Kindergarten is the place for the development of a child's talents. The awakening of the natural gift in the child may prove a blessing throughout life, and even when the talent is moderate, is not the development of the sense of beauty and the training of the eye and hand a blessing to every child, of whatever capacity ? And is it not a double blessing to the future workman to whom eye and hand are the natural implements of his craft, and to whom the beautiful are offered through the Kindergarten, as they would never appear in his home where the main object is to earn the daily bread, and where bad habits too often prevail ? Here we would deviate for a moment, and let the pen write one word of encouragement to the seemingly disheartened teacher of charity work. Seed sown now will in time bear fruit, or as Scripture has it, "Cast thy bread upon the waters, and it shall return to thee after many days." The good will spring up though we see it not, and our reward THE TIVENTIETH GIFT. 163 Will be all that is promised and in proportion to our labor. All that is planted well, and watered, wisely, will in time bear a rich harvest. But we cannot dwell upon this ; hoping we have planted well, let us water wisely, and trust to the Father of all to preserve the fruit. We return to modeling— here as elsewhere the perceptive faculties must be thoroughly trained. If the child should receive no impression there could be no development, and if faint impression, imperfect development. The child receives a small quantity of clay, a wooden knife, a small board and a piece of oiled paper, on which it performs the work. First the child forms a sphere, from which it may produce many ob- jects. He attaches a stem— it is a cherry; if he makes depressions and elevations, it will look like an apple; from it the pear, nut, potato, a head, may be modeled, etc. After the sphere, a cylindrical body may be formed, by rolling on the board, usually called by the children a rolling-pin, a cane, a candle, stick of candy, etc. Soon the child will represent the cube from it; he produces a house, a box, a cofTee-mill, and similar things. Soon other forms of life will grow into existence, as plates, dishes, animals and human beings, houses, churches, birds' nests, etc. Clay should be kept in a piece of wet carpet, and in a cool place. The objects formed of it should be dried in the sun, or in a mildly- heated stove, and then coated with gum arabic, or varnish, which gives them the appearance of crockery. Plate 19 shows a few of the many things that can be made from clay. 164 HORACE AND HIS KINDERGARTEN FRIEND. HORACE AND HIS KINDERGARTEN FRIEND. It was Friday morning, and Horace had been playing in the fields. He had intended to take home to the cook a basket of blackberries for to-morrow's pie, but he ate the blackberries almost as soon as he had -— _^ ^ gathered them. However, ■- -^ "' "^ *- with a good deal of self- control he did manage +o put a few berries into the cook's basket. He looked a jolly little fellow, in his sailor suit and his jaunty cap. Perhaps if he had been left to himself, he would have gone on filling that basket, but suddenly he heard some one singing on the other side of the hedge,, and he thought he would like to see who was coming into the field ; so he ran up to the gate, and saw a dear '"CAN'T I HELP YOU?'" little girl standing near it. She wore a large poke-bonnet, out of which her little face peeped prettily. "Why, that is a little girl from the Kindergarten," said Horace to himself, as he put down the basket. " I should like to play with her." Then he remembered that he had often seen his father help his mother over stiles and gates ; and so he went straight up to the gate, held out his right hand, and said, all in a breath — " If you please, little girl, can't I help you over the stile ? I know who you are quite well. You live in that pretty white house," pointing just ahead, " and my mamma is coming to see your mamma some day» and my name is Horace, and if you please, what is your name ? " FUN FOR THE LITTLE FOLKS. 165 The little girl in the poke-bonnet looked at the young gentleman, and after thinking a little, decided, I suppose, that she liked this polite little boy ; for she smiled graciously at him, and holding on to the gate with her right hand, placed her left hand in that of the stranger. "Thank you, little boy," she said. "1 think you must be rather a nice little child. My name is Aline, and I do go to the Kindergarten. Please tell me what you have in that basket ?" "Come and see," said Horace, as he helped her to scramble over the gate ; and when she had got safely over to the other side, he held the basket for her to take her choice of the blackberries. " I have eaten all the biggest," he said mournfully. "These are for the pie. If I had known that you were coming I should have kept the best for you. But I tell you what we will do — we will go and find some more. It is so jolly in the fields; and if we happen to pass any cows, you needn't be frightened, I can take care of you." Aline was delighted, and the two little children ran off together as happy as could be, full of fun and merriment. FUN FOR LITTLE PEOPLE. A PEEP AT ONE OF CHICAGO'S FREE KINDERGARTENS. Amusement without weariness, and instruction without labor^ How the wee tots are drilled — A system which is doing wonders for the children. "Good morning, Mr. Tree! How are all your branches and limbs? I hope you don't feel cold since all the little brown leaves blew away from you. Good morning, little brown leavesl What fun you have romping about since you left old Mr. Tree! Good morning, Mr. Dog! 166 FUN FOR THE LITTLE FOLKS. How is Mrs. Dog, and all the baby doggies? No, 1 have no candy for you, Mr. Dog— you ate up all the last candy 1 gave you, and never took a bit home to Mrs. Dog or the baby doggies, you greedy Mr. Dog! Good morning, Mr. — Ha, hal Ho, ho! Miss Pine! I see you. Miss Pinel Good morning, you old darling Miss Piney-Winey." "Good morning to you, little rogue!" said Miss Pine, stooping to kiss the laughing little tot that danced and ca- pered around her skirts. It still wanted five minutes of nine, and Miss Pine, the teacher of the free Kindergarten at St. Paul's Universalist Church, stopped in the doorway to greet the little pupils that were, as one wee three-year-old said, "' Tomin to tool," in ones, twos and threes, it made one feel good to see such a merry lot of little rascals, and hear some of their cheery greetings: "Good morning. Miss Pine! And good morning to the orange ribbon in your hat. Miss Pine; and to your woolly brown jacket and big buttons, and to your blue eyes, Miss Pine; and to^O dear! to all of you. Miss Pine!" " Ha, ha. Midgets!" says Miss Pine to a saddle-colored little cricket; "you didn't say good morning to Mr. Pigeon." Midgets scans the housetops and then claps her hands, shouting: "Good morning, Mr. Pigeon, with your new blue shawl" — "And your white bib and tucker" — says Miss Pine. "And your pretty yellow stockings" — says Midgets. A little while later, the visitor tip-toed into the schoolroom and FUN FOR THE LITTLE FOLKS. 167 found the little ones " at prayer." They were in three classes, and each class at a long table. There was an assistant teacher in charge of each class, and Miss Pine, the head teacher, sat at the piano. The prayers were recited without music, Miss Pine speaking the lines one by one, and the children repeating the words in concert. Miss Pine said " Amenl " and struck a note on the piano. All eyes became fixed on the teacher to see what was coming next. " Let's play farmer," suggested a little tow-head. " Let's play sailor," sug- gested another. At this instant the door was pushed open, and a self- possessed wee woman of about five came in and marched with dignity to the corner where the wraps were hung. "Let's play birdies," said the new comer calmly. "Now, I call that cheek," said a little colored boy with a big fore- head, glancing indis:nantly at the new comer. "So do I," said Miss Pine gravely. There v/ere about fifty pupils present, and at least half of them were colored. Their ages range from three to seven, but almost all of them are under six, and the majority not over five. Kindergarten work, as everybody knows, is all play, but it is play with an object. There are no books, and no tasks, and no punishments, and no anything that makes a child weary and cross. There is lively play, with just enough discipline to maintain order, and just enough variety to make 168 FUN FOR THE LITTLE FOLKS. everything interesting, without being tiresome. The whole sum of Kindergarten teaching seems to be: It makes the children bright. Miss Pine struck another note on the piano, and every child put its hands behind its back, and grasped its little chair. " Now, then— ve-ry qui-et-ly," said Miss Pine, and every child pulled back its chair, and got on its feet, and pushed the chair back into place under the table. It must be confessed that the operation of fifty little people getting out of their chairs was not "very quiet" by any means. One of the assistant teachers then took ^-^ Miss Pine's place at the piano and began playing a lively march. All the little pupils formed in line and started on a grand march over a mysterious route marked out by painted lines on the floor. Finally Miss Pine stopped in the center of the floor, with all the little ones in a semicircle before her. " 1 wonder how many little boys and little girls know their right hands to-day," she began, addressing a fly on the ceiling. A lot of lit- tle hands were instantly thrust out, but a good many of them were lefts. Some of the shrewder ones, bent on avoiding mistakes, had thrust out both hands. " O, dear! O, dear! " said Miss Pine to the fly on the ceiling, " I'm afraid there's somebody here who puts out his left hand when he knows I want to see his right." Then nearly every child in the row pulled in the hand it had out and stuck out the one it had in. Miss Pine made another complaint to the fly, and then covered her eyes with her fingers. While thus blind- folded, the two assistants got all the left hands in and the right hands out, and then Miss Pine opened her eyes and clapped her hands, and said: "Why, that's as good as could be! " Then she began to sing a "hands' " song, about "I gave my hands a very good shake," waving her right hand up and down in time to the music. All the pupils imi- tated her until the fun grew quite boisterous. Before they were tired the exercise was changed. They sat round FUN FOR THE LITTLE FOLKS. 169 the tables as before. "Bible cards ''were distributed. These were pieces of white pasteboard, with a penciled outline of a man sowing seed, the man being supposed to be the sower of the parable who "went forth to sow." Each pupil was given a blunt needle and a piece of colored thread, and pretty soon the whole lot were industri- ously sowing. Any child that didn't like to work, sat and listened if so pleased, but all seemed anxious to be active, as healthy children always are. All the games and exercises are supposed to have some object or meaning, that tends to the child's mental, moral, or physical growth, but never obtrudes itself in view. The marching exercise, which at least teaches the children how to walk erect, with a free and graceful carriage, is one in which the little ones take an especial de- light — even big people love to march to lively music. This school was started only about six weeks ago, and is the fif- teenth Kindergarten in the city, connected with the Free Kindergarten Association. This association has now an aggregate roll of over 2,000 children. It has also a normal and training class, where teachers are trained for the work. 1 70 ALPHABET GAMES. ALPHABET GAME. (Twenty-six very little ones stand in a row, each holding in his right hand a card-board letter large enough to be plainly seen in all parts of the room.) (All sing to the tune " Yankee Doodle.") We are very little things, Standing in our places ; And now we raise our names high up Above our little faces. Don't you wish that you could learn All these pretty letters ? Don't you wish that you could turn To little Alphabeters ? Come over, 1,— [I comes] — your face we miss; Come let us make k-i-ss, kiss. (They all kiss.) Come E, join us two little specks, And help us spell v-e-x, vex. Come U and 1, your place here is To show the people how to quiz. (They all stand in line, holding the letters up to their eyes like opera glasses.) Come over, O, and with us stop. And pretty soon we'll have a hop. (They join and hop across the stage.) Come A, run over where I am, And help me make a dish of jam. (They clasp arms closely.) Fm all alone, dear brother ; Come over here and make me go. NEIV YEAR'S COMING. 171 So now we've tried to show to you What little things Hke us can do. And if you come again some day, We'll try some longer words to say. And now we little Alphabeters Will sing you all our pretty letters. "A, B, C, D, E, F, G, H, 1, J, K, L, M, N, 0, P, Q, R, S, and T, U, V, W, and X, Y, Z. Now you've heard my a, b, c, Tell me what you think of me." (Sing in the familiar tune of "Alphabet Song.') 13 NEW YEAR'S COMING. Tune—" Webb." O boys 1 the New Year's coming, The time when folks begin To make a cleaner record By leaving off each sin. We'd better all get ready. And make a brand-new start To drive out every error And blemish from each heart. Let's save our spending money For books and useful things, Nor waste it in such foolish trash As balls, and toys, and rings. Economy is learned in youth ; The thoughts we have to-day Take root and strengthen with our strength, And follow all the way. 172 SCHOOL DAYS. SCHOOL DAYS. BETTER. Better to weave in the web of life A bright and deHcate filling, And to do God's will with a ready heart, And hands that are swift and willing, Than to snap the minute, delicate threads Of our curious lives asunder. And then blame Heaven for the tangled ends. And sit and grieve and wonder. SCHOOL DAYS. 17? Punctuality is the foundation of confidence, and confidence the soul of credit." NOTE.— This motto was found in the private reference book of the late L. P. Miller 174 GOOD BUSINESS HABITS. GOOD BUSINESS HABITS. 1. Be strict in keeping engagements. 2. Do nothing carelessly, or in a hurry. 3. Employ nobody to do what you can easily do yourself. 4. Leave nothing undone that ought to be done, and which cir- cumstances permit. 5. Keep your designs and business from others, yet be candid with all. 6. Be prompt and decisive with customers, and do not over-trade. 7. Prefer short credit to long, cash to credit, either in buying or selling, and small profits with little risk, to the chance of better gains with more hazards. 8. Be clear and explicit in bargains. 9. Leave nothing of consequence to memory which can be com- mitted to writing. 10. Keep copies of all important letters, etc. 11. Never suffer your desk to be confused by papers lying upon it. 12. Keep everything in its proper place. 13. In business hours, attend only to business matters. 14. Confine social calls to the social circle. 1^. State your business in few words, without loss of time. 16. A mean act soon recoils, and a man of honor will be esteemed. 17. Treat all with respect, confide in few, wrong no man. 18. Never be afraid to say No, and always be prompt to acknowl- edge and rectify a wrong. 19. Leave nothing for to-morrow that should be done to-day. 20. Because a friend is polite, do not think his time is valueless. 21. Have a place for everything, and everything in its place. 22. To preserve long friendship, keep a short credit. 23. The way to get credit is to be punctual. * 24. Settle often; have short accounts. 25. Trust no man's appearance; it is often deceptive. 26. Rogues generally dress well. KINDERGARTEN SONGS AND GAMES. 175 KINDERGARTEN THE FOUR CHILDREN. SONGS AND GAMES. 176 KINDERGARTEN SONGS AND GAMES. DO YOU WANT TO BE HAPPY ? 177 Words from " Little Folks." Gaily, mf, Sd time p. 3Imic l)y Dr. Eentj.ey. s^^i?i!^l^il^pi=^2i^^^ 1. Do you waut to be hap-py aud gay, lit - tie man, Do you waut tj be hap-py and 2. Do you waut to be raer-ry and glad, lit - tie maid. Do you -want to i mer-ry and 3. Do you want to be health-y and wise, lit -tie folk. Do you want to jie bealth-y' and w/, 2d time p. E^^^^ jPi H^ ^ pgElElEES;^!^ ^^;^ gay? Then do a kind deed ev - 'ry day, lit -tie man, Then do a kind deed ev- 'ry glad ? Then speak a briglit word to the sad, lit-tle maid, Then speak a bright word to the wise? Then ear - ly to bed aud to rise, lit- tie folk, Yes. ear - ly to bed and to S <-^- -W—id—^- cres. ^ ^pSfi^l ^l^n Nr- 3= '-3: fcr*— azi*: ^ .1^ ^-- '^^m :z1: f rail. 5=2^ ^eeeE day!, sad!., rise!. Do a kind deed. Speak a bright word.. Ear - ly to bed . . *.^feaii^iifeg^3^ ev - 'ry dayl to the sad ! aud to rise ^g 3^gE3E^^;^a / rail. 178 FINGER EXERCISE. 3E '!• I T -4- '• This is, this is, tliis is? — This is j-our little loniid thumb, dear, It's just like a lit-tle ripe pIPPiP^ii^i^ig^^ ip^-EEEg p'.um, dear. Aud this, and this, and this? First fiu - ger points and stands ui)-right, Tho' ril -^ — s — ^« 1 '■ — ■• — ^ i 1 J — fa-^ — a — 9\-} it can bow and be ijo - lite. And this, aud this, and this? This fiu - ger's tall - est on j'our hand, Though it but in the mid-die stand; Aud this, and this, and this? Eing fiu - ger lit - tie Rings cau hold; It should be clean and bright as gold. Aud this, and this, and ■^=^2^^ t this? This lit - tie fin-ger's least of all, It ends their row, both great aud small; It's mmi^mss,^mm^^f^mm true. Oh! yes! it's true; For me, as well as you. How - ev - er difi-' rent may liEi '-0 ^_- -Jl- --# -J^^lri L *' J ^ -^ i^« ^- >- F=^ *- r ' " u be, The fiu - gers' gifts, you see, They all live and a - gree. To- ^= U • • geth - er aud yet free. -? -* ^?'" '• i '• L^ ^ How - ev - er dilf-'reut may be, The l^^^l^p^Si^^ip^^ fin p-ers' gifts, you see, They all live and a -gree To - geth-er and yet free. DROWSY HEAD. 179 Cantahilc. ^ig=3^ 1. A drow - sy lit - tie boy, I kuow, Who, wlieu 'tis time to bed 2. A drow - sy lit - tie boy, I kuow, Who, when 'tis time a-broad to go, Cries, to go, Cries, pi :^r- ^ F=^'? m ^5 -9-i- fe ^^ 3^^^^^ ^ ^p=?=; 50 1=S P=:p^3^P^=E= ^^1 / ^i-=i^==P^ § ^^pf ^ "oh, there must be some mis - t:ike. For oh! I feel so wide "what bad time the clock must keep, For oh! I feel so sound I a - wake." a - sleep." rrit P«^ F: ^— t. -^-=f^ -P-i- Chorus. -^ ^ ^ —5 L-^ __^ ^_ \-^ ^ ^ _^^ l_g ^ W Oh! the naught - y sun and moon! Now too late aud now I ^ I J I too soon ! Pi^^gEEf ^P=F --J: i:^ -^ 3= =3= ^^: ^^ ^- ^ ••!- ;3^^S Late to bed and late to rouse, That's the way with Drow I sy-Drowse ! m -»!- iaE: 3; S ^ 3? 3==3= DING, DONG, BELL. Ej^LJjEb E3EgE^a^=3^3^^ 1. Dinsj;, dong, bell, ding, dong, bell, The old year will soon be gone. For a new one's coming on; 2. Ding, dong, bell, ding.doug. bell, Tell us year l>e - fore you go, Why at last you hnr- ry so; 3. Ding, dong, bell, ding.dong, bell, Why can't years come back again,Just the same as they have been? 4. Ding, dong, bell, ding,dong,bell, Big folks say they uev-er do. But I'd like it, wouldn't you? fe^ pi S Ding, dong, bell, Ding, dong, bell. Ring the New Year's bells. Ring the New Year's bells. Ding, dong, bell. Ding, dong, bell. Ring the New Year's bells, Ring the New Year's bells. Ding, dong, bell. Ding, dong, bell, Ring the New Year's bells, Ring the New Year's bells. Ding, dong, bell. Ding, dong, bell, Ring the New Year's bells, Ring the New Year's bells. i8o MOTION SONG WITH THE HANDS. Form a ring, form a ring so sweet - ly, Form a ring as quick as can be; tS-^Wl r^ ^ Form a ring, form a ring so sweet - ly, And stand quite still, like me, like me. - - - - --/^^ g^^^ litis melody is also used for the play, when the children, who have formed a ring, sing . 1. Roll the hands, roll the hands so slowly, Roll the hands as slow as can be; Roll the hands, roll the hands so slowly, And stand quite still, like me, like me. 2. Roll tlie hands, roll the hands so quickly, Roll the hands as quick as can be; Roll the hands, roll the hands so quickly, Ajid stand quite still, like me, like me. 3. Go to sleep, go to sleep so quickly, Go to sleep as quick as can be ; Go to sleep, go to sleep so quickly, And shut your eyes, like me, like me. 4. Now wake up, now wake up so quickly, Now wake up as quick as can be ; Now wake up, now wake up so quickly, And look all around, like me, like me. ONE, TWO, THREE. Words by L. P. Allegro. Music by H. B. F. One, two, three, full of glee, Stamp your feet right mer-ri - ly ; One, two, three, clap with glee, al^ f^^^ ■^=^. ^ ^ ^^^^ ^iiNg^ =3 _ . . . Clap your hands so cheer - 1 - Jy. Two by two are now ad-vanc-ing. Two by two in La la la la la la la la. La la la la turn are danc-ing, Mu - sic ring - ing, chil-dren sing-ing. All so glad and free, la la la la. La la la la la la la la, La la la la la. ^ ^ £ m w^ '■t-w Children stand in two rows facing each other, they stamp three times with tJoe word " merrily,''^ then clap their hands three times at the word " cheerily.^' The children at the head of the lines go towards each other, bow, and dance up and down the line until the end of the song, then bow at the foot of the line, tvhere they take their places opposite each other. When each has had their turn, the first couple leading, all the children with their partners dance around to the same tune, first in one direction, then in the opposite direction, in a ring, and the play is finished. Briskly. A SONG OF SCHOOLGIRLS. [May be sung as a solo or in three parts.] mf i8i ^3^ Isl & last T. Stthool is o - ver for the day, Les - sons all are put a - way ! We have studied well, ygtu 2. We could tell of quar-rels sought, E - vil done in act and tho't, Bat-ties for the right be- 3. Ours a song of teu -der hearts, Tak-iug ev-er oth-ers' parts; Lack of self and love of ^="^^-^^r^^^i=^#te^^- #fe see, So we now may mer - ry be! Good folk all, a-round us throng, Deign to gun. Bat -ties lost in - stead of won; But to - night we rath - er sing Of the right. Put -ting mal-ice out of sight! Dark the mind and strange the will That would :^E|^; ifeE^ '^^^ -=1-- 5=^ p=^^ i5 — 1- / feEfcte ■ » — W — ^ — z^s — ff^ — I* — • "^Zl '^^^ _ _ _ -^ — ^— t 1/ V list -en to our song! Good folk all. good folk all, Deign to list - en to our song! good in ev - 'ry- thing! Good folk all, good folk all, Deign to list-en while we sing! rath- er brood o'er ill!" Good folk all, good folk all. Deign to list- en to us still! E^ THIS IS THE WAY THE SNOW COMES DOWN. [Whenever the words of the 1st, id aud 5th lines come, the children move their hands and arms in harmony with the words.] I ~^-9--»--»- ■•- -•- -• -9r\ -m- -9- -9- -9- -m-. ;♦ -♦- -^ -m--m-. 1. This is the way the snow comes down, Softly, softly fall - iug; So he sendeth the snow like wool, 9- -9- -9 -m- -m- -m--9-\ -m- ~m- -m- -m- -9- -m- -*^ ^ -*- -*--•- -^- -0-. ^^^ Fair, aud white, and beautiful, This is the way the snow comes down. Softly, soft-ly fall - ing. 2. This is the way the rain comes down, Swiftly, swiftly falling; So He sendeth the welcome rain, O'er Held, and hill, and plain. This is the way, etc. 3. This is the way the frost comes down. Widely, widely falling; So it spreadeth all through the night. Shining cold, and pure, aud white. This is the way, etc. This is the way the hail comes down. Loudly, loudly falling; So it tiieth beneath the cloud. Swift, and strong, and wild, and loud. This is the way, etc. Wonderful, Lord, are all Thy works. Wheresoever falling; All their various voices raise. Speaking forth their Maker's praise. Wonderful, Lord, etc. l82 MOWING GRASS. ^^^^^^m^^^ Pe - ter, go the meadows o - ver,Mow,and homeward bring the clo -ver; By it our good ^E^^^m$^^^^^^^^m 'm^m^mm^^^^^^m^f cow is liv - ing, Milk and but - ter so she's giv - ing, Milk tJie cow at once, please, Jenny ; 5eES?3=^ "* — *— Ff— -V- :H— j'zj=::^=:;i:gz:g=i:*==3^:==zjvi- / ^r^:T5- -*^ S^ ^ Sr»' CH^— ^ — *— 1« — *— - ^E^i^^ 0^ ±:w 5 ^^__ - ^-=^- ^- Briug the milk home,Doa't spill any, Cows must give us milk for making Those nice rolls the Baker's baking. ^-^- :5: ^ I ^i_^ ^ fi-^ ^ W. L i? •m-^-^ 1 — ^=4— gig^-pE^ ^=^ C^^:JJ^ ^^gi&^^^g 5E3E* p^-^ ^ jEj ^^^ ^iiiggE^ii^i^^^i strong - er grows my Ba - by ten - der By the ser - vice peo - pie reu - der, ^r — r — •-«-•— l'^ »,— • — •-- t-H — ^'- '-f^^-T^ — ^f — f • I f-=f -^ H=SEEipEE|^ MOWING GRASS— Concluded. 183 i S Strong -er grows my Ba - hy ten - der By the ser-^ice peo - pie ren - der. ^E ^^^ e iz=jk l-tESzzz ^^gii^i^^ ^-^j-: ^=1 slower. li^^i?i|e^^^^3=fee^^ 1^=^ ^^^ d?g^t^i=p: -I*- -it ^•-l*- P^ e^E^^^S il^ •s — -^ — ^ ^=j=t:j — ^^— inbjg Tj:* ^ :S=z»: Pe - ter, go the meadows o - \er,Mow,and homeward briugthe clo -ver. Thanks to you for :^o£: 7|» ^ _;• — ^ — m — f«._ ^^=5^^^ -»- — ^- -^ — .«- f-^F=^=r=^Ep ^^ ^ :P=^;=¥ ■P^ —3- -9- V^ --*- —3- --*- -* I ^ your good mo w-ing; To our cow for milk are ow - ing;Thaoks for milking to our Jen -uy, (^^i^ i ife ^e£ -^— ^ ^ ^ £ r^5 i** — ^—^' ^=>=^ 3j Bak-er baked us rolls, how many? Mother's made your porridge, dear,Nobody's for-got-ten here. ^: 1 84 WISHING TO BE A SAILOR. 1^^^^ £^^ ^ C i^l ^m-. '^^m^\ 1. I 2. I would be a sail -or free, Rov - ing on the roll - iug sea; Hear theflapp-ing would be a sail - or brave, With my good ship plough the wave; Hear the mu - sic Chorus. l ^^g^ ^^^^r^^^^E^^^ of of the sail, the sea, Hear tlie roar - iug of the gale. Vi'hen its bil - lows sing for glee. On the sea, • the deep blue sea, On the sea, the deep blue s«a, ^^^^^^^^^^^E^^^^^ Glad - ly, glad - ly would I be, Sparkling sea, breez - y sea, 'Tis the place for me. WHOA, WHOA, WHOA! ^P^^^Hi^E^^^^E^^ 1. Whoa my pret- ty dap - pie po - ny While I sing my lit -tie song; You may rest a- 2. We have trot-ted quite a jour-ney Lit - tie po - ny, up and down. O'er the hills, and 3. You are rest - ed now, my po - ny. And the sun is go -ing down; Do your best, my l^^^gEgi^P :tc ^^^ ^^^ while, my po - ny, For you've trotted all daylong. Tra la la la la la la la la, through the valleys All the way from Boston town. Tra la la la la la la la la, lit - tie po - ny Off a - gain to Boston town. Tra la la la la la la la la, ^^^^^^^^^^13 I ;^ Tra la la la la la la la la, Tra la la la la la la la la, whoa, whoa, whoa. Tra la la la la la la la la, Tra la la la la la Li la la, whoa, whoa. whoa. Tra la la la la la la la la, Tra la la la la la la la la, g'long, g'long, g'long. THE CLOCK. :3^^ -N-p' iE^=55|^iEE^E3^^ ^ii=*i: 1. See the neat lit- tie clock, in the cea - tre it stands, And points out the hour with its 6 2 2. The pen - du-lum swings in - side a long case. And sends its two hands round its Wl^^j^?^^g^ F=(^P=P=l ^-^^^^^ ^ ^ m 3=^ j^v^ -wh.~ s± ^ -„*.< — 1 ^ 3 -4 5 two piet-ty hands, The one shows the min - ute the oih - er the hour, As 6 neat pret-tv face, Un - less it should go too slow or too quick: It -^ 0- ^ ^=E eEE£=^ msB £ From " Calistheiiic Song Book," Published by Iviaon, Blackmail & Co., N. Y. THE CLOCK— Concluded. 185 ^^^ ^ ^ ^ ^^^^ ^^ oft - eu you've seeu iu the high church tower As oft - en you've seen in the high church tower. 7776 77. 7 swings to and fro, with a tick, tick, tick, It swings to and fro with a tick, tick, tick. » ■- *=f: S^ ir—^ E£e£ ^^£^^ ^^ 3. There's a nice little bell, which a hammer does knock, And when we hear that we can tell what's o'clock; We like nine and one, for then it is the rule, n 10 To ring the little bell for us to march into school. u 12 12 12 12 4. Hark, hark, how it strikes! there is one, two, three, four, 12 12 12 12 11 Five, six, seven, eight! will it strike any more? Yes, yes, if you listen you'll hear, when it's done 12 12 12 12 12 Nine, ten, eleven, twelve; the next will be one. 13 6 5. But the wheels would not go, nor the pendulum swing, 8 9 Nor the hammer clap, clap, nor the little bell ring, 14 Nor the two heavy weights go up and down; Unless there be motion there cannot be sound. 15 16 6. Go must I, like the clock ; my face happy and bright; 17 My hands, when they're moving, must always do right. My tongue should be guarded to say what is true. 18 19 Wherever I go and whatever I do. 1. Point with the index finger of the right hand toward the clock — eyes directed to the same place. 2. Both hands revolve iu front and from the chest, but not around each other. 3. Right hand with a slight gesture, brought to a horizontal position — palm toward the left, and retains the position during the next exercise. 4. Left hand, with a slight gesture, brought to a horizontal position — Y)a.\ni toward the right. 5. Hands united so as to represent a spire of a church — thumbs vertical — ends of the forefingers meet — other three fingers united so that the ends of the fingers are inside of the hands, and raise the hands quickly above the head — arms fully ex- tended. 6. Swing the hands and arms from right to left and left to right. 7. Cease to sing and snap the fingers, for the words '"tick." 8. Right hand closed and keep time on the desk. 9. Bring the ends of the fingers of the right hand against the end of the thumb and move the hand slightly and quickly from right to left and left to right as if ringing a bell. 10. Keep time with first the right foot then the left. 11. Right hand raised in the attitude of listen- ing. 12. Left hand horizontally in front of the chest — palm upward — right hand raised and brought down on the left with a clap. 13. Hands revolve aronnd each other in front of and from the chest. 14. Hands closed to represent the weights of a clock — raised vertically at the side. This exer- cise may be perfected Ijy observing the weights of a clock, how they move downward a trifle and then seem to jar back nearly to the former posi- tion, but at the close of the day the weights are found at the lower part of the case, so it should be with this exercise, and when the last word is sung the hands should be nearly horizontal with the elbows. 15. A slight bow and curved gesture. 16. Touch the face with the fingers of both hands. 17. Hands raised, and turn backward and for- ward. 18. With a slight bow and curved gesture wave the right hand. 19. With a slight bow and curved gesture wave the left hand. 186 THE CHARCOAL BURNER'S HUT. A SE^E^ )lds two men and that is all. Yet B. ^ — \-Si -m — * 1 The char - coal burn - er's hut is small, It holds two men and that is all. Yet — < S — -—(V- i^E =5=? — I \ — ^' •5 -•- V ^t-t:EEiEf £ 5 -? — ?— ?- ^ there, oh! so hap -pi - ly they can dwell, The Fa - ther and both his sous as well. They =i^Pi^S^ S— ^- J n i^-^ — ^ — Each one gathered here re-joic - es. And a wel-come note we raise. Wei come, wel-come, He has brought us all to - geth - er, On this hap - py Christmas Day. Wei -come, wel-come. ^-,»-r--*.-#- gs^ ^=g=g^=rg ^ £^T£i^^S=f^ 5=P^==e^ -f^ ±= i^ ^ S *. - — • — €■■ F=:t S =^= :^i Singing welcome, welcome here; Wel-come, wel - come, Singing welcome, welcome here. -m. .•_ .m. -iS. -- ^^ Pi-geous are fly - iug, koorr, koorr, koorr, koorr, The geese loud-ly cack • img. The 5e^ :£^— ^- :e=f: 35=e^ ^^^^ ^ L^ ^- , 1^ 1 ducks are all quacking, Just hear the bens cluck - ing. And bear the cock crow, cock, f5 -e--u^ ^^-^ it___ S !S ^==t^=^ f^'*^~^-m^ ^-9~^- ^- -? ^r -^$E^^^^^ cock V > '^ ^ ^ P ^ doo-dle doo, cock, cock a -doo-dle doo!. ^: l^iEEE^ 5^^ i^:^ :£ 5= The bees are all bum - ming. summ, summ, summ, summ. And ^=J^-f N h~r J J^ ^ ~\w-' f f—^f—j — -f ^ hear the cow low moo — moo — The Calf there is leap - ing, The t^^^mim^.^^^^^m^ Lamb there is baa -iug. The sheep yon -der bleats; The pig grunts and eats. We'll ^^Jr :^=E3==i m s ? — • — * — Tf. — » — -- - ^ close' our Farm - yard for to - day. "?" i# ^ T^- T ^ Oh! why? Please say, Not S.EE^gEE#EEg| ^i ^ ^ 3^ I one will run a - way, But each in its right place will stay. THE FLOWER BASKET. 191 Miike a bas-ket, AveU be-giu it, Pret - ty things we'll put witli-in it; Flow'rs we'll carry, ^^^g^^^^^^^g^i^ i^i^tenrtfei^^iiftl^^g you shall see, And they'll be glad as well as we Fa - ther! see "what ^fe=£ -^^m 1-5-5 -^. — y- g ^t .^_ ;? :e=^ ^E^ ^E: ^fe flow'rs we're bringing;They're for you, and hear US siuging; La, la, la, la, la, la, la, la, f^g^^^^^-i^^^^l 3^"^^ ^3 #^sfe3 ifli^^Spip^iippp^i^^ =^, Dear lit- tie flow'rs! La, la, la, la, la, la, la, la, Fa- ther' snow, not ours. ■*-^ 1 -t^r^ r--^ \-^ 1 r-^ 1-^ 1 rf- f w=r = Jt^ [ 3^^^^^ ^ 3^^ -*?— F=^ -^-^ I / — ^ — -|-y^-^^ ^'^^Z 1^=5-1 / ^ jE^.iL^._. J&-:_/_C-^_:^ -T-^- i 192 With mock gravity. THREE LITTLE RATS. ^mjj^ A V w A A A r_ -^ mf ^^ ^ 1. Oh, three little rats took off their hats. And sat them down to read; Three bigger rats came and 2. Soon these little rats look'd round for their hats (They'd read their papers thro'), Then these little rats, they 3. Well, these little rats, without their bats, Had toothache ver-y sore! And as these rats never i^^^ 3f*>^ /7^ cr^s mf stole those hats — A very great shame, in - deed! A very great shame, indeed! Oh, miss'd their hats— They were just as good as new — They were just as good as new — "Oh, found their hats. They had to buy some more. They had to buy some more. But ^E^E^E^I^^^E^g^ ^p^^ ^ P^ig^ no one knew, and yet 'tis true, A - bout those rats' three hats; You poor lit-tlerats,Avith dear!" they cried, standing side by side, "Will nobody find our hats?" Oh, poor lit-tle rats, with- from that day, so I've heard say, They never took olf their hats; And these lit-tle rats, never :S= V' ^ ^ ^ ores. "~ " as S^^ ^^ rail. ^=Jzg,gjg^ 5-J_J ^ I gg^ ^^^T-^z^ no nice hats! Full soon you'll know your need, out your hats. The loss you'll sure - ly rue, lost their hats. As they did once be - fore. Full soon you' 11 know your need. The loss you'll sure -ly rue. As they did once be - fore. ^. P :£^ i ^z^ rall. =31 jd r^ 't 3 I m ^ A BIRTHDAY SONG. 193- ^mm Wordnand Music hy T. H. BertenSHAW, B. A.. B. Mus. Hi/" : =^=P ^?=^=^=^^^^gr ^==g- Allegretto. (^S=144.) 1. Once there lived a lit - tie maid - en, 2. First the sun took up the no - tiou, 3. Long - est day must have its end - iug, g ^g:-^^^^ ^> ^=g^ ^£|g^p ^^ r Fair was she and full ofgrace; Ev'iy day with pleasure la den, Hap-py moments fled a pace. And the brightest day he made;Thentlie trees, with graceful motion, Wav'd their branches in the shade. Tho' a birthday it maybe; Now the sunny light is s]iendinir — Farewell bird. and flow'r.and tree! ^^^tf gg^ ^g^ j fe^^^^^^i^^ gg^S^ When her birth-day - morn was breaking, All the earth rejoiced to see; Andher hirth-daj' set tomaking, All the birdsdid carol ditties, And the flowretsheard the strain; Joyful songfor birthday fit is, But the l it - tie m aiden's pleasure Not so quickly pass'd a - way ; Long with -in her h eart a treasure — .^-SIL| ^ — W — S t^ H= — -M — S — ' +i — -^ y ro?? atempo. ^-^ D. C. Sun, and flow' r, and bird, and tree. Such a birthday ne'er was seen. Such be-fore had never been! So all join'd the glad refrain. Such a birthday ne'er was seen, Such be- fore had never been! Lived the mem'ry of that day. May such pleasure long re - maiiL.! May such birthday come again ! Pm^ ip^5=s 194 SALOONS MUST GO. Frances E. Willard. Chas. T. Kimball. Composed especially and sunc; at the dedicatoi-y services of the National Woman's Temperance Union, while "laying the corner stone of their great Temple, Chicago, January, etc. M Introduction. ^ I mA u 5 Song. ■'#" 3= 3=^'3 i^P^ M so;ng^ _l ^ 1. List to the tread of ' ma - ny feet, From home and play-grou ml, farm and street ;They 2. For G<,d they lift their flag of white, His name is ou their banners bright; His 3. i^orir>we's sweet sake they move in line With moth-er - love their fac - es shine; Their 4. For Na - five Land their drnnis they beat; Quick time they keep with marching feet; A- 5. Thy kingdom come, O Sav - ior great. In hearts and homes, in church and state; But -»- talk law loy mer ere « — ——i — <—»■ like tongues, their words we know: "Sa-lnons, sa- loons, sa of pu - ri - ty dotli show, "Sa- loons, sa- loons, sa al hearts will have it so, "Sa- loons, sa- loons, sa i - ca, for tliee they know, "Sa- loons, sa- loons, sa it comes, full well we know, "Sa- loons, sa- loons, sa ^■^- 5 d: ^3=^535^ w loons must loons must loons must loons must loons must — ^-a>»- go! go!' go!' go!' go!' =^ M 3 Solo. All Together. Must fc>\... r H ~ must go!. Chorus. Must go! l^^wr must go! m ■.0t^m~m- ■,»■—»- -m-^ U Sa-loons, WW sa-loons must go! With -P-l^ W^^ Note.— In the Chorus let the boys and girls mark time gently to the words," Saloons, ealoons, saloons must go I MOTHER, KIND AND DEAR. 19s ^^^^E ^rr^ See Moth - er, al-ways so kind and dear, See Fa - ther, brave and nier - ry here; :K > \ N- ^^^^^^m^m ^ -?- ■* — •- ^P|i±=^^=zS=5 £: Jt 3=i^ ^ n^^ =^=f^^ ^ |E ^^^^%EE^^3Jp g ^-a^^ ^ ^^ ^EgSEE^ See Broth - er, grown so tall and stout, See Sis - ter, tak - ing Dol - ly out. And ^ * *^ — m 4- r I '^ffc — ^^ ^'~~f-' — — rzjzz* iid ^i^: eEE^i !Ei^3i=^^ eiP^^iii^iiiig^*Sii^ here is the Ba - by, still lit - tie and fair, We'A'e seen sucha nice, hap-py Fam-i-ly there. — I — ^ — —I- ' ■ -^- ' -^ -^---n^- 9tt |-^fer ^?-g^ i PliiiiE g THE NAUGHTY LITTLE MOUSE. Words and Music by B. Mansell Ramsey 5 W— ^ 1. In a pret - ty lit - tie house Lived a naught -y lit - tie mouse, Who 2. But one day there came a cat, That was ver - y sleek and fat; And when m^^^s^- ■^ i^x=^^ ^ g=£=:=e= jg^^ used to . ■ »— i^-i t^^P-^-: — * J-r^n-^- . * S, . M . i . ». A ■ ^eE^ i5ii F^^^n^ U X^^=^=t ^E^- X^t±^ t^ ^ 3^ Chorus. land to which we go. We are com -ing, We are com -ing, With our songs in joy-ous yond these fleeting years. We are com - ing. We are com - ing, &c. pt z*=»^rcJl A Tt^ 33= M * — * :E3i n -! I >r^ it^^ SeeEe^^ =F^ &-^*=i g^r ^^-rt- ^-p^-F=g i^ilii^^rti^ii^^ii^ ^-^s? ps,=: meas- ure, With a greet-ing Full of glad - ness. For our friends as - sera-bled here. F=F*^-^^^^I=FF=P=JJ^=F ^^^^=4=^ J=J- F^=F= £S3: -r ^P-,^=^F T' =P=^ ^^ •*—-*- IVHAT IVILLIE SAID. 197 WHAT WILLIE SAID. Hear what a little child would say, Who comes to school each pleasant day, And tries to learn his lessons well, A good report at home to tell. I love the school, and teacher dear, And all the scholars gathered here ; To each I say in simple rhyme, Be careful, do not waste your time. For moments spent in life's young day, In useless or in thoughtless play. Will cast a shade o'er future years, - And cause you many sighs and tears. 198 TROTTY AND DOTTY. TROTTY AND DOTTY. A STORY IN SIMPLE WORDS. Trotty and Dotty were two little boys. They were very fond of singing, and nothing gave them more pleasure than getting some of their mamma's music-books, and singing as they stood on the great soft hearth-rug. To be sure they did not sing the words that were in the book, for Trotty and Dotty could not read, but they sang words that they knew, and made up the tune as they went along. So that it was not much of a tune ; but that did not matter to Trotty and Dotty, as long as they shouted and made as much noise as they could. This is one of the songs they used to sing over and over again: There was once a robin, And he sat upon a tree ; He sang song after song As merry as could be : And he said, " Have not I A fine scarlet vest ? That's why people call me A cat came so softly When she heard him sing; And when she got up near him She made a sudden spring; But the robin he saw her. And quickly flew away. Or else he'd have sung there The whole of the day. A robin redbreast." "Hurrah, is not that fine singing ?" They had sung the song five times, and were going to sing it again, for they liked it so much. But if they liked it, their little dog Nip did not, and when the brothers began the song for the sixth time, he lifted up his head and gave a dismal howl. "Be quiet, Nip," said Trotty; but Nip took no notice of what was said. A NEIV TIME-TABLE. 199 A NEW TIME-TABLE. Sixty seconds make a minute: How much good can I do in it? Sixty minutes make an hour, — All the good that's in my power. Twenty hours and four, a day, — Time for work, and sleep, and play. Days, three hundred sixty-five Make a year for me to strive Right good things for me to do, That I wise may grow, and true. CHILDREN OF THE WEEK. The child that is born on the Sabbath day Is blithe and bonny, and good and gay; Monday's child is fair of face; Tuesday's child is full of grace; Wednesday's child is merry and glad; Thursday's child is sour and sad; Friday's child is loving and giving; And Saturday's child must work for its living. THE MONTHS. Thirty days hath September, April, June and November; February hath twenty-eight alone. All the rest have thirty-one. Excepting Leap year, that's the time When February's days are twenty-nine. 200 D/IYS OF THE WEEK. DAYS OF THE WEEK. Seven bright jewels our Father above Hath given His children, in mercy and love: Beautiful jewels set in gold For the rich and the poor, the young and the old. But one He asks may to Him be given, That each may have some treasure in Heaven. These jewels are days, and we are blest With hours for labor, and hours for rest. Let us work with all zeal, be fervent in spirit, That we may the kingdom of Heaven inherit. FACTS FOR LITTLE FOLKS. Tea is prepared from the leaf of a tree; Honey is gathered and made by the bee. Butter is made from the milk of the cow; Pork is the flesh of the pig or the sow. Oil is obtained from fish and from flax; Candles are made of tallow and wax. Worsted is made from wool, soft and warm: Silk is preoared and spun by a worm. SCHOOL TIME. Now Jenny, and Mollie, and Robert, and John, Attend to your letters, I pray ; For if with your reading you do not get on, You'll never be ready for play. Attention to lessons brings laughter at play, Glad faces, with merriment bright, - A GENTLE MAN. 201 Good temper, and hearts full of sunshine by day, And sweet, peaceful slumbers at night. Then on with your letters, a, e, i, o, u— The dullest can honestly try ; And who would not work with the prospect in view Of reading bright books by-and-by ? M. H. F. DONNE. A GENTLE MAN. " Be very gentle with her, my son," said Mrs. B— , as she tied on her little girl's bonnet, and sent her out to play with her elder brother. They had not been out long before a cry was heard, and presently Julius came, and threw down his hat, saying: " I hate playing with girls ! There's no fun with them; they cry in a minute." " What have you been doing to your sister ? I see her lying there on the gravel walk ; you have torn her frock, and pushed her down. I am afraid you forgot my caution to be gentle." " Gentle ! Boys can't be gentle, mother; it's their nature to be rough and strong. They are the stuflf soldiers and sailors are made of. It's very well to talk of a gentle girl; but a gentle boy— it sounds ridiculous !" " And yet, Julius, a few years hence, you would be angry if any one were to say you were not a gentle man." "A gentle man ! I had never thought of dividing the word that way before. Being gentle seems to me like being weak and soft." "This is so far from being the case, my son, that you will always fmd the bravest men are the most gentle. The spirit of chivalry that you so much admire, is a spirit of the noblest courage and the utmost gentleness combined. Still, I dare say, you would rather be called a manly than a gentle boy." "Yes, indeed, mother." 202 THE DUNCE'S BENCH. '* Well, then, my son, it is my greatest wish that you should en- deavor to unite the two. Show yourself manly when you are exposed to danger, or see others in peril ; be manly when called on to speak the truth, though the speaking of it may bring reproach upon you ; be manly when you are in sickness or pain. At the same time be gentle, whether you are with women or men. By putting the two spirits to- gether, you will deserve a name which, perhaps, you will not dislike." "I see what you mean, mother, and I will try to be what you wish — a gentlemanly boy." THE DUNCE'S BENCH. Again we see the dunce's row, The boys who never try to know ; Who application always shirk, And never set their wits at work. Yet George looks grave, his earnest face Seems fitted for a better place. Oh, boys ! be wise ; the precious hours Are going fast, like fading flowers ; Oh, seek to learn in early days. Walk carefully in wisdom's ways ; Fill up the moments as they fly, For soon will come eternity. TWENTY LITTLE SCHOOL-MATES. 205 TWENTY LITTLE SCHOOL-MATES. The roses had fallen, and the weather was cool, Twenty little lassies, returning from school, I thought were so pretty, and tidy, and neat. To my house I would ask them, just over the street. They played, and they danced, and they skipped, and they sang, And the porches and parlors with laughter they rang, And sweet as a picture the beautiful sight Of twenty little ladies so happy and bright. I called them my lambs, and the garden my fold; And precious as silver, as good as the gold, Were twenty little maidens, so tidy and neat. Whom I asked to my house just over the street; Though autumn be sad, and winter be wild, 'Tis summer for all in the heart of the child. " All is not gold that glitters;" Yet think not, children mine, That all that glitters is not gold; The true must ring and shine. HOIV COLUMBUS FOUND AMERICA. HOW COLUMBUS FONUD AMERICA. Columbus stood upon the deck; "Go home!" the sailors cried; 'Not if I perish on the wreck," Great Christopher replied. Next day the crew got out their knives And went for Captain C. "Go home!" they yelled, "and save our lives," " Wait one more day," said he. "Then if I cannot tell how far We're from the nearest land I'll take you home." "Agreed, we are!" Answered the sea-sick band. That night when all were fast asleep Columbus heaved the lead. And measuring the water deep. Took notes and went to bed. To-morrow dawned. Naught could be seen But water, wet and cold; Columbus, smiling and serene. Looked confident and bold. "Now, Cap! How far from land are we?" The mutineers out cried. "Just ninety fathoms," Captain C. Most truthfully replied. "If you doubt it, heave the lead And measure, same as I." "YouVe right,' the sailors laughed, "Great head I We'll stick to you or die." TRUST YOUR MOTHER. 20S And thus, in fourteen ninety-two, America was found, Because the great Columbus knew How far off was the ground. H. C. DODGE. TRUST YOUR MOTHER. Trust your mother, little one! In life's morning just begun. You will find some grief, some fears. Which perhaps may cause you tears; But a mother's kiss can heal Many griefs that children feel. Trust your mother, noble youth. Turn not from the path of truth; In temptation's evil hour. Seek her, ere it gains new power. She will never guide you wrong; Faith in her will make you strong. Trust your mother, maiden fair! Love will guide your steps with care, Let no cloud e'er come between- Let no shadow e'er be seen Hiding from your mother's heart What may prove a poisoned dart. Trust your mother to the end, She will prove your constant friend; If 'tis gladness wings the hour. Share with her the joyful shower; Or if sorrow should oppress. She, will smile and she will bless. sOi WHICH IS THE BEST? WHICH IS THE BEST? A DIALOGUE FOR FIVE LITTLE GIRLS. 1st Girl— I'm a little country lassie, I can iron, churn and bake, Wash the dishes, feed the poultry, Mix a famous johnny-cake ; Ride the horses down to water, Drive the cows to pastures green — I would not exchange my station For the throne of England's queen. 2d Girl— Mother calls me little student ; I can cipher, read and spell. Draw a map or bound a country. And in " mental " I excel. I shall climb the hill of knowledge. To its very top will go; Then success will crown my efforts. Teacher says— and ain't it so ? 3d Girl— 1 am nothing but a noodle, Mother told me so to-day. But I really cannot study. When the very fields are gay. Birds are calling from the tree-tops— Spring is waking lake and rill ; You may mope o'er prosy lessons, I will be a noodle still. 4th Girl— I'm a little city maiden, You would know this by my style, Quite unlike those country rustics. With their broad, uncourteous smile. THE CLERK OF THE [VEATHER. 207 I'll not soil my hands with labor, Mine were made for higher things ; Papa calls me "little angel," "^ All I lack, he says, is wings. 5th Girl— Pm my mother's little helper. And am happy all day long ; I can bring dear papa's slippers, Sing the baby's cradle song. Rock him till the angels' whispers Make him smile from dreamland shore ; Run a thousand ways for mother, Can a little girl do more ? THE CLERK OF THE WEATHER. Oh, please can you tell us the way To the Clerk of the Weather? They say He can stop all this rain, if he will, And drive off the mists from the hill. And make the sky sunny and blue. And let out the butterflies too. We're so tired of staying indoors. While all day long it pours and pours. Alas, but the journey was long. And folks kept directing us wrong; Our naughty shoes somehow would stray Wherever the worst puddles lay; So here we are back once again. All weary and cross, in the rain; For what little boys or girls, pray. Could be good on such a wet day? 208 THE CLERK OF THE WEATHER. ALL WEARY AND CROSS, IN THE RAIN. We'll peep in the schoolhouse — oh dear! Why, the Clerk of the Weather's been here, And breathed on the glass, 1 declare. And made it go up toward "fair." Come on — there's the sun smiling out, And a butterfly sailing about; Good Clerk of the Weather — he knew, All the time, without us, what to do! "COME ON! THERE'S THE SUN SMILING OUT.' l^ACATION SONG. 209 VACATION SONG. Come to the fields, little laddies, and lassies; Leav^ for awhile all the lessons and books, Dance on the grass with the frolicsome breezes, Swirig on the tree boughs, and play by the brooks. Drive home the cows from the hillsides and hollows. Where they are pasturing all the day thro'. Gather wild berries that redden and ripen. Feed on the sunshine, the rain and the dew. m-^^x 14 '^ \/ MEADOW FLOWERS. Watch the brisk bees, roving hither and thither, Working and storing their harvest of sweets, Follow the steps of the fleet-footed squirrels, Hieing away to their woodland retreats. Pluck the gold buttercups, pluck the white daisies. Thick in the meadows as stars in the sky, Listen and hear the gay bobolinks carol, Hear the soft notes of the thrush in reply! 210 THE PEARL OF GREAT PRICE THE PEARL OF GREAT PRICE. RY RUTH KINGDON. A crowdea church — a sheltered seat, A shield from the winter's cold, ' Two pair of tired, noiseless feet, Two homeless children bold : The music soft, the heads devout, The psalms and solemn prayer, Made chill and homelessness die out, For love divine was there. His text the pastor slowly read. And valiantly he preached ; But just one thought of all he said. The hearts of the newsboys reached ; "Of all the gems in all the earth This pearl is far the best ; 'Twill feed, and clothe, and fill with mirth, Twill furnish perfect rest." The service closed — the boys stole out Awestruck and wonder wrapt ; This priceless gem they'd heard about All business handicapped. "Let's start and go the world around, And see what we can do ; We'll seek this gem until 'tis found, By either me or or you." They traveled many a country through 'Mid hardships keen and toil ; Somet'mv-s the quest their hearts did rue, — Slight J - med the coveted spoil, A SONG OF THE SEASON. 211 But on they'd toil with hopes renewed For many, many days ; And oft their fateful pathway stood In the gospel's holy ways. And when the way seemed rou^h and long, God's cheer gleamed through the gloom ; It changed their sadness into song, And set the way a-bloom. At last they found the treasure — Twas nearer than they thought ; For with surprise and wonder, Each found it in his heart ! A SONG OF THE SEASON. Bring out the rusty garden rake, Hunt up the hoe and spade, For spring is here, and it is time To have the garden made. Your wife will lean upon the fence, And watch you while you work. She's always prompt to give advice, She'll never let you shirk. Don't waste your time in trying to tell The bulbs from worthless weeds ; Dig them all up ; that's easiest, and You'll need the room for seeds. Work hard, man, you won't break your back, Though you may fear you may. Don't stop to lean upon your spade — Think what your wife will say. 212 A BOY'S BELIEF. Then when you've got the garden dug, The seeds all out of sight, You'd better hire a gardener To do it over right. SOMERVILLE JOURNAL. A BOY'S BELIEF. It isn't much fun a livin', If grandpa says what's true — That this is the jolliest time o' life That I'm a-passing through. Tm 'fraid he can't remember — It's been so awful long ; I'm sure if he could recollect He'd know that he was wrong. Did he ever have, I wonder, A sister just like mine, Who'd take his skates, or break his kite, Or tangle up his twine ? Did he ever chop the kindling, Or fetch in coal and wood. Or oiTer to turn the wringer ? If he did, he was awful good 1 How can grandpa remember A fellow's grief or joy ? 'Twixt you and me, I don't believe He ever was a boy. Is this the jolliest time o' life ? Believe it I never can; Nor that it's as nice to be a boy As really a grown-up man. Harper's Young People. A NATION'S STRENGTH. 213 A NATION'S STRENGTH. BY WILLIAM RALPH EMERSON. What builds a nation's pillars high, And its foundations strong ? What makes it mighty to defy The foes that round it throng ? It is not gold. Its kingdoms grand Go down in battle's shock ; Its shafts are laid on sinking sand, Not on abiding rock. Is it the sword ? Ask the red dust Of empires passed away ; The blood has turned their stones to rust, Their glory to decay. And is it pride ? Ah ! that bright crown Has seemed to nations sweet ; But God has struck its luster down In ashes at His feet. Not gold, but only man, can make A people great and strong ; Men who, for truth and honor's sake, Stand fast and suffer long. Brave men who work while others sleep, Who dare while others fly, — They build a nation's pillars deep. And lift them to the sky. 214 THE ORPHAN TURKEYS. THE ORPHAN TURKEYS. Twenty-two little turkeys Were hatched by two hens, And, one by one, some of them Came to bad ends; Till only six turkeys Were shivering with cold. The old hens had weaned them When scarce a month old. It was time for a venture, So the poor little things Crept up for a shelter 'Neath the old rooster's wings. And not only then But the next rainy day, He sheltered them all In the same friendly way. The farmer's wife saw it. And said, " 1 declare, Kind-hearted old fellow, Your life 1 will spare. "I fully intended To take oflf your head; But those two old hens Shall lose theirs instead." My dear little children. You always will find, With folks or with fowls, It pays to be kind. A CHRISTMAS CAROL. We're little lads and lassies gay. Pray to our song give ear; We've come a long and snowy way To sing of Christmas cheer. There's no day half so dear and glad, Alike to young and old; We pray that no one may be sad, Or want for lack of gold. That each may have a merry heart, To greet this cheery day, And pass a happy greeting on To all who come their way. For Christmas is no time for woe, Tis a day for joy and cheer; It comes with wreathing greens and snow To round the happy year. THE JVIND. 215 THE WIND. " What is the wind, mamma ?" " 'Tis air in motion, child ;" " Why can I never see the wind That blows so fierce and wild ?" " Because the gases, dear, Of which the air is made, Are quite transparent, that is, we See through, but see no shade. " And what are gases, ma ?" "Fluids, which, if we squeeze In space too small, will burst with force;' "And what are fluids, please ?" "Fluids are what will flow. And gases are so light That when we give them room enough. They rush with eager flight." "What gases, dear mamma, Make up the air or wind ?" " 'Tis oxygen and nitrogen That chiefly there we find ; "And, when the air is full Of oxygen, we're gay ; But when there is not quite enough We're dull, or faint away." " What makes the rain, mamma ?" "The mists and vapors rise From land, and stream, and rolling sea, Up toward the distant skies ; ^l6 THE COUNTRY SCHOOLHOUSE. " And there they form the clouds Which, when they're watery, dear, Pour all the water down to earth, And rain afar or near." "What makes the snow, mamma ?" When very cold above, The mists are frozen high in air, And fall as snow, my love." " And hail ?" " Tis formed the same ; Cold streams of air have come And frozen all the water-drops. And thus the hail stones form." THE COUNTRY SCHOOLHOUSE. The schoolhouse stood beside the way, A shabby building, old and gray. With rattling sash, and loose-hung door, And rough, uneven walls and floor; And why the little homespun crew It gathered were some ways more blest Than others, you would scarce have guessed, It is a secret known to few. I'll tell it you. The high road lay Stretched all along the township hill, Whence the broad lands sloped either way, And smiling up d'd strive to fill At every window, every door, The schoolhouse, with that gracious lore That God's fair world would fain instil. THE WATER. MILL. ' 217 So softly, quietly it came, The children never knew its name. Its various, unobtrusive looks They counted not as study-books; And yet they could not lift an eye From play or labor, dreamily, And not find writ in sweetest soeech, The tender lessons it would teach: "Be gentle, children, brave and true, And know the great God loveth you." Only the teacher, wise of heart. Divined the landscape's blessed art; And when she felt the lag and stir Of her young idlers fretting her, Out-glancing o'er the meadows wide, The ruffling woods, the far hillside, , She drew fresh breath of God's free grace, A gentler look came in her face, Her kindly voice caught in its own An echo of that pleasant tone In which the great world sang its song — " Be cheerful, patient, still and strong." M. E. Bennett. THE WATERMILL Listen to the watermill, through the livelong day, How the clicking of its wheel wears the hours away. Languidly the autumn wind stirs the greenwood leaves, From the fields the reapers sing, binding up the sheaves; And a proverb haunts my mind, as a spell is cast — The mill will never grind with the water that is past. 213 THE IVATERMILL. Autumn winds revive no more leaves that once are shed, And the sickle cannot reap corn once gathered ; And the rippling stream flows on, tranquil, deep, and still. Never gliding back again to the watermill. Truly speaks the proverb old, with a meaning vast— The mill will never grind with the water that is past. Take the lesson to thyself, loving heart, and true ; Golden years are fleeting by ; youth is passing, too ; Learn to make the most of life, lose no happy day. Time will never bring thee back chances swept away ; Leave no tender word unsaid, love, while love shall last— The mill will never grind with the water that is past. Work while yet the daylight shines, man of strength ard will. Never does the streamlet glide useless by the mill ; Wait not till to-morrow's sun beams upon thy way. All that thou canst call thine own lies in thy to-day ; Power, intellect, and health may not always last — The mill will never grind with the water that is past. Oh ! the wasted hours of life that have drifted by ; Oh I the good we might have done, lost without a sigh ! Love that we might once have saved by a single word, Thoughts conceived, but never penned, perishing, unheard. Take the proverb to thine heart, take and hold it fast — The mill will never grind with the water that is past. Oh I love thy God and fellow-man, thyself consider last ; For come it will, when thou must scan dark errors of the past ; And when the fight of life is o'er, and earth recedes from view. And heaven in all its glory shines, 'midst the pure, the good, the true — Then you'll see more clearly the proverb deep and vast — The mill will never grind with the water that is past. ASTRONOMY MADE EASY. 219 ASTRONOMY MADE EASY. Hi-diddle-diddle, The sun's in the middle And planets around him so grand Are swinging in space. Held forever in place In the zodiac girdle or band. Hi-diddle-diddle, The sun's in the middle, And Mercury's next to the sun: While Venus so bright. Seen at morning or night. Comes second to join in the fun. Hi-diddle-diddle, The sun's in the middle. And third in the group is our earth; While Mars with his tire, So warlike and dire. Swings around to be counted the fourth Hi-diddle-diddle, The sun's in the middle. While Jupiter's next to Mars; And his four moons at night Show the speed of the light; Next golden-ringed Saturn appears. Hi-diddle-diddle, The sun's in the middle. After Saturn comes Uranus far; And his antics so queer. Let astronomers near To old Neptune, who drives the last car. 220 STR/IUSS' BOEDRY. STRAUSS' BOEDRY. Vagation dime vas coom again, Vhen dher vas no more shgool; I goes to boardt, der coundtry oudt, Vhere id vas nice und cool, I dakes Katrina und Loweeze, Und Leedle Yawcob Strauss; Bud at der boarding house dhey dakes " No shildren in der house." I dells you vot! some grass don'd grow Under old Yawcob's feet Undil he gets a gouble a miles Or so vay down der shtreet. I foundt oudt all I vanted, — For the rest 1 don'd vould care, — Dot boarding blace vas nix for me Vhen dhere been no shildren dhere. Vot vas der hammocks und der shvings, Grokay, und dings like dhese, Und der hoogleperry bicnics, Midoudt Yawcob und Loweeze? it vas von shdrange conondrum. Dot vos too much for Strauss, How all dhose beople stand it Mid no shildren in der house. "Oh, vot vas all dot eardthly bliss, Und vot vas man's soocksess; Und vot vas various kindt of dings, Und vot vas habbiness?" THE AXIS. 221 Dot's vot Hans Breittmann ask, von dime— Dhey all vas embty soundt! Dot eardthly bliss vas nodings Vhen dhere vas no shildren roundt. Charles Follen Adams. THE AXIS. Child, you ask, "What is tne Axis?" With an apple 1 will show; Place your thumb upon the stem-place, And your fmger at the blow; Now we'll just suppose the apple Has a stem that passes through, And this stem would be the Axis; Now we'll whirl the apple, true. Holding fast 'twixt thumb and finger,— That's the way the earth goes round On its Axis, as we call it, Though no real stem is found. And the two ends of the Axis Have been called the Poles, my dear; Yes, the North Pole and the South Pole, Where 'tis very cold and drear. Now we'll hold a bigger apple At a distance, for the sun; Tip the smaller one a little. And then slowly wheel it round All around the larger apple. And it represents the earth Circling round the Sun that holds it, Ceaseless, in its yearly path. 222 NOT READY FOR SCHOOL Wondrous is the strong attraction Of the Sun which holds in place All the Planets and their turnings, All the Stars that see His face; But more wondrous far, the power That created Sun and us. And that gave a form and being To this mighty Universe. "The Universe!" now you exclaim; "By the Universe, what do you mean?" 'Tis the Sun and the Planets, and everything known That we call by this Universe name. Now the "Planets," you ask, "What are Planets?" They're globes, Some larger, some smaller than earth, — Which are swinging in space, And are held in place. By the God-power that first gave them birth. NOT READY FOR SCHOOL. Pray, where is my hat ? It is taken away, And my shoe-strings are all in a knot, I can't find a thing where it should be to-day, Though 1 hunted in every spot. Do, Rachel, just look for my speller up-stairs — My reader is somewhere there, too ; And sister, just brush down these troublesome hairs. And mother, just fasten my shoe. NOT REAOy FOR SCHOOL 225 And sister, beg father to write an excuse ; — But stop ! he will only say " No ;" And go on with a smile and keep reading the news. While everything bothers me so. My satchel is heavy and ready to fall, This old pop-gun is breaking my map ; ril have nothing to do with the pop-gun or ball. There's no playing for such a poor chap. The town-clock will strike in a minute, 1 fear, - ^'JS^^ Then away to the foot I will j!.' sink ; There 1 look at my Carpenter tumbled down here, And my Worcester covered over with ink. I wish I'd not lingered at breakfast the last, Though the toast and the butter were tine ; I think that our Edward must eat pretty fast. To be off when I haven't done mine. Now Edward and Henry protest they wont wait, And beat on the door with their sticks ; I suppose they will say I was dressing too late ; To-morrow I'll be up at six. Caroline Oilman. 224 THE FIRST POCKET. THE FIRST POCKET. What is this tremendous noise ? What can be the matter ? WilHe's coming- up the stairs With unusual clatter. Now he bursts into the room, Noisy as a rocket : "Auntie I I am five years old — And I've got a pocket 1" Eyes as round and bright as stars ; Cheeks like apples glowing- ; Heart that this new treasure fills Quite to overflowing. "Jack may have his squeaking boots ; Kate may have her locket : I've got something better yet,-— * I have got a pocket 1" All too fresh the joy to make Emptiness a sorrow : Little hand is plump enough To fill it — till to-morrow. And ere many days were o'er, Strangest things did stock it : Nothing ever came amiss To this wondrous pocket. Leather, marbles, bits of string, Licorice-sticks and candy, Stones, a ball, his pennies too : It was always handy. A LITTLE CHILD'S FANCY. 225 And, when Willie's snug in bed, Should you chance to knock it, Sundry treasures rattle out From this crowded pocket. Sometimes Johnny's borrowed knife Found a place within it : He forgot that he had said, " I want it just a minute." Once the closet-key was lost ; No one could unlock it : Where do you suppose it was ? — Down in Willie's pocket. Elizabeth Sill. NUMBER. A noun or name that means but one, Is called in the singular number; But when it stands for more than one, 'Tis plural, child, remember. 15 A LITTLE CHILD'S FANCY. I think that the world was finished at night. Or the stars would not have been made; For they wouldn't have thought of having the light. If they hadn't first seen the shade. And then, again, I alter my mind. And think perhaps it was day. And the starry night was only designed For a littk child tired of play, 226 A LITTLE CHILD'S FANCY. And I think that an angel,when nobody knew, With a window pushed up very high, Let some of the seeds of the flowers fall through From the gardens they have in the sky. For they couldn't think here of lilies so white, And such beautiful roses, I know; But I wonder when falling from such a height, The dear little seeds should grow! And then, when the face of the angel has turned, 1 think that the birds flew by. And are singing to us the songs they learned On the opposite side of the sky. And a rainbow must be the shining below Of a place in Heaven's floor that is thin. Right close to the door where the children go When the dear Lord lets them in. And I think that the clouds that float in the skies Are the curtains that they drop down. For fear when we look we siiould dazzle our eyes. As they each of them put on their crown. LESSON IN ARITHMETIC. 227 I do not know why the water was sent. Unless, perhaps, it might be God wanted us all to know what it meant When we read of the "Jasper Sea." Oh! the world where we live is a lovely place, But it oftentimes makes me sigh, For I'm always trying causes to trace. And keep thinking "Wherefore?" and "Why?" Ah! dear little child, the longing you feel Is the stir of immortal wings. But infinite love will one day reveal The most hidden and puzzling things. You have only your duty to try and do, To be happy, and rest content; For by being good and by being true You will find out all that is meant! Mrs. l. C. Whiton. LESSON IN ARITHMETIC. Four robin redbreasts on the old apple tree, Whose pink and white blossoms are as thick as can be- lt two of these birds should quick fly away, How many redbreasts would be left? tell me, pray. (answer.) Only two would be left but they would not stay. For they never will — 1 have watched them to-day. Tom's six frisky kittens are chasing their tails, As the milkmaid passes with overflowing pails— If two of the kittens remain at their play, Then how many have followed the milkmaid; say? 228 lesson in /arithmetic. (answer.) Four dear little kittens have followed the maid, And— the others will follow, if they're not afraid. Eight fleecy white lambkins yonder are seen Just over the brook, in the pasture green, If eight of them leap over the low, stone wall, Then, how manv lambkins do not jump at all? (ANSWER.) Were they Bo-peep's lambkins, mamma? O, I know, If one lamb leaped the wall, all the rest would go. A LITTLE TRAVELER. 229 If out of the water and dark mud below, Rise ten water lilies as white as the snow, And five laddies row out to gather the ten, How many apiece have the brave, little men? (answer.) They would have two apiece, if Tom had his way, But Archie'd have more — he's so mean, Archie Gray. Suppose 1 am forty and you are but five, in ten sunny years — if we still keep alive — Winter and summer, in all sorts of weather, — Pray how many years can we count together? (answer, counting slowly.) Why, you WQuld be f-f-fifty and I'd be f-fifteen. There'd be ever so many years between. Count them together? Mamma, wait till I grow A LITTLE TRAVELER. I'm but a little girl, you know — I'm only five years old or so— And yet I traveled quite a lot For one so young, I tell you what ! When 1 get mad, and won't mind ma. When I won't kiss my dear, kind pa, My head is filled with ire, and Of course, I am in Ireland. When I in the city go, I don't act like those folks, you know ; They say I'm "green," and naturally I think I must in Greenland be. 230 THE CHILDREN'S KING. When I get cross at Sadie Trem, Or Billy Bliflf, or some of them, They say I act so coldly. Why, No doubt, in Iceland then am I. When mamma takes and nestles me Against her breast so restfully, I think Vm right in telling you That I'm in Lapland. Isn't that true ? H. R. Maginley. GOOD-MORNING. THE CHILDREN'S KING. There once was a merry old monarch Who ruled in a frolicsome way. He cut high jinks with the children, And played with them all through the day. "A king always gets into trouble When trying to govern," he said, "So nothing but marble and leap-frog And tennis shall bother my head." Ah, well ! The wise people deposed him. "You may govern the children," said they; "Why, that is exactly wh at suits me," He replied, and went on with his play. But it wasn't a year till the people All wanted the king back again ; They had learned that a ruler of children Makes a pretty good ruler of men. THE PROPER TIME 231 THE BOYS WE NEED. Here's the boy who's not afraid To do his share of work, Who never is by toil dismayed, And never tries to shirk. The boy whose heart is brave to meet All lions in the way ; Who's not discouraged by defeat, But tries another day. The boy who always means to do The very best he can ; Who always keeps the right in view. And aims to be a man. Such boys as these will grow to be The men whose hands will guide The future of our land; and we Shall speak their names with pride. All honor to the boy who is A man at heart, 1 say ; Whose legend on his shield is this, " Right always wins the day." THE PROPER TIME. "Will you play with me? Will you play with me?" A little girl said to the birds on a tree. *'0h, we have our nests to build," said they: "There's a time for work, and a time for play." 232 THE FIRST RUBBER BOOTS. Then meeting a dog, she cried "Hallol Come play with nie, Jip, and do as I do." Said he, "I must watch the orchard to-day: There's a time for work, and a time for play." A boy she saw; and to him she cried, "Come, play v/ith me, John, by the green- wood side. "Oh, no!" said John, "I've my lesson to say: There's a time for work, and a time for play." Then thoughtful awhile stood the little miss, • And said, "It is hard, on a day like this. To go to work; but, from what they all say, 'Tis a time for work, and not for play." So homeward she went, and took her book, And first at the pictures began to look; Then said, "1 think 1 will study to-day: There's a time for work, and a time for play." Emily Carter. THE FIRST RUBBER BOOTS. That precious pair of rubber boots, So tall, so black, so shining! They're just the things, the very things, For which our Ned's been pining. And now he calls them all his own, A happy thought comes o'er him, And when he kneels to say his prayers, He sets the boots before him. AN ALPHABET OF RISERS. 233 Then into bed our darling goes, His treasures near him keeping; For on the pillow one small head Between two boots is sleeping. Through snow, through slush, and in the rain, O never mind the weather! — The rubber boots, the little Ned, They trudge along together. His feet go dabbling in the brook. Just like two little tlshes, And then he runs to tell mamma The funniest of wishes. " I wish I was a puss-tat, ma. Just like our old gray Molly, Then I could wear four rubber boots, Oh, wouldn't that be jolly!" AN ALPHABET OF RIVERS. streams, tlie Names of Which Run the Gamut of the Letters. A stands for the Amazon, mighty and grand. And the B's Beresina, on Muscovy's strand. The placid Charles River will fit for the C, While the beautiful blue Danube is ready for D. The E is the Elbe, in Deutschland far north. And the first F I tind, strange to say, is the Forth. The great river Ganges can go for the G, And for H our blue Hudson will certainly be. The quaint Irrawaddy for I has its claims. And the J is the limpid and beautiful James. 234 HIS PROFESSION. The K is for Kama, I know in a jiffy, And tiie L is the Loire and the prosperous Liffey. For M we have plenty to choose from, and — well, There's the noble Missouri, the gentle Moselle. For N we have Nile, and the Onion is O, While for P you can choose the gray Pruth or the Po. The Q is the Quinebaug, one of our own. But the R comes to front with the Rhine and the Rhone. For the S there's the Shannon, a beautiful stream, And the T is the Tiber, where Rome reigns supreme. The Ural, I think, will with U quite agree, And the turbulent Volga will fit for the V. The W's Weser, and the Xeni is X (You may fmd it spelled with a J, to perplex). Then for Y Yang-tse-kiang is simple and easy, And to end the long list with a Z take Zambesi. "The Traveler," St. Nicholas. HIS PROFESSION. My boy and I rode in a train One morning bright and clear. "When I'm a grown up man," said he, "I'll be an engineer." But soon the dusttlew in his eyes. And heavy grew his head. " I wouldn't be an engineer For all the world," he said. My boy was at a seaport town. And saw the rolling sea. "Mamma," he said one evening, A sailor 1 shall be !" THE CHILD'S CENTENNIAL 235 We took him to a yacht race — He had to go to bed ! " I wouldn't be a sailor, now, For all the world," he said. We read him stirring stories Of soldiers and their fame. "I'll go and fight," cried Freddie, " And put them all to shame !" We told him of a soldier's life ; He shook his little head, " I wouldn't be a soldier, now. For all the world," he said. And thus to each profession He first said "yes," then "no." " To make a choice is hard," he said, " At least, 1 find it so." " But what, then, will you be ?" I asked, "When you are grown-up, Fred ?" " I really think I'll only be A gentleman," he said. Dr. Malcolm McLeod, St. Nicholas. THE CHILD'S CENTENNIAL. Around the purple clover-tlowers, The butterflies were flitting; And on a stone beside the road A little boy was sitting. The fragrant air his yellow hair Around his face was blowing, And down his pretty rosy cheeks. The great, round tears were flowing. 236 THE CHILD'S CENTENNIAL His breeches were of coarse, brown cloth; His frock was made of tow; For Httle Ebenezer lived A hundred years ago. Along the road, upon a horse, Two men came, riding double; BUTTERFLY WEDDING. And one spoke out, "My pretty lad, Pray tell me, what's the trouble?" But, at his friendly words, the boy Began to sob the louder: "O, sir," said he, "my father took His gun, and horn of powder, A CHILD'S CENTENNIAL. 237 "And rode away this very morn To help to fight the foe!" For there was war within the land A hundred years ago. The foremost man drew in his rein (His horse was somewhat skittish) And said, "My dear, I would not fear We hope to beat the British. "And when the Yankees win the day, And send the Red-coats flying, And home again your father comes, You will not feel like crying: "You'll be a happy fellow then." "Oh, that 1 shall, 1 know!" Poor little Ebenezer said A hundred years ago. "But if he should not come at all, And we should tlnd, instead, sir, A musket-ball had shot him down, A sword cut olT his head, sir?" "Oh, even then," the man replied, "You'd proudly tell his story. And say, 'He died for freedom's sake, And for his country's glory.' "But brave must oe the little son Whose father fights the foe: We need stout hearts." And so they did, A hundred years ago. The man rode on, and home again Ran little Ebenezer; 238 LETTING THE OLD CAT DIE. "Now I must share my mother's care," He said, "and try to please her; And I must work in every way, — Rake hay, and feed the cattle, And hoe the corn, since father's gone To give the British battle/' Oh! looking backward, let us not Forget the thanks we owe To those good little boys who lived A hundred years ago 1 Marian Douglas LETTING THE OLD -CAT DIE. Not long ago I wandered near A playground in the wood ; And there heard words from a youngster's lips That I never quite understood. " Now let the old cat die," he laughed ; I saw him give a push, Then gaily scamper away as he spied A face peep over the bush. But what he pushed, or where he went, I could not well make out, On account of the thicket of bending boughs, That bordered the place about. " The little villain has stoned a cat. Or hung it upon a limb. And left it to die alone," 1 said, "But I'll play the mischief with him." LETTING THE OLD CAT DIE. ' *^°'"'' "V way between the boughs The poor old cat to seek • ' u/-l''u* '"''' ' ''"'' ''"t '■• swinging child W.th her bniht hair brushi„g^iehli 239 IN THE SWING. 240 LETTING THE OLD CAT DIE. Her bright hair floated to and fro, Her little red dress flashed by, But the liveliest thing of all, I thought, Was the gleam of her laughing eye. Swinging and swaying back and forth With the rose-light in her face. She seemed like a bird and a flower in one. And the wood her native place. "Steady ! I'll send you up, my child !"' But she stopped me with a cry : " Go 'way ! go 'way 1 Don't touch me, please ; I'm letting the old cat die !" '* You letting him die !" 1 cried, aghast ; " Why, where is the cat, my dear ?" And lo ! the laughter that filled the woods Was a thing for the birds to hear. " Why, don't you Know," said the little maid, The flitting, beautiful elf, " That we call it ' letting the old cat die,' When the swing stops all by itself ?" Then floating and swinging, and looking back With merriment in her eye. She bade me "good-day," and I left her alone, A-letting the old cat die. Mary Mapes Dodge. A STORY FOR BOYS. 241 A STORY FOR BOYS. If you are fond of cats, if you have a dear little pussy of your own, you will like this story, for it is true. Phil was a French lad, and his pet and favorite was a white cat, with a bushy tail and long thick fur. She followed him about the fields when he went to plow, and sat on his knee by the fire- side, and slept on his pillow at night. But a sad day came to pussy and her master. Phil, who was now a strong lad of sixteen, was selected for a soldier. It was at the time when the French and English joined to fight the Russians in the Crimea. " Farewell" is the hardest of words to us all. Phil's heart ached sorely as he marched away with his regiment for the first time. But a soldier's pride was stirring in his bosom. The roll of the drum called up exultant thoughts of the honor and glory his own dear France was sure to gain. On, on they marched along the dusty road, between the rows of limes and chestnuts, and Phil could hear the beating of the waves upon the sandy shore of the bay, where the transport ships were waiting. How many leagues already separated him from his boyhood's home I His heart grew heavy at the thought, and happening to turn his head he saw his snow-white beauty, his cat of cats, drab with dust, and panting with heat, watching the soldiers as they marched by. When she caught sight of her master's face puss sprang up joyously and ran steadily by his side. Phil was touched to think how faithfully and how far she had followed him. But what was he to do with her ? He could not send her back ; he could not leave her by the way. She would run on by his side until her little feet grew sore and weary, and her legs dragged painfully after her master. Phil glanced at the stern sergeant, but he was looking another way. He lifted up his cat quickly, and 16 242 A STORY FOR BOYS. set her on his knapsack. She clung to him. happy and content. Her point was gained: they were not to be parted. Through all the hurry and bustle of embarking, pussy kept her place. Whoever before heard of a cat going to the wars of her own free will ? The soldiers might well laugh, but no one interfered with her. At meals she munched a corner of Phil's ration, and at night she slept in his arms. When the soldiers left the ships, and were landed on Turkish soil, the weary march began again. Puss coiled herself up on her master's knapsack, and journeyed with him. How fondly Phil loved his little pussy friend I She grew more precious every*day, as she shared and cheered the many toils and dangers of the young soldier's life ; sometimes standing quiet by his side, and purring lovingly, when the duties of the day were over, and her master cooked such supper as he could get by the camp fires. For the poor soldiers had often little to eat, and many hardships to endure, before they won the battle. As first he had to work in the trenches with pickaxe and spade, but when his regiment was ordered into active service, and he must face the cannon's mouth, he left his puss with a sick comrade. The poor sick fellow promised to take good care of her. The troops were about a mile from camp, when Phil caught sight of his pet running steadily after him. He lifted her up on her custom- ary seat on his knapsack, for the battle was beginning. The Russian cannon began fire, and the thundering noise deadened every other sound; but those little white paws only clung the closer to her soldier's belt. There was fighting all around him, and men were falling. But the soldiers closed their ranks and still pressed onward. Twice poor Phil went down, but pussy never loosed her hold. She clung to his coat, determined not to be parted from the master she loved so dearly. At last a severe wound in the breast threw him senseless on the ground. No sympathetic friend dared to stop during the battle to raise him up or speak one pitying word. The thick cloud of A STORY FOR BOYS. 245 smoke from the cannon on both sides turned the daylight into dark- ness. But a cat's keen eye, which can see in the dimmest light, enabled the faithful puss to distinguish the dark stream of blood flowing from her master's breast. With an intelligent comprehension of his danger, the devoted little creature seated herself upon him, and began to wash away the blood. Think of the dreadful wound in the poor young soldier's breast, ^^1, "^^A and that little cat, with nothing but her tiny tongue, trying so hard to close it. Remember how the cannon-balls were rattling around her. How scared and terrified she must have been; for we know all animals, except the trained war-horse, fly in terror from the battle-field. But the great love that filled the darling pussy's heart was greater than all 244 l^ACATION. the danger. Her snowy fur was soaked in blood. Her tiny tongue was aching, as hour after hour went by and Phil still lay unconscious. When the conflict was over, the army surgeon came round with the ambulance, to look for the wounded, and there he found them. Poor Phil was carried back to the hospital. His wound was bound up and he slowly revived. "Shall I live?" were the first words that passed his lips, as he looked into the surgeon's face. **Yes, my good fellow, thanks to your little cat; if she had not used her tongue so intelligently you would have bled to death," was the reply. A soft, low purr in his ear sounded sweetly to the grateful lad; and many a worn, white face was lifted from the beds around him to look at his pussy. Through all the faintness occasioned by the loss of blood, through all the burning fever brought on by the wound in his breast, Phil never ceased to ask that his cat might stay with him. It was contrary to all hospital rules, but the officer said: " Yes, let her stay." The little creature's devoted love won all hearts. She was sent with her master to the regular hospital. -She was fed with the choicest morsels from his plate. She was petted by all around her; and was pointed out with proud admiration to every new-comer. VACATION. Vacation is coming. We all will be gay, We leave our worn school books For sport and for play. THE CHILDREN'S HOUR, 245 We'll off to the country, To visit our friends. And spend our time finely, Till vacation ends. _i ^