■ ■ n m m Child House- keeper l-- .„ — . — . — „*.„ ._™i Class ^ Tt\(£ Book £l\Z OopghtN°_ COPYRIGHT DEPOSIT. The Child Housekeeper The Child Housekeeper Simple Lessons, with Songs, Stories, and Games By Elizabeth Colson and Anna Gansevoort Chittenden Music by Alice R. Baldwin Illustrations by Alice Leonore Upton Introduction by Jacob A. Riis After all, there is nothing so practical in education as the ideal, nor so ideal as the practical ' ' ' . , • » New York A. S. Barnes and Company 1903 THE LIBRARY OF CONGRESS, Two Copies Received MAY 16 1903 Copyright Entry CUSS Q- XXc. No. COPY d. \QA 0^ Copyright, jgoj By A. S. Barnes and Company ^// rights reserved Published May, 1903 < 1 1 . UNIVERSITY PRESS ■ JOHN WILSON AND SON • CAMBRIDGE, U.S.A. Introduction THIS is emphatically a good and a great thing to do. Any one who can put poetry into dish-washing, and spring sunshine into the house-cleaning we men had learned to associate only with colds and with loose tacks and bad language, has given the world a real boost toward the better day. For when it comes to that, the best of that day will always be the home, as it is of this, and whoever helps make it better and brighter by putting cheer into the things which were slavery before, why, that one is a real Santa Claus of all the seasons. Making two blades of grass grow where one grew before is great; but to bring them into the house, into the kitchen, — grass, daisies, and all, — and the sunshine, and the summer winds, and the birds with them, is to make Introduction happy house-mothers out of weary wives of the future. And when that comes to pass we shall not have to fight King Alcohol and his vassals. The war will be over. For who will be tempted away from home when that is the cheeriest and brightest spot in the landscape? V: Foreword SOME of the people with whom we have been associated in teaching house- keeping to children have asked us to write out a few of our experiences. Our object is to teach young girls to work neatly and intelligently at home with the utensils and materials there provided, and not to train them to become servants. We have tried to make these lessons sug- gestive rather than final, in order that the ideas may be developed to meet the require- ments of each group of pupils. Familiar talks and stories assist greatly in the class work, and we give a few exam- ples of the kind that we have used with suc- cess. Although directions are given for a class of twelve, for convenience in writing, it is quite as easy to arrange for larger or smaller groups. vii Foreword Each subject is condensed to a single chapter ; but it is intended that each teacher shall divide the chapter into as many lessons as she thinks best. Frequent reviews and repetitions are desirable, as only the most important features of housework are included in the text. In conclusion we express the hope that our suggestions will prove helpful, and we shall feel well repaid for our work if by it others are induced to take up this important sub- ject of Domestic Science for children. Elizabeth Colson. Anna Gansevoort Chittenden. Vlll Contents Page Housekeeper's March ........ 2 Opening Song — "To Work, To Work! " . 4 Opening Exercises 7 Chapter I. Fire Building 15 II. Setting the Table 33 III. Washing Dishes 51 IV. Bed Making 69 V. Sweeping and Dusting 87 VI. Cleaning 117 VII. Laundry Work 133 VIII. Mending 159 IX. Care of the Baby 173 The Child Housekeeper Housekeeper's March Alice R. Baldwin. iipiipl 3 . A A ^4— J— «— «- tifPPPW^ 3=j=j »- -#- -» r- -a- H-Ff-^zgzi =P 3 » :p= --1- § iu Copyright, 1903, by Alice R. Baldwin. 2 r Fine. 3r+ rr n— e-*- PJEJ |! 4*-N ^ :*=* 3 3 r» 1* . I^NAAA AAA AAA *^ g W* ■^ t — pv tj— r -J^r- D.C. m S3: *T g Opening Song TO WORK, TO WORK! s Alice R. Baldwin. I ! N IS ±e£ -4- m fcrt i£S Oh, hear the ring of the sil - very bell, And the & ^ — r~& s> f r- j Ofll i J J I f— r^i— *H7^-*- L i =*= 4S2. 1 (^ mes-sage clear it has to tell ; We lis - ten all, for we — — » — m — t=k a s 1 — r r I ' ' 1&SE2H3 yz=a| » — * Jr-* 4-«i— « n Nh *=r ^-*-i-» I love it well, This joy-ous ring of the silvery bell. Hear the ^fco -g~r-f ffis 1= *=^-t t=t i Copyright, 1903, by Alice R. Baldwin. fe* 55 1=4 8^SEE5 gs bell, -4- bell, bell And the mes - sage 31 .in r^=q: * gt± -<^- r., ±=!2=:3: & Chorus. t= i=±=£ d . • — *-= — iv 4 tell ! To work, To work! there is much to do, The -£2- f ^£BE±E2 =!=£ ±± *— ^ * ^ J=f T^-J-t^ -•- . 1 p i i time is short that is giv - en you. Away to your work and »* *=t=£ ^mn^ gf $ **=* £g 1 I IS PS I ^— » Repeat Chorus. ^ II do it well, Is the mes-sage clear of the sil-verybell. ig^ *=£ The Child Housekeeper OPENING EXERCISES WHEN the bell rings, have the children form a line. Play a march on the piano while they are taking their places at the table. Each child stands behind her own chair; strike a bell three times. The first stroke is the signal to draw out the chairs; the second, for the children to seat themselves ; and the third, for them to draw in the chairs. Then sing the opening song: — TO WORK, TO WORK! Oh, hear the ring of the silvery bell, And the message clear it has to tell ; We listen all, for we love it well, 7 The Child Housekeeper This joyous ring of the silvery bell. Hear the bell, bell, bell, And the message it will tell ! Chorus — To work, to work ! there is much to do, The time is short that is given you. Away to your work and do it well, Is the message clear of the silvery bell. In many cases it is thought wise to charge each child a penny a lesson. The material used by the children in making iron-holders, match-scratchers, and other things to be taken home, is usually bought with this money. After the song, call the roll, and if tuition is charged, collect the pennies before the lesson is given. Kindergarten chairs and tables are very convenient. A list of the articles needed for these lessons will be found at the beginning of each chapter, but in many cases substitutes can be found that will do as well. 8 Opening Exercises The children are supposed to wear caps and aprons at each lesson. The Lesson Talk has been planned to assist in the presentation of the les- sons. The ideas can be given in a different way to those who are too advanced for such simple language. The materials used, and some of the methods employed, are primitive, but it is a good thing to teach the use of the common, every-day things. If many utensils are used in the class, it will be hard for the children to work without them elsewhere. FIRE BUILDING Building a Fire Alice R. Baldwin. i -A- -» — •- i. To build a good fire, These things we should learn: First ^8 -3- 3 fV -M-"-rV *=t i • we must have * T. we wish it «M= >F* !=t ;* to burn ; Then h H .Li 1 =2: — s: it- h K i 1 — — S — i fr ^ * — J m h rs > -a-J — P— — w — crum - pie the -T f pa - per, And cross sticks of wood ; 1 The J* j— — — £— ^ ^ =i= b_ = Copyright, 1903, by Alice R. Baldwin. 12 1F=* coal goes on last, If we build, as we should, The E r s f=g=f P 3=r coal goes on last, If we build as we should. B I! When we see the bright flame That wraps 'round the pine, We know 'tis the sunshine, So warm and so fine, That God in his kindness Poured down on the tree ; And to-day in the lire It warms you and me. J 3 Chapter I FIRE BUILDING "One touch of fire, and All the rest is mystery." ARTICLES NEEDED FOR THIS LESSON A bundle of kindling sticks. Matches. A pile of newspapers. A box of hard coal. GENERAL DIRECTIONS HIS lesson offers the op- portunity to tell city chil- dren something of nature. Before taking up the question of fire building, the teacher should be sure that the children have a fair idea of the origin of paper, wood, and coal, and of a few of their uses. 15 The Child Housekeeper We have found that some city children, when asked where wood comes from, reply that it comes from the grocery store. Here is the chance for the teacher to give the pupils a broader meaning to some of the common words of every-day life. Ask the children to name the parts of a tree and explain to them its growth from a seed. An acorn will illustrate the talk. The food and drink (air, rain, and sunshine) of the tree are interesting subjects. By showing the grain of the wood, it is a simple matter to explain about the sap, which we liken to the blood in our veins. A pretty idea to give about the flame is that it is imprisoned sunshine set free. MY HICKORY FIRE Oh, helpless body of hickory tree, What do I burn, in burning thee ? Summers of sun, winters of snow, Springs full of sap's resistless flow; All past year's joys of garnered fruits; 16 Fire Building All this year's purposed buds and shoots ; Secrets of fields of upper air ; Secrets which stars and planets share; Light of such smiles as broad skies fling, Sound of such tunes as wild birds sing ; Voices which told where gay birds dwelt, Voices which told where lovers knelt; Oh, strong white body of hickory tree, How dare I burn all these in thee ? H. H. RULES FOR BUILDING A FIRE There are five things needful : paper, wood, coal, air, and a match. Use a table for the imaginary stove. Tell the children to open the dampers and draughts when a real fire is to be built, so as to have plenty of air. Tear the paper and crumple it into balls. Let the children make some of these balls and place them on the imaginary stove. Have them cross the sticks on the paper and put on the coal. Dwell on the terrible danger of using kerosene to make the fire burn quickly. 2 I 7 The Child Housekeeper OCCUPATION FOR CHAPTER I When the lesson is completed, let the children make match-scratchers to take home. A piece of sandpaper mounted on a square and tied at the top with a piece of ribbon makes a simple one. LESSON TALK Many of us have no doubt seen work- men build a house, and have noticed that they first make a foundation, then put up the walls, and lastly cover with the roof. They work in this order because without the foundation the walls could not stand, and without the walls the roof could not be supported. There- fore we see how important the founda- tion is. Some one may wonder what that has to do with housekeeping. Well, housekeeping is like building in this respect, for it has a foundation. What do you suppose it is ? If we think 18 .^ixeliJWfter, Fire Building hard for a moment, we shall say it is the fire, for without the fire we could not cook the meals, we could not wash the dishes, we could not clean, or do laun- dry work. So we see how necessary it is to know just how to build the fire. Five things are needed before we can begin to work : paper, wood, coal, air, and matches. They are simple, and we know their names very well ; but let us see if we can learn more about them. We have all seen the ragmen go through the streets, collect old rags from the ash- barrels, and take them away in push carts or in big bags. Perhaps we have won- dered what these men were going to do with the rags. As we look at this smooth piece of white paper, it is hard to believe that it was made from old, soiled rags; but such is the truth. The ragmen sold them to a paper factory, where they were washed, crushed to pulp, and finally made into paper. How- 21 The Child Housekeeper ever, only fine paper is made of rags. The cheaper grades, such as newspaper, are made from wood and straw. Now that we have learned of what paper is made, let us see for what it can be used in the home. One thing we remember, — it helps to build a fire; and we know it is useful in many other ways. When Jack Frost bites our toes, if we put some newspaper in our shoes it will help to keep our feet warm. When the cold weather comes and we find our coats are thin, some newspaper put over our chests and backs will help to keep us warm. This is because paper is so made that air cannot get through it. Now let us go on to the next step, — or shall we call it a stone in our foundation ? If paper is useful in a house, surely wood is more so. Look about the room and see how many things are made of wood. Think what a number of trees have been used to build the floors, the 22 Fire Building window-frames, the chairs, the tables, in just this one room. Let us shut our eyes for a few mo- ments, and see if our minds will form for us a picture of the beautiful forests of trees that were cut down to make all these things. We can see the trees standing tall and straight, living with air, sunshine, and rain for food and drink, each year growing taller and stronger. We can see the tree from which this table was made. It may have been an oak tree. It is hard to believe that a great oak was once so little that an acorn like this was its cradle. cc Then here 's to the oak, The brave old oak, That stands in his pride alone ; And still flourish he, a hale, green tree, When a hundred years are gone." If we could see the top of its branches, we should rind the pretty nest, and the mother bird sitting on the tiny eggs 23 The Child Housekeeper to keep them warm. Then we see the little birds that have pecked their way out of the shell opening wide their mouths for the food that the mother and father bring them. Sometimes they cry when they are alone, and the tree rocks the cradle gently, and the wind sings softly to the tiny creatures. There are different kinds of wood, and some are hard and some are soft. Here is a piece of soft pine. We see how easily we can dent it with the thumb- nail and cut it with the knife. For these reasons we call it a soft wood. We use it for kindling because it catches fire easily and burns more quickly than hard wood. It is also much less ex- pensive. 24 Fire Building Ages ago, before there were men or animals, God planted great forests of trees. He planned to make these trees useful to the people that would inhabit the earth in years to come. Time passed ; the trees grew, ripened, and at last, tired of standing, fell down. Then the leaves from neighbouring trees dropped upon them ; moss and vines grew over them, and they were buried. Other trees fell upon them, and pushed them under the ground. Great rocks rolled upon them, which sent them fur- ther into the earth. As the ages went by, the trees changed slowly, and when men dug them out of the earth, they were like hard, black stones. The word wood could not be properly used to de- scribe them, so a new word was found, and that new word is coal. Now and then on a piece of coal we can see the impression of a leaf, or the pattern of a fern, which proves to us the origin of 25 The Child Housekeeper coal. So you see that paper, wood, and coal are related. Here is a riddle ; can you guess the answer ? I am as black as black can be, And yet I shine. My home was deep within the earth,. In a dark mine. Ages ago I was buried there, And yet I hold The sunshine and the heat which moved That world of old. Though black and cold I seem to be, Yet I can glow ; Just put me in a blazing fire, Then you will know. LUCY WHEELOCK (by permission) Now we have come to the last thing that is needed to build a fire, — air. When we wish air in a room, we open the windows. The dampers and draughts are the windows of a stove, so 26 Fire Building we open them wide. Of course we only play at building a fire to-day, so this table will be our stove. Let us crumple the newspaper into balls and place them on the table ; we cross the pine sticks over them, and on top of all put some pieces of coal. The fire is now ready to light. When we see the pretty yellow rlame we must re- member that it is the sunshine that has been imprisoned in the tree. All the heat that the sun gave to the tree in the forest, so many years ago, is given back to us to-day. Song : " Building the Fire." STORIES " The Fir Tree," Hans Christian Andersen. " The Little Pine Tree," St. Nicholas Magazine, May, 1889, page 510. "Three Trees," St. Nicholas Magazine, Octo- ber, 1 89 1, page 904. " How Matches are Made," St. Nicholas Maga- zine, March, 1878, page 315. 27 The Child Housekeeper " Paper, Its Origin and History," St. Nicholas Magazine, August, 1864, page 808. " The Talk of the Trees," in « The Story Mother Nature Told," Jane Andrews. 28 SETTING THE TABLE Setting the Table Alice R. Baldwin. m^ i i. If we — # * v i-ii are a - ble to set the ta-ble, And *fe£ dfe :^2£: I do fc it the prop - er way, I. Do j=r F^ Copyright, 1903, by Alice R. Baldwin. 30 m I 1/ you not see what a help we shall be In m i work that is done each day m^ & I H-^ For all must eat, and if tables are neat, And everything clean and bright, We will prove to all that children, though small Can soon learn to do things right. 3 1 Chapter II SETTING THE TABLE Polly put the kettle on, we'll all have tea." ARTICLES NEEDED FOR THIS LESSON I table. I tablecloth. 4 knives, forks. 4 butter dishes. 4 glasses. 4 cups and saucers. i milk pitcher. 8 spoons. 4 napkins. 4 plates. i large spoon. i teapot. I sugar bowl. I serving tray. GENERAL DIRECTIONS T is well to have the class furnishing very sim- ple. Let it consist only of a cooking- stove, a table, and a closet. Dispense with all unnecessary terms, such as serving table and sideboard. 3 33 The Child Housekeeper If there is no stove or closet in the room, appeal to the children's imagina- tions, and the need will be very well supplied by a chair and a table. Place the table furnishing in the imaginary closet. Appoint four children to set the table, four more to seat themselves at it when all is ready, and four more to serve some simple food, — crackers and milk, per- haps. Repeat several times, or until each child has helped to set the table, serve the food, and been served by the others. If the class is large it is a good thing to have more than one table. If there is time, a word should be said about making tea. Draw the com- parison between that made with freshly boiled water and the harmful beverage it becomes when allowed to stand an hour or more. 34 Setting the Table ORDER FOR SETTING THE TABLE Tablecloth, right side up ; straight ; crease in the centre. Knives at the right side of each plate, blade inward ; forks at the left of each plate, tines upward ; napkins left side of forks ; butter dishes at the head of forks ; glasses at the head of knives. LESSON TALK How many have ever thought what an important part of our lives the eating is and how often we use the dishes ? Let us do some counting, and see how many meals we eat in just one week. There are seven days, and we eat three times each day. Try the multiplication table, and that will tell the answer. Twenty-one times a week the table is set. That is more often than we make the bed or sweep or dust. It is worth while, then, to learn to set the table in the right way. 35 The Child Housekeeper The dishes are here before us. Of course we know their names. No one need tell us that this is the teapot, or that that is a fork, but I wonder if everybody can tell just where to place each thing on the table ? Do you all know the game called "make believe"? Most children like to play it, so shall we try it for a while, now ? "Make believe" is something like the Magic Wand that one reads about in the fairy-tale books. It changes people and things in a wonderful way. To-day " make believe" changes us into a family. This little girl is the father, this one is the mother, and the rest of us are their children. This room is their home, and it is breakfast time. For breakfast we will have crackers and milk, but we will make believe that they are oatmeal and tea. 36 Setting the Table In the old nursery rhyme there were several ways to serve the porridge, for, you remember, — "Some like it hot, some like it cold, Some like it in the pot, nine days old." But surely there is only one way to serve breakfast, and that is to have it hot. Let us put some of the dishes in the oven to heat them. " Make believe " this large chair is a stove. Bring the teapot, plates, platter, and oatmeal dishes, and place them in the oven while we set the table. If it were a real stove, of course we should have to leave the oven door open, for the heat would crack the dishes. Now we are all ready to set the table. Two of us will unfold the tablecloth very carefully, as we wish it to be smooth. 37 The Child Housekeeper We must see that it is right side up, with the crease in the centre of the table. What is the difference between the right and the wrong side? We can tell by looking at the hem. Be very careful, for a smooth, white cloth and clean china make a table so neat and attractive that we shall all enjoy our breakfast. The table is to be set for four people, one on each of the four sides of the table. As we hold the knife in the right hand when we cut with it, put it on the right side of the plate, turning the blade inward. The proper place for the fork is on the other side of the plate, and the spoon at the top makes a square. What shall we do with these butter dishes ? Let us stand them at the head of the fork and put the napkins beside the forks. Now put the glasses where we can reach them easily. As we use the right hand more often than the left, that is the side 38 ea *a|L K Setting the Table to place the glasses, and at the head of the knives. The glasses should not be quite full, because we might spill some water on the tablecloth. Of course the mother always pours out the tea and the father serves the oatmeal, so we put the cups and saucers, the milk pitcher, spoons, and sugar bowl in front of the mother, and the oatmeal dish and large spoon before the father's place. We are ready now, so bring the hot dishes from the stove. Place the oatmeal in front of the father, and the four bowls between his knife and fork. The mother likes to have the teapot at the right side of her place so that she can pour from it easily. Have the spout pointing toward the centre of the table and the handle will be in the most con- venient place. 4i • The Child Housekeeper TABLE RULES FOR LITTLE FOLKS In silence I must take my seat, And give God thanks before I eat ; Must for my food in patience wait Till I am asked to hand my plate. I must not scold, nor whine, nor pout, Nor move my chair or plate about; With knife or fork, or anything, I must not play, nor must I sing. I must not speak a useless word, For children should be seen, not heard ; I must not talk about my food, Nor fret if I don't think it good. I must not say " The bread is old — The tea is hot — the coffee 's cold " ; I must not cry for this or that, Nor murmur if my meat is fat. My mouth with food I must not crowd, Nor while I 'm eating, speak aloud ; Must turn my head to cough or sneeze, And when I ask, say, "If you please." The tablecloth I must not spoil, Nor with my food my fingers soil ; Must keep my seat, when I have done, Nor round the table sport or run. 42 Setting the Table When told to rise, then I must put My chair away with noiseless foot. And lift my heart to God above In praise for all his wondrous love. ANONYMOUS. STORIES "The Miraculous Pitcher," Nathaniel Haw- thorne. "A Thought," Robert Louis Stevenson. CLAY MODELLING GENERAL DIRECTIONS Moist clay can be bought in bricks, ready to use. Cover the table with oil-cloth or sheets of thick paper, and have several knitting-needles and knives to use as modelling tools. With a string cut the clay into cubes, and give one cube to each child. Let the children halve the cubes, and with one piece of clay reproduce the object on the table before them. A dish from 43 The Child Housekeeper the dinner-set is a good model, for one of the things to learn is the story of the making of china. When the children have made fairly good copies of the model, allow them to do as they wish with the rest of the clay. Strange-looking fruits, flowers, and birds' nests are sure to appear. The practical children will use the clay as though it were dough, and make it into pies or little cookies, using a thimble for a cutter. Offer the ambitious child a knitting- needle or a knife, if fancy induces her to mould something that requires tools other than her ten nimble fingers. As there is danger of contagion, do not use the clay a second time. The children are always eager to own their creations, so when the clay is dry enough to travel safely, let them take it home. While the children are modelling, tell the story of china making. 44 Setting the Table HOW CHINA IS MADE Hundreds of years ago men made dishes very much as we are making them here to-day. They dug the clay out of the earth, and while it was soft they moulded it with their hands into dishes, and placed it in the sun to dry. After a while it was found that dishes were much stronger if they were baked in the fire. Dishes are still made of baked clay, but they are made in large factories now, and are finer and prettier than those of the old, old days. A man who moulds dishes is called a potter. Let us be potters to- day and see how nearly we can copy this cup and saucer. Look at it care- fully, and then leave it on the table where all can see it. Obedient little fingers are the best tools. We will make the saucer round and try to have the edge smooth. Do not forget the little hollow place in the centre, where 45 The Child Housekeeper the cup stands. It is there, you know, to keep the cup from slipping and spilling the tea. We must make the cup round and deep. If the handle does not look just like the one we are copying, it can be changed while the clay is soft. When the cup and saucer are finished we may do as we like with the rest of the clay. The dishes that we use on the table are usually white, and we call them china. They are made of white clay, and as this clay was first found in the mountains of the Empire of China, it was given that name. Perhaps you wonder why the cup and saucer that you have just made do not look white and smooth like the model. Let me tell you what is done to the clay after the potter makes the mould. It is first baked, and then covered with a kind of glass varnish. Clay is porous, and without this smooth covering water would soak through. 46 WASHING DISHES Washing Dishes Alice R. Baldwin. «: -A 1 i J 1 1 1- I. In a right way or I wrong way £#=t '^^$ n n « 4 1- r~* 9 &&& : TT E Wash-ing dish - es may be done, And we'll teach you J t=± T~> *=*=$ 1=1: -j~ iT T- a=iF==F -r— *- the right way; Lis J- ten, chil - dren, -I J ■b—p- '-& — m- ^t=± ■t=& -w — « ~ ei ■ *- — — ■ — r ev - 'ry one. We will take the glass-es first, And • ' P m m We £^g i& Copyright, 1903, by Alice R. Baldwin. 48 -U 58 i i II ^r- : r * ~i put them in the shin -ing foam, Then we rinse them, 5=± SS ^ ** =t : F==t 1 W 4i »*f j ^# s ^ *=S I] i next we pol - ish ; We can prac - tise this at home. i J J izfce I! ■ r -r-±-$hi=$ S 2. Next the silver, then the pitchers, And the cups and saucers fine ; Wash them well, and wash them quickly, These two things we must combine. Then we wash the other dishes, And to do them well, will try ; At the end we scald the dishcloths, Hang them on the line to dry. 49 Chapter III WASHING DISHES "Nothing useless is or low, Each thing in its place is best." ARTICLES NEEDED FOR THIS LESSON 2 small dishpans. i piece of soap. 2 dish towels. 2 dishcloths. I serving tray. GENERAL DIRECTIONS HE table should be already set when the children come for this lesson, in order that all the time may be given to clearing away the dishes and washing them. While in washing dishes there is but one rule to 5i The Child Housekeeper follow, there are two methods of clear- ing the table, and the directions are given for both in order to meet the needs of " all sorts and conditions" of homes. The wise teacher will always show the little girls how to work with materials at hand, and not set the les- son in an unfamiliar frame-work. If the home kitchen has no sink/ the children can learn to wash the dishes on the same table where the meal was eaten; but of course for some classes it will be better to have the dishes washed at the sink. Tell the children something of the origin and preparation of soap. Explain to them why it is impor- tant to follow a strict order in washing dishes. This is the order : glasses, silver, pitchers, teapot, cups and saucers, plates, butter dishes, platters. 52 Washing Dishes LESSON TALK The table is already set, so we will make believe that the breakfast has just been eaten. What are some of the table manners that we have learned ? We have trained our knives and forks to become good, obedient servants. Our hands have learned the right way to lift the glasses, and we know very well why the cups have handles. We have also learned to fold our nap- kins at the end of the meal. This little verse is our rule : — " A child should always say what 's true And speak when he is spoken to, And behave mannerly at table ; At least, as far as he is able." Food will spoil if kept in a warm room, so what is left must be put where it is cool, — in the pantry, or in the ice- box. Very good care must be taken of the 53 The Child Housekeeper things that we eat. If food is not per- fectly fresh it should be thrown away, for it is poisonous. It not only makes people very ill, but often those who have eaten the poison that forms in meats and fish when they have been kept too long a time, die. All cereals and vegetables will become sour, after a while, and as food should never be wasted, it should be eaten very soon after it is cooked. Bread that is left until it is hard and dry may be eaten, and it can be made very good again by being left in a hot oven until it is crisp and brown. There are things on the table that we need not wash. The sugar bowl should be kept on the closet shelf when not in use. The napkins have been neatly folded and must also be put away. The next things to remove are the knives, forks, and spoons, and we collect them on a tray. It is quite important to scrape the plates before washing them, for the 54 Washing Dishes scraps of food would make the water very greasy. If we move all the dishes to one end and turn the cloth over half way, we can then place them on the bare table and remove the cloth entirely. Brush the crumbs from the cloth on to the tray and see that none fall on the floor. It is a good plan to sweep the floor under and around the table every day. Sweep lightly, so as not to raise the dust. Crumbs and bits of food often fall, and they make grease spots and look very bad if left on the floor. The crumbs must be brushed from the cloth and the cloth folded very carefully in the creases, so that it will be fresh and nice for the next meal. Let us see if the dishes are sorted. That is, the glasses should be together, the plates in a pile, the silver on a tray, the cups and saucers in a group. Our song will teach us the order for washing the dishes, so let us learn it. 55 The Child Housekeeper Song: " Washing Dishes." These two dishpans can be filled with hot water from the kettle. If we are wise housekeepers, the kettle will always be full of water and singing merrily. In one of the pans of hot water we will put soap, and keep the water in the other clear. Hot water alone does not take away the grease, but if we use soap the grease will run away quickly. Soap and grease do not like each other, and when one comes in the other goes out. To make soapsuds, put a piece of soap on a fork and move it around quickly in the pan until the water is al- most white. Then remove the soap, for it will dissolve if it is left in the water. Common yellow soap, such as we use for housework, is made of animal fats mixed with a certain kind of soda. Castile soap, which some of us use for bathing, is made of olive oil. 56 Washing Dishes The bulb of a certain plant that grows in California is sometimes used in the washtubs. When it is rubbed on the clothes, something like suds is formed, and it is said to be a good substitute for soap. The barks and fruits of some trees are also used in place of soap. Put the glasses carefully in the pan and rub them with a cloth; then rinse them in the clear water and let them drain for a moment on the tray. It takes some skill to dry glasses so that they are perfectly clear when held to the light, but with a little care we can polish them. We must remember to hold the glasses near the bottom and not put our ringers inside, for they will leave a mark, and we wish to have the glasses perfectly clean. The forks and spoons are the next in order, and perhaps some of us wonder why not the knives too. This is the reason. The knives have wooden or bone handles, that will crack 59 The Child Housekeeper and come off if soaked in water, so they must be washed separately, dipping only the blades in the water ; if the blades are black we must scour them with sand. It is surprising how bright we can make the forks and spoons by rubbing them with the cloth. What shall we wash next ? Surely the milk pitcher and tea- pot, with their companions the cups and saucers. Our little song teaches us the order. (Song.) The water seems greasy, so let us throw it out and make some fresh suds. We are not only learning how to wash dishes, but we are learning to wash them thoroughly. Dirty water cannot make the dishes clean. The plates are next in order; then the but- ter dishes, and last of all the oatmeal dish. The china looks bright and pretty after its bath, and we put it away on the closet shelf. When we wash dishes again, we shall need clean towels, so they 60 Washing Dishes must be washed and hung out on the line to dry. The bubbles in the soapsuds are full of lovely colors. There really are six of them, but they are so beautifully blended that it is hard to count them. Red, orange, yellow, green, blue, and violet are the colors that you see, and they are the colors of the rainbow. So each tiny bubble in the dishpan has a rainbow of its own. The rainbow ap- pears in the sky when there has been a shower and the sun comes out while the last little drops are hurrying down. It is the sun shining through the drops that makes the bow. The drops are round as they fall, like the bubbles in which we see the wonderful colors. A great many years ago the Indians used to tell their children a beautiful fairy story when the rainbow came in the sky. They would point to it and say : 61 The Child Housekeeper 'Tis the Heaven of flowers you see there. All the wild flowers of the forest, All the lilies of the prairie, When on earth they fade and perish, Blossom in that Heaven above us." STORIES "A Chapter on Soap Bubbles," St. Nicholas Magazine, May, 1881, page 524. Oueer Stories : "What the Tea Kettle Said," Edward Eggleston. The Rainbow Pilgrimage, in " Child Life in Prose," Grace Greenwood. GAME FOR CHAPTER III The game suggested for this lesson is bubble-blowing. Provide a bowl of strong soapsuds, and a clay pipe for each child. A little glycerine added to the suds will make the bubbles more lasting. The dainty bubbles are enough in them- selves to delight and interest the chil- dren, but if more of a game is desired, cover a table with a dark woollen cloth. 62 Washing Dishes Place two lead-pencils in the tubes of large spools, and stand them on the table about a foot apart. Let the children in turn gently fan the bubbles the length of the table, the game being won by the child who is most successful in getting her bubbles between the pencils or goals. The rainbow tints in the bubbles sug- gest a few facts about refracted light, and the order of the primary colors, — red, orange, yellow, green, blue, and violet. In reviewing the lesson, the hemming of small dishcloths may take the place of the bubble-blowing. Napkin-rings of colored bristol-board tied with ribbon are also easily made. ^3 BED MAKING Lullaby Slowly. Alice R. Baldwin. -#- -0- m -5 -m- rab - bit -skin To wrap my Ba - by Bunt - ing in. -4 J I L ' 1 I M=* si n the tree - tops swing - ing, With birds around thee 3=1=4: I Copyright, 1903, by Alice R. Baldwin. 66 i=z fet #« 4JU 0n — m- ing, While soft winds sigh a lul - la - by, Oh, — ST sing ^ o H I I i * ST £?3 |fct Softly. M I*=*t=t sleep, my Ba-by Bunt - ing, Oh, sleep, my ba-by, bye. Sa I « i ^ ^ *=1= SpJ Now, while you 're sweetly sleeping, And stars their watch are keeping, Comes Moon so bright, with silvery light, Through tree-tops softly peeping ; She smiles for Baby Bunting. Though all the world o'er hunting, No sight she '11 see like this nest in the tree, And my dear Baby Bunting. So hush thee, baby, bye. 6 7 Chapter IV BED MAKING *' My bed is waiting, cool and fresh, With linen smooth and fair." ARTICLES NEEDED FOR THIS LESSON 1 bedstead, with mattress, sheets, blankets, spreads, pillows, and pillow-cases, 2 chairs, i doll. GENERAL DIRECTIONS AKE the bed before the lesson is given, for the children are to learn first ^^5gW to prepare it for the night. Bed making is very practical work, but it affords an opportunity for story and song. There are many charming thoughts to give the chil- dren in connection with this lesson. 69 The Child Housekeeper Dreamland alone is an absorbing theme. The poems of Eugene Field and Rob- ert Louis Stevenson are rich in sug- gestion, and a teacher will do well to use some of them. Each child should be allowed to pre- pare the bed for the night, to air and to make it, at least once. As the work is thus repeated many times, the lesson will be well learned. Arranging the bed for the night, with the story, and the lullaby, is enough for one lesson, leaving the bed making for another day. Teach the children to see and to over- come wrinkles in the bedclothes, and be sure that the bed when made presents a flat, even surface. Put on the first sheet with the wide hem at the top, and right side up ; put on the second sheet with the wide hem at the top, but wrong side up, which brings the two right sides together. 70 Bed Making There is one direction to give about the pillows. The closed ends of the covers meet at the centre, leaving the open ends on the outer edge of the bed. Give as few rules as possible; rather make the lesson so interesting that the children will forget it is real work. Speak of the importance of airing the bed every day, and also of the necessity of having air in the room at night. The little girls are always pleased if there is a doll to put in the bed. Some valuable suggestions may be given about the importance of keeping a bed clean. Show how to take it apart every few months and wash it with ammonia and water, and also how to use powder if necessary. Explain that beds become infested because of neglect and dirt. LESSON TALK There are ever so many kinds of beds. There are beds out of doors as well as 7 1 The Child Housekeeper those in the house. Perhaps some of us wonder how that can be. Mother Nature, from whom we learn such good lessons, shows us some inter- esting things about the beds out of doors. Have you ever thought that flowers are used for beds ? i "There's never a leaf or blade too mean To be some happy creature's palace." There are many tiny insects that find safe and cosey places to sleep in among the petals of a rose or a lily. Did you know that Mother Na- ture teaches the animals to make their beds ? She tells the birds to choose soft things for their nests, and to have a warm place for their tiny eggs. She Bed Making shows the squirrels a hollow in some tree, and their bright eyes are quick to see that it is a safe bed for their babies. The woodchuck is taught to dig his cell under the ground, and the caterpillar learns to make a wonderful cradle. "If in field or tree There might only be Such a warm, soft sleeping place Found for me ! " Mother Nature is a busy person. Sometimes she has to be in fifty places at once. She has to teach school, clean house, and at the same time nurse the sick trees and flowers. She flits about from one place to another all day long. When the sun sets, she kisses the flowers good-night and sends the animals to bed. Then she must see if her army of sandmen have their bags and are ready to march away, for it is the children's 73 The Child Housekeeper bedtime. When the little children are all on the " Shut-eye Train," the good fairy blows a tiny whistle, and away they go, "Afar into the Land of Nod." We will "make believe" that it is night and put the doll to bed. First, we must take off the two pillows and place them on a chair. Then we turn the bedclothes over half-way, and put the pillows in place. The bed is now ready for the night. Let *us sing the lullaby softly, and when the doll is asleep lay her in the bed. Years ago a Frenchman wrote this verse about the words good-night : — GOOD-NIGHT Good-night, Good-night, Far flies the light, But still God's love Shall flame above, Making all bright, Good-night, Good-night. VICTOR HUGO. 74 Bed Making When we are playing in the happy land of dreams, do you know what a wonderful thing happens to the bodies that we leave at home in bed ? "The tired hands, the tired feet, so glad of night," have a fine rest, and while they rest they grow. Sleep helps to make us grow. It helps just as much as the food we eat, and we cannot live without sleep any more than we can live without food. Let us " make believe " tha't it is morning. "Every day is a fresh beginning, Every day is the world made new." Morning is a joyous, happy time. We wake up glad to be alive, for " the world is good, the world is sweet." Sometimes sad, tired people leave home at night on the "Shut-eye Train," but they come back in the morning rested and full of courage. 75 The Child Housekeeper Take off the bedclothes separately and place them on a chair by the open window. This is something that we must do every morning; leave the bed- ding to air while we are at breakfast. Now we must make up the bed for the day. It is well to let a bed air for at least half an hour each day, but we must never forget and leave the bed- clothes on the chair several hours. If we turn over the mattress we shall find that the other side is level. Tuck the clothes in carefully at the corners and the bed will be square, and draw the clothes tightly at the sides to make it smooth. Put on the first sheet with the wide hem at the top, and right side up. The second sheet should be put on with the wide hem at the top, but wrong side up. Put the blankets on next, and then the white quilt. Place the pillows as they were before we opened the bed for the night. 76 Bed Making FEATHER FAIRIES What a pleasant thing it is to lie quietly in bed in the dark after a long day of work and play ! Belinda was thinking things over in this fashion one night last autumn. She had begun the day by hurrying her work of bed mak- ing for the sake of a ride on the lumber wagon. She was sorry about the hurry, and really the hasty way in which she had tucked up the baby's crib and her own small bed was shocking. But the ride had been delightful and the fresh air had made her sleepy and tired. The moon came up behind the pine woods just where she could see it, and everything was very still, when she be- gan to think that her pillow was not quite so comfortable as usual. "I did not shake and air it very well this morn- ing," sighed Belinda; and then she sat up in amazement, for a perfect tumult 79 The Child Housekeeper had arisen under her head. Such an indignant buzzing and squeaky chatter- ing she had never heard before. " Don't you know we like our morning shake ?" " How can we get along without fresh air ? How naughty you were to forget us!" and many more things she heard the tiny voices say. Belinda felt guilty, but she could not resist taking a tiny pair of scissors from her work-bag that hung on the bedpost and cutting a hole in her pillow. Im- mediately the room seemed full of feathers, and more poured out of the hole, pushing each other in an impatient way that made her laugh. And now she saw that the white fluttering things were not feathers, but lovely white butterflies. It was charming to watch them floating back and forth across the bars of moonlight. Hundreds of them soon came and lighted on her hair, and on her nightdress. In fact, all seemed 80 Bed Making to be flying toward her. For a while she was puzzled, and interested to know what they would do, but she soon felt herself floating off. The butterflies were carrying her away. They took her through the doorway and into the room where the baby slept. They left her standing by the crib, and then flew out of the open window like a puff of white smoke. A slight frown puckered the baby's forehead, and Belinda saw that the cold night air was blowing on his little bare feet. As she stooped to make things right, she woke up to find herself trying in a forlorn way to cover up her own cold toes. Belinda was opening her window next morning to let in the frosty breezes, when she remembered her dream. She laughed and said, "Thepillows shall have a good shake this morning. " Suitable poems for this chapter: — 6 81 The Child Housekeeper "The Land of Nod." \ "My Bed is a Boat." (Robert Louis "The Sun's Travels." | Stevenson. " The Land of Counterpane." J "Lady Button Eyes." ~\ "The Rock-a-bye Lady." ( "The Sugar-plum Tree." j Eu § ene Field - "The Shut-eye Train." J "Twinkle, Twinkle, Little Star." " Good-night and Good-morning," Richard Monck- ton Milnes. "How the Leaves Come Down," Susan Coolidge. "The Time to Go," Susan Coolidge. 82 SWEEPING AND DUSTING Sweep and Dust Alice R. Baldwin. r" fes^ i. Children, chil-dren, what to - day Shall be our work, shall 0- , ^^=F =F 1= ^^T 1 * + be our play ? Shall we learn to sweep a £ Sfcfc « • •- r *4i — i — r m 3 K Driv - ing out the dirt and gloom i m m Chorus. zfc *— f sweep and dust, -0- Sweep and dust, -=tr -=t 3t 3 Copyright, 1903, by Alice R. Baldwin. 84 & ^^mmmm Thus all good house-keep-ers must ; Sweep and dust, # » P- *==tr 3 t 1 -i — r rrt y 3 + 3 a. ^5 * * i Sweep and dust, 3t -*- -W- -*- -zr Thus we make a home. B I i -=t— : 4- 4 J t ■=t =t 2. Brush the cobwebs from the wall, Brush with care the corners small ; Sweep with steady strokes and strong, Singing, as you work, this song. Cho. 3- Fairies of the dust, beware, We are searching everywhere, We shall find you though you hide, And will drive you all outside. Cho. 85 Chapter V SWEEPING AND DUSTING tf A servant with this clause Makes drudgery divine : Who sweeps a room as for thy laws Makes that and th' action fine." ARTICLES NEEDED FOR THIS LESSON 12 small brooms. I brush. newspapers. 12 dusters. I dustpan. sweeping sheets. GENERAL DIRECTIONS HE children should, if possible, sweep and dust a bedroom, but if the class-room is not too . large the lesson can be given there. The children must be 87 The Child Housekeeper taught how to manage when there is a bed, a washstand, and so on — even when such things cannot be used at the lesson. The usual rules for sweeping a room are these : — i . Cover the bed and large pieces of furniture with sheets or news- paper; dust the smaller articles and move them out of the room. 2. Open the windows, unless the wind blows very hard. 3. Sweep with steady, strong strokes, and always toward the centre of the room. 4. Be particular to sweep the cor- ners and under the bed with a whisk broom. Cover the broom with a cloth and wipe down the walls. A simple way to lay the dust is to scatter bits of wet newspaper on the floor. Gather the dust in a dustpan. When the dust settles, dust the furni- Sweeping and Dusting ture; move it back in place, draw the shades even, and make the room orderly. There is a good chance in this lesson to talk about the care of brooms. They should be hung when not in use. If allowed to stand, they lose their shape. To keep them from growing brittle, wet them from time to time. For occupation, make small dusters of cheese-cloth stitched around with bright worsted. Try the experiment of planting in a flower-pot or window-box a few seeds of the broom corn. You will find plenty in the children's brooms. LESSON TALK In our last lesson we heard about the good little fairies that came to Belinda one night and taught her a lesson in housekeeping. Almost all fairies are good, but there is one kind that is naughty, and I am 89 The Child Housekeeper going to warn you against these tiny mischief-makers. They are called dust-fairies. They come to a house without any invitation, and they stay just as long as they can. If the housekeeper is careless, these fairies do great harm. They soil the books, they scratch the furniture, they leave black marks on the paint, and they cover the bright colors in the carpet. Perhaps at first only a few dust-fairies will fly in the window, but if they find it is a good place, they will call in their friends, and after a while there will be a whole army of them in the house. Then it will take a long time to get rid of them, so it is better to drive them out every day. Instead of using a feather duster, which only scatters the dust, we will use a soft cloth. There are two rules for us to re- member when we dust. Work from 90 Sweeping and Dusting the top down, or the dust from above will fall on what has already been dusted below, and shake the cloth often out of the window. In that way we will get rid of the troublesome fairies. A good housekeeper is always careful to have her bedroom clean and orderly. It does not take long to put the room in order ; fifteen minutes before we start for school will give us time to make the bed, to dust, and to put shoes and clothing away. We should dust every day, but a room need be swept only once a week. To sweep a room takes time, so we will call Saturday sweeping day, for there is no school bell to hurry us. Pehaps some of you have heard this quaint old rhyme : — " There was an old woman tossed up in a blanket Seventeen times as high as the moon ; Where she was going I could not but ask it, 9 1 The Child Housekeeper For in her hand she carried a broom. c O!d woman, old woman, old woman,' quoth I, c Oh whither, oh whither, oh whither, so high?' c To sweep the cobwebs from the sky; But I'll be with you by and by.'" She must have sharp eyes to see the cobwebs in the sky, and we must be equally sharp dust and cob houses. Our caps dust from get- hair, and, as are on, we work. It is a tie a cloth on you have no Dust care- a n d little them on the cover them to detect the webs in our will keep the ting into our our aprons are ready for good plan to your head, if cap. fully the books things, and put bed. We must with a sheet Sweeping and Dusting or with newspapers. Next we will dust the chairs and put them in the hall. Then move the washstand and table in order to sweep under them. The window should be opened, unless the day is very windy. Use the little brush for the corners and under the bed, for we must be sure to find all the dust- fairies that are hiding there. With our brooms held firmly in both hands, let us sweep toward the centre of the room. When a carpet is swept the air be- comes filled with dust, so bits of wet newspaper must be scattered on the floor to lay it. Now sweep the dust into a pile and collect it in the dustpans. Let us rest for a while and hear a story about a broom. Brooms are made from a plant called broom corn. Broom corn bears no ear like the corn we eat. It grows to be very tall, 93 The Child Housekeeper and at the top of the stalk is a brush or tassel, which is cut off, and made into brooms. BELINDA'S BROOM Belinda had left her little broom under the lilac bush, and now, as she looked out of the window and saw the rain, she saw several brooms and ever so many lilac bushes, because she looked through tears. " It will be spoiled for- ever, just as my birthday-book was," she said ; and then she remembered what fun it was to have a little broom and how she would miss it. Suddenly it occurred to her that she had heard that brooms were made from a plant. If that were so the rain would not hurt it at all. Her birthday-book was blurred and blistered when she carried it into the house after it had spent the night on the wet grass, but this trial she now felt would turn out quite differently. Belinda ran to 94 ■ Sweeping and Dusting the kitchen, where her mother was busy- covering glasses of jelly. " Mother," she said, " please tell me all you know about brooms." And as she sat cutting neat little paper labels to be pasted on the glasses, her mother told her a story. Mothers are very apt to begin their stories in the old way, so, when she had cautioned Belinda to cut the labels care- fully and not to waste the paper, she said : — " Once upon a time there was a very charming lady living in Philadelphia. She had a great many friends, and among them was a sea-captain, who often brought her interesting presents from the foreign lands to which he sailed his vessel. Once, when he came home after a trip to England, he brought her a pretty little brush that pleased her very much. She had never seen one like it before, and one day, when Benjamin Franklin was calling upon her, she 7 97 The Child Housekeeper showed it to him. He looked at the brush very thoughtfully and found that it was made from some kind of a plant. He knew it would be a good plant to raise if brooms could be made from it, so, as he saw a very dry little seed cling- ing to one of the whisks, he asked if he might take it away with him. This seed he planted, and ever since broom corn has grown plentifully and well in America. Belinda carried her bits of paper to the sitting-room to write upon them. She wrote "broom corn" on the first one, instead of the words "gooseberry jelly," but that was because her mind was so relieved about her broom. We must dust our room now. Remembering the rule to begin at the top, let us first wipe down the walls. The bristles of the broom will not clean a smooth, hard surface, so we shall have to pin a cloth over the broom. If there 98 Sweeping and Dusting is a cobweb in the corner we must brush it away, although it does seem a pity to destroy the patient little spider's work. After dusting the bedstead and wash- stand, move back the chairs and put the room in order. Before ending our lesson let us hear the story of Arachne and Minerva. Long, long ago, in a time that was called the Golden Age, fairy folks shared the earth with real people. They were not called fairies, however, but gods and goddesses. On a mountain, so high that its sum- mit was hidden by the clouds, lived these wonderful creatures. There was always sunshine on this mountain, be- cause the clouds that hide the sun and bring the storms were far below. One of the most interesting of the goddesses was Minerva, — Goddess of Wisdom and of War. She wore on 99 LofC. The Child Housekeeper her head a crown made of an olive branch, surmounted by a little owl. The owl, of course, stood for wisdom, and the olive branch for peace, because the goddess believed in war only that peace might follow. Minerva was won- derfully skilful with her needle ; indeed, she invented the art of spinning. There was only one other person who could weave and embroider as well as Minerva, — a little maid whose name was Arachne. Arachne was not a god- dess, but just a real child. She made such pretty pictures with her needle that the goddesses would sometimes leave their groves and fountains to watch her at her work. In fact, she was so clever that people said, " Minerva must have taught her." Arachne did not like to think that any one, even a goddess, could do more beautiful work than she. ' Let Min- erva try her skill with mine," said Ar- ioo Sweeping and Dusting achne. As she spoke, a queer little old woman appeared and said : " I advise you to beg Minerva's pardon for what you have said. You forgot, no doubt, that you were challenging a goddess." But Arachne tossed her head, and re- plied that she was not afraid. The old woman suddenly dropped her cloak, and there stood Minerva. They agreed to prove which really did excel, and set to work in earnest. The goddess wrought into her work exquisite designs, but Arachne's work was even finer, and Minerva was made very envious. In a rage she struck poor Arachne on the head. This insult Arachne could not endure, so she hung herself from a beam. Minerva pitied her, and waving her wand, changed her into a spider, that she might spin, and weave, and hang forever. Before we brush away the spider- IOI The Child Housekeeper webs on sweeping day, let us look at them, for Arachne (her name means spider) is still weaving and doing beau- tiful work. STORIES " Madame Arachne," Celia Thaxter. " The Spider and the Fly," Mary Howitt. " The Spider and his Wife," Jane Taylor. " Maggie Darnley's Experiment," St. Nicholas, July, 1883. BROOM DRILL ARTICLES NEEDED 12 caps. 12 toy brooms. 12 aprons. 12 small dusters, GENERAL DIRECTIONS Have the children march into the room, and each take a broom from a stack arranged in a convenient place on the line of march. Let them carry the brooms as muskets in the right hand, and take their places on the floor as they would in a gymnasium. Have the 102 Sweeping and Dusting dusters in the pockets or tucked in the belts. The teacher should stand facing the children, at a little distance, and demonstrate the motions as she gives the following directions. LESSON TALK We shall make all the motions of sweeping and dusting in time with the music. If we count carefully, move together, and think of what we are do- ing, it will seem more real. While the first chords are being played, put your left hand on the brush end of the broom and bring it down so that it is across the body and held by both hands. Then lift the broom with the right hand and point with it at arm's length to the upper right-hand corner of the room. Now you are ready to begin to brush the cobwebs out of the corners. 103 Broom Drill Alice R. Baldwin. Sloivly. :^=1 1 --I-T fr fl "U *3 -z^-i- -- 1*==^ E * f i i F 1 =5 105 « £ffe3 *=F r • s*- -e>- : &? : -IS 1 - Ife? -z^— 5 ^ ^1--- *==f a ■i-.-i- -4 X ?: r t r . r -2^ X * f at ^a H f Corners. £ 3 a : * E $£-=*-— X- •— izc -•-*—# -4- i^-—jr :^==p: ^SK- l^i =4 3=4= j= -M — I- 106 Collecting dust. ± J J ^=w qg» -#-«—•- ?3£ S 4-4: m $^=* t=t £=£ Get out •^ dusters. Dusting high. TTTTL-i 4- £=*i*±* « £ ^ -& m E 4=t ^^ Dusting surface. ^■ - £=s=q^=?3: i=Jzt-^=i: £ db B * — *- 07 =F =4= Dusting table legs. P &± m Shake out duster overhead. ^: m m -- *i II 108 Sweeping and Dusting Cobwebs. — First, twist your brooms around and around four times with the right hand, then change, and do it with the left hand four times. Walls. — Next, you must brush down the walls. Hold the broom with both hands, and raise it. Lower and raise eight times, as though you were brush- ing the dust lightly from the wall di- rectly in front of you. Corners. — Now make the motion for brushing the dust from the corners of the floor. To do this, make four strokes forward and to the right, as though there were a corner there ; and then do the same towards the left, four times also. Floor. — Finally sweep the floor. Hold your broom as you would for real sweeping, and take four steps forward, sweeping as you go, and four steps back again. Then repeat with the broom on the other side of your body. Now 109 The Child Housekeeper sweep with short strokes, as though collecting the dust in a pile at your feet. Then we illustrate dusting. Hold the broom in the left hand and take the duster out of your apron pocket with the right hand. Stand on tip-toe and " make believe" that you are dusting a high shelf or a moulding, passing the duster back and forth four times. Im- agine for a moment that a table is before you and dust the top of it around and around. Draw the duster up and down as though dusting the legs of a table, twice to the right and twice to the left. Stoop a little, as you would have to do if the table were really there. Stand up, for the dusting is done, and take four steps forward and four steps back- ward, waving your duster above your head. no CLEANING Cleaning Song Alice R. Baldwin. -^ i ^* 3^ a 3=2= ^rrc T*- ^ I. When Moth - er Na - ture cleans the earth, Her iES^* fes PL & r T ^* 3 i i r - ' j=$=§+=} i± -p- . 1 chil - dren help her too ; Their names are Sun-shine, mgt £ •*- 5 - -•- -f 2 - =$ -- 4* =t 1 ^3 ^— •- Wind, and Rain, And this is what they do : ^ -te>- J] -©>— Copyright, 1903, by Alice R. Baldwin. 112 The Wind she uses as a broom, He sweeps the earth with care ; Then Rain upsets his pails, — the clouds, And cleans things everywhere. 3- Then gentle Sunshine does her part, She makes things fresh and bright; And Mother Nature thanks them all ; They 've done the work just right. "3 Scrubbing Song Alice R. Baldwin. gp3 m =p — pv— n— n- a=^: *— # A^- A -1- i. To dirt we are al-ways a foe, a foe, It £fr ! »^ju^ ' ^T 1 ^ -fv-W— =»— ^- v must not stay near us, you know, you know; With te^ -1 f ]/ — 1 — y- y 3 ^=^ te Chorus. M=* Rub - a - dub, rub - a - dub, rub-bing all the day -J ' 4 T=3 S Rub - a - dub, rub - a - dub, all the stains a - way -si- 3F** -!*- 3F =t *=* s £=2 — I F\ — I- -m 1 — 4- m Wring them well, and hang to dry, Rub- a- dub, rub -a- dub, I=i : i f- r r l 3 l v Out up - on the line so high, Rub -a - dub, rub- a- dub. S*¥=? Hung in the air and in the bright light, Fresh air and sunshine make the clothes white. Monday you '11 hear this song of the tub ; To us it 's music, rub-a-dub. Cho. 132 Chapter VII LAUNDRY WORK This is the way we wash our clothes. " HI HE following lessons are not designed to pre- pare the children actually to do washing ; that task is of course beyond their strength. The mission of this chapter is to make them intelligent and helpful in the matter, both now and in the years to come. The work of washing and ironing is complicated, and there is so much that one must know in order to do even the simplest article acceptably, that the chapter has been divided into four parts, which in turn may be subdivided at the teach- es The Child Housekeeper er's discretion. These lessons are most conveniently given in a kitchen, or in a room where there is a cooking-stove. Lesson First — Preparatory ARTICLES NEEDED FOR THIS LESSON A small piece of starch. A piece of bluing. Two pieces of white cotton cloth. GENERAL DIRECTIONS Begin the lesson with a talk about the origin, preparation, and use of bluing and starch, and review what was said about soap in a previous chapter. Pour boiling water on the starch after dissolving it in a very little cool water. Try the effect of it upon a piece of cot- ton cloth. The use of starch should not be encouraged, as it takes time and skill and is rarely necessary. Pour cool water on the bluing and show the effect upon a piece of white J 34 Laundry Work cotton goods. Explain that bluing is used to counteract the tendency of white cotton and linen to turn vellow. The clothes should be white, and not blue, after it is used. As the lesson is short, have the chil- dren make iron-holders to be used later. An old stocking folded square and cov- ered with ticking makes a good holder. Teach the words of the washing song as the children sew. Ask those who own jumping-ropes to bring them to the next lesson to use as clothes-lines. LESSON TALK Before we begin to wash clothes let us hear what things will help us in our work. There are three things that we shall find very helpful, — soap, starch, and bluing. Soap is an enemy to grease and dirt. You will remember that when we washed dishes soap and grease dis- 135 The Child Housekeeper agreed, and in the cleaning lesson dirt ran away when we used soap. So, in order to wash soiled clothes we need to use plenty of soap. The next thing is starch. Although we need not use much starch in our work of washing and ironing, it is neces- sary to eat a great deal of it in order to be well. Do you know that it forms a large part of our food ? It is in all vege- tables, in oatmeal, and in rice. The starch is taken out of these vegetables and grains and prepared for its less im- portant use of stiffening linen. It looks like white powder, but if we magnify it we shall see that it is made of little oval grains. When boiling water is poured over the grains they burst and swell. That is the reason that rice and beans are so much larger after they are cooked. Now let us learn about bluing, which is really indigo. Most of the blue things that we wear are dyed in indigo, and we 136 Laundry Work use a tiny bit of it when we wash clothes, just to make the clothes white. We must never use so much that the things look blue. Indigo is made from the leaves of a certain plant that grows in warm cli- mates. The leaves are soaked in water for a long time and they turn the water blue. When a thick paste settles at the bottom of the vat the water is poured off. That blue paste is dried in the sun and is called indigo. Indigo was first grown in this country in 1739, by a young girl named Eliza Lucas, who lived on a large plantation in South Carolina. Eliza knew that indigo was very useful, and wondered why the plant was not raised in this country. She was told that it would not grow in this climate. At that time all the indigo that people used was brought from a foreign land. This young girl was determined to try i37 The Child Housekeeper the experiment of raising the indigo plant and she sowed some seeds. After several attempts she was successful, and in time the growing of indigo became one of the great industries of that part of our country. Lesson Second — Washing articles needed for this lesson 2 bowls or deep tins to be called tubs. 2 pieces of soap. i boiler, or a good substitute. 24 clothes-pins. . A piece of bluing tied in a cloth. GENERAL DIRECTIONS Select several small, white cotton ar- ticles to wash, — any small pieces that do not require starch. It is best to have the children wash only bed linen or table linen, for they must not be allowed to think that everything may be put in the tubs together. Have the tubs two- 138 Laundry Work thirds full of warm (not hot) water, and after soaping the articles leave them to soak for a few minutes. Then rub the clothes in the hands or on a board. Put the boiler on the stove half full of cool water. Take the clothes from the tub and put them in the boiler. Let the water come to a boil, but ex- plain that long boiling makes cotton and linen tender. When the things are taken from the boiler rinse them in the cool water in which the bluing has been stirred. Wring the clothes in the hands, shake them, and hang them up to dry. The jumping-ropes tied to the backs of chairs near a sunny window, or the stove, make good clothes-lines. When the clothes are perfectly dry fold them, and put them away to be ironed at the next lesson. Speak of the importance of leav- ing the boiler absolutely dry. Tell of the ugly stains made by rust, and of 141 The Child Housekeeper the harm that dampness will do to the boiler. LESSON TALK In order to have the members of her family really comfortable, a housekeeper has to wash and iron every week. She must see that the sheets on the beds are clean, that there are fresh tablecloths and that all have clean clothes to wear. Perhaps we are hardly strong enough to wash the sheets and tablecloths, but we can help our mothers very much if we learn how to wash the smaller arti- cles. For instance, we can wash the table napkins, the stockings, and hand- kerchiefs, and even some of the under- clothes. Let us see if we can find some fun in what many people call dull work. Shall we learn the song, and then we can sing as we work ? Song: " Song of the Tubs." 142 Laundry Work The first thing for us to do is to sort the clothes. This is quite important, for we must never put table linen and bed linen into the tubs together. The woollen articles we will save until an- other lesson. Let us take the table linen and make it clean and white. Fill the tubs with warm water, — not hot, for hot water sets the stains. Then we must soap the things well, and leave them in the tubs to soak while we put up our lines. If we tie these jumping- ropes between two chairs, we can use them for clothes-lines. We will put the boiler on the stove half full of cool water, and go back to our tubs to rub " All the stains away." The next thing to do is to put the H3 The Child Housekeeper clothes in the boiler and leave them there until the water steams or is very hot. We must not allow the water to boil long, for that wears out the clothes. While we are waiting, let us fill the tubs with fresh water and put in the bluing, tied in a little piece of muslin. We learned in the last lesson how to color the water just enough, so we shall make no mistake to-day. The water in these tubs has just ar- rived after a long journey. Perhaps it was a part of the great ocean. The sun drank the water up into the clouds and the clouds sent it down in raindrops upon the earth. It may have fallen upon a high mountain. Then it ran down hill and j oined a little stream which carried it into the reservoir. When we throw it away it will start on another journey, made clean and pure again by the sun, when it takes it up into the clouds. 144 Laundry Work Now let us take the clothes from the boiler and put them in the blue water for a moment; then we must wring them and hang them on the line to dry. We must be careful to dry the boiler thoroughly or it will rust, and stain the clothes when we use it again. Lesson Third — Ironing articles needed for this lesson 4 irons (full size). The holders made by the class. Ironing blanket and sheet. A paper of pins. A cake of beeswax. GENERAL DIRECTIONS While the irons are heating teach the children how to pin the ironing blanket and sheet on the table. Bring out the articles washed at the last lesson and show how to sprinkle them lightly with clean cold water. 145 The Child Housekeeper Tell the children something about iron ; where it is found, and so on. If there is still time, talk about bees and their work. Show a flower, and have the children look carefully for the pollen atoms, and the tiny place where the bees find the honey. When the irons are hot, let each child iron one article and fold it carefully. Tell the children to bring small woollen articles to the next lesson. LESSON TALK We cannot work until our irons are hot. While they are on the stove we will pin this blanket across the table and put the sheet over it, drawing it tight and smooth. Here are the things that we washed last week ; but they are too stiff and dry to iron, so we must sprinkle them with clean water, — just enough to make them damp. The irons that we are to use to-day 146 Laundry Work have taken a long journey to get here. The name tells us from what they are made, but do we all know where iron is found ? It is found in rocks that are deep down in the earth, and men sometimes rind it in the side of mountains. It is dug out of the rocks with long, pointed tools. The men who dig for iron, coal, silver, and gold are called miners, and the place where they work is called a mine. It is usually far under the ground, and the miner reaches it through an open- ing in the earth called a shaft. He is lowered in a large basket or cage, and has a small lamp fastened to the front of his cap to give him light, for it is perfectly dark in a mine. There the man works day after H7 The Child Housekeeper day, without seeing the sunshine, the sky, or any of the beautiful things that God has made. A miner's life is very useful, though. If it were not for the men who dig the iron, coal, silver, and gold, we should have to do without many necessary things. Let us see if the irons are hot. Before using them we must test them on a folded newspaper. If the irons are too hot they will leave brown marks on the paper, and if they are dirty they will leave black marks. To clean the irons and make them run smoothly, we will use this piece of beeswax. If we have no wax, we may use the end of a candle instead. It is easy to guess where beeswax comes from, for the name tells us that. Bees are busy little creatures, and they work hard too, as this verse tells us : — 148 Laundry Work "How doth the little busy bee Improve each shining hour, And gather honey all the day From every opening flower." After the bee has eaten all the honey it wishes from the flowers, it gathers some to take home to the hive. This honey is carried in a tiny bag inside of the bee's body and is emptied into the cell when the little creature reaches the hive. They gather something more than honey from the flowers. They collect wax as well. By looking at this flower we can see where the bee finds both the honey and the wax. The honey is buried far down in the centre of the flower, and in trying to get it the bee carries the pollen away on his fuzzy coat and on his legs. "Oh, velvet bee, you're a dusty fellow, You've powdered your legs with gold." 149 The Child Housekee per STORIES " The Song of the Bee," St. Nicholas Magazine, September, 1887, page 845. "Ironing Song," St. Nicholas Magazine, March, 1883, page 364. " Buzz," Maurice Noel. Lesson Fourth — Woollens articles needed for this lesson 2 pieces of white soap. A picture of sheep. The woollen articles brought by the children. GENERAL DIRECTIONS Fill the tubs with warm water and add a strong solution of soap, using any reliable white soap. Wash the flannels by manipulating them quickly, but do not rub them. To remove the spots and the soil on the edges use a small brush. Rinse the clothes in clean water, the same temperature as the suds, to avoid shrinking. Shake, then pull gently into 150 Laundry Work shape, and hang them up to dry. If the article is of a delicate color, do not hang it in the sun. It is important to dry woollens as quickly as possible. If the material is flannel, iron it at once. While the wash is drying, talk about wool; its growth, and preparation for use. Show pictures of sheep and describe a shearing. If any time remains, show the children samples of cotton, linen, and woollen materials, and discuss the right way to wash each. Be sure that the children understand the order for washing clothes. First, the table linen ; then the bed linen ; white cotton garments ; flannels, handker- chiefs ; colored pieces and the stock- ings last. In a household, the mending follows the washing and ironing, and it is so ar- ranged here. Tell the children to bring to the next lesson a worn stocking or a garment in need of a button. 151 The Child Housekeeper LESSON TALK It will be a fine thing if we can learn to-day how to wash woollens so that they will not shrink or fade. Perhaps we have all been disappointed to see a new flannel skirt or a pretty sack grow small when it was washed. This need not happen if flannels are washed in the right way. The first thing to learn is what the temperature of the water should be. We must use warm water, not hot or cold water. Let us have it so warm that we can just bear to leave our hands in it. If there are soapsuds in the tubs, we will put in the clothes and begin at once to wash them in our hands. If we rub flannels they will shrink, but we can re- move the spots and the soil on the edges by using a small brush. Now we will rinse them in water the 152 Laundry Work same temperature as before, and quickly squeeze them ; shake them well and put them on the line. Hang the colored things in the shade, for the sun will fade them, but hang them where they will dry quickly. If our work is done, let us rest for a few moments and hear another story about Belinda. BELINDA AND THE SHEEP As Belinda was crossing a field one day on her way to the village, she saw a good old sheep contentedly nibbling the moist grass. She remembered that she had never seen a sheep do anything else, and that the whole flock was so silly and helpless that a man and a dog spent all their time in taking care of them. "Sheep," said Belinda, " is there no way in which you can be useful ? You do nothing but eat and rest from moni- es The Child Housekeeper ing until night ; you spend all summer in the field, and rest all winter in the fold." "Belinda," said the sheep, "have you never noticed my coat ? The clothes that keep you so warm in winter are made from the wool that grows on my back. You think us lazy, but we are very useful creatures. In the spring the farmer cuts off our fleecy coats, and when cold weather comes many people are com- fortable because we have spent a happy summer in the field, and a quiet winter in the fold." Once a year the sheep are sheared. A man takes a large pair of scissors and cuts off all the wool from the sheep's back. It does not hurt the animal at all, and in fact sheep are more comfortable with- out their warm coats in the hot weather. After the wool is cut off it is thor- oughly washed and dried. Then it is combed out into long, soft rolls, spun l 54 Laundry Work into threads, and finally woven into material. Years ago people made their own woollen goods, but now it is made much more easily and quickly by machinery. We have said nothing about what happens when wool shrinks. If we could take one fibre of wool and mag- nify it we should see that it is made of millions of little scales very close together. When two of these fibres are twisted, the little scales lock into each other, and it is very hard to separate them. When wool is put into hot water the fibres curl and pack still more closely, and the scales catch so that it is very hard to pull them apart. STORIES "Old Sheep and the Sheep of Central Park," St. Nicholas Magazine, August, 1884, page 747. "How a Little Boy got a New Shirt" (from the German). "In the Child's World," Emilie Poulsson. "The Lamb," William Black. *55 MENDING Chapter VIII MENDING " Button, button, who 's got the button ? " ARTICLES NEEDED FOR THIS LESSON One paper of darning needles. One paper of needles, No. 7. A ball of darning cotton. Thimbles. A card of pearl buttons. One spool of cotton, No. 40. A darning egg. GENERAL DIRECTIONS HIS lesson follows, quite naturally, the les- son in laundry work. The old saying, " a stitch in time saves nine," is a good motto 159 The Child Housekeeper to give the children, with practical illustrations. Directions are given for stocking darning and the sewing on of buttons, for they are usually the children's share of the weekly mending. To make this lesson more interesting and instructive, show the class speci- mens of cotton plant, steel wire, and shells. One may easily get samples of cotton in its various forms, from the plant to the reel, and it is sometimes possible to buy from a manufactory a card illustrating the process of making needles. Tell again the story of Arachne LESSON TALK In darning stockings we make no knot in the cotton, so if our needles are threaded and our thimbles are on, we are ready to begin. We put the egg, or a hand, in the stocking and stretch the 160 Mending hole so that it is just the right size. As the stocking is apt to be thin for a little distance around the hole, we begin to run little stitches up and down, half an inch from the hole. This strengthens the stocking; and we surely do not want the strong, new darn to tear the weaker place. When we come to the hole cross it, so that the long stitches look like the bars of a cage, and then continue the stitches as far as the thin place extends beyond the hole. When that is done, we run stitches across, weaving the needle over and under, and making it look like a lattice. When that hole is mended, we must look carefully for thin places, and run strengthening stitches through them, and if there are other holes, darn those also. BUTTONS " Rich man, poor man, beggarman, thief, Doctor, lawyer, merchant, chief." 11 161 The Child Housekeeper That is the way we name our buttons, and to-day we must see if any are miss- ing. A " beggarman " button is gone from this apron, so let us learn how to sew it on. Here is a needle. We double the thread and knot it at the end, then draw the needle through the place where the button is needed, so that the knot is on the right side, for we do not wish the knot to show. Next push the needle through close to the knot, and place the button on it. One reason why buttons come off is that they are too close to the cloth, so, to avoid that, we place a pin across the top of the button and work over it. When the pin is pulled out the button seems quite loose, but if the thread 162 - Mending is wound around the stitches four or five times, between the button and the cloth, it forms a little neck for the button. The strain is relieved, and the button will stay on a long time. Then the thread must be fastened off well on the wrong side. As we sew, let us talk about the things that we are using. How are these sharp little needles made ? They are handled by many people before they are ready for us to use. Steel wire is cut into pieces the length of two nee- dles. The workmen sharpen both ends on a grindstone and punch two holes quite close together in the centre of the wire. Then the wire is cut in two between the holes, but a great deal of polishing and filing is done before these bits of steel are called needles, and are put into papers in such a prim, neat way. The thread that we use is really cotton, and it is made from the cot- 163 The Child Housekeeper ton plant. This plant grows only in warm countries, for it needs very hot sunshine. Think what a pretty sight the cotton fields must be, with hundreds of bushes bearing bunches of snowy cotton. A great many men, women, girls, and boys work in the hot fields and pick the cotton. Then it is taken to a factory and spun into threads. The single cotton threads are put on spools such as we are using in our sewing to-day. Some of the threads are woven into cot- ton cloth, and we know how many useful things are made of the material, — our sheets, aprons, dresses, etc. Is it not strange that some of our clothes come from the sheep and some of them from the cotton plant ? If buttons could talk they would tell some interesting stories. The pearl but- ton would tell of its life at the bottom of the sea and describe the pretty shell 164 Mending houses that are the homes of strange fish. Perhaps we should hear of its journey to the shore, how it was carried by great waves and tossed upon the beach. If we examine a pearl button closely, pretty, delicate colors may be seen, such as we notice in the soap bub- bles. Some one has called shells the bubbles of the waves. " The delicate shells lay on the shore, The bubble of the latest wave." The ivory button made from an ele- phant's tusk would surely tell a story of strange adventures in a far-away country. Because ivory comes from such a distance, it is very expensive, and it is not made into ordinary buttons such as we are using. But sometimes collar and cuff buttons are made of it. The wooden button would have sto- ries to tell of life in the forest, the bone button of animal life, and the china and 165 The Child Housekeeper rubber buttons would not be lacking in good stories too. All the buttons could tell us how they were taken to a factory and cut into little discs with a sharp instrument like a fairy's cooky-cutter. Hold up your right hands and tell me what your thimbles make you think of. Years ago, the people in England wore the thimbles on their thumbs and called them "thumb bells," — and they do look like bells, — but we have learned to wear them on the tall finger instead of the thumb. The Germans call their thimbles " finger hats." How grateful "tall man" must be when we put on his nice little hat before we begin to sew. All the finger people help us, but " tall man " has to push the needle through, and would be pricked very often if we did not protect him in this way. 166 STORIES " How Polly Saw the Apron Grow," St. Nicho- las Magazine, February, 1888, page 272. "Buttons," St. Nicholas Magazine, April, 1883, page 467. " The Darning Needle," St. Nicholas Magazine, August, 1880, page 766. " Sewing Song," St. Nicholas Magazine, De- cember, 1890, page 104. 167 CARE OF THE BABY Lullaby Andante. Alice R. Baldwin. it -I*-*- 3 1 Hush thee, ba - by mine, Now close thine eyes, Lul -la In moth - er's arms Thou 'rt safe from harm, Lul -la --I — « + 11 n f^M S * * r ^r-Jr i by, by, r^- O *-<* ba lul by, la, bye. ) bye. ] She will Copyright, 1903, by Alice R. Baldwin. 170 $=t - P T, 9 , Care of the Baby carriage as much as possible. If you keep him in motion by carrying him about or shaking the carriage, he will want the excitement of it all the time, and when he cries for it you will think he is cross. Always be sure that his feet are warm and that the sun does not shine in his eyes. If he cries, try to think what the reason is. Perhaps he has eaten some- thing that would not make you ill at all, — a tiny bit of apple or cake. Re- member that his stomach is not ready for these things yet, and if you let him eat them it is your fault if he cries. He is not naughty, but is trying to tell you how he feels. Babies are very often thirsty, so give him a little fresh water now and then, but not very cold water. Perhaps he has been sitting still for a long time, until his legs ache. If you take him up or change his position he will be quiet again. 179 The Child Housekeeper Very soon the baby wants to feel and examine everything. This is the only way in which he can learn. You can- not keep his hands still, and if you put things out of his reach he will want them just the same. Give him a play- thing of his own ; something that can- not hurt him. You must choose something that will not soften with sucking ; it must not be painted or have any sharp corners. The very best thing to give him is a soft ball. Watch him turn it all around thoughtfully. Then if you leave him alone he will make discoveries. He will find that it will roll if he starts it with his hand. You will have to pick it up for him any num- ber of times, but that is being patient, and is much better than if he tore your books or pulled your hair. The baby soon learns to love his ball if you sing and talk to him about it, He is sure to like a doll, so you can 1 80 Care of the Baby dress up a towel or make a doll with a handkerchief. If the baby objects to being dressed and undressed you can make him forget his troubles by telling him little stories about his cap or what- ever is especially distasteful to him. He will like you to tell how "this little pig went to market " ; it will be quite new and interesting to him. And when you put on the baby's shoes, tell him this. Here 's a little foot, Here's a little shoe, Here are little buttons, m* And holes to push them through. One, two, three, four, five, Yes, we've counted right, Baby, see how pretty, And see how round and bright. Up and down the house, Out upon the street, Trot, trot, so they go, These happy little feet. 181 The Child Housekeeper When you tell stories to little chil- dren be careful to tell only the pretty ones, — about lambs and kittens and good dinners. The awful kind, that have policemen, bears, and "bugaboos" in them, make babies frightened and mis- erable for a long time. When you are sure that baby is comfortable in his bed for the night, sing to him for a little while ; it will help him to be quiet and to go to sleep quickly. I am sure you can see that if you do these things for the baby during the time you have charge of him, that he will be happier when he can walk and talk, as well as at the present time, for these reasons: You have tried to keep him from being fretful and afraid ; you have protected his digestion and his eye- sight ; you have given his busy little hands something to do and his brain something to think about ; by treating him gently, he has learned to be gentle too. o Care of the Baby You will be proud when the baby wants you to put him to bed, and it will make you happy to know that he asked for you while you were at school. You will be glad always, as the baby grows older, to know that he is loving and considerate because you loved and con- sidered him when he was a little help- less child. BABY Where did you come from, baby dear? Out of the everywhere into the here. Where did you get those eyes so blue? Out of the sky as I came through. What makes the light in them sparkle and spin? Some of the starry spikes left in. Where did you get that little tear ? I found it waiting when I got here. What makes your forehead so smooth and high? A soft hand stroked it as I went by. 183 The Child Housekeeper What makes your cheek like a warm white rose ? Something better than any one knows. Whence that three-cornered smile of bliss? Three angels gave me at once a kiss. Where did you get this pearly ear? God spoke and it came out to hear. Where did you get those arms and hands? Love made itself into bonds and bands. Feet, whence did you come, you darling things ? From the same box as the cherubs' wings. How did you all just come to be you ? God thought about me and so I grew. But how did you come to us, you dear? God thought of you and so I am here. GEORGE MACDONALD. 184 GOOD-NIGHT SONG Good-Night Song Alice R. Baldwin. #3 . -^ 3 : 1 fl night! good -night! good - night! &— J — — hH — 1— -^ — d n -r-XTs, k k — k k 1 -n J 1 ^ Copyright, 1903, by Alice R. Baldwin. 187 MAY 16 1903 LIBRARY OF CONGRESS