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+This eBook, including all associated images, markup, improvements,
+metadata, and any other content or labor, has been confirmed to be
+in the PUBLIC DOMAIN IN THE UNITED STATES.
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+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #53653 (https://www.gutenberg.org/ebooks/53653)
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-Project Gutenberg's Our Home and Personal Duty, by Jane Eayre Fryer
-
-This eBook is for the use of anyone anywhere in the United States and most
-other parts of the world at no cost and with almost no restrictions
-whatsoever.  You may copy it, give it away or re-use it under the terms of
-the Project Gutenberg License included with this eBook or online at
-www.gutenberg.org.  If you are not located in the United States, you'll have
-to check the laws of the country where you are located before using this ebook.
-
-Title: Our Home and Personal Duty
-
-Author: Jane Eayre Fryer
-
-Illustrator: Edna A. Cook
-
-Release Date: December 3, 2016 [EBook #53653]
-
-Language: English
-
-Character set encoding: UTF-8
-
-*** START OF THIS PROJECT GUTENBERG EBOOK OUR HOME AND PERSONAL DUTY ***
-
-
-
-
-Produced by Emmy, MFR and the Online Distributed
-Proofreading Team at http://www.pgdp.net (This file was
-produced from images generously made available by The
-Internet Archive)
-
-
-
-
-
-
-
-
-
-
-    YOUNG AMERICAN READERS
-
-    OUR HOME
-    AND PERSONAL DUTY
-
-    BY
-    JANE EAYRE FRYER
-    AUTHOR OF “THE MARY FRANCES STORY-INSTRUCTION BOOKS”
-
-    ILLUSTRATIONS BY EDNA A. COOKE AND FROM PHOTOGRAPHS
-
-[Illustration]
-
-    _In these vital tasks of acquiring a broader view of
-    human possibilities the common school must have a large
-    part. I urge that teachers and other school officers
-    increase materially the time and attention devoted
-    to instruction bearing directly on the problems of
-    community and national life._—WOODROW WILSON.
-
-    THE JOHN C. WINSTON COMPANY, PUBLISHERS
-            PHILADELPHIA      CHICAGO
-
-
-
-
-    COPYRIGHT 1918 BY
-    THE JOHN C. WINSTON CO.
-
-
-    ALL RIGHTS RESERVED
-
-
-
-
-CIVICS FOR AMERICAN CHILDREN
-
-
-The notion of what constitutes adequate civics teaching in our schools
-is rapidly changing. The older idea was based on the theory that
-children were not citizens—that only adults were citizens. Therefore,
-civics teaching was usually deferred to the eighth grade, or last year
-of the grammar school, and then was mostly confined to a memorizing of
-the federal constitution, with brief comments on each clause. Today we
-recognize that even young children are citizens, just as much as adults
-are, and that what is wanted is not training _for_ citizenship but
-training _in_ citizenship. Moreover, we believe that the “good citizen”
-is one who is good for something in all the relationships of life.
-
-
-HABIT FORMATION
-
-Accordingly, a beginning is being made with the early school years,
-where an indispensable foundation is laid through a training in “morals
-and manners.” This sounds rather old-fashioned, but nothing has been
-discovered to take its place. Obedience, cleanliness, orderliness,
-courtesy, helpfulness, punctuality, truthfulness, care of property,
-fair play, thoroughness, honesty, respect, courage, self-control,
-perseverance, thrift, kindness to animals, “safety first”—these are the
-fundamental civic virtues which make for good citizenship in the years
-to come. Of course, the object is to establish right habits of thought
-and action, and this takes time and patience and sympathy; but the end
-in view justifies the effort. The boy or girl who has become habitually
-orderly and courteous and helpful and punctual and truthful, and who
-has acquired a fair degree of courageous self-control, is likely to
-become a citizen of whom any community may well be proud.
-
-
-DRAMATIZATION
-
-The best results are found to be secured through stories, poems,
-songs, games, and the dramatization of the stories found in books or
-told by the teacher. This last is of great value, for it sets up a
-sort of brief life-experience for the child that leaves a more lasting
-impression than would the story by itself. Most of the stories told in
-this reader, emphasizing certain of the civic virtues enumerated above,
-will be found to lend themselves admirably to simple dramatization
-by the pupils, the children’s imagination supplying all deficiencies
-in costumes, scenery, and stage settings. Moreover, the questions
-following the text will help the teacher to “point the moral” without
-detracting in the slightest degree from the interest of the story.
-
-
-COMMUNITY SERVANTS
-
-The basis for good citizenship having been laid through habit-formation
-in the civic virtues, the next step is for the children to learn how
-these virtues are being embodied in the people round about them who are
-serving them and their families. The baker, the milkman, the grocer,
-the dressmaker, the shoemaker, the carpenter, the plumber, the painter,
-the physician, the druggist, the nurse—these are the community servants
-who come closest to the life-experience of the children.
-
-How dependent each member of a community—especially an urban
-community—is on all the rest, and how important it is that each shall
-contribute what he can to the community’s welfare, are illustrated by
-the stories of the Duwell family. Here a typical though somewhat ideal
-American family is shown in its everyday relations, as a constant
-recipient of the services rendered by those community agents who
-supply the fundamental need of food, clothing, shelter, and medical
-attendance. The children in the class will learn, with the Duwell
-children, both the actual services that are rendered and the family’s
-complete dependence on those services. Moreover, they will acquire
-the splendid working ideals of interdependence and coöperation. And,
-finally, they will discover that the adult citizens who are rendering
-them these services are embodying the very civic virtues in which they
-themselves have been so carefully trained.
-
-
-PUBLIC SERVANTS
-
-The pupils are now ready to follow the services rendered by public
-servants such as the policeman, the fireman, the street cleaner, the
-ashes and garbage collector, the mail carrier; and by those who furnish
-water, gas, electricity, the telephone, the trolley, etc.; and these
-are presented in civics readers that follow this one. The civic virtues
-previously considered are again found exemplified to a marked degree;
-and the threefold idea of dependence, interdependence, and coöperation
-through community agencies finds ample illustration.
-
-
-TRAINING FOR CITIZENSHIP
-
-But it is not enough for the pupils to stop with finding out what
-the community is doing for them. The essential thing in this
-citizenship-training is for the young citizens to find out what they
-can do to help things along. Civic activities are suggested both in the
-stories, poems, etc., in these books, and in the suggestive questions
-at the close of each chapter.
-
-Like all texts or other helps in education, these civics readers
-cannot teach themselves or take the place of a live teacher. But it is
-believed that they can be of great assistance to sympathetic, civically
-minded instructors of youth who feel that the training of our children
-in the ideals and practices of good citizenship is the most imperative
-duty and at the same time the highest privilege that can come to any
-teacher.
-
-                                                 J. LYNN BARNARD.
-
-    Philadelphia School of Pedagogy.
-    April 1, 1918.
-
-
-ACKNOWLEDGMENTS
-
-Special thanks are due to Doctor J. Lynn Barnard of the Philadelphia
-School of Pedagogy, for valuable suggestions and helpful criticism
-in the making of this reader; also to Miss Isabel Jean Galbraith, a
-demonstration teacher of the Philadelphia School of Pedagogy, for
-assistance in preparing the questions on the lessons.
-
-For kind permission to use stories and other material, thanks are due
-to the following: The Ohio Humane Society for “Little Lost Pup,” by
-Arthur Guiterman; Mrs. Huntington Smith, President Animal Rescue League
-of Boston, for “The Grocer’s Horse,” and to her publishers, Ginn and
-Company; Mary Craige Yarrow for “Poor Little Jocko”; Houghton Mifflin
-Company for “Baking the Johnny-cake”; The American Humane Education
-Society for selection by George T. Angell; and to the Red Cross
-Magazine for several photographs.
-
-
-
-[Illustration:
-
-    THE
-    CHILD
-
-    OBEDIENCE
-    CLEANLINESS
-    ORDERLINESS
-    COURTESY
-    HELPFULNESS
-    KINDNESS TO ANIMALS
-    PUNCTUALITY
-    TRUTHFULNESS
-    CARE OF PROPERTY
-    FAIR PLAY
-    THOROUGHNESS
-    HONESTY
-    RESPECT
-    COURAGE
-    SELF CONTROL
-    THRIFT
-    PERSEVERANCE
-    PATRIOTISM
-
-    FAMILY
-    FATHER
-    MOTHER
-    BROTHERS
-    SISTERS
-
-    COMMUNITY
-    DOCTOR
-    TEACHER
-    BAKER
-    MILKMAN
-    SHOEMAKER
-    TAILOR
-    COALMAN
-    GROCER
-
-    PUBLIC SERVANTS
-    FIREMAN
-    POLICEMAN
-    STREET CLEANER
-    POSTMAN
-
-    PUBLIC UTILITIES
-    ELECTRICITY
-    WATER
-    GAS
-    TELEPHONE
-    PARK
-    LIBRARY
-    PLAYGROUNDS
-    SCHOOL
-
-    COMMUNITY INDUSTRIES AND OCCUPATIONS
-    AGRICULTURE
-    INDUSTRY
-    COMMERCE
-    PROFESSIONS
-
-    ELEMENTS OF WELFARE
-    CIVIC BEAUTY
-    EDUCATION
-    RECREATION
-    HEALTH
-    PROTECTION OF LIFE AND PROPERTY
-    CHARITIES
-    CORRECTION
-    WEALTH
-    COMMUNICATION
-    TRANSPORTATION
-
-A BIRD’S-EYE VIEW OF THE PLAN OF THE YOUNG AMERICAN READERS]
-
-It may be said that a child’s life and experience move forward in ever
-widening circles, beginning with the closest intimate home relations,
-and broadening out into knowledge of community, of city, and finally of
-national life.
-
-A glance at the above diagram will show the working plan of the
-Young American Readers. This plan follows the natural growth and
-development of the child’s mind, and aims by teaching the civic virtues
-and simplest community relations to lay the foundations of good
-citizenship. See Outline of Work on page 231.
-
-
-
-
-CONTENTS
-
-
-    PART I
-
-    CIVIC VIRTUES
-
-    Stories Teaching Thoroughness, Honesty, Respect,
-    Patriotism, Kindness to Animals.
-
-
-    _Thoroughness_
-
-    PAGE
-
-    THE LITTLE PRAIRIE DOGS AND OLD MR. WOLF                 3
-    DON’T GIVE UP, _Phœbe Cary_                              8
-    THE BRIDGE OF THE SHALLOW PIER                           9
-    THE THOUGHTFUL BOY                                      16
-    GRANDFATHER’S STORY                                     17
-
-
-    _Honesty_
-
-    HONEST ABE                                              23
-        I. THE BROKEN BUCK-HORN                             23
-       II. THE RAIN-SOAKED BOOK                             24
-      III. THE YOUNG STOREKEEPER                            26
-    DRY RAIN AND THE HATCHET                                28
-        I. HOW DRY RAIN GOT HIS NAME                        28
-       II. DRY RAIN GOES TRADING                            29
-    THE SEVEN CRANBERRIES                                   32
-    THE DONKEY’S TAIL                                       36
-    HURTING A GOOD FRIEND                                   39
-
-
-    _Respect_
-
-    A SCHOOL WITHOUT A TEACHER                              42
-    OUR FLAG                                                47
-    SCOUT’S PLEDGE                                          48
-    MY GIFT                                                 49
-    FLAG DAY                                                49
-    HOW OUR FLAG DEVELOPED                                  52
-    THE FLAG OF THE U. S. A.                                54
-    THE AMERICAN FLAG, _Joseph Rodman Drake_                55
-
-
-    _Kindness to Animals_
-
-    THE TRUE STORY OF CHEESEY                               56
-        I. THE DOG AND THE POLICEMAN                        56
-       II. THE POLICEMAN’S STORY                            57
-      III. CHEESEY’S CHRISTMAS PRESENTS                     58
-    THE CHAINED DOG                                         60
-    LITTLE LOST PUP, _Arthur Guiterman_                     62
-    PICTURE OF RED CROSS ARMY DOGS                          64
-    THE HUNTING PARTY                                       66
-    THE LOST KITTY, _Ella Wheeler Wilcox_                   67
-    MY PECULIAR KITTY                                       68
-    POOR LITTLE JOCKO                                       69
-    ROBIN REDBREAST                                         74
-    WHO KILLED COCK ROBIN?                                  75
-    MY FRIEND, MR. ROBIN                                    77
-    IF ALL THE BIRDS SHOULD DIE, _George T. Angell_         78
-    FURRY                                                   80
-    THE GROCER’S HORSE (adapted), _Mrs. Huntington Smith_   83
-        I. THE CARELESS DRIVER                              83
-       II. WHAT HAPPENED IN THE BARN                        86
-    A LETTER FROM A HORSE                                   88
-
-
-    PLEA FOR THE HORSE                                      89
-
-
-
-    PART II
-
-    COMMUNITY OCCUPATIONS
-
-    Stories about People Who Minister to Our Daily Needs.
-
-
-    _People Who Provide Us with Food_
-
-    THE BAKER                                               95
-        I. AN EARLY CALL                                    95
-       II. THE STAFF OF LIFE                                99
-      III. A VISIT TO THE BAKERY                           101
-       IV. WHERE THE WHEAT COMES FROM                      107
-    BAKING THE JOHNNY-CAKE                                 111
-    THE MILKMAN                                            115
-        I. BEFORE THE SUN RISES                            115
-       II. MILK, FROM FARM TO FAMILY                       119
-    THE GROCER                                             122
-        I. THE OLD-TIME GROCER                             122
-       II. THE MODERN GROCER                               125
-
-
-    _People Who Help Clothe Us_
-
-    THE TAILOR                                             127
-        I. THE ACCIDENT                                    127
-       II. AT THE TAILOR SHOP                              129
-      III. WHAT THE TAILOR SAVED THE DUWELL FAMILY         132
-    THE DRESSMAKER                                         134
-        I. AN INVITATION TO A PARTY                        134
-       II. A DISAPPOINTMENT                                136
-      III. AT THE DRESSMAKER’S                             137
-       IV. THE PARTY                                       142
-    THE SILK DRESS                                         144
-    THE SHOEMAKER                                          145
-        I. THE WORN SHOES                                  145
-       II. SHOEMAKERS WHO BECAME FAMOUS                    150
-      III. AT THE SHOEMAKER’S SHOP                         152
-
-
-    _People Who Supply Us with Shelter_
-
-    THE CARPENTER                                          154
-        I. A TRIP INTO THE COUNTRY                         154
-       II. THE SAWMILL                                     158
-      III. THE CARPENTER                                   161
-       IV. THE WOLF’S DEN                                  163
-        V. THE CAVE DWELLERS                               165
-    THE BRICKLAYER                                         168
-        I. THE FALLEN CHIMNEY                              168
-       II. THE BRICKLAYER                                  172
-      III. AFTER SCHOOL                                    173
-    THE PLUMBER, THE PLASTERER, THE PAINTER                176
-        I. A VISIT TO A LITTLE TOWN                        176
-       II. AT HOME                                         178
-      III. THE NEW KITCHEN                                 179
-
-
-    _People Who Supply Us with Fuel_
-
-    THE COAL MAN AND THE MINER                             181
-        I. BLACK DIAMONDS                                  181
-       II. IN A COAL MINE                                  183
-
-
-    _People Who Care for Our Health_
-
-    THE DENTIST                                            187
-        I. WHY RUTH WAS AFRAID                             187
-       II. AT THE DENTIST’S                                190
-    THE DRUGGIST, THE NURSE, AND THE DOCTOR                192
-        I. THE SICK BABY                                   192
-       II. THE DRUGGIST                                    194
-      III. THE TRAINED NURSE                               196
-       IV. THE DOCTOR, A HERO                              199
-
-
-    E FOR ALL AND ALL FOR ONE (a play)                     201
-
-
-
-    PART III
-
-    THE AMERICAN RED CROSS
-
-    Junior Membership and School Activities.
-
-    THE JUNIOR RED CROSS                                   209
-        THE PRESIDENT’S PROCLAMATION                       210
-    THE AMERICAN RED CROSS IN TIMES OF PEACE               211
-    THE AMERICAN RED CROSS IN TIMES OF WAR                 215
-    BEFORE THE DAYS OF THE RED CROSS                       215
-    FLORENCE NIGHTINGALE                                   216
-    HOW THE RED CROSS CAME TO BE                           219
-    HOW I CAN HELP THE RED CROSS                           222
-    THE LADY OF THE LAMP (a play)                          224
-        ACT I. THE SICK DOLL                               224
-        ACT II. GOOD OLD CAP                               225
-        ACT III. THE LADY OF THE LAMP                      227
-    YOU AND I AND ALL OF US                                228
-
-
-
-
-PART I
-
-CIVIC VIRTUES
-
-Stories Teaching Thoroughness, Honesty, Respect, Patriotism, Kindness
-to Animals
-
-These stories also teach, incidentally, the co-ordinate virtues
-of obedience, cleanliness, orderliness, courtesy, helpfulness,
-punctuality, truthfulness, care of property, and fair play.
-
-
-
-
-[Illustration]
-
-
-
-
-THE LITTLE PRAIRIE DOGS AND OLD MR. WOLF
-
-
-I.
-
-Once upon a time, three fat little prairie dogs lived together in a
-nice deep burrow, where they were quite safe and warm and snug.
-
-These little prairie dogs had very queer names. One was Jump, another
-was Bump, and another was Thump.
-
-Well, they lived very happily together until one day Jump said, “I
-believe I would rather live up on top of the ground than in this
-burrow.”
-
-“I believe I would, too,” said Bump.
-
-“I believe I would!” said Thump. “I’ll tell you what we can do! Let us
-each build a house!”
-
-“Let us!” cried Jump and Bump, and away they all scampered up out of
-the burrow.
-
-Each one ran in a different direction to hunt for something to use in
-building a house.
-
-Jump gathered some straws.
-
-“These will do,” he thought. “I shall not bother to look for anything
-else. Besides, they are very light and easy to carry.”
-
-So Jump built a little straw house.
-
-Bump gathered some sticks.
-
-“These will make a nice house. They are quite good enough,” he said.
-
-So Bump built a little stick house.
-
-Thump saw the straw and the sticks, but thought he might find something
-better.
-
-Pretty soon he came to a pile of stones.
-
-“My, what a fine strong house they would make!” he thought. “They are
-heavy to move, but I will try to use them.”
-
-So he carried and carried and worked and worked, but finally he had a
-stone house.
-
-
-II.
-
-The next morning when old Mr. Prairie Wolf awoke and stretched himself,
-he saw the three little houses in the distance.
-
-“What can they be?” wondered old Mr. Wolf. “Maybe I can get breakfast
-over there.” So he started toward them.
-
-The first house he came to was the straw one.
-
-He peeped in the window and saw little Jump.
-
-He knocked on the door. “Mr. Jump, let me come in,” said he.
-
-“Oh, no, by my bark—bark—bark! you cannot come in,” barked little Jump,
-pushing with all his might against the door with his little paws.
-
-“Then I’ll blow your house over with one big breath!” growled old Mr.
-Prairie Wolf.
-
-So he blew one mighty breath, and blew the house over, and ate up poor
-little Jump.
-
-On his way home, old Mr. Wolf stopped to look in the window of the
-little stick house. He saw little Bump.
-
-“My, what a good breakfast I shall have to-morrow!” he thought to
-himself.
-
-The next morning he came early and knocked on the door of the little
-stick house.
-
-“Mr. Bump, Mr. Bump,” said he, “let me come in.”
-
-“Oh, no, by my bark—bark—bark! you cannot come in,” barked little Bump,
-standing on his hind legs with his back braced against the door.
-
-“Then I’ll throw your house over with one blow of my paw,” growled old
-Mr. Prairie Wolf.
-
-And he did, and ate up poor little Bump.
-
-
-III.
-
-On his way home, he stopped to look in the window of the little stone
-house.
-
-Thump sat by the fireplace toasting his feet.
-
-“My, my!” chuckled old Mr. Wolf, smacking his lips, “he is the fattest
-one of all. What a fine breakfast I shall have to-morrow!”
-
-The next morning he came earlier than ever, and knocked on the door of
-the little stone house.
-
-“Mr. Thump, let me come in,” said he.
-
-“All right,” called little Thump, “when my feet get warm.”
-
-So old Mr. Prairie Wolf sat down to wait.
-
-By and by, old Mr. Wolf knocked on the door again. “Aren’t your feet
-warm yet, Mr. Thump?” he growled.
-
-“Only one,” called Thump; “you will have to wait until the other one is
-warm.”
-
-So old Mr. Wolf sat down to wait.
-
-After a few minutes had passed, he knocked on the door again.
-
-“Isn’t your other foot warm yet, Mr. Thump?” he growled.
-
-“Yes,” called Thump, “but the first one is cold now.”
-
-“See here, Mr. Thump,” growled old Mr. Wolf, “do you intend to keep me
-waiting all day while you warm first one foot and then the other? I am
-tired of such foolishness. I want my breakfast. Open the door, or I’ll
-knock your house over!”
-
-“Oh, all right,” barked little Thump, “and while you are doing it, I
-shall eat my breakfast.”
-
-That made old Mr. Prairie Wolf very angry, and he kicked at the little
-stone house with all his might; but little Thump knew he could not move
-a stone.
-
-[Illustration]
-
-After a long while the noise stopped, and little Thump peeped out of
-the window. He saw old Mr. Wolf limping painfully off; and that was the
-way he always remembered him, for he never never saw him again.
-
-    This story, which is built on the framework of the
-    old classic, “The Three Pigs,” lends itself readily
-    to dramatization. Let the four characters take their
-    parts as they remember the story. By no means have them
-    memorize the words.
-
-
-QUESTIONS
-
-    Which little prairie dog worked hardest to build his
-    house?
-
-    The others had an easy time, didn’t they?
-
-    But which one was happiest in the end? Why?
-
-
-DON’T GIVE UP
-
-    If you’ve tried and have not won,
-      Never stop for crying;
-    All that’s great and good is done
-      Just by patient trying.
-
-    Though young birds, in flying, fall,
-      Still their wings grow stronger;
-    And the next time they can keep
-      Up a little longer.
-
-    If by easy work you beat,
-      Who the more will prize you?
-    Gaining victory from defeat,
-      That’s the test that tries you!
-                                  —_Phœbe Cary._
-
-
-
-
-[Illustration]
-
-
-
-
-THE BRIDGE OF THE SHALLOW PIER
-
-
-I.
-
-Once upon a time, a mother loved her little boy so well that she made
-the mistake of offending one of his good fairies. This was the fairy of
-carefulness.
-
-The mother made the mistake of trying to do everything for her little
-son. She even put his toys away when he was tired of playing.
-
-[Illustration]
-
-After the boy grew older and went to school, she did many of his
-lessons for him. His daily marks in arithmetic were good, for much of
-his work was done by his mother at home. Of course his teacher did not
-know this for the boy copied his mother’s work.
-
-Now, just as you would expect, this made the boy very careless. But he
-was really a bright boy, and even though he did not do well, he managed
-to pass his examinations.
-
-“If you would only be more careful,” his teachers would say, “you would
-have the highest marks.”
-
-When his mother saw his reports, she would say: “Oh, isn’t this too
-bad, son; I know you will have better marks next time.”
-
-So, when the boy became a man he did everything in the same careless
-manner, forgetting that other people would not excuse him as his mother
-had done.
-
-Now the good fairy of carefulness was very much offended at the way in
-which the mother spoiled her little son. So she said to herself, “I
-must, I must teach that boy a lesson!”
-
-
-II.
-
-When he was little, this boy was very fond of playing at building
-bridges. After he was grown up, he became a builder of real bridges.
-
-At first, he built only small bridges over the brooks and little
-streams, but one day an order was given him to build an important
-bridge over a large river.
-
-Just as you might guess, this pleased the man very much, and he was
-glad to begin the work at once.
-
-Soon his men were busy, putting in the piers for the new bridge, and he
-was hurrying them as fast as he could, in order to get the bridge built
-on time.
-
-Every day he sat in a rowboat calling to his men. They were about to
-begin work on the middle pier when the foreman of the workers came to
-him.
-
-“Mr. Builder,” he said, “I think we shall have to wait for more
-material if we go down to the right depth for this pier.”
-
-“Nonsense, man,” said the builder, “we have no time to wait. There is a
-pretty good bottom under that place. Don’t go so deep. Get along with
-the material you have.”
-
-“But, sir,—” began the man.
-
-“Do as I tell you,” ordered the builder.
-
-“All right, sir,” replied the foreman; “you may order that done, but
-one of the other men will have to do the job.”
-
-“Very well,” was the angry reply of the builder, “Jim Nevermind will
-take your place.”
-
-The foreman slowly drew on his jacket. “Somebody will pay for such
-carelessness,” he muttered. “I hope it will not be—” but the rest of
-the sentence was drowned by the orders of the new foreman.
-
-
-III.
-
-In a very short time the bridge was finished and the inspector came to
-look it over.
-
-“It looks all right,” he said. “Are you sure the piers are sound? I
-haven’t time to examine them, but I know that a man who has built as
-many bridges as you, would make them right.”
-
-“I am glad you are pleased, sir,” replied the builder.
-
-“You have certainly made record time,” continued the inspector, “and I
-shall carry back a good report.”
-
-“Thank you very much,” said the builder; but his pleasure was somewhat
-spoiled because of the shallow pier.
-
-“It is all nonsense,” he thought, “to be so particular; besides, the
-current in that river is so slow that there is no danger.” And it
-seemed true, for three years later, the bridge appeared to be as firm
-and strong as when it was first built.
-
-
-IV.
-
-But one day in the early part of the fourth year there came a great
-flood. The slow-moving current became a raging torrent, sweeping
-everything in its way and blocking large timbers and trees against the
-bridge.
-
-It so happened that a party of young people were riding along in a big
-hay wagon drawn by four beautiful bay horses. When they came to the
-bridge the driver stopped.
-
-“Shall we cross?” he asked.
-
-“Oh, yes,” the children shouted, “it will be fun.”
-
-“It looks safe enough,” said one of the two grown people who were with
-them. So with a “Gee-up, boys,” to the horses, the driver started
-across the bridge.
-
-Just—ah, you know, don’t you? Just as they reached the middle pier,
-there came a creak and a rumble, a moment’s swaying, and a crash.
-The bridge had caved in, and the hay wagon, full of terror-stricken
-children, together with the frightened horses, was swept into the water.
-
-“Don’t jump!” shouted the driver to the children, trying to guide the
-swimming horses shoreward; but that was impossible.
-
-For a full minute, which seemed like hours, they were swept onward.
-Then,—maybe the good fairy of carefulness had planned it—they rested on
-a little island the top of which was just covered with water.
-
-The white-faced driver counted the children, “All here! Thank God!” he
-said.
-
-The little folks cried and hugged each other, and called aloud for
-their mothers and fathers.
-
-They had to stay there all night, cold and frightened and hungry. That
-was dreadful enough, but it was nothing compared with the fear that the
-water might rise higher still.
-
-But slowly and steadily it went down, and by early morning all of the
-little island was uncovered. All the party were then quickly rescued
-with boats.
-
-
-V.
-
-The builder started, as the heading in the evening paper caught his
-eye—“Terrible Bridge Accident—Who is to Blame?”
-
-“Why, why, it’s the bridge of the shallow pier!” he exclaimed. “People
-will find out that I am the one to blame!”
-
-“Shall I run away?” he wondered, and sat for hours with his head in his
-hands.
-
-Suddenly he threw back his shoulders and said aloud, “No, I will not
-run away. I will stay and do what I can to make the bridge right and
-never neglect my duty again!”
-
-Do you wonder that the good fairy of carefulness, and thoroughness,
-smiled and whispered, “I wish he could have learned his lesson more
-easily!”
-
-[Illustration]
-
-
-MEMORY GEM
-
-    If a task is once begun
-    Never leave it till it’s done;
-    Be the labor great or small
-    Do it well, or not at all.
-                       —_Phœbe Cary._
-
-
-QUESTIONS
-
-    The careless little boy had a very easy time both at
-    home and at school, didn’t he?
-
-    But, what kind of man did he grow to be?
-
-    It did not seem as if just one shallow pier would
-    matter, did it?
-
-    But if he had been honest and thorough in his work when
-    he was little, do you think he would have been content
-    to be paid for such a carelessly built bridge?
-
-    How do you suppose he felt when he heard about the
-    accident?
-
-    Can you remember some time when you felt like being
-    careless, but decided to do your very best?
-
-
-THE THOUGHTFUL BOY
-
-    “Little by little,” said a thoughtful boy,
-    “Moment by moment I’ll well employ;
-    Learning a little every day,
-    Not spending all my time in play;
-    And still this rule in my mind shall dwell,
-    ‘Whatever I do, I’ll do it well’.”
-
-    “Little by little, I’ll learn to know
-    The treasured wisdom of long ago,
-    And one of these days perhaps we’ll see
-    The world made better for having me.”
-    And do you not think that this simple plan
-    Made him a wise and a useful man?
-                                    —_Selected._
-
-
-
-
-[Illustration]
-
-
-
-
-GRANDFATHER’S STORY
-
-
-I.
-
-Charles was fastening the lid on a box of Christmas presents which his
-little brothers were going to send to their cousins.
-
-“If I were you, I’d put another nail on each side,” said grandfather.
-
-“Oh, I think these will hold,” Charles replied, giving the box a little
-shake. “There are three, on each side.”
-
-“Four would be better,” grandfather said.
-
-“Oh, grandpa, don’t you think three will do?” asked the boy. “I—I
-haven’t any more.”
-
-“So that is the trouble,” said the old gentleman, laughing. “Very well,
-here is some money. When you get back from the store I will tell you
-how the history of a whole great nation was changed for want of a few
-horseshoe nails!”
-
-“A few horseshoe nails!” exclaimed Charles. “Is it true, grandpa?”
-
-“It is true,” answered grandfather. “Now hurry up if you want to hear
-how it came about.”
-
-“Oh, thank you!” Charles cried, as he started out of the door.
-
-He was so delighted with the promise of one of grandfather’s stories
-that he was back in less time than if he had gone for candy!
-
-“Well done!” grandfather greeted him. “Now sit down, and while you get
-your breath, I will tell you the story.
-
-
-II.
-
-“Many, many years ago, when King Richard was ruler of England, he owned
-a beautiful horse which he rode whenever he went into battle.
-
-“One day word came that Henry, the Earl of Richmond, was on his way to
-attack the king’s men.
-
-“King Richard ordered his favorite horse brought to him, and turned to
-talk to the officers of his army.
-
-“Now the groom who had charge of the king’s horses suddenly noticed
-that this horse needed shoeing.
-
-“So he hurried to the nearest smithy.
-
-“‘Shoe this horse quickly,’ he said to the blacksmith. ‘His Majesty has
-called for him. The enemy is near!’
-
-“The blacksmith worked with all his might, and soon had four horseshoes
-ready.
-
-“When he had nailed on two shoes, he found he had not nails enough for
-the other two. Suddenly the bugles sounded.
-
-“‘Hurry!’ cried the groom. ‘The soldiers are gathering!’
-
-“‘Shall I make more nails?’ asked the blacksmith.
-
-“‘How many have you?’ asked the groom.
-
-“‘I have only eight,’ replied the smith. ‘It would not take very long
-to hammer out eight more.’
-
-“‘You will have to make eight do,’ said the groom.
-
-“‘If you could only wait a little while,’ urged the smith, working away.
-
-“‘I suppose I might,—but it would be a risk! Won’t four nails hold a
-horseshoe?’
-
-“‘Well, that depends on how hard the horse is ridden,’ answered the
-blacksmith, driving the last of the eight nails in place.
-
-“The horse reached the king in good time, for it took quite a long
-while for the officers to make their plans.
-
-
-III.
-
-“Soon King Richard was riding among his men, cheering them on in the
-battle.
-
-“‘No other horse could carry a man as surely and swiftly,’ whispered
-the king, patting the horse’s neck.
-
-“He had not noticed that the horse had lost one shoe. Onward he urged
-him over a rocky hill. Another shoe flew off.
-
-“Suddenly the horse stumbled and fell, and the king was thrown to the
-ground.
-
-“Before he could rise, the horse, although lamed, had struggled to his
-feet and galloped away, dreadfully frightened.
-
-“Then the king shouted, ‘A horse! A horse! My kingdom for a horse!’
-
-“But there was no horse for him. When his men had seen him thrown, they
-had all turned and fled.
-
-“And so the battle was lost, and King Richard was killed, and the
-history of the great nation of England was changed, for Henry, Earl of
-Richmond, became king.”
-
-“And all for the want of a few horseshoe nails!”, finished Charles, as
-grandfather stopped speaking. “I will put two more nails into each side
-of the box lid, grandpa!”
-
-“While you are doing that, I will teach you a few lines that I learned
-when I was a boy,” said grandfather. “Try to remember them.”
-
-    “For want of a nail the shoe was lost;
-     For want of a shoe the horse was lost;
-     For want of a horse the rider was lost;
-     For want of a rider the battle was lost;
-     For loss of a battle a kingdom was lost;—
-     And all for the want of a horseshoe nail.”
-
-[Illustration]
-
-
-QUESTIONS
-
-    How might the battle have ended if the groom had waited
-    until the blacksmith had put the right number of nails
-    in the horse’s shoes?
-
-    Which do you think King Richard would rather have
-    lost—a little time or his kingdom?
-
-    How do you suppose the groom and the blacksmith felt
-    when they learned the result of the battle?
-
-    Do you know any careless people?
-
-    What do you think of them?
-
-    Can you remember ever doing something carelessly in
-    order to finish more quickly?
-
-    Tell about it.
-
-       *       *       *       *       *
-
-    If you’re told to do a thing,
-      And mean to do it really;
-    Never let it be by halves;
-      Do it fully, freely!
-                       —_Phœbe Cary._
-
-       *       *       *       *       *
-
-    He liveth long who liveth well;
-      All else in life is thrown away;
-    He liveth longest who can tell
-      Of true things truly done each day.
-
-       *       *       *       *       *
-
-What is worth doing at all is worth doing well.
-
-       *       *       *       *       *
-
-Go to the ant, thou sluggard; consider her ways, and be wise.
-
-
-
-
-HONEST ABE
-
-
-As a boy, Abraham Lincoln was known as “Honest Abe.” Like other boys he
-sometimes did wrong, but never did he try to hide his wrongdoing. He
-was always ready to own up and tell the truth. So his neighbors called
-him “Honest Abe.”
-
-[Illustration]
-
-In this way he was like young George Washington. The American people
-are fond of that kind of boy. That is one of the reasons why Lincoln
-and Washington were each twice elected President of the United States.
-
-
-I. The Broken Buck-horn
-
-When he was fourteen years old, young Abraham attended a log cabin
-school during the winter.
-
-Nailed to one of the logs in the schoolhouse was a large buck’s head,
-high above the children’s reach.
-
-A hunter had shot a deer in the forest, and presented the head, when
-mounted, to the school. It had two unusually fine horns.
-
-One day the teacher noticed that one of the horns was broken off short.
-
-Calling the school to order he asked who had broken the horn.
-
-“I did it,” answered young Lincoln promptly. “I reached up and hung on
-the horn and it broke. I should not have done so if I had thought it
-would break.”
-
-He did not wait until he was obliged to own up, but did so at once.
-
-       *       *       *       *       *
-
-    Dare to be true; nothing can need a lie.
-    A fault which needs it most grows two thereby.
-                                          —_Herbert._
-
-
-II. The Rain-soaked Book
-
-There were no libraries on the frontier in those early days. When the
-boy Lincoln heard of anyone who had a book, he tried to borrow it,
-often walking many miles to do so. He said later that he had read
-through every book he had heard of within fifty miles of the place
-where he lived.
-
-When living in Indiana he often worked as a hired boy for a well-to-do
-farmer named Josiah Crawford. Mr. Crawford owned a “Life of George
-Washington,” a very precious book at that time. The book-hungry boy
-borrowed it to read.
-
-One night he lay by the wood fire reading until he could no longer see,
-and then he climbed the ladder into the attic and went to bed under the
-eaves. Before going to sleep he placed the book between two logs of the
-walls of the cabin for safe-keeping.
-
-During the night a heavy rain-storm came up. When young Lincoln
-examined the book in the morning it was water soaked. The leaves were
-wet through and the binding warped.
-
-He dried the book as best he could by the fire and then in fear and
-trembling took it home to Mr. Crawford. After telling the story he
-asked what he might do to make good the damaged property.
-
-To his relief, Mr. Crawford replied: “Being as it’s you, Abe, I won’t
-be hard on you. Come over and shuck corn for three days and the book is
-yours.”
-
-Shuck corn for three days for such a book as that! It was nothing! He
-felt as if Mr. Crawford was making him a wonderful present.
-
-After reading the book he often talked about what he was going to do
-when he grew up.
-
-Mrs. Crawford, who was very fond of him, would ask, “Well, Abe, what do
-you want to be now?”
-
-“I’ll be president,” he would declare.
-
-She would laugh at him, and say, “You would make a pretty president
-with all your tricks and jokes, wouldn’t you?”
-
-“Oh, I’ll study and get ready, then the chance will come,” he would
-reply.
-
-       *       *       *       *       *
-
-    Truth is the highest thing a man may keep.
-                                    —_Cervantes._
-
-
-III. The Young Storekeeper
-
-At the age of twenty-one Abraham Lincoln became a store clerk for a
-short time. He was then six feet four inches tall and very strong. He
-could out-run, out-jump, out-wrestle, and out-fight any man in the
-rough pioneer country where he lived.
-
-While the people respected his great strength, they liked him still
-more for his honesty in little things.
-
-One evening, on reckoning up his accounts, he found that in making
-change he had taken six cents too much from a customer. On closing the
-store he immediately walked three miles to the farmhouse where the
-customer lived and returned the six cents. Then he walked the three
-miles back.
-
-On opening the store one morning, he discovered a four-ounce weight on
-the scales. He remembered that his last customer the evening before
-had purchased half a pound of tea. He saw at once that he had given
-her short weight. He measured out the four ounces still due, locked
-the store, took a long walk to the customer’s house, and explained the
-shortage.
-
-These were little things, but Honest Abe could not rest until he had
-made them right.
-
-       *       *       *       *       *
-
-    This above all: to thine own self be true;
-    And it must follow, as the night the day,
-    Thou canst not then be false to any man.
-                                    —_Shakespeare._
-
-
-
-
-[Illustration]
-
-
-
-
-DRY RAIN AND THE HATCHET
-
-
-I. How Dry Rain Got His Name
-
-In the Indian country there was once a great drought. The land was
-very dry. No rain had fallen for many weeks. The crops and cattle were
-suffering from thirst.
-
-Now, in one of the tribes there was a young Indian who had a very high
-opinion of himself. He pretended that he could foretell what was about
-to happen, long before it really did happen.
-
-So he foretold that on a certain day a high wind would blow up,
-bringing with it a great rain-storm with plenty of water for everybody.
-
-The day came. Sure enough a high wind did blow up, but it brought only
-a violent sand-storm without a drop of rain, and it left the land drier
-than before.
-
-So the Indians laughed at the young man who foretold before he knew and
-called him “Dry Rain.”
-
-Although he afterwards became a noted chief, he never lost his name.
-
-
-II. Dry Rain Goes Trading
-
-One day, when he was an old man, Dry Rain rode in from his village to
-the white man’s trading post.
-
-The old chief purchased a number of articles, among them some
-jack-knives and six hatchets. The hatchets were for his six grandsons.
-
-The trader packed all the purchases in a big bundle. Dry Rain paid for
-them, mounted his pony, and rode home to his village.
-
-When he opened his package, he noticed that the trader by mistake had
-put in seven hatchets.
-
-But Dry Rain said nothing. “That extra one will do for me,” he thought.
-“The white men stole the Indian’s land and never gave it back; I will
-keep the hatchet.”
-
-At the same time he did not feel that this would be doing just right.
-
-In his wigwam that night he lay half-asleep and half-awake, thinking
-about the hatchet.
-
-He seemed to hear two voices talking, in a tone so earnest that it
-sounded almost quarrelsome.
-
-“Take back the hatchet,” said one voice. “It belongs to the white man.”
-
-“No! do not take it back,” said the other voice. “It is right for you
-to keep it.”
-
-Back and forth the voices argued and argued, for hours it seemed to the
-old chief.
-
-“Take it back!” “Keep it!” “Take it back!” “Keep it!” “Take it back!”
-
-At last he could stand the dispute no longer, and sat up in bed wide
-awake.
-
-“Stop talking, both of you,” he commanded. “Dry Rain will take back the
-hatchet in the morning.”
-
-Then he lay down again, pulled the blanket over his head, and was soon
-fast asleep.
-
-At daylight he arose, mounted his pony, rode back to the trading post,
-and returned the hatchet to the trader.
-
-“Why did you bring it back?” asked the trader. “I had not missed it,
-and perhaps never should have known you had it.”
-
-“But Dry Rain would know,” replied the old chief. “The two men inside
-of him talked and quarreled about it all night! One said, ‘Take it
-back!’ the other said, ‘No, keep it.’ Now they will keep still and let
-him sleep.”
-
-
-QUESTIONS
-
-    Do you think that most white men set the Indians a good
-    example in being honest?
-
-    Dry Rain wanted very much to have the extra hatchet,
-    didn’t he?
-
-    But was he comfortable when he decided to keep it?
-
-    Do you think the white trader would ever have found out?
-
-    But who would have known?
-
-    Did two voices inside of you ever talk when you were
-    tempted to keep something which didn’t belong to you?
-
-
-MEMORY GEMS
-
-Truth will ever rise above falsehood, like oil above water.
-
-       *       *       *       *       *
-
-    For whatever men say in their blindness,
-      And spite of the fancies of youth,
-    There is nothing so kingly as kindness,
-      And nothing so royal as truth!
-
-
-
-
-[Illustration]
-
-
-
-
-THE SEVEN CRANBERRIES
-
-
-Mr. Dingle was not looking toward Helen. He was busy grinding coffee in
-another part of the store.
-
-How pretty the bright red cranberries looked! Helen wished she had some.
-
-Her little hand crept over the edge of the barrel, and very quickly
-seven bright shining cranberries were in Helen’s pocket.
-
-“What can I get for you, little girl?” asked the storekeeper.
-
-“A pound of butter, please,” Helen answered. She did not look him in
-the eye; instead, she looked out of the window.
-
-It took Helen but a short time to reach home.
-
-She laid the butter on the table and put the seven cranberries in a cup.
-
-“Aren’t they pretty!” she whispered. “I think I’ll play they are
-marbles.”
-
-She found a piece of chalk and drew a circle on the floor. Then she
-began the game.
-
-“What pretty bright cranberries!” exclaimed her mother coming into the
-room. “Where did you get them, dear?”
-
-How Helen wished that her mother had not asked that question.
-
-“Did Mr. Dingle give them to you?” her mother asked.
-
-How Helen wished she could say yes! “But after all,” she thought, “that
-was not stealing, so I’ll just tell mother. She knows I would not
-steal.”
-
-“No, mother,” she answered, shaking her head. “I took them out of the
-barrel.”
-
-“You did!” exclaimed her mother. “Why, my dear, did you not know that
-was wrong?”
-
-“I didn’t take many—only seven,” Helen said; “and Mr. Dingle had
-thousands and thousands of them!”
-
-“Come here, dear, and sit on my knee,” said her mother. “I want to ask
-you something.”
-
-When Helen came she asked, “When you took the cranberries, was Mr.
-Dingle looking toward you?”
-
-“No, he was busy,” answered Helen.
-
-“Would you have taken them if he had been looking at you?”
-
-Helen hung her head.
-
-“I do not think you would, dear,” said her mother. “Of course, you did
-not think for a moment of stealing from Mr. Dingle.”
-
-“I will never do such a thing again, mother,” promised the little girl.
-“I am sorry.”
-
-“Are you sorry enough to take those berries back, and tell Mr. Dingle
-what you did?” asked her mother.
-
-That was quite different from being sorry in their own kitchen.
-
-“Oh, mother, I don’t want to do that!” said Helen, tears coming into
-her eyes.
-
-“That is because you are ashamed, Helen,” said her mother; “but I hope
-you will always be brave enough to do the right thing.”
-
-“Will you go with me to the store, mother?” asked Helen.
-
-“No,” said her mother, “I want you to go by yourself. But I can help
-you this much: I can telephone Mr. Dingle that you are coming.”
-
-Helen sighed. “I wish I had been, and was back again,” she said,
-picking up the pretty berries.
-
-“Well, well!” said Mr. Dingle, when Helen handed him the berries, “it
-takes a pretty brave girl to own up. If you were a boy, little girl, I
-would ask you to come and work for me this next vacation.”
-
-
-QUESTIONS
-
-    Why do you think Helen felt so uncomfortable when she
-    was asking for the butter, and later when her mother
-    asked her where she got the cranberries?
-
-    Do you suppose Mr. Dingle would ever have known about
-    the seven cranberries?
-
-    But who would always have known?
-
-    Why was it that Helen did not think taking the
-    cranberries was really “stealing”?
-
-    What did Helen’s mother think about it?
-
-    What do you think about taking even the smallest thing
-    that doesn’t belong to you?
-
-       *       *       *       *       *
-
-    We sow a thought and reap an act;
-    We sow an act and reap a habit;
-    We sow a habit and reap a character;
-    We sow a character and reap a destiny.
-                                  —_Thackeray._
-
-
-
-
-[Illustration]
-
-
-
-
-THE DONKEY’S TAIL
-
-
-“Can you see?” asked Hilda Wells, as she tied the handkerchief over
-Fred Warren’s eyes.
-
-“You might make it a little tighter,” answered Fred.
-
-So Hilda tightened the blindfolder.
-
-“Now, we’ll turn you around three times, start you straight,—and you
-pin the tail on the donkey,” she said.
-
-The “donkey” was a large picture of that animal fastened to the wall at
-the opposite side of the room. It was minus its paper tail, which Fred
-held in his hand.
-
-“Don’t you peep!” cried all the children.
-
-“We’ll see if he can do better than I did!” declared Frank Bennett. So
-far the prize belonged to Frank. Fred’s turn came last.
-
-After being turned around three times, Fred walked straight up to the
-picture and pinned the tail exactly in place.
-
-“Oh, Frank, that is better than you did by two inches!” said Hilda.
-
-“Fred gets the prize!” cried the excited children, as Fred pulled off
-the handkerchief.
-
-Then little Marie, Hilda’s sister, handed him a pearl-handled penknife.
-
-Fred made little of his prize, and as soon as the children stopped
-examining it, slipped it into his pocket.
-
-After that, Mrs. Wells served ice-cream and cakes.
-
-Oh the way home Frank asked Fred to let him see the prize. “It is a
-beauty of a knife, Fred,” said he. “Until you tried, I thought I should
-be the winner.”
-
-Fred muttered something about having too many knives already.
-
-Frank opened his eyes wide in surprise. “Too many!” he exclaimed.
-“I wish I had too many! I’ve never had more than one, and that was
-father’s when he was a boy.”
-
-“Good night, Frank,” said Fred, suddenly swinging into a side street.
-“I am going to take a short cut home.”
-
-“Good night, Fred,” called Frank.
-
-“That’s a queer way for a fellow to act,” he thought, as he walked on
-alone. “I wonder what is the matter with him.”
-
-Suddenly he heard footsteps, and in a moment Fred had caught up with
-him. “Here, take it, I don’t want another knife,” he said, thrusting
-the prize into Frank’s hand.
-
-“Oh—oh, I don’t want your knife!” exclaimed Frank.
-
-“Well, I don’t want it, either!” said Fred. “It belongs to you, anyway;
-and I believe you know it! I am almost certain you could see me peeping
-from under that handkerchief!”
-
-“I was not quite sure,” said Frank; “not sure enough to say anything
-about it, anyway.”
-
-“Well, if you don’t keep the knife I’ll throw it into the river,” said
-Fred, running away as fast as he could.
-
-
-
-
-[Illustration]
-
-
-
-
-HURTING A GOOD FRIEND
-
-
-This is the story of a boy who ruined a good book. A good book is
-always a good friend.
-
-He did not mean to—oh, no! But what of that—he did it, as you may read.
-
-His name was Max Green. One day Max borrowed a book from Tom Brown, a
-fine new book with a picture of a submarine on the cover. Tom had just
-received it as a birthday present from his uncle.
-
-That night Max sat down in a corner to read it. Soon he came to the
-place where the submarine was getting ready to fire a torpedo.
-
-“Squeak!” went the book, as Max gave it a twist in his excitement. He
-did not hear the sound; he only saw the torpedo skimming through the
-water.
-
-“Crack!” went the book, as Max gave it a heavier twist. He did not
-notice that he was bending the covers farther back. He only knew that
-the torpedo was striking the bow of a big man-of-war.
-
-“Rip!” went the book down the middle, as Max gave it a harder twist
-with his hand.
-
-But Max read right on, for just then the man-of-war lurched over on its
-side as if it was getting ready to sink.
-
-In his excitement Max forgot all about what he was doing and twisted
-and bent the book back, cover to cover.
-
-“Stop—quick—oh! oh! It hurts! You have broken my back—broken my back!
-Oh!—oh!” cried the book.
-
-Suddenly Max woke up and saw what he had done—but it was too late. He
-had broken the glue and stitches apart and the covers hung limp.
-
-Just then his mother came in.
-
-“Look, mother—see what I have done to Tom Brown’s book,” he confessed.
-“I am so sorry. It is such a good book. Can’t we glue it together
-again?”
-
-“No,” said his mother, “it is ruined. Glue may help, but it will never
-be the same book.”
-
-“Oh, I am so sorry!” said Max.
-
-“Yes, Max, but being sorry will not make this book as good as it was
-when you borrowed it.”
-
-“I will make it right with Tom, mother. I will take my birthday money
-to buy him a new one.”
-
-“That is the right thing to do, Max,” answered his mother.
-
-
-QUESTIONS
-
-    How is a good book a good friend?
-
-    Suppose it had been his own book that Max ruined, would
-    he have been treating it fairly?
-
-    If you were a book, how would you want to be treated?
-
-    Do you know what holds a book together? Tell what you
-    know about the way a book is made.
-
-    Why should we be so careful of books?
-
-
-MEMORY GEM
-
-    For every evil under the sun,
-    There is a remedy, or there is none.
-    If there be one, try to find it;
-    If there be none, never mind it.
-
-
-
-
-[Illustration]
-
-
-
-
-A SCHOOL WITHOUT A TEACHER
-
-What Might Happen if Books and Bells Could Talk
-
-
-The little schoolhouse was painted white, with green shutters. Over the
-front gable was a little old-fashioned belfry. In it swung a little
-old-fashioned school bell, for this was a country district school, with
-scarcely a house in sight.
-
-One bright September morning, the opening day of school, forty or fifty
-noisy children were drawn up in line, waiting for the bell to stop
-ringing.
-
-When the bell stopped, the children marched inside and took their
-seats facing the teacher’s desk.
-
-“Order!” tapped the desk bell, and the room was suddenly still.
-
-The pupils looked to see who had tapped the bell, for the teacher was
-nowhere to be seen.
-
-They saw the new school-books piled on the platform and on the
-teacher’s desk—but where was the teacher?
-
-“I am the new Spelling Book, full of hard words,” said the top book of
-the pile of spellers on the right-hand side of the platform.
-
-“I am the new Reader, full of good stories,” announced the top one of a
-stack of readers on the left-hand side of the platform.
-
-The pupils were startled. It was so quiet you could hear the clock tick.
-
-“I am the new Arithmetic, full of problems harder to crack than the
-hickory nuts in the woods,” spoke up a book on the teacher’s desk; “but
-why don’t you find your teacher?”
-
-No one answered. The children only sat half-frightened, wondering what
-would happen next.
-
-“I am the new Language Book,” declared another book in the row on the
-teacher’s desk; “but who will teach you your mother tongue?”
-
-Everyone was still. Only the clock ticked on.
-
-“I am the Geography; in my pages are maps of all countries. Who will
-give you permission to look?” It was the largest book of all that asked
-this question.
-
-The pupils stared opened-eyed over the desk at the teacher’s empty
-chair. They saw nothing but a sunbeam coming in through the window—full
-of particles of shining dust.
-
-“There must be somebody hiding,” spoke up one boy who could stand the
-strain no longer.
-
-“I am going to see,” said another boy braver than the rest.
-
-Getting up, he looked behind the desk and in the closet, but nothing
-was to be seen, not even a mouse.
-
-“Let us go out and look for the teacher,” he cried. With one accord
-they ran pell-mell out the door into the playground.
-
-An automobile was coming up the road at top speed.
-
-“Good morning, boys and girls,” the new teacher called, as the machine
-pulled up.
-
-“Good morning, teacher,” they answered crowding about her.
-
-“I am sorry to be late the first day of school. There was some trouble
-at Rockland and the train was delayed. Mr. Jones drove me over.”
-
-“We are glad you are here,” said an older girl as the machine drove
-off. “We went in and took our seats at nine o’clock, thinking you would
-come at any minute. All at once something began to talk. ‘I am the
-Speller full of hard words; I am the Arithmetic; I am the Reader; I am
-the Geography; where is your teacher?’ the voices said. At first we
-thought somebody was hiding, but we could not find anyone. Then we got
-frightened and ran out.”
-
-“Well, isn’t that strange?” said the teacher laughing. “We will go in
-and see.”
-
-Together they trooped into the schoolroom. They looked everywhere;
-nothing had been moved; everything was just as usual.
-
-The teacher tapped the bell and everyone took a seat.
-
-“Well, children,” she said smiling, “we have already learned a very
-important lesson this morning, and that is that every school must have
-a teacher!”
-
-
-QUESTIONS
-
-                               { Teachers
-                               { Pupils
-    What should a school have? { Books
-                               { Schoolhouse
-
-    What other persons or things should a school have?
-
-    Can you have a school without a teacher?
-
-    Why is the teacher so important?
-
-                                { Obedient
-                                { Clean
-                                { Orderly
-    What should the pupils be?  { Courteous
-                                { Helpful
-                                { Punctual
-                                { Anxious to learn.
-
-    What else should   { Respectful to all connected with school.
-    the pupils be?     { Respectful to principal, to teacher, to
-                       {   janitor, to other children.
-
-
-MEMORY GEMS
-
-    One rule to guide us in our life
-      Is always good and true;
-    ’Tis, do to others as you would
-      That they should do to you.
-
-       *       *       *       *       *
-
-    If wisdom’s ways you’d wisely seek,
-      Five things observe with care;
-    Of whom you speak, to whom to speak,
-      And how, and when, and where.
-
-       *       *       *       *       *
-
-    Prize your friend for her own true heart,
-      Though her dress be poor and mean;
-    The years, like a fairy wand, may change
-      Cinderella to a queen.
-
-
-
-
-OUR FLAG
-
-
-    ’Tis the Star-Spangled Banner, oh, long may it wave
-    O’er the land of the free, and the home of the brave.
-
-As you came to school this morning, did you look up at your flag
-floating from the top of the flag pole? Didn’t it look beautiful,
-waving and rippling in the sunshine against the blue sky? I wonder if
-you have ever thought about what it means?
-
-[Illustration]
-
-You know flags are signs or emblems, and they all have a meaning.
-
-There is no reading on our American flag, yet everyone knows what it
-means as certainly as if there were letters all over it.
-
-[Illustration]
-
-Our flag means that the United States of America is the Land of the
-Free, and our government stands for:
-
-    Liberty and justice for everybody;
-    Education for all children;
-    Protection to all Americans at home or abroad.
-
-That is the reason so many people come to this country from countries
-where they do not have such help from the government.
-
-We Americans are very thankful for what our flag means.
-
-If we are good Americans we shall live up to every one of the following
-duties:
-
-    To be true and faithful citizens;
-    To do our part to carry out the laws of the government;
-    To give, if necessary, our lives to protect our flag.
-
-
-
-
-SCOUTS’ PLEDGE
-
-
-I pledge allegiance to my flag and to the republic for which it stands;
-one nation indivisible, with liberty and justice for all.
-
-[Illustration]
-
-
-
-
-MY GIFT
-
-
-I give my head, my heart, my hand to God and my country; one country,
-one language, one flag.[A]
-
-
-
-
-FLAG DAY
-
-
-June 14 is the anniversary of the adoption of the flag, and that date
-is celebrated in many states as Flag Day.
-
-We can honor our flag
-
-    By living for it;
-    By keeping our own honor bright;
-    By being brave; (Red stands for valor.)
-    By being clean; (White stands for purity.)
-    By being just; (Blue stands for justice.)
-    By being loyal;
-    By being ready to die for it, if we are called upon.
-
-Our state has one star in the blue of the flag.
-
-How shall we honor our star?
-
-How shall we show respect for our country and our flag?
-
-    Since our flag means so much to us, we should respect
-    it and love it with all our hearts.
-
-    When the flag passes in a parade, people should,
-    if walking, halt; or if sitting, rise and stand at
-    attention and uncover.
-
-[Illustration]
-
-    The flag should never be allowed to drag on the ground
-    nor be left out after dark. Did you know that it must
-    never be used as an old rag? You see no matter how old
-    or torn a flag becomes, it is still our flag and must
-    be loved and honored always.
-
-       *       *       *       *       *
-
-    My country! ’tis of thee,
-    Sweet land of liberty,
-      Of thee I sing;
-    Land where my fathers died!
-    Land of the Pilgrim’s pride!
-    From every mountain side
-      Let freedom ring!
-
-       *       *       *       *       *
-
-“America is another name for Opportunity.”
-
-What do you understand by that?
-
-[Illustration: WHAT DOES THIS PICTURE OF AN OPEN GATEWAY BRING TO YOUR
-MIND?]
-
-FOOTNOTE:
-
-[A] At the word flag give the salute by raising the right hand to the
-forehead.
-
-
-
-
-[Illustration]
-
-
-
-
-HOW OUR FLAG DEVELOPED
-
-
-The thirteen stripes in our flag represent the thirteen original
-colonies.
-
-Every star in the field of blue represents a state—“A star for every
-state, and a state for every star.”
-
-The flag brings a picture to our minds of all the things we are
-grateful for in our history, and of all the things we want our country
-and ourselves to be.
-
-
-QUESTIONS
-
-    What does our flag mean?
-
-    Are you not glad that you live in a country where all
-    the people rule, instead of any one person or just a
-    few people?
-
-    Can you repeat the Scouts’ Pledge? (Standing.)
-
-    Who was Betsy Ross?
-
-    Can you form a tableau like the picture of Betsy Ross
-    sewing the American Flag?
-
-    Isn’t it almost as brave to live up to the red, white,
-    and blue as to die for our colors?
-
-    Why is our nation’s flag always hung higher in this
-    country than the flag of any other nation?
-
-    Will you bring pictures of the flags of some other
-    countries to class?
-
-    Do you think any other flag more beautiful than ours?
-
-    Will you try to do all you can to honor our flag, and
-    never to let the star of your state grow dimmer because
-    of any act of yours?
-
-       *       *       *       *       *
-
-          Hats off!
-    Along the street there comes
-    A blare of bugles, a ruffle of drums,
-    A flash of color beneath the sky:
-          Hats off!
-      The flag is passing by!
-                           —_H. H. Bennett._
-
-
-
-
-THE FLAG OF THE U. S. A.
-
-
-[Illustration]
-
-    I belong to this flag;
-    This flag belongs to me,
-    Because brave men have lived and died
-    To set its people free;
-    There are other flags in other lands,
-    And more upon the sea,
-      But the flag to-day of the U. S. A.
-      Is the flag for you and me.
-
-    If I belong to this flag,
-    And this flag belongs to me,
-    I’ll live or die, if there is need,
-    To keep its people free;
-    No other flag has braver men,
-    Either on land or sea,
-      Than the flag to-day of the U. S. A.—
-      The flag for you and me.
-                                  —_J. E. F._
-
-
-
-
-THE AMERICAN FLAG
-
-
-    When Freedom from her mountain height
-      Unfurled her standard to the air,
-    She tore the azure robe of night,
-      And set the stars of glory there:
-    She mingled with her gorgeous dyes
-    The milky baldric of the skies,
-    And striped its pure celestial white
-    With streakings of the morning light;
-    Then, from his mansion in the sun,
-    She called her eagle-bearer down,
-    And gave into his mighty hand
-    The symbol of her chosen land!
-
-           *       *       *       *       *
-
-    Flag of the free heart’s hope and home!
-      By angel hands to valor given!
-    Thy stars have lit the welkin dome,
-      And all thy hues were born in heaven.
-    Forever float that standard sheet!
-      Where breathes the foe but falls before us,
-    With Freedom’s soil beneath our feet,
-      And Freedom’s banner streaming o’er us!
-                          —_Joseph Rodman Drake._
-
-
-
-
-STORIES TEACHING KINDNESS TO ANIMALS
-
-
-
-
-[Illustration]
-
-THE TRUE STORY OF CHEESEY
-
-
-I. The Dog and the Policeman
-
-One snowy day shortly after Christmas, when carefully picking my way
-over the crossing at Market Street Ferry in Philadelphia, I almost ran
-into a big policeman.
-
-Just back of the big policeman was a little dog, and just back of the
-little dog was a little dog-house, and just back of the dog-house was a
-beautiful Christmas tree.
-
-Wouldn’t it have made you stop in surprise to see a dog-house in the
-middle of the busiest street in your city or town? Wouldn’t you have
-wondered why the big policeman had the little dog, and why the little
-dog had such a nice house there? And wouldn’t you have wondered and
-wondered whether the Christmas tree belonged to the dog or to the big
-policeman? It made me so curious that I did just as you would have
-liked to do—I asked the policeman to tell me the story.
-
-
-II. The Policeman’s Story
-
-“Good morning, Mr. Burke,” I said, for I knew the officer’s name. “Will
-you tell me about the little dog?”
-
-“Why,” answered the policeman with a smile, “don’t you know about
-Cheesey? Come here, Cheesey, the lady wants to see you!”
-
-Cheesey looked up at the speaker and wagged his tail.
-
-“Cheesey was born on Race Street pier,” went on the policeman. “Nobody
-knows how he got his living after his mother died; but one thing is
-sure, he was not treated very kindly by the men who loaded the boats
-and swept the wharves. To this day Cheesey growls at the sight of one
-of those men.
-
-“After a while Cheesey found a little playmate, but the playmate was
-run over by a fire engine. All night long Cheesey lay in the spot where
-his little mate had been killed.
-
-“Weary and lonely and hungry, he crept back to the old cheerless corner
-of Race Street pier, which was the only place he knew as home.
-
-“There he lay with his head on his paws, not noticing anything until
-one of the men kicked him out of the way.
-
-“Cheesey ran out of the pier and down Delaware Avenue, not knowing
-where he was going; but he went just the right way, for he ran into
-Officer Weigner, one of the four of us who watch this crossing.
-
-“He spoke kindly to the little fellow, and gave him something to eat.
-
-“From that time, Cheesey seemed to think he belonged to the policemen
-on this crossing. Then we gave him his name.”
-
-
-III. Cheesey’s Christmas Presents
-
-“Cheesey had no place to sleep,” went on the policeman after seeing
-some people safely across the street, “except on a pile of bags in the
-ferry house. He seemed so cold that I asked Charley, one of the workmen
-in the ferry, if he could not knock together some packing boxes for
-the little fellow.
-
-“Charley did the best he could, but I must say he made a sorry looking
-dog-house.
-
-“One day, just before Christmas while I was on duty, Mr. Sheip, of
-the Sheip Box Factory, happened to notice the box Charley had knocked
-together.
-
-“‘Well, well,’ he said, ‘is that the best you fellows can do?’
-
-“‘Why, Mr. Sheip,’ I replied, ‘we are not box-makers, you know.’
-
-“‘That’s so!’ he said. ‘I’ll have a dog-house made in the factory!’ and
-on Christmas day this beauty of a dog-house came. Have you noticed the
-label on it?”
-
-I read the painted black letters on the large white label:
-
-    +----------------------------+
-    |                            |
-    |      Merry Christmas       |
-    |             to             |
-    |          Cheesey           |
-    |            from            |
-    | Officers Burke, Dougherty, |
-    |    Kunzig, and Weigner.    |
-    |                            |
-    +----------------------------+
-
-“It pleased us so,” went on the officer, “that we bought a Christmas
-tree and many people helped us trim it.
-
-“A good many people brought presents for Cheesey. One lady from Camden
-brought a feather pillow; another lady brought a piece of meat. That
-dog could have seventeen meals a day if he could hold them—couldn’t
-you, Cheesey?”
-
-The little dog wagged his tail, turned around twice, then went into his
-house. After thanking the officer I went on my way, made happier for
-all my life because of the true story of Cheesey.
-
-
-
-
-THE CHAINED DOG
-
-
-    ’Twas only a dog in a kennel,
-      And little the noise he made,
-    But it seemed to me, as I heard it,
-      I knew what that old dog said:
-    “Another long day to get over!
-      Will nobody loosen my chain,
-    Just for a run in the meadow,
-      Then fasten me up again?”
-                          —_Selected._
-
-    Through life it’s been a comfort to me—
-      My little dog’s loving sympathy.
-
-
-QUESTIONS
-
-    Do you think the officers were repaid by knowing they
-    had made Cheesey happy?
-
-    Does Cheesey remind you a little of Cinderella? Who
-    were the fairies in Cheesey’s life?
-
-    What might have happened to Cheesey if the officers had
-    not been kind?
-
-    Did you ever own a dog?
-
-    Can you tell some story showing your dog’s intelligence
-    or bravery?
-
-    What is the kindest thing to do for an animal which is
-    suffering if you cannot take care of it or feed it?
-
-    Do you know the address of the S. P. C. A. in your city?
-
-    Did you know that sometimes dogs are thought to be mad
-    when they are only very thirsty?
-
-    Sometimes dogs have been treated unfairly and are
-    cross; so it is best not to pat a strange dog’s head.
-
-    Do you realize that a dog is the only animal which
-    makes people its companions and playmates?
-
-    How should we treat dogs?
-
-       *       *       *       *       *
-
-
-MEMORY GEM
-
-    If I can stop one heart from breaking,
-      I shall not live in vain;
-    If I can ease one life the aching, or cool one pain,
-    Or help one fainting robin to its nest again,
-      I shall not live in vain.
-
-
-
-
-[Illustration]
-
-
-
-
-LITTLE LOST PUP
-
-
-    He was lost!—not a shade of doubt of that;
-    For he never barked at a slinking cat,
-    But stood in the square where the wind blew raw,
-    With drooping ear and a trembling paw,
-    And a mournful look in his pleading eye,
-    And a plaintive sniff at the passerby,
-    That begged as plain as tongue could sue,
-    “Oh, mister, please may I follow you?”
-    A lorn wee waif of tawny brown
-    Adrift in the roar of a heedless town.
-    Oh, the saddest of sights in a world of sin
-    Is a little lost pup with his tail tucked in.
-
-    Well, he won my heart (for I set great store
-    On my own red Brute—who is here no more),
-    So I whistled clear, and he trotted up,
-    And who so glad as that small pup?
-    Now he shares my board, and he owns my bed,
-    And he fairly shouts when he hears my tread.
-    Then, if things go wrong, as they sometimes do,
-    And the world is cold and I’m feeling blue,
-    He asserts his rights to assuage my woes
-    With a warm red tongue and a nice cold nose,
-    And a silky head on my arm or knee,
-    And a paw as soft as a paw can be.
-    When we rove the woods for a league about,
-    He’s as full of pranks as a school let out;
-    For he romps and frisks like a three-months’ colt
-    And he runs me down like a thunder bolt.
-    Oh, the blithest of sights in the world so fair
-    Is a gay little pup with his tail in the air!
-                                 —_Arthur Guiterman._
-
-[Illustration]
-
-[Illustration: PICTURE OF RED CROSS ARMY DOGS—WONDERFUL DOGS OF MERCY.
-SUCH DOGS HAVE RESCUED THOUSANDS OF WOUNDED AND HELPLESS SOLDIERS. HOW
-SHOULD INTELLIGENT ANIMALS LIKE THESE BE TREATED?]
-
-[Illustration: CAN YOU TELL A STORY ABOUT THIS BRAVE DOG?]
-
-[Illustration: WHAT WOULD THE BIG DOG SAY IF HE COULD TALK?
-
-WRITE A STORY ABOUT THIS PICTURE.]
-
-
-
-
-THE HUNTING PARTY
-
-
-    Mrs. Pussy, sleek and fat,
-      With her kittens four,
-    Went to sleep upon a mat
-      By the kitchen door.
-
-    Mrs. Pussy heard a noise;
-      Up she sprang in glee.
-    “Kittens, maybe it’s a mouse—
-      Let us go and see.”
-
-    Creeping, creeping, soft and low,
-      Silently they stole,
-    But the little mouse had crept
-      Back into its hole.
-
-    “Well,” said Mrs. Pussy then,
-      “Homeward let us go;
-    We shall find our supper there,
-      That I surely know.”
-
-    Home went hungry Mrs. Puss
-      With her kittens four,
-    Found their supper on a plate
-      By the kitchen door.
-                        —_Selected._
-
-
-QUESTIONS
-
-    What do you think of people who do not care for and
-    feed the cats they own?
-
-    Do you know that a cat that is well cared for, and kept
-    in the house at night is not likely to catch birds,
-    because cats catch birds in the early morning and at
-    twilight?
-
-    What do you think of people who move away from a place
-    and leave their cats behind? What will become of the
-    cats?
-
-    What should people do with cats they do not care to
-    take away? Do you know where the nearest S. P. C. A.
-    office is?
-
-    What good service does the cat do for people?
-
-    Why are rats and mice dangerous to our health?
-
-    How many toes has a cat on front paws? On back paws?
-
-    Which way does the fur lie on the under side of the
-    legs?
-
-
-
-
-THE LOST KITTY
-
-
-    Stealing to an open door, craving food and meat,
-    Frightened off with angry cries and broomed into the street;
-    Tortured, teased, and chased by dogs, through the lonely night,
-    Homeless little beggar cat, sorry is your plight.
-                                         —_Ella Wheeler Wilcox._
-
-
-QUESTIONS
-
-    If you cannot care for or feed a stray cat, what is the
-    kindest thing to do?
-
-    How does it save the birds to see that stray cats
-    either are given a home or are taken to a cat refuge?
-
-
-
-
-MY PECULIAR KITTY
-
-[Illustration]
-
-
-    I have a little kitty,
-      Just as cute as she can be;
-    But my! she is peculiar!
-      For she _eats_ her catnip tea!
-
-    After every meal she eats
-      She tidies up her head,
-    And washes carefully enough;—
-      But she never makes her bed!
-
-    I’m told a kitty cannot talk,
-      But my kitty every day
-    Tells me that she loves me
-      When we are at our play!
-
-    Yes, she tells me very plainly
-      And I will tell you how,—
-    I ask, “Who thinks a lot of me?”
-      She answers, “Me! Me—ow!”
-                            —_J. E. F._
-
-
-
-
-POOR LITTLE JOCKO
-
-
-I.
-
-On the porch of a comfortable old house, shaded by fine trees, a group
-of young girls were gathered around a small table, sewing.
-
-Suddenly the harsh notes of a hand-organ came to their ears, disturbing
-the peaceful stillness of the summer afternoon.
-
-Marion Johnson, who was visiting her cousins, laid aside her work and
-listened.
-
-“Why, I do believe it is the very same man that came to our town a week
-ago,” she exclaimed. “He had with him a poor, miserable looking monkey,
-which he called Jocko.”
-
-Just then they saw the organ-grinder, with the monkey perched on the,
-organ, coming up the village street. Seeing the girls on the porch, he
-turned up the walk.
-
-“I think I shall call Aunt Kate,” remarked Marion, rising and going
-into the house.
-
-Aunt Kate could always be depended upon to help any dumb creature
-needing a friend.
-
-Aunt Kate’s face lost its usual look of quiet good humor, as she
-glanced over the porch railing and saw a tall swarthy man at the foot
-of the steps, carelessly turning the handle of a small squeaky organ.
-
-Keeping time to the music, a weak little monkey danced very wearily.
-When his steps dragged he was brought up quickly with a sharp jerking
-of the chain which was fastened to his collar.
-
-A cap was held on his head by a tight rubber band which passed under
-the chin. His gaudy dress was heavy and warm and seemed to weigh down
-his tired limbs.
-
-Now and then, when he dared, Jocko laid a tiny brown hand on the
-tugging chain in an effort to ease it. With an appealing look he
-glanced up at his master, as if trying to make him understand how
-painfully the collar was cutting his thin neck.
-
-
-II.
-
-Aunt Kate’s mild blue eyes almost flashed as she motioned to the
-organ-grinder to stop playing.
-
-“You no lika music?” he asked brokenly, glancing up at her in some
-surprise.
-
-“Yes, that is right,” she answered, speaking very slowly and distinctly.
-
-“We do not like the music; and we do not like to see that poor monkey
-dance; and, above all, we do not like to see you hurting his neck by
-pulling that chain.”
-
-[Illustration]
-
-The look of sullen anger which came over the man’s face quickly
-disappeared when he saw the coin in Aunt Kate’s hand.
-
-“I will give you this,” she said, holding up the piece of money, “if
-you will stay here and let Jocko rest for one hour.”
-
-The organ-grinder smiled and sat down on the steps as a sign of
-agreement.
-
-At first, Jocko could scarcely believe that he might rest his weary
-little legs and feet. After a while, however, he threw himself at full
-length upon the porch floor as some worn out child might have done.
-
-Marion was left on guard to see that he was not disturbed when the
-others went to get food.
-
-When they returned they found Jocko resting on a soft cushion, a
-comfort his little body had never known before.
-
-Only after being promised more money did the organ-grinder permit
-Marion to take off Jocko’s hard leather collar, underneath which she
-had discovered sores.
-
-She bandaged the tiny neck with soft linen spread with salve. She took
-off his cap, too, with its tight-cutting band.
-
-When water was brought, Jocko drank with pitiful eagerness. Many hours
-had passed since he had had a drink, and his throat and lips were
-parched. He ate the food they offered him like a wild creature, for he
-was very hungry.
-
-Every once in a while he would glance at the organ-grinder as though he
-feared punishment.
-
-When the hour was up, the organ-grinder would stay no longer. As his
-master led him away, Jocko lifted his hat, just as if he wanted to
-thank Aunt Kate and the girls for their kindness.
-
-“I never knew before,” said Marion, “how cruel it is to expect little
-monkeys to live such unnatural lives. I do hope the man will be more
-kind to Jocko after this.”
-
-                                    —_Mary Craige Yarrow—Adapted._
-
-
-QUESTIONS
-
-    Why didn’t the girls and their aunt like to see the
-    little monkey dance?
-
-    What did they enjoy seeing it do?
-
-    Have you ever been very, very tired?
-
-    Can you imagine how you would feel if some giant would
-    not let you rest?
-
-    What kind of life is natural for monkeys?
-
-    Did you ever give a penny to an organ-grinder with a
-    monkey?
-
-    If everyone stopped giving money to men who use monkeys
-    for begging, how would it help the little monkeys?
-
-
-
-
-ROBIN REDBREAST
-
-
-“Cheer up! Cheer up!” sings Robin Redbreast every morning. “Listen to
-me! Listen to me! Oh, excuse me! I see, I see a feast!” and down he
-hops, hops, hops to the spot where he sees a nice fat worm wiggling out
-of the ground.
-
-Perhaps it is an earthworm, perhaps it is a worse worm; but if it is an
-earthworm, you will have fun watching Robin.
-
-He seizes the worm with his bill, then braces his feet against the
-earth, and pulls and pulls with all his might.
-
-Out comes the worm with such a jerk that Robin almost topples over; but
-he doesn’t. He either eats the worm or flies away with it to his hungry
-little birdies.
-
-Down he drops it into one of the wide open mouths in the nest.
-
-Do you know how many earthworms one baby robin can eat in one day?
-
-A man who loves birds once counted the worms that one pair of robins
-fed to their little ones, and found that each little robin ate
-sixty-eight earthworms in one day.
-
-Sixty-eight earthworms if placed end to end would measure about
-fourteen feet. Just think what busy lives Mr. and Mrs. Robin Redbreast
-live, and how they love their little ones.
-
-Robins eat many other kinds of worms besides earthworms, and they eat
-insects, too. They work hard to feed their babies, and in this way they
-do a wonderful thing for us, for the insects they eat would destroy the
-plants which we need.
-
-You know bread really grows on tall grasses called wheat and rye, and
-oatmeal grows on a grass called oats.
-
-There are millions of insects which like wheat and rye and oats as much
-as we do, and they would eat up all the crops if it were not for the
-birds that eat the insects. Now you can see why we call the birds our
-friends.
-
-
-
-
-WHO KILLED COCK ROBIN?
-
-
-Who killed Cock Robin?
-
-No; it was not the sparrow with a bow and arrow. No—more likely a boy
-with an air rifle killed him, or a man with a gun who did not know what
-a wicked thing he was doing.
-
-He did not know that he had killed one of his best friends.
-
-He did not know that without the work of beautiful Robin Redbreast and
-other birds the world might go hungry.
-
-What if robins do eat a few cherries? They like mulberries better. A
-wise farmer plants a Russian mulberry tree for the robins, and the
-mulberries save the cherries.
-
-
-QUESTIONS
-
-    Do you know that millions of men and boys hunt and kill
-    birds “for fun” every year?
-
-    Do you know that millions of birds are killed each year
-    to be used in trimming women’s hats?
-
-    How many different birds can you name?
-
-    Can you tell the kinds of food each of them eats?
-
-    Do you know what kinds of nests they build?
-
-    What do you think of people who kill robins?
-
-    Have you ever placed food in a sheltered place for
-    birds in winter when it is hard for them to find a
-    living?
-
-[Illustration]
-
-
-
-
-MY FRIEND, MR. ROBIN
-
-
-When I was only about six years of age, a Robin Redbreast that we used
-to feed got so tame that he would fly in through the window to our
-breakfast table.
-
-In the spring he delighted us by bringing a small family of Roblings to
-the window sill of the room as if to introduce them to the people who
-had helped him through the hard winter!
-
-Another special bird that I remember was a one-legged sparrow
-that used to be among the birds that came when we were living in
-Bucking-ham-shire. We always called him “Timber-toes.”
-
-He came to us for two or three winters, so that, even with but one leg,
-he must have picked up a living somehow.
-
-                                                  —_Little Folks._
-
-    +-------------------------------------------------+
-    |             A WINTER MENU FOR BIRDS             |
-    |                                                 |
-    | Crumbs of bread swept off the breakfast table.  |
-    |                                                 |
-    | Morsels of fish and meat.                       |
-    |                                                 |
-    | Bones hung on strings from tree branches.       |
-    |                                                 |
-    | Strips of bacon rind cut up into small bits.    |
-    |                                                 |
-    | Small seeds of any kind. (These may be gathered |
-    | in summer and saved.)                           |
-    +-------------------------------------------------+
-
-
-QUESTIONS
-
-    Did you ever make a house for a little house wren?
-
-    Little Jenny Wren is looking for a house every spring.
-    She is a very friendly neighbor. Why not make her a
-    house with a doorway too small for Mrs. Sparrow to
-    squeeze through? Make the opening only one inch wide.
-
-       *       *       *       *       *
-
-    The meadow lark is one of our very helpful birds. Do
-    you know the colors of the meadow lark’s feathers?
-
-
-
-
-IF ALL THE BIRDS SHOULD DIE
-
-
-Now, I want to tell you something that is worth knowing. It is this. If
-all the birds in the world should die, all the boys and girls in the
-world would have to die also. There would not be one boy or girl left
-alive; they would all die of starvation.
-
-And the reason is this. Most small birds live on insects; they eat
-millions and millions of insects. If there were no birds, the insects
-would increase so that they would eat up all vegetation. The cattle,
-and horses, and sheep, and swine, and poultry would all die, and we
-should have to die also.
-
-Now, what I want all of you to remember, is that every time you kill
-one of these little insect-eating birds, it means that thousands of
-insects the bird would have eaten are going to live to torment us; and
-every time you take an egg from one of these little birds’ nests, that
-means one less bird to eat the insects. I do not like mosquitoes and
-insects. I think it is better that the birds should live and eat the
-insects, than that the birds should die and the insects eat us.
-
-                                               —_George T. Angell._
-
-
-QUESTIONS
-
-    If a bird in a cage could speak, what do you think it
-    would say?
-
-    Can it tell you when it has no drinking water?
-
-    Do you know that thirst is worse than hunger?
-
-    Do you know that a person can do without food much
-    longer than without water?
-
-    What do birds do for farmers?
-
-    What do they do for you? Don’t you think it would be
-    foolish to destroy them?
-
-    Do you think it right to keep wild birds in cages? Why
-    not?
-
-    Did you ever notice the beautiful doves or pigeons in
-    the city?
-
-    Why are they so tame?
-
-       *       *       *       *       *
-
-    Don’t rob the birds of their eggs, boys,
-      ’Tis cruel and heartless and wrong;
-    And remember, by breaking an egg, boys,
-      We may lose a bird with a song.
-
-
-
-
-[Illustration]
-
-
-
-
-FURRY
-
-
-My house is in a little grove of oak trees.
-
-Every winter I feed several gray squirrels with nuts.
-
-Every day about noon a big father squirrel comes and scratches on my
-kitchen window.
-
-There he sits on the sill, watching with bright eyes until I open the
-window and throw out some nuts.
-
-The more timid squirrels are seated on the ground looking up at the
-window. They catch the nuts and scamper away with them up to the tops
-of the trees. But not Furry. He takes nuts from my hands, and holding
-them in his little finger-claws, gnaws away the shell faster than I
-can count ten. He acts quite like a little pig sometimes, for he asks
-for more than he needs.
-
-What do you think he does with them?
-
-He jumps down with one in his mouth and starts to dig. As soon as the
-hole is deep enough to suit him he buries the nut, packing the earth
-carefully over it to make it look as though the ground had not been
-disturbed.
-
-Then back he comes for another nut.
-
-If all the nuts he plants were acorns and he should forget to come and
-find half of them when he is hungry—how big my oak forest would be!
-
-[Illustration]
-
-
-QUESTIONS
-
-
-I.
-
-    Have you ever fed a squirrel?
-
-    Where have you seen the largest number together?
-
-    Why were they not afraid?
-
-    How do mother squirrels carry their babies from one
-    place to another?
-
-    How do mother cats carry their babies?
-
-    If mothers did not love their babies so much, what
-    would happen to all animals and people?
-
-    Do we have to thank squirrels for some of our trees?
-    Why?
-
-
-II.
-
-    Did you ever wish your doll or rocking horse were alive?
-
-    Could anyone make them live?
-
-    Isn’t being alive the most wonderful thing you can
-    think of?
-
-    Doesn’t it make you glad to think of the little wild
-    things living in the out-of-doors?
-
-    Name some of the animals living in the woods.
-
-    Would the country be as pleasant without them?
-
-    Why should you dislike to hurt any of them?
-
-
-III.
-
-    Do you know that if people do not stop hunting wild
-    ducks, mountain sheep, deer, and other animals they may
-    all be killed?
-
-    Did you ever see a reindeer?
-
-    Did you notice its beautiful eyes?
-
-    Would it be fun to fight a baby?
-
-    Are not many animals as helpless as babies when they
-    are hunted?
-
-    Don’t you think it is cowardly to shoot little helpless
-    animals “for fun”?
-
-
-
-
-[Illustration]
-
-
-
-
-THE GROCER’S HORSE
-
-
-I. The Careless Driver
-
-It was the week before Christmas. Everybody was ordering all sorts of
-good things to be sent home “just as soon as possible.”
-
-The grocer’s boy, John, was on duty early. Soon many baskets were
-filled with orders to be delivered.
-
-The horse was hurried out of the stable before he had quite finished
-his breakfast, and John soon had the baskets piled into the wagon.
-
-“Be lively, now,” the grocer said. “Get back as soon as you can.”
-
-John jumped on the wagon, seized the whip and gave the horse a sharp
-cut to begin the day with.
-
-John kept the whip in his hand. If the horse held up his pace a minute
-to give himself a chance to breathe, another snap of the whip kept him
-on the run.
-
-At the different houses where he left the groceries John rushed in and
-out as quickly as possible. In several places he was given fresh orders
-for articles that were needed.
-
-So the morning passed, and dinner time arrived. As John put the horse
-in the stable he could not help seeing that his breath came hard and
-fast, and that he was wet with sweat.
-
-“I guess it won’t do to give him any water, he is so hot,” John said,
-as he hurriedly put a scanty allowance of dry feed into the manger.
-
-The worn-out horse, trembling in every nerve with the fatigue of going
-hard all the morning, was almost choking with thirst.
-
-When John hurried in to his dinner, the first thing he asked for was
-something warm to drink. His mother gave him a cup of hot cocoa, and
-a good dinner, which he ate rapidly. Then off he started for the
-afternoon’s work.
-
-“Hurry up,” said the grocer as soon as John appeared. “Get out the
-horse and take these baskets; they are all rush orders.”
-
-“I went to Mrs. Bell’s twice this morning,” said John. “I should think
-she might give all her order at one time and not keep us running there
-all day.”
-
-“I can’t help it. She is a good customer. Hurry up,” answered the
-grocer.
-
-John ran out to the barn. He certainly had meant to give the horse
-water before he started out again, but being hurried, he forgot it. In
-a few minutes, whip in hand, he was urging the tired, thirsty horse
-again over the road.
-
-Toward the close of the afternoon the horse began to hang his head.
-When John touched him up with the whip he did not go any faster. When
-he stopped for the third time at Mrs. Bell’s house his legs were
-trembling and he closed his eyes as if he were going to sleep.
-
-Mrs. Bell looked out of the window and said to her Aunt Sarah, who was
-visiting her, “I think it is a shame for Mr. Rush to let that boy race
-his horse so all day. Every time he comes here the horse is in a sweat,
-and now he looks as if he would drop. It is wicked to work a horse so!”
-
-Her aunt replied, “Yes, the horses have to suffer for man’s
-thoughtlessness, and woman’s, too. He’s been here three times to-day,
-hasn’t he?” But Mrs. Bell did not see the point of the reply.
-
-
-II. What Happened in the Barn
-
-It was seven o’clock before John put the horse in the stable. He
-remembered then that he had given him no water all day. As he did not
-want to be obliged to go out to the barn again he gave him a pail of
-ice-cold water, which the horse drank greedily. Then he put his supper
-before him and left him.
-
-He did not stop to rub down the aching legs or to give the faithful,
-exhausted creature any further attention. He just threw a blanket over
-him and closed the barn for the night.
-
-When John came to the store the next morning a very angry looking
-grocer met him at the door. “You can go home as soon as you like. I
-won’t have a boy that drives my horse to death,” he said.
-
-“Is the horse dead?” asked John, turning pale.
-
-“It is not your fault if he is not dead. I have been up nearly all
-night with him, and I must get another horse to take his place until he
-is well.”
-
-“You told me to hurry every time I went out,” answered John.
-
-“Well, if you had any sense, you would know when a horse is used up and
-rest him,” replied the grocer.
-
-The horse died that day; and the grocer, the boy driver, and Mrs. Bell
-were all to blame.
-
-The grocer ought not to have trusted a boy who had no sympathy for
-animals. Such a boy is not fit to drive and care for a horse.
-
-John was too selfish to give the horse time to breathe or to eat, and
-he did not care whether he was made comfortable in the stable or not.
-
-Mrs. Bell was thoughtless in giving her orders; so she made the horse
-take many unnecessary trips to her house.
-
-So a willing, patient animal was neglected and worked to death, when
-with good care he might have lived many years and done faithful work.
-This all happened because the man, the boy, and the woman had never
-learned to be thoughtful and kind.
-
-                                  —_Mrs. Huntington Smith—Adapted._
-
-
-QUESTIONS
-
-    What do you think of a man who is cruel to horses?
-
-    Do you think people respect such a person?
-
-    Did you ever hear that “cruelty is the meanest crime”?
-
-    How would you treat a pony? A horse?
-
-    Did you ever read “Black Beauty”?
-
-    Which should you like better for a friend—a man who is
-    kind to animals or a man who does not care how they are
-    treated, just so that he gets his work done?
-
-    When you are hurt, or sick, what do you do?
-
-    Can a horse or any animal tell a friend when he is sick?
-
-
-
-
-A LETTER FROM A HORSE
-
-
-    To the Lady of the House:
-
-    Please order your supplies for the day early in the
-    morning and all in one order. One daily trip to your
-    door is enough. Two trips will wear me out twice as
-    fast.
-
-    Telephoning in an extra order doubles the work for the
-    sales clerk and bookkeeper as well as for the driver
-    and horse. This adds to the cost of all you buy.
-
-    Hurry up orders make whippings for me.
-
-    Please think of those who serve you, both people and
-    horses.
-
-                              Your obedient servant,
-                                       The Delivery Horse.
-
-    P. S. Some boys play with a whip over my back, not
-    meaning to hurt me, but I cannot see the fun. It makes
-    me nervous, and I get so tired by night from being
-    worried that I tremble all over. I know boys do not
-    think about that part.
-
-                                         T. D. Horse.
-
-
-
-
-A PLEA FOR THE HORSE
-
-
-    Every horse will work longer and better if given three
-    ample meals daily; plenty of clean, fresh water; proper
-    shoes, sharpened in slippery weather; a blanket in
-    cold weather; a stall six feet by nine feet or room
-    enough to lie down; a fly net in summer and two weeks’
-    vacation each year. Do not use the cruel, tight check
-    rein, or closely fitting blinders which cause blindness.
-
-    SPARE THE WHIP
-
-
-QUESTIONS
-
-
-I.
-
-    Wouldn’t you have much more work to do if there were no
-    horses?
-
-    Have you ever been very tired?
-
-    Have you ever been very thirsty?
-
-    Could you ask for a drink of water?
-
-    Can a horse ask?
-
-    Don’t you suppose animals suffer terribly with thirst?
-
-    What would a horse say if he could talk?
-
-    Can you drive?
-
-    Did you ever stop to think that it is because a horse’s
-    mouth is so tender that the great strong animal does
-    what the driver wishes?
-
-    What do you think about jerking the reins?
-
-    Should we have as nice and comfortable houses or food
-    or clothing if we had no horses?
-
-
-II.
-
-    Is the horse a laborer?
-
-    Has he a right to wages? What should they be?
-
-    How many meals a day should a horse have?
-
-    Can you imagine how it would seem if you were very,
-    very hungry to be taken into a place where tables were
-    spread with tempting food, and be driven past them
-    without a bite?
-
-    How do hungry horses feel when they see and smell
-    apples and grass?
-
-    Can you run as fast when you carry a heavy load as you
-    can with a light load?
-
-    Can a horse?
-
-    Did you ever burn your mouth?
-
-    Did you know that the steel bit, if put very cold in
-    the horse’s mouth, will burn off the skin of the tongue
-    and make the mouth sore—and perhaps prevent the horse
-    from eating?
-
-    Could the bit be easily warmed by dipping it into hot
-    water, or breathing on it to take out the frost?
-
-    Did you ever stop to think that every creature that is
-    alive can suffer?
-
-
-III.
-
-    Did you ever see a driver stop on a cold day and go
-    into a restaurant for a bowl of warm soup or a cup of
-    coffee?
-
-    Did he put a blanket on the horse?
-
-    Did you ever see a horse taken into a stable and given
-    a warm meal on a cold day?
-
-    Did you ever see non-skid chain-shoes for horses?
-
-    Do you know that burlap tied on the horses’ hoofs
-    answers the same purpose, and costs only a little time
-    and forethought?
-
-       *       *       *       *       *
-
-    The driver can best help this horse to get up by
-    spreading a blanket or carpet over the icy roadway
-    under his feet.
-
-[Illustration]
-
-
-
-
-PART II
-
-COMMUNITY OCCUPATIONS
-
-Stories About People Who Minister to Our Daily Needs
-
-
-These stories develop very simply, the fundamental ideas of service,
-dependence and interdependence, and reciprocal duties. They also teach
-incidentally the civic virtues of thoroughness, honesty, respect, etc.,
-which form the subject matter of Part I of this book.
-
-
-
-
-STORIES ABOUT PEOPLE WHO PROVIDE US WITH FOOD
-
-
-
-
-THE BAKER
-
-
-I. An Early Call
-
-“Good morning, children,” said Mrs. Duwell, with a bright smile—so
-bright that it seemed as if the oatmeal she was stirring smiled too.
-
-“Good morning, mother,” said Ruth. “My, but we are early this morning;
-it is only seven o’clock.”
-
-“Good morning, mother,” said Wallace, sleepily. “May I go back to bed
-again?”
-
-“Yes—after supper to-night,” replied his mother. “But I am glad you are
-up, for I am expecting a caller to knock at the door any moment.”
-
-“Who is it?” asked Ruth.
-
-“Oh, he is a very important man,” said her mother. “The strange part of
-it is that he never rings the front door bell, but always comes to the
-kitchen door and knocks.”
-
-“Please tell us who he is!” cried both the children.
-
-[Illustration: TELL A STORY ABOUT THIS PICTURE]
-
-[Illustration: THE NEXT TIME A LOAF OF BREAD COMES TO YOUR HOUSE, WILL
-YOU LOOK INTO IT AND SEE IF YOU CAN FIND PICTURES LIKE THE ONES IN THE
-LOAF ON THIS PAGE?
-
-HERE YOU WILL FIND PICTURES OF HARVESTING, GRAIN ELEVATOR, BAKERS AT
-WORK, AND BAKER WAGON.]
-
-“Yes,” went on Mrs. Duwell, “he is going to bring us the most useful
-and wonderful article sold in any store in this city.”
-
-“Oh, mother, tell us what it is,” begged the children.
-
-Just then there came a heavy knock at the kitchen door.
-
-“There he comes with it now, I believe,” whispered Mrs. Duwell.
-“Wallace, you may open the door.”
-
-Wallace ran quickly to the door and opened it, and there stood—the
-bread man.
-
-“Oh, mother,” exclaimed Wallace, “it’s only the bread man!”
-
-“Wallace,” said his mother, “speak more politely. Say ‘good morning,’
-and take a loaf of bread and a dozen rolls.”
-
-“Now, mother, tell us who it is you expect, and what he is going to
-bring,” coaxed Ruth as soon as the door was closed.
-
-“Sit down and eat your breakfast, children, and I will tell you all
-about it.”
-
-When the children had been served, she went on: “The man I spoke about
-has just gone—he is the bread man. Isn’t a loaf of bread the most
-useful and wonderful article sold in any store in the city?”
-
-“Why, mother, you are joking!” exclaimed Wallace.
-
-“No, indeed, I am not. Tell me, children, what must you have in order
-to live?”
-
-“Food,” replied Ruth.
-
-“Correct; and what article of food do we most need?”
-
-“Bread,” replied Ruth.
-
-“I believe that is so,” said Wallace, after thinking a moment. “I am
-going to talk with father about it when he comes home to-night.”
-
-“That is right; I think he will tell you something about wheat fields
-and bake ovens,” said Mrs. Duwell. “Now run along to school or you will
-be late.”
-
-
-II. The Staff of Life
-
-“Father,” said Wallace, as the family sat about the supper table that
-evening, “a very important man called at the door this morning before
-we went to school.”
-
-“He did! Who was he?” asked Mr. Duwell.
-
-“Guess who,” said Ruth. “He left us the most wonderful and useful
-article sold in any store in this city.”
-
-“Who was he? What was it?” Mr. Duwell pretended to be very curious.
-
-“Guess! See if you can guess!”
-
-“Let me see—oh, yes, it must have been the mayor with a pound of
-butter.”
-
-“Guess again,” shouted the children.
-
-“A policeman, with a bottle of ink.”
-
-“No, guess again!”
-
-“I give it up.”
-
-“The bread man with that loaf of bread,” cried the children, pointing
-to the loaf on the table.
-
-“Well, well, I believe you are right, children,” said their father. “I
-certainly ought to have guessed, although I never thought of the bread
-man as a very important man before.”
-
-“Mother explained it to us this morning and said that you would tell us
-about the wheat fields and bake ovens,” spoke up Ruth.
-
-“I certainly will, children,” said their father, looking pleased. “Let
-me see; what is this made of?” he asked, picking up a piece of bread.
-
-“Flour.”
-
-“Yes, what kind?”
-
-“Wheat flour.”
-
-“Correct; so this is wheat bread. What other kinds of bread are there?”
-
-“Rye bread, bran bread, graham bread.”
-
-“Yes; and in Europe bread is often made of oats and barley.”
-
-“Bread is sometimes called by another name,” said their mother; “did
-you ever hear of it? The staff——”
-
-“The staff of life,” finished the children.
-
-“I have an idea,” cried their father suddenly. “The Spotless Bakery is
-about three squares up the street. It is open in the evening. I know
-the manager. Let us go up there to see how they make bread.”
-
-“Hurrah for dad! Fine, come on!” cried Wallace.
-
-“I wish mother could go,” Ruth said.
-
-Her mother shook her head; “No, dear, I’ll not go this time, but thank
-you for thinking of it.”
-
-“We won’t be long, mother, and we’ll tell you about everything when we
-get home,” said Wallace, as the three left the house.
-
-
-III. A Visit to the Bakery
-
-Soon they came to a big square building that seemed to be all windows,
-blazing with light. Over the door was a sign which read:
-
-                     THE SPOTLESS BAKERY
-
-The children had often seen the building before but had never been
-inside.
-
-They entered and their father asked to see the manager. Soon he came
-bustling in—a round smiling little man, dressed in a spotless white
-suit.
-
-“Good evening, Mr. Duwell,” he said, shaking hands.
-
-“Good evening, Mr. Baker,” replied Mr. Duwell. “This is Ruth, and this
-is Wallace. They want to see how bread is baked, if you are not too
-busy for visitors.”
-
-“I shall be delighted to show you,” said Mr. Baker, smiling and shaking
-hands with both children; “this way, please.”
-
-Up a narrow winding stair they climbed to the sifting room on the
-fourth floor.
-
-“Every bit of flour starts on its journey through these sifters,” said
-the manager, pointing to a row of box-like sifting machines.
-
-On the floor stood a huge pile of bags of flour. “Each one of these
-bags holds one hundred and forty pounds,” he explained.
-
-Passing down the stairway they saw the store-room piled high with more
-bags of flour. “There are more than a thousand of them,” said the
-manager.
-
-Then they came to the mixing room. Everything was white—the huge mixers
-were white; the walls were white; the bakers were dressed in white with
-odd round white caps; the dough trays were white—everything was white
-and spotless.
-
-“The flour from the sifters above comes through an opening in the
-floor into the mixers. Then the yeast and other things are added. The
-electric power is started. The great iron arms of the mixers turn, and
-twist, and mix until the whole mass becomes dough,” Mr. Baker explained.
-
-Along the wall were the dough trays in which the dough is set to rise.
-These trays remind one of huge white bath tubs on wheels, a little
-wider and deeper and about twice as long as the ones in our houses.
-
-“How much will each one of those hold?” asked Wallace, pointing to the
-trays full of creamy dough.
-
-“Enough to make eleven hundred loaves,” answered the manager.
-
-“Why, there must be over forty of them,” said Wallace, looking down the
-long line. “How many loaves do you bake in a day?”
-
-“We have two more bakeries like this, and in the three we bake about
-one hundred thousand loaves a day—besides rolls and cakes.”
-
-“Why, I didn’t know there was so much bread in the world,” said Wallace.
-
-“Yes, my boy, there are bakeries almost everywhere. We supply only a
-small part of the bread needed in our large city.”
-
-As they went down the next stairway to the baking room, the pleasant
-odor of fresh-baked bread came up to meet them.
-
-“Here they are!” cried Ruth. “Look, Wallace, here are the bake ovens!”
-
-All that could be seen on one side of the room was a long row of black
-oven doors, set in a low white-tiled wall.
-
-On the other side of the room were large oblong tables, around which
-the white-uniformed bakers were busily working.
-
-The dough was piled high on the tables. One baker cut it into lumps.
-Another made the lumps into pound loaves, weighing them on a scale.
-Another shaped the loaves and put them into rows of pans, which were
-slipped into large racks and wheeled to the oven door.
-
-“Look,” said Wallace, “they are going to put them in!”
-
-A baker put four loaves on a long-handled flat shovel; then quickly
-opened the oven door and slipped them inside.
-
-“Look at the loaves!” cried Wallace, peeping into the open door.
-“Hundreds of them. How many will that oven hold?”
-
-“Six hundred,” said the baker, closing the door.
-
-“Look,” cried Ruth, “they are taking them out of that other oven. There
-comes our loaf for breakfast, Wallace.”
-
-Farther down the room a baker was lifting out of an oven the nut-brown
-loaves, bringing with them the sweet smell of fresh bread.
-
-“Isn’t it wonderful!” said Mr. Duwell, who was almost as excited as the
-children. “Notice how all the men work together, everyone doing his
-part to help the others.”
-
-“What are the baking hours?” he asked the manager.
-
-“From twelve o’clock, noon, till midnight, the ovens are kept going as
-you see them now,” said the manager.
-
-“We will go down one more flight to the shipping room,” he added,
-leading the way.
-
-There the finished loaves were coming down from the floor above on
-great racks to wait for shipping time. The space in front of the
-shipping platform was crowded with wagons and automobiles.
-
-[Illustration]
-
-“Why, look!” said Wallace, “there are more wagons than automobiles. I
-should think you would use automobiles entirely.”
-
-“No,” replied the manager, “the automobiles are better for long
-distances; but for short distances, where the driver has to start and
-stop, horses are much better. When the driver serves bread along a
-street he calls, ‘Come Dolly,’ or whatever the horse’s name is, and
-the horse follows. The horse is alive; the automobile isn’t.”
-
-“When does the delivery start?” asked Mr. Duwell.
-
-“Soon after midnight.”
-
-After thanking the manager for his kindness, shaking hands all around,
-and bidding him good-night, the little party hurried home.
-
-All that night Wallace dreamed that he was putting loaves of bread
-into a big oven and lifting them out, brown and crisp, on the end of a
-long-handled shovel, loading them into a delivery wagon, and driving
-all over the city, so that the people could have fresh bread for
-breakfast.
-
-
-IV. Where the Wheat Comes From
-
-At the table the next evening the children were still talking about
-their visit to the bakery.
-
-“Well, children,” said their father, “we followed the flour through the
-bakery to the loaf on our table. What do you say if we take a little
-journey to the place where the wheat comes from.”
-
-“Fine!” cried Wallace. “When can we start?”
-
-“Right now, son, but it will be a stay-at-home journey,” said Mr.
-Duwell; and everybody laughed.
-
-“Let us see,” Mr. Duwell went on; “where did the thousand bags of flour
-we saw in the bakery come from?”
-
-“I know,” said Ruth. “I read ‘Minn.’ on one of the bags.”
-
-“Good, Ruth,” said her father. “That is what I call using your eyes.
-What does ‘Minn.’ stand for?”
-
-“Min-ne-so-ta,” answered Wallace quickly.
-
-“Correct! Minnesota has great wheat fields, and so have North and South
-Dakota, Kansas, and many other states; but the wheat in our loaf grew
-in Minnesota.
-
-“Wallace, step over to the bookcase and bring me the large book marked
-‘W.’”
-
-Wallace brought it in a moment.
-
-Mr. Duwell opened the book and found some colored pictures.
-
-“Here we are,” said he. “What does it say under the first picture,
-Ruth?”
-
-“‘Reaping and Binding Wheat,’” read Ruth, bending over the book.
-
-“Right! There is our loaf growing, and there is the machine cutting the
-wheat and tying it into bundles. What does it say under this picture,
-Wallace?”
-
-“‘Threshing by Steam,’” read Wallace.
-
-“Yes—taking the wheat from the straw and chaff. What comes next, Ruth?”
-
-“‘Grain El-e-va-tor,’” read Ruth.
-
-“What is a grain elevator?” asked Mr. Duwell.
-
-“Why, the place where the wheat is stored until needed.”
-
-“Yes,” said Mr. Duwell, “some elevators are so large that they will
-hold nearly two million bushels of wheat.”
-
-“Plenty large enough to hold our loaf,” added Mrs. Duwell.
-
-“Now read again, Wallace.”
-
-“‘In-te-ri-or of Flour Mill,’” read Wallace.
-
-“Yes, that is where they grind the wheat into white flour and remove
-the bran.”
-
-“Bran is the outside coat, isn’t it?” asked Ruth.
-
-“Yes, that’s it! Now read again.”
-
-“‘Train Being Loaded with Flour,’” read Ruth.
-
-“Yes, that must be a picture of the fifteen car loads of flour used
-every week by the Spotless Bakery.”
-
-“I never would have believed it took so many people to make a loaf of
-bread,” exclaimed Mrs. Duwell. “Let me see: the plowman, the sower,
-the reaper,—go on, Wallace.”
-
-“The thresher, the miller, the train-men, the baker—” added Wallace.
-
-“And the baker’s horses,” finished Ruth.
-
-
-QUESTIONS
-
-    Have you ever visited a bakery? Tell about it.
-
-    The Duwell family had a splendid time finding out
-    things about their bread and rolls, didn’t they?
-
-    Why don’t you try it with some of the other things you
-    eat?
-
-    Can you think of some ways of helping this very useful
-    man, the baker?
-
-    Suppose company had come unexpectedly to see your
-    great-grandmother when she did not have bread enough
-    baked. How would she have gotten bread for her guests?
-
-    What would your mother do if the same thing happened to
-    her?
-
-       *       *       *       *       *
-
-    Praise God for wheat, so white and sweet,
-      Of which we make our bread!
-    Praise God for yellow corn, with which
-      His waiting world is fed!
-                              —_Edward Everett Hale._
-
-
-
-
-[Illustration]
-
-
-
-
-BAKING THE JOHNNY-CAKE
-
-
-    Little Sarah stood by her grandmother’s bed,
-    “Now what shall I get for your breakfast?” she said.
-    “You may get me a johnny-cake. Quickly go make it,
-    In one minute mix, and in two minutes bake it.”
-
-[Illustration]
-
-    So Sarah went to the closet to see
-    If yet any meal in the barrel might be.
-    The barrel had long been as empty as wind,
-    And not a speck of corn meal could she find.
-    But grandmother’s johnny-cake, still she must make it,
-    In one minute mix, and in two minutes bake it.
-
-[Illustration]
-
-    She ran to the store, but the storekeeper said,
-    “I have none. You must go to the miller, fair maid,
-    For he has a mill, and he’ll put the corn in it,
-    And grind you some nice yellow meal in a minute.
-    Now run, or the johnny-cake, how will you make it,
-    In one minute mix, in two minutes bake it?”
-
-[Illustration]
-
-    Then Sarah she ran every step of the way,
-    But the miller said, “No, I have no meal to-day.
-    Run, quick, to the cornfield, just over the hill,
-    And if any corn’s there, you may fetch it to mill.
-    Run, run, or the johnny-cake, how will you make it,
-    In one minute mix, in two minutes bake it?”
-
-[Illustration]
-
-    She ran to the cornfield—the corn had not grown,
-    Though the sun in the blue sky pleasantly shone.
-    “Pretty sun,” cried the maiden, “please make the corn grow.”
-    “Pretty maid,” the sun answered, “I cannot do so.”
-    “Then grandmother’s johnny-cake, how shall I make it,
-    In one minute mix, in two minutes bake it?”
-
-[Illustration]
-
-    But Sarah looked round, and she saw what was wanted;
-    The corn could not grow, for no corn had been planted.
-    She asked of the farmer to sow her some grain,
-    But the farmer laughed till his sides ached again.
-    “Ho! ho! for the johnny-cake, how can you make it,
-    In one minute mix, in two minutes bake it?”
-
-[Illustration]
-
-    The farmer he laughed, and he laughed very loud—
-    “And how can I plant till the land has been plowed?
-    Run, run, to the plowman, and bring him with speed;
-    He’ll plow up the ground and I’ll fill it with seed.”
-    Away, then, ran Sarah, still hoping to make it,
-    In one minute mix, in two minutes bake it.
-
-    The plowman he plowed, and the grain it was sown,
-    And the sun shed his rays till the corn was all grown.
-    It was ground at the mill, and again at her bed
-    These words to kind Sarah the grandmother said,
-    “Please get me a johnny-cake—quickly go make it,
-    In one minute mix, in two minutes bake it.”
-              _From “Child Life: A Collection of Poems,”
-                            Edited by John Greenleaf Whittier._
-
-[Illustration]
-
-
-
-
-THE MILKMAN
-
-
-I. Before the Sun Rises
-
-“What do you think one of our lessons was about to-day, mother?” asked
-Ruth, coming in from school one afternoon.
-
-“I couldn’t guess,” said her mother. “What was it about?”
-
-“The milkman.”
-
-“The milkman,” repeated Mrs. Duwell in surprise; “that must have been
-interesting.”
-
-“Yes, we just talked. Teacher asked questions; she asked if we liked
-bread and milk or cereal and milk, and said that they made an excellent
-breakfast.
-
-“What do you think, mother,” Ruth went on; “teacher told us that not
-many years ago the milkman came around with big cans of milk and
-measured whatever you wanted, a pint or a quart, into your pitcher or
-milk pail.”
-
-“Yes, that is true,” said Mrs. Duwell. “That is the way they did when I
-was a little girl. How did they come to change? Did your teacher tell
-you?”
-
-“People found that it was not san-i-ta-ry, teacher said. The milk was
-not always kept clean; so the milkmen put it into pint and quart
-bottles, with paper caps to keep out flies and germs.”
-
-[Illustration: TELL A STORY ABOUT THIS PICTURE.]
-
-[Illustration: THE NEXT TIME YOU DRINK A GLASS OF MILK THINK ABOUT WHAT
-A LONG JOURNEY IT HAS TAKEN.
-
-THE MILK IN THE BOTTLE IN THIS PICTURE CAME IN A BIG CAN FROM THE COW
-TO THE RAILROAD STATION, ON THE TRAIN TO THE CITY DAIRY WHERE IT WAS
-BOTTLED AND TESTED. IT WAS THEN SENT OUT IN A LARGE AUTO TRUCK TO THE
-DELIVERY WAGON WHICH TOOK IT TO THE DUWELL FAMILY.
-
-DOES THE MILK WHICH YOU USE TAKE AS LONG A JOURNEY AS THAT?]
-
-“Did you find out where the milk comes from?”
-
-“Oh yes, from the farms. Teacher showed us pictures of cows; some
-with tan and white coats—Jerseys; and some with black and white
-coats—Holsteins, I think she said. I should love to see real cows.”
-
-“So you shall, dear, the next time we go into the country.
-
-“I remember,” continued Mrs. Duwell, “hearing your grandfather say that
-when he was a boy he had to be out of bed before daylight, sometimes as
-early as three o’clock, and go out into the cold barn to milk the cows.”
-
-“Three o’clock in the morning!” exclaimed Wallace, who had just come in.
-
-“Yes; then he had to hurry into the kitchen for breakfast, then out
-again, hitch up old Dobbin, load the milk cans on the wagon and drive
-to the nearest station to catch the milk train. He had to do all this
-by six o’clock—before most people in the city think of getting up.”
-
-“My, there wasn’t much fun in that,” said Wallace.
-
-“No, indeed. You remember the deep snow in March last winter. I asked
-our milkman what time he started on his rounds. What do you think he
-said?”
-
-“Six o’clock,” replied Wallace.
-
-“Earlier than that, son,” said Mrs. Duwell. “He laughed and said, ‘I
-have to load up and start by three o’clock to serve all my customers
-before breakfast.’”
-
-“Yes,” added Ruth, “teacher told us about that and asked what would
-happen if the driver overslept and did not get over the route before
-breakfast.”
-
-“What did you answer?”
-
-“Why, that we might have to do without milk for breakfast.”
-
-“Or we might have to wait for breakfast until eleven o’clock,” said
-Wallace.
-
-“Oh, Wallace,” cried Ruth, “I didn’t say that! If we waited for
-breakfast until eleven o’clock we would be dreadfully late for school.”
-
-“And dreadfully hungry, too,” said Wallace. “I’m glad our milkman gets
-up on time.”
-
-
-II. Milk, from Farm to Family
-
-“Well, what I want to know is, where the Clover Leaf Dairy gets our
-milk from,” said Wallace.
-
-[Illustration]
-
-“It is this way. The dairy wagon meets the milk train and takes the
-cans of milk to the dairy. There they test the milk to see if it is
-pure and fresh.
-
-“Next they empty the milk into a big white tank and heat it to kill
-the disease germs. After quickly cooling the milk, they put it into
-bottles, and it saves the babies’ lives,” said Ruth almost without
-stopping to take breath.
-
-Her mother smiled and asked, “Did your teacher tell you the name of
-that work?”
-
-“Yes; but it was a long word, and I have forgotten it,” answered Ruth.
-
-“Pas-teur-i-zing.” Her mother said it for her.
-
-“Yes, that’s it—pasteurizing. I could not think. It kills all the bad
-germs so that the milk is safe for even the weakest babies.
-
-“Teacher told us about a good man in New York,” Ruth went on, “named
-Mr. Straus, who was sorry because so many babies died from drinking
-impure milk. He made it so that poor babies in New York could have
-pasteurized milk; and then less than half as many died as before.”
-
-“Wasn’t that a noble thing to do,” said her mother.
-
-“Yes; our teacher says that almost everybody uses pasteurized milk now,
-and in this way thousands of babies’ lives have been saved. She says
-that we ought to be grateful.”
-
-“Yes, indeed,” said Mrs. Duwell; “we ought to be grateful to the
-milkman, the farmer, and everybody that helps to bring us pure milk.”
-
-
-QUESTIONS
-
-    Would you like to get up long before daylight, on cold
-    winter mornings to deliver milk for people’s breakfast?
-
-    Tell some of the things you like that you could not
-    have to eat if the milkman did not come.
-
-    Have you ever visited a big dairy?
-
-    Tell about it.
-
-    Imagine you own a herd of cows in the country, and tell
-    some of the things you would do in order to be sure to
-    send good, pure, clean milk to the dairy.
-
-
-
-
-[Illustration]
-
-
-
-
-THE GROCER
-
-
-I. The Old-time Grocer
-
-“Wallace, light another candle, please. I cannot see very well,” said
-Mr. Duwell as he sat smiling at the head of the dining table, with
-carving knife lifted ready to carve the roast.
-
-Wallace turned on another electric light, and everybody laughed.
-
-“That’s a good guess, son,” said his mother. “On my grandfather’s farm
-they always burned candles, and grandmother made them herself.”
-
-“Made them herself!” exclaimed Ruth.
-
-“Yes,” replied her mother. “I have often seen the candle moulds. They
-looked like a row of tin tubes fastened together. The wicks were hung
-in the middle of the tubes, and the melted tallow was poured in around
-them. When the candles were hard and cold, they were slipped out ready
-for use.”
-
-“Your grandmother must have been smart. What relation was she to me?”
-asked Ruth.
-
-“Your great-grandmother, dear. She was ‘smart,’ indeed. She made not
-only candles, but soap.”
-
-“Soap!” said Ruth in surprise.
-
-“Yes, and butter,” said Mrs. Duwell.
-
-“Your great-grandfather was ‘smart,’ too,” said Mr. Duwell. “Why,
-Wallace, he butchered a pig or two, and sometimes a cow in the fall for
-the winter’s meat.”
-
-“Weren’t there any grocers or butchers?” asked Wallace.
-
-“Yes, indeed; your great-grandmother was the grocer, and your
-great-grandfather was the butcher for the family.”
-
-“But weren’t there any stores?”
-
-“Yes, the stores were in the big kitchen pantry, the cellar, and the
-ice-house.”
-
-“I mean grocery stores like Parker’s, and Wiggin’s,” explained Wallace.
-
-“No, until the towns and villages sprang up there were no stores such
-as we have now,” said Mr. Duwell. “You see, there were not many people
-to buy things in the early days, and they lived on farms many miles
-apart, so it did not pay anyone to keep a store.
-
-“Why is the grocery so useful to everybody?” he asked.
-
-“Because it sells food.”
-
-“That is it. You see, when enough people lived in one place to make a
-village or town, some one opened a store. Now, how did he get flour to
-sell?”
-
-“From the miller.”
-
-“Right—and potatoes?”
-
-“From the farmer.”
-
-“Yes, the miller brought flour and the farmer brought potatoes to the
-grocer for him to sell.”
-
-“And when grandma made more butter than she could use she sent it to
-the grocer,” added Mrs. Duwell.
-
-“Where did the grocer get his stock of brooms, Ruth?” asked her father.
-
-“From the broom-maker.”
-
-“That is the idea. All who grew or made more things than they could
-use brought them to the grocer to be sold. So the grocer helped them
-and they helped him, and the people went to the store for their
-supplies.
-
-“You must remember, children,” went on Mr. Duwell, “the old-fashioned
-country store was very different from Parker’s grocery around the
-corner. Besides groceries, it sold harness, horse blankets, hardware,
-shoes, and everything people needed.”
-
-
-II. The Modern Grocer
-
-“Suppose Wallace were a grocer, Ruth, how would you like his store to
-be kept?” asked her mother.
-
-“Clean—oh, so clean!” replied Ruth.
-
-“Yes, what else?”
-
-“Full of shelves with all the packages and bottles and other things in
-their places.”
-
-“How would you treat the people, Wallace?” asked Mrs. Duwell.
-
-“I would be very polite, and try to have every article they wanted
-fresh and good.”
-
-“That is right, and I know you would be honest and truthful.”
-
-“If you were that kind of grocer, Wallace,” said Mr. Duwell, “you would
-be of real service to the people.”
-
-“What kind of customers would you like to have, Wallace?” asked Mrs.
-Duwell.
-
-“Oh, people who paid their bills on time and didn’t find too much
-fault,” answered Wallace.
-
-“Well,” said Ruth, “if you were anything like that, your customers
-would certainly call you The Spotless Grocer.”
-
-[Illustration]
-
-
-QUESTIONS
-
-    Think of all the extra work your mother and father
-    would have to do if there were no grocery stores. Is
-    there one near your house? Are you glad?
-
-    What kind of grocery store do you like?
-
-    What kind of grocer do you like to deal with?
-
-    Try playing store, and pretend that your customers will
-    not pay their bills and that the men from whom you buy
-    come to insist on your paying them. What will happen?
-
-    If you were a real grocer, would you like that to
-    happen?
-
-    Can you think of some other ways you can help the
-    grocer besides paying your bills promptly?
-
-
-
-
-STORIES ABOUT PEOPLE WHO HELP CLOTHE US
-
-
-
-
-THE TAILOR
-
-
-I. The Accident
-
-Wallace was very proud of the new suit of clothes his father had just
-bought him. He wanted to wear it to school the first day after it came
-home.
-
-“If I were you I should keep it for best for a while, Wallace,” said
-his mother. “Your old suit is good enough for school for some time.”
-
-“But Tom Dolittle is going to wear his new suit to-day; he told me so.”
-
-“It doesn’t seem wise to me, Wallace—but wear it if you think best.”
-
-“All right, mother,” said Wallace as he skipped away to put it on.
-
-A few minutes later his mother stood watching a very happy boy running
-down the street.
-
-“Mother!” called Wallace, walking slowly upstairs when he came in from
-school.
-
-“Here I am, boy, in the sitting room,” answered his mother.
-
-“Just see what has happened to my new suit!”
-
-“Have you torn your jacket?”
-
-“No, it’s not torn,” he said, coming into the room. “It is worse than
-that. I’m afraid it is ruined. Look! Look!”
-
-“Why, child,” exclaimed Mrs. Duwell, “how did this happen? Let us go
-into the bathroom to wipe off a little of the mud. That may prevent
-stains.”
-
-She hardly knew the mud-splashed boy who stood before her, so very
-unlike the spick and span Wallace of the morning.
-
-“Well, dear, don’t worry too much,” she said. “We will see what the
-tailor can do for us.”
-
-“Do you suppose he can make it clean enough for me to wear?” asked the
-boy eagerly.
-
-“I think that he can make it look very well,” said his mother. “Put on
-your other suit and we will take this one around to the tailor’s shop.
-But you haven’t told me what happened.”
-
-“Why, it was this way: I was chasing some of the boys, and just as I
-reached the corner an automobile came speeding out of West Street. It
-skidded into the curb, and splashed the mud over me from head to foot.
-The whole thing happened in less than a minute. You ought to have heard
-the boys laugh!”
-
-“I am thankful you were not hurt,” said his mother. “I will put on my
-wraps and we will go at once.”
-
-
-II. At the Tailor Shop
-
-“Good afternoon,” said Mrs. Duwell to the tailor as they entered the
-shop.
-
-“Good afternoon,” said the tailor. “What can I do for you to-day?”
-
-“We want to see if you can make this suit of clothes look like new,”
-said Mrs. Duwell.
-
-“Let me look at it,” said the man, untying the parcel, and examining
-the mud-splashed clothing.
-
-“Well, that is pretty bad, but I guess we can do a good job.”
-
-“How much will you charge?” asked Wallace anxiously.
-
-“Seventy-five cents, if you call for it,” said the tailor, taking out a
-tag. “What name, please?”
-
-“Give your name, son,” said Mrs. Duwell.
-
-“Wallace Duwell,” said the boy. “When may I come?”
-
-“Day after to-morrow,” replied the tailor. “We will do our best to make
-it look like new.”
-
-“Thank you,” answered Wallace, smiling for the first time since the
-accident.
-
-[Illustration: TELL THE STORY OF THIS PICTURE.
-
-IF YOU LOOK AT YOUR COAT CAREFULLY YOU WILL FIND A STORY ABOUT SHEEP
-SHEARING, SPINNING, WEAVING, AND TAILORING JUST LIKE THE STORY SHOWN IN
-THE PICTURES IN THE COAT ON THE OPPOSITE PAGE.]
-
-[Illustration: DO YOU EVER THINK OF THE MANY PEOPLE WE HAVE TO THANK
-FOR OUR NICE WARM CLOTHING?]
-
-“Good afternoon,” said Mrs. Duwell, as they left the shop.
-
-“Good-by,” answered the tailor; “come again.”
-
-“Mother,” said Wallace, after they had walked a few minutes, “it was
-my fault that this accident happened, and I want to pay for having the
-suit cleaned. I have the money Aunt Mary gave me for Christmas.”
-
-“That will please your father, Wallace. We will tell him the whole
-story this evening.”
-
-
-III. What the Tailor Saved the Duwell Family
-
-When Wallace finished telling about the accident his father said, “I
-wonder how much money the tailor is saving us by doing this work?”
-
-“I never thought about that,” admitted Wallace.
-
-“Let me see. We paid seven dollars and a half for that suit, didn’t we,
-mother?” asked Mr. Duwell.
-
-“Yes, I think that was the amount,” answered Mrs. Duwell.
-
-“Well, if the suit couldn’t be cleaned it would mean that we should
-have to buy another in its place. Mother can clean a suit well, but
-even she could not make as sorry a looking suit as yours look like
-new. Now do a little problem in arithmetic.”
-
-Wallace promptly pulled pad and pencil from his pocket, and wrote:
-
-    +--------------------------------------+
-    | Cost of suit                  $7.50  |
-    | Tailor’s charge for cleaning,   .75  |
-    |                               -----  |
-    | Saved                         $6.75  |
-    +--------------------------------------+
-
-“Six dollars and seventy-five cents! I didn’t think it would be that
-much!” he exclaimed in surprise.
-
-“Be sure to thank the tailor when you go after your suit,” said Mr.
-Duwell.
-
-“I certainly will,” said Wallace.
-
-
-QUESTIONS
-
-    Do you ever visit the tailor’s?
-
-    Tell about his shop.
-
-    Do you think his work is easy? Could you do it?
-
-    If you were a tailor and had worked hard to do good,
-    prompt work, how would you like to be treated in return?
-
-    If your suit could talk about all the things that
-    happened to it before it came to you, it would tell a
-    very interesting story. Pretend you are a suit and tell
-    all about yourself.
-
-
-
-
-THE DRESSMAKER
-
-
-I. An Invitation to a Party
-
-“Mother,” said Ruth, coming in from school a few days later, “Mildred
-Maydole has invited me to her birthday party. She wrote the invitations
-herself on the prettiest little note paper. Here is mine.”
-
-Mrs. Duwell read:.
-
-    Dear Ruth,
-
-    It will give my mother and me much pleasure if you will
-    come to my birthday party from three to six o’clock,
-    Saturday afternoon, January twenty-eighth.
-
-                                    Your friend,
-                                      Mildred Maydole.
-
-“Oh, mother, please say I may go!” cried Ruth excitedly, jumping up and
-down on tiptoe. “Mildred wants an answer soon, so that her mother can
-make her plans.”
-
-“Why, my dear, I think you may go,” said her mother, “if I can get your
-new dress made by the twenty-eighth. You have grown so fast that I have
-not been able to keep up with you in sewing.”
-
-“I am so happy with the thought of going,” exclaimed Ruth, “that I can
-scarcely wait for the day. You know, mother, Mildred is older than I,
-and it is a great honor to be invited to her party.”
-
-“Yes, indeed, it is,” agreed her mother. “Naturally Mildred could not
-invite all the children in your grade at school; so if I were you I
-would not talk about the party before the other children. You see, it
-might hurt the feelings of some who were not invited.”
-
-“That’s just what Mildred said, mother; she asked us to keep it a
-secret for that reason.”
-
-“Well, dear, if you do keep it secret, do not make a mystery of it,
-whispering among the fortunate ones and letting the others wonder why
-you all say, ‘Hush,’ when they happen to come near.”
-
-“Why, mother! how did you know?” asked Ruth flushing. “Now that I think
-of it, that is just what we did do.”
-
-“Instead of just telling Mildred that you will come,” said her mother,
-“I think it would be better to write a note accepting the invitation.”
-
-“I’ll do it right away!” exclaimed Ruth, running to her little desk.
-“Will you help me with the words?”
-
-“Yes,” said Mrs. Duwell. “How would it do to say this:
-
-    Dear Mildred,
-
-    My mother is very much pleased with the kind invitation
-    to your birthday party, and says that I may come on
-    Saturday afternoon.
-
-                                   Your friend,
-                                         Ruth Duwell.”
-
-When Ruth had finished writing, she sealed the envelope.
-
-“I shall hand this to Mildred after school is dismissed at noon,” she
-said. “Thank you for helping me, mother.”
-
-
-II. A Disappointment
-
-Mrs. Duwell had been unusually busy for several days after the
-conversation about the party.
-
-One day she said, “Ruth, dear child, I cannot seem to find time to
-make your new dress. I wonder if Miss Fells could make it before the
-twenty-eighth. Why not run over and ask her?”
-
-“Yes, mother, why not? I think that is a good idea,” agreed Ruth.
-
-“I do, too,” said her mother. “Here is the material that grandma sent
-you. Run along, and do not forget to thank Miss Fells if she will agree
-to make your dress.”
-
-“No, indeed, mother, I won’t,” said Ruth.
-
-
-III. At the Dressmaker’s
-
-“Good afternoon, Miss Fells,” said Ruth, when she entered the door of
-the dressmaker’s house.
-
-“Good afternoon, Ruth,” said Miss Fells, who knew the little girl.
-Then, noticing the package, she added, “Oh, I hope you are not going to
-ask me to make you a dress any time soon.”
-
-Ruth’s heart sank. “I was going to, Miss Fells,” she admitted.
-
-“How soon?” asked the dressmaker.
-
-“By January the twenty-eighth.” Then she told about the party and her
-mother’s disappointment.
-
-“I don’t see how I can do it—” began Miss Fells. Then seeing the tears
-in Ruth’s eyes, she said, “But let me look at the goods, Ruth.”
-
-The little girl spread the material out on the table.
-
-“Isn’t it pretty!” exclaimed Miss Fells. “Perhaps I can get some extra
-help. Come for a fitting to-morrow at four o’clock, and we’ll see what
-can be done.”
-
-“Oh, thank you, thank you, Miss Fells!” Ruth exclaimed.
-
-Then she ran all the way home to tell the good news.
-
-[Illustration: WHAT IS RUTH ASKING THE DRESSMAKER?]
-
-[Illustration: THE “BUTTERFLIES” ON THIS PAGE ARE THE MOTHS OF TWO OF
-OUR AMERICAN SILKWORMS.
-
-IN OLDEN DAYS, SPINNING WAS DONE AT HOME. TODAY WE HAVE GREAT SPINNING
-AND WEAVING MACHINES, AND MUCH OF OUR CLOTHING IS MADE IN FACTORIES.]
-
-“Now we see, Ruth,” said her mother, “how glad we should be that
-different people do different things for us. A person who studies and
-works in one special line must do better than one who works at it only
-once in a while—the way I do dressmaking.”
-
-“Why, that is true, mother,” exclaimed Ruth, “I never thought of it
-before, though.”
-
-“There are many more things to be learned about dressmakers,” went on
-her mother. “Let us talk about some of them this evening.”
-
-“Mother, I suppose father will ask a lot of questions—just as he did
-about the tailor.”
-
-“I don’t doubt that,” said Mrs. Duwell, “and I am glad that you are
-interested. I have heard my grandmother say that when she was young,
-there were no ready-made paper patterns.”
-
-“Why, mother, how could people make dresses then?” asked Ruth.
-
-“It was done in this way. A seamstress or some one who liked to make
-dresses would cut out and fit a dress for somebody in her family or
-neighborhood. If the dress was pretty, the pattern would be borrowed
-and used by almost the entire village.”
-
-“Didn’t people mind if other dresses were made just like theirs?” asked
-Ruth.
-
-“No,” said her mother, “styles did not change quickly in those days.
-Indeed, the getting of a new dress was a great event in the life of a
-girl, and it was chosen most carefully.
-
-[Illustration]
-
-“You see, it served first as a best dress; then, being turned, it often
-served as second best. After that, perhaps it would be handed down to a
-younger child to be worn as long as it had been by its first owner.”
-
-“My,” cried Ruth. “I am glad I didn’t live in the days when new dresses
-were so scarce.”
-
-Mrs. Duwell smiled. “Children to-day have more of everything than
-children ever had before. They have more clothes and playthings, and
-better chances for ed-u-ca-tion—but here comes your father, Ruth. You
-may run and tell him of our plan for the evening.”
-
-Mr. Duwell was very much pleased with the plan. When the evening came
-he asked and answered many questions. He then showed the children
-pictures of silkworms in a large book marked “S.”
-
-“By the way,” he asked, “do you know that we have silkworms right here
-in America? The American silkworms spin silk as strong and beautiful as
-that of the Chinese silkworms. But the people here do not have the time
-or patience to grow silkworms.”
-
-
-IV. The Party
-
-Ruth’s dress was not finished until an hour before the party began.
-
-As soon as the last stitch was taken, Miss Fells herself carried it to
-the Duwell home.
-
-Ruth was “on pins and needles” for fear it would not be done in time,
-and she was delighted to see the dressmaker.
-
-“Oh, Miss Fells, I cannot thank you enough for getting it done!” she
-cried.
-
-“Hurry and put your dress on,” said Miss Fells. “I want to see how it
-fits.”
-
-In less time than it takes to tell, Ruth was dressed.
-
-“It fits perfectly,” said Miss Fells, who was almost as happy as Ruth
-herself.
-
-“It certainly does,” said Mrs. Duwell. “It is just right.”
-
-Mildred was very glad when Ruth arrived at the party, for she knew of
-her worry about the dress.
-
-“It is beautiful, Ruth,” she said, looking with sparkling eyes at the
-pretty smocking on the waist and skirt. “Miss Fells told me she was
-going to surprise you,” she added.
-
-“She surely did surprise me. Wasn’t she kind!” replied Ruth.
-
-The party was a delight. One of the games was a contest in needle
-threading. Ruth threaded her needle in the shortest time and won the
-prize, a pretty silver thimble.
-
-“Perhaps the new dress helped you to win,” said Mildred.
-
-“Won’t Miss Fells be pleased when she hears about it,” said Ruth.
-
-
-QUESTIONS
-
-    Does your mother ever sew for a long time without
-    resting?
-
-    How does her back feel when she stops?
-
-    Do you think dressmaking is easy work?
-
-    Can you tell some of the things dressmakers need in
-    their work?
-
-    If you have ever visited a silk or woolen or cotton
-    mill, tell about it.
-
-    Where do the mill owners get their materials?
-
-    Where do the stores get ready-made clothing?
-
-    Could you or the shoemaker or the baker make as
-    beautiful and comfortable clothing as the dressmaker?
-
-    Why can she do it so well?
-
-    How can we make her work easier?
-
-
-
-
-THE SILK DRESS
-
-
-    “My dress is pretty,” a little girl said.
-    “Did you make it?” I asked. She shook her head.
-    “No, I didn’t make it,” she laughed in glee.
-    “It took lots of people to make it,” said she.
-    “I’ll tell you about it, because I know
-     What my mother told me is truly so.
-
-    “The silkworms grew it, and after a while
-     Men unraveled it into a pile;
-     Girls spun it and wove it and sent it away,
-     And my mother bought it for me one day;
-     And the dressmaker cut it and sewed it for me—
-     These are the reasons I love it,” said she.
-
-
-
-
-THE SHOEMAKER
-
-
-I. The Worn Shoes
-
-“Where now, Wallace?” asked Mr. Duwell as he met his son one bright
-afternoon.
-
-The boy was carrying a bundle under his arm.
-
-“Mother sent me over to the shoemaker’s,” replied the boy.
-
-“I am glad I ran across you,” said Mr. Duwell; “I have an errand over
-in that direction; I’ll walk along with you.”
-
-“Oh, all right, father. Mother said she wished she could ask you about
-my shoes. We could not make up our minds whether they were worth
-half-soling or not.”
-
-“Why not talk the matter over with the shoemaker?” said Mr. Duwell.
-
-“I suppose I shouldn’t have let them get so worn before taking them to
-Mr. Shoemaker’s,” remarked Wallace.
-
-“As mother says, ‘A stitch in time saves nine,’” remarked Mr. Duwell.
-
-“By the way, father,” continued Wallace, “isn’t Mr. Shoemaker’s name a
-good one for a cobbler?”
-
-Mr. Duwell smiled. “Very good, indeed; but really it isn’t so strange
-as it seems. Many years ago, when people did not have two names, they
-became known by the names of the trades they followed. For instance,
-John the baker became John Baker, and later Mr. Baker; so also the
-tailor became Mr. Taylor; the mason, Mr. Mason; the carpenter, Mr.
-Carpenter.”
-
-“And the blacksmith, Mr. Smith; and the cook, Mr. Cook,” added Wallace.
-
-“Yes,” said his father, “and we could think of many more such names;
-but here we are at Mr. Shoemaker’s. Suppose you attend to this little
-matter of business by yourself, while I do my errand.”
-
-This made Wallace look pleased and important as he stepped into the
-shop.
-
-“Good afternoon, Mr. Shoemaker,” he said.
-
-“Good afternoon,” replied the shoemaker; “what can I do for you to-day?”
-
-Wallace handed him the parcel, which he opened.
-
-“Do you think it would pay to put half-soles and new heels on these
-shoes?” asked the boy.
-
-“Pretty good uppers,” replied the shoemaker, examining them carefully.
-“I think it would almost double the length of life of these shoes to
-mend them, but I would not wear the next pair quite so long before
-having them mended.”
-
-“I think you are right,” said Wallace. “How much will you charge?”
-
-“A dollar and a quarter for soles and heels,” replied the man.
-
-“Isn’t that a good deal?” asked Wallace.
-
-“Not too much if we use the best quality of leather, and it doesn’t pay
-to use any other.”
-
-“All right, Mr. Shoemaker,” agreed Wallace. “When shall I call for
-them?”
-
-“On Saturday,” he replied, writing Wallace’s name on a tag.
-
-“Very well, good afternoon.”
-
-“Good-by,” said the shoemaker.
-
-Outside the door Wallace was joined by his father.
-
-“I do not know whether I did right to leave my shoes, father,” said
-Wallace. “Mr. Shoemaker said the charge would be a dollar and a
-quarter. Doesn’t that seem a big price?”
-
-“It does,” replied Mr. Duwell, “but I think you did right. A new pair
-of such shoes would cost three dollars and seventy-five cents.”
-
-“And three dollars and seventy-five cents, less one dollar and a
-quarter, equals two dollars and a half saved,” finished Wallace.
-
-“That is true, my boy,” said Mr. Duwell, “if they last as long as a new
-pair.”
-
-[Illustration: TELL THE STORY OF THIS PICTURE.]
-
-[Illustration: CAN YOU TELL SOMETHING ABOUT TANNING AND FINISHING
-LEATHER? HAVE YOU EVER VISITED A SHOE FACTORY?]
-
-[Illustration: IT SEEMS STRANGE TO THINK THAT THE LEATHER IN OUR SHOES
-WAS ONCE WORN BY ANIMALS, DOESN’T IT?]
-
-“I suppose we ought to be very much obliged to the shoemaker, even
-though we do pay him for his work,” mused the boy aloud.
-
-“So we should,” said his father. “Everyone who does good work helps the
-world along, whether he is paid for it or not.”
-
-“But I shouldn’t want to be a shoemaker,” went on Wallace.
-
-“Why not, Wallace?”
-
-“Oh, I hardly know, father.”
-
-“Shoemaking is very interesting, and it requires skill, my boy. Of
-course, the making of new shoes does not require the skill it did years
-ago because so much of the work is done by machines.”
-
-“Did you ever hear of a shoemaker who became a great man?” asked
-Wallace.
-
-“Oh, that is the question, is it?” said Mr. Duwell with a smile. “I
-have heard of several, and this evening I shall be glad to talk about
-them.”
-
-
-II. Shoemakers Who Became Famous
-
-That evening, when the family was seated around the library table, Mr.
-Duwell brought out a book and took up Wallace’s question.
-
-“Here is a book,” he said, “that tells many facts about shoemakers who
-became noted men. Let me read about some of them.
-
-    “‘One of our most famous American poets, John Greenleaf
-    Whittier, in early life, was a shoemaker. Whittier
-    never forgot the lessons he learned while working at
-    the shoemaker’s bench. His book of poems, called Songs
-    of Labor, printed in 1850, contains a stirring poem
-    about shoemakers.’
-
-“Here are two other famous men,” said Mr. Duwell, turning the page he
-was reading.
-
-    “‘Among noted Americans who were shoemakers was Roger
-    Sherman, of Con-nec-ti-cut. He was a member of the
-    Congress of 1774. Sherman was one of the brave men who
-    signed the Dec-lar-a-tion of In-de-pen-dence.
-
-    “‘At least one vice-president of the United States was
-    a shoemaker—Henry Wilson, who was made vice-president
-    when General Grant became president in 1872. He was
-    often called “the Na-tick Cobbler,” because he was once
-    a shoemaker in the town of Natick.’
-
-“So you see, Wallace,” Mr. Duwell went on after a little pause, “the
-kind of work you do doesn’t matter so much. It is how well you do it
-that makes the difference.”
-
-       *       *       *       *       *
-
-“I think I do see, father,” said Wallace. “Maybe, after all, I’ll be a
-shoemaker. Then, perhaps, I’ll become a poet or vice-president of the
-United States.”
-
-Everybody laughed.
-
-“Wouldn’t you rather be a tailor?” asked Ruth.
-
-“I don’t believe I should stand as good a chance then,” replied Wallace.
-
-“I am not so sure,” said Mr. Duwell laughing. “Andrew Johnson was a
-tailor, and he became President of the United States; but all mother
-and I hope for, son, is that you will become a useful, well-educated
-man.”
-
-
-III. At the Shoemaker’s Shop
-
-When he called for his shoes on Saturday, Wallace looked at the
-shoemaker with new respect.
-
-“Good morning, Mr. Shoemaker,” said Wallace. “Are my shoes ready?”
-
-“Good morning,” replied the shoemaker. “Yes, here they are.”
-
-“They look fine!” exclaimed the boy. “Thank you for doing such a good
-job. Here is the money—a dollar and a quarter—is that right?”
-
-“Yes, thank you,” replied the shoemaker. “It isn’t every day that
-a customer thanks me for doing a good job. Most people don’t
-give a thought to anything but finding fault if the work isn’t
-right—especially boys.”
-
-
-QUESTIONS
-
-    Is there a shoemaker’s shop near your home?
-
-    Did the shoemaker ever save you or your family any
-    money?
-
-    Can you tell about him and his shop?
-
-    What kind of customers do you think he likes?
-
-    See if you can make a list of the people whom you have
-    to thank for a new pair of shoes.
-
-       *       *       *       *       *
-
-    Rap-tap! rap-tap-tap!
-      Rings the shoemaker’s hammer;
-    He’s making old shoes look quite new
-      With swift and merry clamor.
-
-    Rap-tap! rap-tap-tap!
-      List to the shoemaker’s song;
-    By mending shoes he does his part
-      To help the world along.
-
-
-
-
-STORIES ABOUT PEOPLE WHO SUPPLY US WITH SHELTER
-
-
-
-
-[Illustration]
-
-THE CARPENTER
-
-
-I. A Trip into the Country
-
-“It’s just possible that I may be home very early, perhaps in time for
-twelve o’clock lunch,” remarked Mr. Duwell, one Saturday morning as he
-was starting for business.
-
-“Oh, wouldn’t that be fine!” exclaimed the children. “We’ll be looking
-for you.”
-
-Even before the noon whistles had ceased blowing, three eager faces
-were peering out of the windows, for Mrs. Duwell was as interested as
-Ruth and Wallace.
-
-“Oh, I do hope father will come soon!” exclaimed Ruth.
-
-“I am sure to see him first,” said Wallace with a superior air. “I can
-see farther than you!”
-
-“You can’t see father any better than I can,” replied Ruth, “for I see
-him this minute.”
-
-“You do? Where?” asked Wallace.
-
-“I certainly do—may I run to meet him, mother?”
-
-“Oh, I see him!” cried Wallace. “I am going, too!”
-
-“Yes, run!” said Mrs. Duwell. “You both have better eyes than I have.”
-Almost before she had finished speaking, the children were racing
-toward a carriage. As the driver drew rein, they climbed in.
-
-“Well, here we are!” Mr. Duwell sang out, as they drove up in front
-of the door. “What does the Duwell family say to a ride this pleasant
-afternoon?”
-
-“What a grand surprise!” called Mrs. Duwell, who was now standing on
-the top step.
-
-“I am going to get an apple for the horse,” cried Wallace, and away he
-ran. In a moment he returned.
-
-“How does that taste, old fellow?” he asked, rubbing the horse’s soft
-nose as he munched the apple.
-
-“He isn’t really hungry,” said Mr. Duwell. “He had his dinner just
-before we left the livery stable, and the stable man gave me a bag of
-grain for his supper; but I guess he doesn’t often get apples.”
-
-It didn’t take long to eat lunch that day, the family were so excited.
-
-“Where are we going, father?” asked Wallace.
-
-“Just into the country,” said Mr. Duwell. “It has been so long since we
-have seen the green fields that I thought a trip would do us all good.”
-
-Soon they left the city streets behind, and came to a beautiful country
-road, along which they drove for several miles.
-
-“Oh, see that funny-looking house!” exclaimed Ruth suddenly. “It looks
-like a cage!”
-
-“That isn’t a house, yet,” said Mr. Duwell; “it is only the frame-work.”
-
-“Oh,” exclaimed Wallace, “is that the way wooden houses are built?”
-
-“It is, little city people,” replied Mr. Duwell. “No wonder you are not
-familiar with such a sight. City houses are not built of wood, because
-of the danger of fire.”
-
-“I should like to see that house closer,” said Wallace.
-
-“We’ll drive over there,” his father agreed, turning the horse’s head.
-
-As they drew near, Wallace exclaimed, “Why, there’s Mr. Emerson on the
-porch; he is my teacher. I wonder what he is doing here.”
-
-At that moment Mr. Emerson saw the boy. “Good afternoon, Wallace,” he
-said, lifting his hat and bowing to the party as he came toward the
-carriage.
-
-“Good afternoon, Mr. Emerson,” said Wallace, lifting his cap; “I should
-like to have you meet my mother and father.”
-
-Mr. Emerson bowed, and shook hands with Mr. and Mrs. Duwell.
-
-“And this is Wallace’s sister, Ruth,” said Mr. Duwell.
-
-“I am glad to know you, Ruth,” Mr. Emerson said. “Are you thinking of
-moving into the country?” he asked after a minute. “If so; I hope you
-will be my neighbors.”
-
-“Do you live here, Mr. Emerson?” asked Wallace.
-
-“Not yet,” replied Mr. Emerson, smiling; “but we hope to when the new
-house is finished.”
-
-“What a comfortable home it will be,” said Mr. Duwell.
-
-Mr. Emerson looked pleased. “Won’t you come in and see the plan?” he
-asked.
-
-“Thank you, we shall be delighted to,” said Mr. Duwell.
-
-
-II. The Sawmill
-
-After they had gone all over the house, they bade Mr. Emerson good-by
-and drove away.
-
-“Won’t it be fine! How I should love to live there!” The children were
-still talking about the new house.
-
-“Where do you suppose Mr. Emerson got the wood?” questioned Ruth.
-
-“I know,” answered Wallace; “at the lumber yard.”
-
-[Illustration]
-
-“Did he, father? Couldn’t he have just chopped down some of those trees
-over there?” asked Ruth, pointing to a wooded hill to the right.
-
-“I hardly think so,” replied Mr. Duwell. “Before trees can be used in
-building they have to be—”
-
-“Sawed into boards and planks,” finished Wallace.
-
-“Good!” said his father. “And where is that done?”
-
-“At the sawmill,” said the boy.
-
-“That reminds me—” said Mrs. Duwell; “there is a sawmill over at the
-bottom of that hill. Mr. Emerson told me about it. Some of his lumber
-came from there.”
-
-“Then this road must lead to it,” said Mr. Duwell, pulling up at a
-cross-road that ran through the woods towards the hill.
-
-“What does that sign-post say, Wallace?”
-
-Wallace jumped out and examined the dingy sign, which was hardly
-readable.
-
-“Sawmill Road; this is the right way!” he cried.
-
-They had not driven far along the shady road when a peculiar, whistling
-sound met their ears.
-
-“There’s the saw, now, I believe!” exclaimed Mrs. Duwell.
-
-“So it is,” said Mr. Duwell. “Trot along, boy!” he urged the horse.
-
-At a turn in the road they came upon the old sawmill, nestling at the
-foot of the hill. The smooth mill pond shone brightly in the sun. As
-the water fell over the dam, it tumbled into a noisy little brook which
-ran under a bridge and away down the valley. The refreshing odor of
-pine and cedar filled the air.
-
-Several men were busy sawing the trunk of a pine tree into long, clean
-planks. The children watched the circular saw with wonder as its sharp
-teeth ate into the sweet-smelling wood. Its shrill music delighted them.
-
-“Yes, sir,” the foreman replied to a question of Mr. Duwell’s, “most
-sawmills are run by steam power. Very few old-fashioned water wheels
-are left in this part of the country. Let me show you our wheel.”
-
-“This is the sluice-way,” he explained, pointing to a long narrow canal
-full of flowing water. “The sluice-way leads the water from the pond to
-the top of the wheel.”
-
-Going down a flight of steps on the outside of the building, they
-stood right beside the old moss-covered wheel. It was a huge wooden
-framework with shelves or buckets all around the wide rim to catch the
-water.
-
-The water poured out of the sluice-way over the wheel, turning it
-slowly and steadily. As the wheel turned, the water kept falling with
-noisy splashes into the stream below.
-
-“What makes it go round?” asked Wallace eagerly.
-
-“The force and weight of the water pouring over it,” replied the
-foreman. “That is what we call water power.”
-
-“Think of it, children!” said Mr. Duwell. “That old wheel helped to
-build Mr. Emerson’s house.”
-
-“Yes,” said the foreman, “it has helped to build many houses besides
-Mr. Emerson’s. That old water wheel has been sawing wood just as you
-see it now for over a hundred years.”
-
-
-III. The Carpenter
-
-On the way home the little party talked about their adventures.
-
-“Mr. Emerson must have had help to build a house like that,” remarked
-Ruth after a pause.
-
-“Oh, he didn’t build it, goosey,” said Wallace.
-
-“Who did, then, Mr. Know-it-all?”
-
-“Why, the carpenter, of course,” Wallace replied.
-
-“Oh, I see,” exclaimed Ruth. “The carpenter builds the house for Mr.
-Emerson, and Mr. Emerson has time to teach you boys.”
-
-“That is exactly right, little girl,” said her father.
-
-“Besides, no one person can do many things well. Perhaps Mr. Emerson
-is a better teacher for not trying to do too many things,” Mrs. Duwell
-added.
-
-“I think a carpenter is wonderful, don’t you?” said Wallace.
-
-“The greatest man that ever lived was a carpenter,” said his mother.
-
-“Whoa, boy!” exclaimed Mr. Duwell, drawing up the reins sharply. “Don’t
-get frightened at a piece of paper, when you’ve done so well. Whoa,
-there, boy!”
-
-The horse seemed to understand the quiet gentle voice, and settled down
-to an even trot.
-
-“He will go well enough now,” said Mrs. Duwell. “He knows we are headed
-for home.”
-
-“So we are! I wish we were headed the other way,” said Wallace. “What
-makes a good time so short?” he asked, so seriously that everybody
-laughed.
-
-
-IV. The Wolf’s Den
-
-“Mother, I may be late in getting home from school this afternoon,”
-said Wallace on Monday at noon. “Mr. Emerson said he was going to take
-us for a walk after school to-day. He told us to ask if it would be all
-right. Will it, mother?”
-
-“Yes, Wallace, but try to be home before dark.”
-
-“I’ll tell you all about our trip at supper time,” said Wallace.
-“Good-by.”
-
-Wallace bounded in just as supper was being put on the table.
-
-“Good evening, everybody. Oh, it was fine!” he exclaimed. “Mr. Emerson
-took us for a long walk in the park—to a part I have never seen before.”
-
-“That was splendid,” said his mother.
-
-“Now, tell us all about your trip,” said his father, when Wallace had
-partly satisfied his hunger.
-
-Wallace began: “We walked until we reached the wild part of the park.
-Soon we came to a steep hill and a great pile of high rocks covered
-with trees and bushes.
-
-“‘How many of you boys have ever been in a real cave?’ Mr. Emerson
-asked. Only three of us had, and we were very much excited.
-
-“‘Well,’ he said, ‘right above that big granite rock there is a natural
-cave. It was found only a few days ago. The opening was covered with
-bushes, so nobody knew it was there. It must have been the den of some
-wild animal years ago. The opening is so small that only one boy can go
-in at a time.’
-
-“He divided us into four sections and made me the leader of section one.
-
-“One at a time we climbed up until all five boys of my section were on
-top of the rock. There was the cave, a dark opening in the rocks about
-as big around as a barrel. Being the leader, I had to go in first.”
-
-“Weren’t you scared?” asked Ruth.
-
-“Well—it was exciting,” admitted her brother. “I got down on my hands
-and knees and looked in, but could see nothing. Then I crawled in. It
-was as dark as a pocket. I tried to stand up and bumped my head, the
-ceiling was so low.
-
-“In a minute or two I could see better. The walls of the cave were
-nothing but rocks. The floor was covered with sand and dry leaves.
-There was just room enough to turn around in, so I turned around and
-crawled out.”
-
-“Well, I call that pretty brave, Wallace, to go in first,” his mother
-said.
-
-“There wasn’t anything to be afraid of, mother,” said Wallace. After a
-moment he continued, “Well, after the boys in my group had all been in,
-we climbed down, and the other sections went up and did the same thing.
-Every boy went in, although some of the little fellows looked pretty
-white when they came out. Then we sat on the rocks, and Mr. Emerson
-talked about the homes of wild animals and the early savages.
-
-“‘What animal do you suppose lived in this cave?’ Mr. Emerson asked us.
-Some guessed wolves and some, bears. We finally decided to name it The
-Wolf’s Den.
-
-
-V. The Cave Dwellers
-
-“Mr. Emerson said that wild animals live in just the same way to-day
-as they always did. They live in caves and holes in the ground or in
-hollow trees, where they can hide and keep warm.
-
-“One boy spoke up, ‘How about dogs, Mr. Emerson?’
-
-“‘Well,’ Mr. Emerson said, ‘dogs are tame animals now, although they
-used to be wild. But even the dog’s house is a wooden cave which his
-master builds for him.’
-
-“He told us that a long time ago people lived in caves which they dug
-in the earth like animals. They were cave dwellers or cave men. The
-reason we have better homes now is that we have greater minds than
-animals and have learned to use our hands and brains to build houses.
-
-“He said that the cave men must have thought it wonderful when they
-found they could make stone hatchets sharp enough to cut down small
-trees. With them they learned to make huts out of wood, which were
-larger and more comfortable than caves and just as safe from storms.
-
-“As time went on, men paid more attention to building. They learned
-to make houses of stone and clay and brick. They kept on studying and
-improving until they were able to build great cities such as we have
-to-day.”
-
-“Listen!” exclaimed Ruth, clapping her hands as Wallace finished his
-story. “Wouldn’t Wallace make a good teacher! That sounded exactly like
-the way Mr. Emerson talks.”
-
-“Nothing like so interesting, though,” said Wallace. “He promised to
-show us his new house when it is finished.”
-
-“Wouldn’t I like to go with you!” said Ruth.
-
-
-QUESTIONS
-
-    Are there any houses being built near you?
-
-    Have you ever watched the carpenter at work?
-
-    Tell about some of his tools.
-
-    In the early days in this country men had to build
-    their own houses. Were these log cabins as comfortable
-    and well built as our houses are to-day?
-
-    How is it that the carpenter can do so much better work
-    than you could?
-
-    Where does the carpenter get his lumber?
-
-    Have you ever visited a sawmill?
-
-    Wouldn’t you like to ask at the library for some books
-    that tell about cave men and cliff dwellers? about
-    lumbering?
-
-[Illustration]
-
-
-
-
-THE BRICKLAYER
-
-
-I. The Fallen Chimney
-
-All day long the rain came pouring down. By night the wind rose with a
-shriek and a roar, banging unfastened shutters and rattling windows in
-their casings.
-
-“Oh, dear, what an awful night!” exclaimed Ruth. “How glad I am that
-Fluffy is safe indoors!” and she stroked the little cat lying on a
-cushion on the sewing machine.
-
-“And how glad I am that Harry Teelow found that lost puppy to-day,”
-said Wallace.
-
-“Pretty bad, isn’t it?” Mr. Duwell said, looking up from his paper.
-“I don’t suppose the bricklayer came to mend the chimney to-day. He
-couldn’t have worked in such a storm.”
-
-“No, he did not come,” replied Mrs. Duwell with a troubled look. “Do
-you suppose there is any danger of its tumbling down?”
-
-“Well, I can’t say,” replied Mr. Duwell, shaking his head doubtfully.
-“I wish I had stopped to see Mr. Bricklayer a week ago when I first
-discovered how loose the bricks were, instead of waiting until—”
-
-But he did not finish the sentence, for bang! even above the terrific
-noise of the storm came the sound of falling bricks and broken glass.
-
-The family rushed into the little kitchen, which was built on the end
-of the house.
-
-What a sight met their eyes!
-
-Water was pouring through a hole in the ceiling where the roof had
-given way. Rain splashed in great gusty dashes through the window where
-the bricks had broken through.
-
-Already there was a little lake on the floor.
-
-Ruth was the first to speak. “If it keeps on,” she said, half laughing
-and half crying, “it will be quite deep enough for Alice and the mouse
-and the Dodo to swim in!” She was thinking of Alice in Wonderland, you
-know.
-
-That made everybody laugh, and all began to work. They placed tubs and
-pails where they would catch the water, and stuffed old cloths into the
-broken window panes.
-
-It was fully an hour before the family were settled down again in the
-living room.
-
-“Well, children, you can now understand the saying, ‘Never put off till
-to-morrow what should be done to-day,’” remarked Mr. Duwell.
-
-“It is a lesson none of us will soon forget,” added Mrs. Duwell.
-
-[Illustration]
-
-[Illustration: THIS PICTURE SHOWS A CLAY PIT, A KILN, BRICKMAKERS,
-BRICK ROADWAY, CULVERT, CHIMNEY, BRIDGE, MEN LAYING BRICKS.]
-
-“Could you and I have mended the broken chimney, father?” asked Wallace.
-
-“Not very well, my boy,” replied Mr. Duwell. “‘Every man to his trade,’
-you know. By the way, I hope Mr. Bricklayer will be here before you
-children start to school in the morning. Run to bed now so that you can
-be up early to see him begin his work.”
-
-
-II. The Bricklayer
-
-The next day dawned bright and sunny, with only a merry little breeze
-to remind one of yesterday’s storm.
-
-The bricklayer did not come before the children started to school in
-the morning, but just after lunch. They had only time to watch him and
-his helper climb to the roof.
-
-“I am going to get home from school early,” said Wallace; “maybe they
-will not be through by that time.”
-
-“I am, too,” Ruth chimed in. “I wonder what bricks are,” she added.
-
-“Bricks? Why, don’t you know?” asked Wallace. “Our manual training
-teacher told us that bricks are a sort of imitation stone made of
-moistened clay and sand mixed together, and shaped as we see them. They
-are baked in an oven-like place, called a kiln, or dried in the sun.”
-
-“Oh, I didn’t know that. I wonder who first thought of making them.
-They are something like sun-baked mud-pies,” said Ruth.
-
-“Our teacher said that bricks three thousand years old have been found
-in Egypt, some with writing on them.”
-
-“Oh, I remember that the Bible tells about bricks. Why, Wallace, men
-must have been bricklayers for thousands of years!”
-
-“It is lucky for us they haven’t forgotten how to make them, for what
-could we do without a chimney?” said Wallace. “Hello, there is Harry! I
-want to see him about the ball game;” and away he ran.
-
-
-III. After School
-
-Wallace brought Harry, and Ruth brought Mildred Maydole home after
-school to watch the bricklayer work.
-
-“Why, how straight and true the bricks must be!” exclaimed Harry. “A
-bricklayer has to be very careful, doesn’t he?”
-
-“Indeed he does,” replied Wallace. “Do you know what the mortar is made
-of?”
-
-“Yes; I think I do. It is lime and sand and—something else,” Harry
-said. That made them all laugh.
-
-“I think the most wonderful brick work I ever saw,” said Mildred, “was
-in the arch of a big sewer. I couldn’t tell why the bricks didn’t all
-fall down. My father said the mortar held them.”
-
-“Why, if it weren’t for bricklayers, and cement workers, and stone
-masons, we should be without lots of things!” exclaimed Harry. “Just
-imagine it, if you can.”
-
-“That’s so,” said Wallace. “Let’s count what we know of that they build
-for us—sewers, bridge piers,—go on, Mildred.”
-
-“Pavements,” added Mildred.
-
-“Houses and chimneys,” said Ruth.
-
-“Foundations for houses,” said Harry.
-
-“Here comes father!” cried Ruth suddenly; and all the children ran to
-meet him.
-
-“We’ve been talking about how it would be if there were no bricklayers,
-or stone masons, or cement workers, father,” said Wallace.
-
-“I’m glad to hear that,” said Mr. Duwell. “I was thinking very much the
-same thing as I walked home so soon after such a heavy rain without
-getting my feet wet.
-
-“I remember what Benjamin Franklin wrote,” he went on, “about the
-streets of Philadelphia in his day. He said the mud after a storm was
-so deep that it came above the people’s shoe-tops. It was Benjamin
-Franklin himself who first talked of paving the streets.”
-
-“I’m glad they aren’t as bad as they were in Benjamin Franklin’s time,”
-said Mildred.
-
-
-QUESTIONS
-
-    Have you ever watched a bricklayer working?
-
-    What was he doing?
-
-    Could you have done it?
-
-    Where do you suppose he got his bricks?
-
-    Have you ever seen bricks being made?
-
-    Are bricklayers, cement workers, and stone masons more
-    needed in the city or in the country? Why?
-
-       *       *       *       *       *
-
-    Do you know how our city grew,
-      Its lofty buildings raising?
-    Its pavements, parks, and bridges, too—
-      Whose labors are they praising?
-    Just the workmen who every day
-    Did their work in the very best way.
-
-
-
-
-[Illustration]
-
-
-
-
-THE PLUMBER, THE PLASTERER, THE PAINTER
-
-
-I. A Visit to a Little Town
-
-“I have an errand to do just outside the city limits,” said Mr. Duwell
-one pleasant Saturday morning. “Would you like to go with me, Wallace?”
-
-“I certainly should,” said the boy.
-
-In a few minutes father and son were on the electric car, speeding
-toward Oldtown.
-
-When there, they walked up the main street, which was lined with rows
-of shabby houses, badly in need of paint. Little pools of standing
-water lay in the gutters.
-
-“What an awful smell! I should think it would make people sick! And
-look at the flies!” exclaimed Wallace.
-
-“I have no doubt it does make people sick,” said Mr. Du well. “Flies
-and mosquitoes breed very rapidly in such places.”
-
-“Flies and mosquitoes carry disease germs, Mr. Emerson says,” observed
-Wallace.
-
-“So they do; they are more dangerous to health than poi-son-ous
-snakes,” his father said.
-
-“Why don’t the people clean their gutters?” asked Wallace.
-
-“I suppose they do sometimes,” replied his father; “but Oldtown will
-never be clean and healthy while the dirty water from the houses is
-drained into the streets and alleys. Waste water must be carried off by
-means of pipes into a sewer. That is the work of the plumber. A good
-plumber is a health officer.”
-
-“What a lot of people it takes to keep things going right, father! This
-town certainly does need a plumber,” remarked Wallace.
-
-This remark seemed to please Mr. Duwell very much.
-
-“How would you like to move to Oldtown, Wallace?” asked his father when
-their errand was finished and they were riding home.
-
-“I shouldn’t mind,” said Wallace, “if I were a plumber.”
-
-
-II. At Home
-
-When Ruth saw them coming, she ran to meet them.
-
-“What do you think, father!” she exclaimed; “the plasterer came while
-you were gone, and mended the kitchen ceiling. Mother is so pleased!
-Come and look at it!”
-
-“That’s very well done,” said Mr. Duwell, examining the neat patch over
-the large hole which the falling chimney had made. “But it makes the
-whole room look as if it needed a new coat of paint. What do you think,
-mother?”
-
-“I think it would make me a better cook to have a nice clean kitchen,”
-said Mrs. Duwell, smiling.
-
-“You couldn’t be a better cook, mother!” Wallace said, eyeing the good
-meal which was ready to be put on the dining table.
-
-“That is what we all think, Wallace,” said his father; “and we think,
-too, that such a good cook deserves a better kitchen. So on Monday I
-will ask the painter to see about doing the walls and woodwork.”
-
-
-III. The New Kitchen
-
-When the men had finished their work the kitchen was so changed that it
-scarcely knew itself, as Wallace said.
-
-Instead of dim walls and dull-gray paint, everything was white and
-blue. A shining white sink with two bright nickel spigots was standing
-proudly in one corner of the room.
-
-Mrs. Duwell had just finished hanging a white dotted muslin curtain at
-the window over the sink when Ruth entered.
-
-“Oh, mother, doesn’t that look lovely!” she exclaimed.
-
-“I thought such a bright clean kitchen deserved a clean new curtain,”
-said her mother.
-
-“Isn’t the kitchen beautiful!” Ruth went on. “It seems like living in a
-fairy tale—as though we had wakened up to find things changed by magic.”
-
-“It does, in a way,” agreed her mother; “but, really, they were
-every-day fairies who brought about these changes and turned ugliness
-into beauty.”
-
-“I think I know their names,” Ruth said, laughing; “Mr. Plumber, Mr.
-Plasterer, and Mr. Painter.”
-
-“Why, how did you guess?” said her mother.
-
-
-QUESTIONS
-
-    Did the plumber ever come to your house?
-
-    What did he do?
-
-    What would have happened if you could not have found a
-    plumber?
-
-    None of us would like to live in a town where there are
-    no plumbers. Why not?
-
-    Shut your eyes and try to imagine how the Duwell
-    family’s kitchen looked before the workmen began to
-    work; now imagine that they have finished their work.
-    Tell how different it looks.
-
-    Have workmen ever made such changes in your home?
-
-    Can you name some other people besides the carpenter,
-    the bricklayer, the plumber, the plasterer, and the
-    painter who help give us shelter?
-
-[Illustration]
-
-
-
-
-STORIES ABOUT PEOPLE WHO SUPPLY US WITH FUEL
-
-
-
-
-THE COAL MAN AND THE MINER
-
-
-I. Black Diamonds
-
-“How are the black diamonds holding out, Wallace?” asked Mrs. Duwell.
-Wallace had just brought up coal from the cellar.
-
-[Illustration]
-
-“Only a few more scuttlefuls in the bin, mother,” answered Wallace.
-
-“On your way from school you may stop at the coal yard and ask Mr. Carr
-to send a ton to-morrow.”
-
-[Illustration]
-
-“All right, mother, I won’t forget. But tell me, why do they call coal
-black diamonds?”
-
-“I haven’t time to talk about it now. Perhaps Mr. Carr will tell you.
-You have just ten minutes to get to school.”
-
-On his way home Wallace stepped into the little office of the big coal
-yard.
-
-“How are you, my boy; what can I do for you to-day?” asked Mr. Carr,
-who was a rather tall man with a bent back and one shoulder higher than
-the other.
-
-“How do you do, Mr. Carr?” replied Wallace. “Mother wants you to send a
-ton of coal to-morrow—the same kind as the last you sent.”
-
-Wallace waited until the coal man entered the order in the book and
-then asked, “Mr. Carr, will you tell me why they call coal black
-diamonds?”
-
-Mr. Carr smiled pleasantly. “Certainly, son, certainly. You see, coal
-shines like diamonds, and then, it’s worth more.”
-
-“Worth more? Why, I thought diamonds were worth more than anything
-else.”
-
-“No, indeed! If there weren’t any coal in the ground, all the diamonds
-in the world wouldn’t heat a house, cook a meal, pull a railway train,
-or run a machine.”
-
-“Well, I never thought of that,” said Wallace. “You certainly could not
-burn diamonds in a cook-stove.”
-
-“No, indeed!” said Mr. Carr, who seemed much pleased at Wallace’s
-interest.
-
-
-II. In a Coal Mine
-
-“Were you ever down in a coal mine, Mr. Carr?” asked Wallace.
-
-“Was I ever down in a coal mine?” repeated Mr. Carr. “Yes, sir, I was a
-miner for years in the coal regions, and would have been in a mine yet,
-probably, if it hadn’t been for this,” pointing to his shoulder and
-bent back.
-
-“Is it very dangerous work?” asked Wallace, with wide-open eyes.
-
-“Well, if the roof doesn’t fall on you, and if the mine doesn’t catch
-fire, and if the gas doesn’t choke you, or explode and blow you up, it
-isn’t dangerous; it is perfectly safe.”
-
-“But how did it get hurt—your shoulder, I mean?” asked Wallace.
-
-“Oh, that! I’ll tell you. One day we were getting out coal at the far
-end of a tunnel. Suddenly, before we had time to run, the roof came
-tumbling down and buried us. When they pulled us out, my helper was
-dead, and my back was as you see it now.”
-
-“What makes mining so dangerous?” asked Wallace, in surprise.
-
-“Well, you see, it’s this way. When you step into the cage, that is the
-elevator, you leave the sunlight behind. The cage sinks down, down into
-pitch darkness, sometimes hundreds of feet. At the bottom of the shaft
-it is like an under-ground city. Street-like tunnels, with car tracks
-laid on them, run out in every direction. The coal cars are drawn by
-mules or by electricity.
-
-“As you go up the tracks you see cross tunnels and the miners’ little
-lamps shining in dark holes that look like black caves. Here the miners
-work, blasting out the coal, and loading it on cars to be drawn to the
-mouth of the mine and hoisted up into daylight.
-
-“Sometimes the walls and roof are not properly braced. Then they cave
-in and great lumps of coal fall down on the men. Sometimes gas or
-fire-damp collects. Then there is danger of choking or of being blown
-up. Sometimes, in blasting, the coal catches fire, so that the whole
-mine burns.”
-
-[Illustration: CAN YOU TELL A STORY ABOUT THE JOURNEY OF A TON OF COAL
-FROM THE TIME THE MINER DIGS IT OUT OF THE MINE, AND BOYS SORT OUT THE
-SLATE, UNTIL IT IS PUT INTO THE FURNACE IN A HOUSE?]
-
-“Why, miners must be as brave as soldiers,” said Wallace.
-
-“Yes, I suppose they are brave. People do not know how much they owe to
-the miners. They risk their lives every time they go down into the
-mines. But they don’t think much about the danger. That is part of
-their work.”
-
-“Thank you for telling me about it,” said Wallace.
-
-“You are welcome, my boy; good-by.”
-
-“Good-by, Mr. Carr.”
-
-Wallace hurried home with a new respect for Mr. Carr and the men who
-work in the dark mines under the ground.
-
-
-QUESTIONS
-
-    How does the coal man bring the coal to your house?
-
-    From whom does he buy it?
-
-    Pretend you are a piece of coal and tell the story of
-    your life.
-
-    Name some of the things which we would have to do
-    without if there were no miners or coal men.
-
-    Do you burn anything else at your house besides coal?
-
-    Are the men who supply us with these things our helpers
-    too?
-
-    Where does the wood man get kindling and firewood?
-
-    Where does the oil man get oil?
-
-    Will you ask for a book about pḗ-trō´lḗ-ŭm, or coal
-    oil, when you go to the library next time?
-
-    Can you think of any other people who supply us with
-    fuel?
-
-
-
-
-STORIES ABOUT PEOPLE WHO CARE FOR OUR HEALTH
-
-
-
-
-[Illustration]
-
-THE DENTIST
-
-
-I. Why Ruth Was Afraid
-
-“Oh, dear!” sobbed Ruth. “O—h, dear!” She was sitting in her little
-rocking-chair in the living-room.
-
-“Why, what’s the matter?” asked Wallace, coming in to look for his
-books. “Are you hurt?”
-
-“No;” Ruth shook her head.
-
-“Well, then, what is it?”
-
-“Oh, Wallace, I am so afraid I’m going to be hurt. Mother says there
-is a dark spot on one of my teeth. She is getting ready to take me to
-Doctor Harrison’s. I have never had a tooth filled.”
-
-“Well, of all the silly things I ever heard of,” exclaimed Wallace,
-“that’s the silliest! What makes you think the dentist will hurt you?”
-
-Ruth looked up in surprise.
-
-“Haven’t you ever heard the boys and girls talk of how they were hurt
-when they had teeth filled?” she asked.
-
-“Oh, I have heard some boys talk,” Wallace admitted; “but they were
-boys who never cleaned their teeth—”
-
-“And who did not see a dentist until they had a toothache,” added Mrs.
-Duwell, overhearing Wallace’s remark as she entered the room.
-
-“What, crying?” she asked, noticing Ruth’s swollen eye-lids. “Why, my
-dear little girl, the dentist is one of your best friends.”
-
-“I guess some of the girls and boys would like him better if he didn’t
-hurt them so much, mother,” said Ruth.
-
-“That isn’t the dentist’s fault, children,” said Mrs. Duwell. “If boys
-and girls had their teeth examined once or twice a year, the dentist
-would catch the trouble in time and save them much pain.”
-
-“I don’t suppose dentists ever want to hurt anyone,” Ruth said.
-
-“No, indeed. I think they are very kind to be willing to do so in order
-to save teeth. It is dreadful to have bad teeth. Nothing tastes just
-right; and worse than that, bad teeth mean bad health. Good teeth are
-a grist mill to grind our food. Without good teeth we cannot have good
-health.”
-
-“That is so,” said Wallace. “Even horses aren’t worth much after their
-teeth are gone.”
-
-“Why can’t they wear false ones?” asked Ruth with such seriousness that
-Wallace burst out laughing.
-
-“I wish they could, poor things,” said her mother; “but come, dear, we
-must start.”
-
-[Illustration]
-
-
-II. At the Dentist’s
-
-“Ah, here is a little girl whose mouth looks as though she brushed
-her teeth regularly,” said Doctor Harrison, as he raised the big
-comfortable arm chair in which Ruth was sitting.
-
-“She certainly is good about that, doctor,” said Mrs. Duwell.
-
-“Even so,” said the doctor, “I think I shall give her one of my little
-picture cards.”
-
-Ruth looked so pleased that he handed her two.
-
-“One is for Wallace,” Ruth said.
-
-“That picture is to remind forgetful children,” said the doctor. “Now
-let us look at the twenty-odd pearls in your mouth, little girl.”
-
-       *       *       *       *       *
-
-“Oh, Wallace, Doctor Harrison didn’t hurt me a bit,” cried Ruth,
-running into the living-room after they had reached home. “He said that
-he didn’t often hurt people who came to him in time. Here is a card, he
-gave me for you.”
-
-“Thank you,” said Wallace, looking at the card. “Oh, it’s to remind me
-to brush my teeth. I wonder if he thought I needed it.”
-
-“No, Doctor Harrison didn’t say that, Wallace; but he did say that we
-wouldn’t want to eat anything with dirty hands, and that really dirty
-teeth are worse than dirty hands.”
-
-[Illustration: THE ROAD TO HEALTH.]
-
-
-QUESTIONS
-
-    Do you have your teeth examined once or twice a year?
-
-    The dentist is one of your best friends. Why?
-
-    Do you think that the people in the United States would
-    be as well as they are, if there were no dentists? Why
-    not?
-
-    Suppose you had a toothache and there was no dentist to
-    whom you could go. What would happen?
-
-    Aren’t you glad that there are men who have studied, so
-    that they can help you take care of your teeth?
-
-       *       *       *       *       *
-
-    Suppose we children had to live
-      Without the help of others—
-    I mean, suppose we had to grow
-      Without the help of mothers;
-
-    Suppose there were no groceryman,
-      No milkman, doctor, baker,
-    No tailor who could make our coats,
-      And there were no dressmaker;
-
-    Suppose no people ever did
-      The things that they could do
-    To help each other in this world—
-      I wouldn’t want to live, would you?
-
-
-
-
-[Illustration]
-
-
-
-
-THE DRUGGIST, THE NURSE, AND THE DOCTOR
-
-
-I. The Sick Baby
-
-“Ruth, I wish you would stop at Doctor Marcy’s office on your way to
-school,” said Mrs. Duwell a few days later, “and ask him to come to
-see the baby. The little thing has a high fever.”
-
-“Oh, dear, I hope baby won’t be sick!” exclaimed Ruth, kissing her
-mother good-by.
-
-All the morning she remembered her mother’s troubled look. At noon she
-did not stop to talk with the girls, but hurried home as fast as she
-could.
-
-Wallace was there before her, though, having run all the way. He met
-her at the door.
-
-“Ruth,” he whispered, “I met Doctor Marcy as he came out, and he says
-that the baby has pneumonia,[B] and it is a bad case. Mother doesn’t
-know I am home. Can’t we get some lunch ready to take to her?”
-
-“Yes, indeed,” replied Ruth, tiptoeing into the kitchen. “You put the
-kettle on the fire and I’ll make some tea and milk toast.”
-
-Mrs. Duwell looked very pale and weary when the children appeared with
-the lunch tray.
-
-“I didn’t know you were home, Ruth,” she whispered, stepping into the
-hall. “How quietly you must have worked, children.”
-
-“Is there anything else we can do to help?” asked Wallace.
-
-“Why, yes, there is, Wallace. You may take this pre-scrip-tion to the
-drug store to be filled. Ask the druggist to send the medicine over as
-soon as possible.”
-
-Just then the baby gave a pitiful little moan, which made the mother
-turn again to the crib. The children stole softly downstairs.
-
-[Illustration]
-
-“I’ll run right over to the drug store, Ruth,” Wallace said, forgetting
-his own lunch.
-
-
-II. The Druggist
-
-“Good morning, Mr. Jones,” he said breathlessly as he entered the
-store. “Baby is very ill, and mother wishes this prescription filled.
-She told me to ask if you would please send the medicine over just as
-soon as possible.”
-
-“Baby sick? How sorry I am, Wallace,” said Mr. Jones. “Of course we
-will send it soon. I will see to it at once.”
-
-“Oh, thank you.” Wallace drew a sigh of relief. “How much will it be,
-please?”
-
-The druggist examined the queer Latin words of the doctor’s
-prescription. “This calls for one very expensive medicine, Wallace,” he
-said; “so we shall have to charge seventy-five cents.”
-
-“That will be all right,” said Wallace.
-
-When he reached home Ruth had a nice lunch spread for him.
-
-“I am not going to school this afternoon, Wallace,” she told him. “I’m
-going to tidy up the house, and help mother.”
-
-“Look at the clock, Ruth!” exclaimed Wallace suddenly, “I must start
-right away—the medicine will be seventy-five cents.”
-
-“I will have the money ready,” said Ruth. “Good-by.”
-
-The druggist’s boy came with the medicine a few minutes after Wallace
-left, and the baby was given the first dose at once.
-
-When their father came the children had supper ready, but no one ate
-much.
-
-“I am glad you can be so helpful, children,” he said.
-
-
-III. The Trained Nurse
-
-For five days the whole family did everything they knew to help save
-the baby’s life. Mr. Duwell was worried not only about the baby but
-about the children’s mother.
-
-“I agree with the doctor that it would be much wiser to have a trained
-nurse,” he said on Saturday afternoon.
-
-“But mother cannot bear the thought of letting anyone else take care of
-the baby,” said Ruth.
-
-“I know that mother is a splendid nurse,” Mr. Duwell continued; “but a
-trained nurse knows all the best new methods of nursing, and could give
-much relief to mother, who is tired out.”
-
-Just then the bell rang.
-
-“It is the doctor,” said Ruth. Mr. Duwell went to the door, followed by
-the little girl.
-
-The doctor was not alone. With him was a young lady. Ruth liked her at
-once; she seemed so quiet and strong, and looked so kind.
-
-[Illustration: DO YOU THINK THIS IS THE RIGHT KIND OF BED FOR A SICK
-BABY? WHY NOT?]
-
-“How do you do, sir?” said Doctor Marcy to Mr. Duwell. “This is Miss
-Foster, a trained nurse. I am taking matters in my own hands, you
-see. That good wife of yours is entirely worn out.”
-
-“I am pleased to meet Miss Foster and I am very much obliged to you for
-bringing her, doctor,” Mr. Duwell replied.
-
-“It seems to me to be the very best thing to do. I have tried to
-persuade Mrs. Duwell to see things that way,” said the doctor.
-
-“Oh, come upstairs, doctor,” called Mrs. Duwell, hearing the doctor’s
-voice; “I think baby is scarcely breathing.”
-
-“Come,” said the doctor to the nurse, leading the way.
-
-Mrs. Duwell was standing near the crib as they entered.
-
-“This is the nurse I was talking about,” the doctor said, introducing
-Miss Foster, and turning to look at the baby.
-
-“I am very glad—” Mrs. Duwell started to speak, but she fainted away
-before she could finish the sentence.
-
-The nurse did not seem frightened. She laid Mrs. Duwell flat on the
-floor. After sprinkling cold water on her face, she held some smelling
-salts to her nose.
-
-In a minute or two Mrs. Duwell opened her eyes. “I must have fainted,”
-she said; “I am so glad you were here, nurse. Doctor, how is baby?”
-
-“About as I expected,” the doctor replied. “I believe the worst will be
-over to-night. Now, I want you to take this medicine which Miss Foster
-will give you, and lie down for a while. I expect to come back about
-ten o’clock to-night. Good-by; please obey Miss Foster’s orders,” he
-added.
-
-“It is such a relief to my mind, doctor,” said Mr. Duwell, meeting him
-at the foot of the stairs, “to know that the nurse is here.”
-
-“It is a relief,” replied the doctor. “If the strain had kept on much
-longer, Mrs. Duwell would have had a long term of illness.”
-
-
-IV. The Doctor, a Hero
-
-The doctor and nurse watched by the baby’s bedside until the danger was
-passed. Both wore happy smiles when the doctor assured the tired Duwell
-family that the baby would live.
-
-“Oh, doctor, money cannot pay you for your kindness,” said Mrs. Duwell.
-“Through rain and snow storms, at midnight and at daybreak, you have
-come to help us. How tired you must often be.”
-
-“It is true, doctor,” Mr. Duwell added; “you risk your life as
-willingly as a soldier does, every time you go into danger.”
-
-“We doctors don’t think anything about that,” replied Doctor Marcy
-modestly. “We are so anxious to have people get well.”
-
-“Why, doctors are heroes like soldiers!” exclaimed Wallace, looking at
-the doctor with new respect. “I never thought of that before!”
-
-“Nurses are, too,” whispered Ruth; but Doctor Marcy overheard.
-
-“That is right, Ruth,” he said. “Nurses are, too.”
-
-
-QUESTIONS
-
-
-The Druggist
-
-
-    How long does a druggist have to study in order to fill
-    prescriptions? Would it be safe to let those who have
-    not studied handle medicines? Why not?
-
-    How near is a drug store to your home? Can you imagine
-    how it would be to live ten miles from a drug store?
-
-
-The Nurse
-
-    Can you give some reasons why a trained nurse can care
-    for a sick person better than an untrained one?
-
-    Do you know any trained nurses?
-
-    How long does a trained nurse study before graduation?
-
-
-The Doctor
-
-    Did you ever need a doctor at your house?
-
-    How did you let him know? Did he come quickly?
-
-    What might have happened if he had not come?
-
-    Pretend, you are a country doctor and tell about some
-    of your long drives. Do you think doctors are heroes?
-    Why?
-
-FOOTNOTE:
-
-[B] Pronounced nū-mō´nē-ā.
-
-
-
-
-ONE FOR ALL AND ALL FOR ONE
-
-A Play
-
-
-Parts to be taken by Pupils
-
-    _Section I_
-    Baker
-    Milkman
-    Butcher
-    Grocer
-    or others who supply food
-
-    _Section II_
-    Tailor
-    Dressmaker
-    Shoemaker
-    Milliner
-    or others who supply clothing
-
-    _Section III_
-    Bricklayer
-    Carpenter
-    Painter
-    Plumber
-    or others who supply shelter
-
-    _Section IV_
-    Coal man
-    Miner
-    Wood man
-    Oil man
-    or others who supply fuel
-
-    _Section V_
-    Doctor
-    Druggist
-    Nurse
-    or others who help keep us well
-
-_Teacher to Sec. I._ What do you do?
-
-_Baker._ I am the baker; I bake bread.
-
-_Milkman._ I am the milkman; I supply the milk.
-
-_Butcher._ I am the butcher; I supply the meat.
-
-_Grocer._ I am the grocer; I sell groceries.
-
-_Teacher._ Do you make clothing or build houses?
-
-_Baker._ No, we supply food for all; that is our part.
-
-       *       *       *       *       *
-
-_Teacher to Sec. II._ What do you do?
-
-_Tailor._ I am the tailor; I make the clothing.
-
-_Dressmaker._ I am the dressmaker; I make dresses.
-
-_Shoemaker._ I am the shoemaker; I make shoes.
-
-_Milliner._ I am the milliner; I make the hats.
-
-_Teacher._ Do you supply food or fuel?
-
-_Tailor._ No, we make clothing for all; that is our part.
-
-       *       *       *       *       *
-
-_Teacher to Sec. III._ What do you do?
-
-_Bricklayer._ I am the bricklayer; I lay the bricks.
-
-_Carpenter._ I am the carpenter; I build the houses.
-
-_Painter._ I am the painter; I paint the houses.
-
-_Plumber._ I am the plumber; I fit the pipes.
-
-_Teacher._ Do you make clothes or attend the sick?
-
-_Bricklayer._ No, we build houses for all; that is our part.
-
-       *       *       *       *       *
-
-_Teacher to Sec. IV._ And what do you do?
-
-_Coal man._ I am the coal man; I deliver the coal.
-
-_Miner._ I am the miner; I dig the coal.
-
-_Wood man._ I am the wood man; I cut the wood.
-
-_Oil man._ I am the oil man; I supply oil.
-
-_Teacher._ Do you supply food or clothing?
-
-_Coalman._ No, we furnish fuel; that is our part.
-
-       *       *       *       *       *
-
-_Teacher to Sec. V._ And what do you do?
-
-_Doctor._ I am the doctor; I heal the sick.
-
-_Druggist._ I am the druggist; I sell medicines.
-
-_Nurse._ I am the nurse; I help the doctor.
-
-_Teacher._ Do you build houses or furnish fuel?
-
-_Doctor._ No, we keep people well, or aid them when they are ill; that
-is our part.
-
-       *       *       *       *       *
-
-_All recite:_
-
-    One works for all and all for one,
-    And so the work of the world gets done.
-
-[Illustration: ONE FOR ALL ALL FOR ONE.]
-
-
-
-
-PART III
-
-THE AMERICAN RED CROSS
-
-Junior Membership and School Activities
-
-
-
-
-[Illustration]
-
-
-
-
-THE JUNIOR RED CROSS
-
-
-In September, 1917, President Wilson sent out a letter from the White
-House in Washington to the school children of the United States.
-
-He told them that the President of the United States is the President
-of the American Red Cross, and he said that the Red Cross people wanted
-the children to help them in their work.
-
-Their work, you know, is to help all those who are suffering or in need.
-
-Such work is so beautiful that it is really doing golden deeds.
-
-Now read for yourself this letter from the President of the United
-States which belongs to every school child in America.
-
-
-A PROCLAMATION
-
-
-    _To the School Children of the United States_:
-
-    The President of the United States is also President of
-    the American Red Cross. It is from these offices joined
-    in one that I write you a word of greeting at this time
-    when so many of you are beginning the school year.
-
-    The American Red Cross has just prepared a Junior
-    Membership with School Activities in which every pupil
-    in the United States can find a chance to serve our
-    country. The School is the natural center of your life.
-    Through it you can best work in the great cause of
-    freedom to which we have all pledged ourselves.
-
-    Our Junior Red Cross will bring to you opportunities
-    of service to your community and to other communities
-    all over the world and guide your service with high
-    and religious ideals. It will teach you how to save
-    in order that suffering children elsewhere may have a
-    chance to live. It will teach you how to prepare some
-    of the supplies which wounded soldiers and homeless
-    families lack. It will send to you through the Red
-    Cross Bulletins the thrilling stories of relief and
-    rescue. And best of all, more perfectly than through
-    any of your other school lessons, you will learn by
-    doing those kind things under your teacher’s direction
-    to be future good citizens of this great country which
-    we all love.
-
-    And I commend to all school teachers in the country the
-    simple plan which the American Red Cross has worked out
-    to provide for your coöperation, knowing as I do that
-    school children will give their best service under the
-    direct guidance and instruction of their teachers. Is
-    not this perhaps the chance for which you have been
-    looking to give your time and efforts in some measure
-    to meet our national needs?
-
-                               (Signed) WOODROW WILSON,
-                                               _President._
-
-    September 15, 1917.
-
-    How do you suppose the school children of the United
-    States felt when they read this letter from the
-    President?
-
-    It is a wonderful letter. It does not read like a
-    letter from a great man to little children.
-
-    It is different from most of the letters which grown
-    people write to children, for the President writes to
-    the children asking for their help, just as if they
-    were grown up.
-
-    Indeed, when the grown people read the letter they
-    wished that they could be school children again,
-    because there was no Junior Red Cross when they were
-    young, and they had to wait to grew up before they
-    could help the Red Cross do golden deeds.
-
-    You see, when they were young, everybody thought, “When
-    the children are grown up they will help us.” Then they
-    waited for them to grow.
-
-    Are you not glad that you are able, while a child, to
-    do helpful work for your country?
-
-    Now let us think about some of the golden deeds which
-    the Red Cross does.
-
-
-
-
-THE AMERICAN RED CROSS IN TIMES OF PEACE
-
-
-Of course, in times of war the Red Cross is very busy helping the
-soldiers, but do you think that it is idle in times of peace?
-
-No, indeed. The Red Cross is always listening for a call of distress,
-and is ready to aid any people who are suffering.
-
-One day in 1912 the Red Cross heard the people who lived along the
-banks of the Mississippi River calling for help, for the river had
-been so swollen by rains that it had risen high and overflowed its
-banks in a dangerous flood.
-
-[Illustration: _Picture from a photograph_]
-
-    Do you know what happens during a flood?
-
-    Name all the different things you see on the little
-    island in this picture.
-
-    Why do you suppose the people are all staying there
-    instead of rowing off in the boats?
-
-    Because they are expecting the relief launch of the
-    Red Cross to come and take them to a safe place. The
-    water is flowing too swiftly for the little boats to
-    cross in safety. They would probably be carried against
-    a tree and upset.
-
-    Many houses have been carried down the river during
-    this flood, so you can understand how glad the people
-    will be to see help coming. In this next picture you
-    will see how the Red Cross answered the people’s cry
-    for help.
-
-[Illustration: _Picture from a photograph_]
-
-    This picture shows a Carnegie Library which was used
-    by the Red Cross as a relief station during the
-    Mississippi flood.
-
-    The Red Cross spent thousands of dollars during this
-    flood, saving many lives and helping hundreds of flood
-    victims.
-
-    Can you name some of the things the people needed?
-
-    What do you suppose they think of the Red Cross?
-
-    Imagine that a great wind storm or cyclone should come
-    very suddenly whirling through your city, tearing
-    down houses, uprooting trees, and leaving thousands
-    of people homeless—who would be the first to help the
-    people who were hurt?
-
-    This is just an example of the way the Red Cross is
-    standing ready to help in time of need.
-
-    If you read the _Red Cross Magazine_ you will learn
-    about hundreds of golden deeds which the Red Cross is
-    doing, for the work of the Red Cross in times of peace
-    and at all times is to help people in distress and need.
-
-[Illustration]
-
-
-
-
-THE AMERICAN RED CROSS IN TIMES OF WAR
-
-
-The work of the Red Cross during war is
-
-First. To care for and nurse the wounded among our own soldiers and
-sailors, and even the wounded of the enemy who fall into the hands of
-the Red Cross.
-
-Of course, in order to do this, millions of people who are not doing
-the nursing can make the articles needed for that purpose. What can the
-Junior Red Cross do to help?
-
-Second. To care for the families of the soldiers and sailors who have
-given their services to their country.
-
-How can the Junior Red Cross help?
-
-
-
-
-BEFORE THE DAYS OF THE RED CROSS
-
-
-Do you suppose that people always felt that they should help everybody
-in such ways?
-
-No; the Red Cross is not yet sixty years old.
-
-War is thousands of years old.
-
-In olden days when soldiers fought, there were no kind Red Cross nurses
-to care for the wounded. There were no faithful Red Cross dogs to
-search for wounded soldiers after the battle was over.
-
-Often the suffering men died of neglect when proper nursing would
-have saved their lives. But no one ever thought of sending a band of
-women nurses to wars to help the soldiers, before the days of Florence
-Nightingale.
-
-
-Florence Nightingale
-
-Florence was a little English girl who always said that when she grew
-up she would be a nurse.
-
-She felt sorry to see any living creature suffer and always tried to
-help it. Sometimes it was a bird with a broken wing or an injured
-rabbit that she tended.
-
-All the neighbors brought their sick pets to her. The little nurse
-finally had so many patients that her father gave her a corner of the
-greenhouse for a hospital. The animals learned to love her and she had
-many friends among them as you may imagine.
-
-When she was a young woman nursing in a London hospital, England’s
-soldiers were sent to war with Russia’s soldiers. They had to travel in
-ships all the way to the Crimea in Russia. You see, they were a great
-distance from home.
-
-News of their terrible sufferings reached Florence Nightingale in the
-hospital. Taking a band of nurses with her she went to nurse the
-wounded soldiers in that far off land.
-
-When the nurses arrived there, they found thousands of sick and wounded
-men lying on the hospital floors with no one to help them. At once
-the brave nurses began to take care of the soldiers as kindly as your
-mother takes care of you when you are ill.
-
-Do you wonder that many who would have died, lived and were grateful
-all their lives to he nurses?
-
-Of course there were no gas or electric lights in the rough hospitals
-of those days, so that Miss Nightingale always carried a lighted lamp
-when she made her good-night rounds. The weary soldiers looked for the
-gleam of the lamp in the darkness and were made happy by her words of
-encouragement. That is how she came to be called “The Lady of the Lamp.”
-
-The story of Florence Nightingale and her brave band spread far and
-near. It touched the hearts of people everywhere, and made them think
-about what could be done to relieve suffering even before the days of
-the Red Cross.
-
-[Illustration: _Copyright and reproduced by courtesy of “The Ladies’
-Home Journal”_
-
-TELL A STORY ABOUT THIS PICTURE]
-
-
-
-
-HOW THE RED CROSS CAME TO BE
-
-
-Among those who heard the story of what Florence Nightingale and her
-brave nurses did for the soldiers, was Henri Du-nant, a kind-hearted
-Swiss gentleman.
-
-He remembered it several years afterward when he was present at a
-terrible battle between the soldiers of Austria and those of France and
-Sardinia. He saw thousands of wounded soldiers dying almost without
-help.
-
-In a book which he wrote about their sufferings, he asked the question,
-“Why could not the people of all countries make plans to care for the
-sick and wounded during wars?”
-
-And from his question came the great Red Cross work in which we all
-have a part.
-
-The Red Cross is more wonderful than any war, for it comes from the
-kindness in people’s thoughts.
-
-We hope that long years from now there will be no war.
-
-But we cannot expect to have wars cease until the _people_, and not the
-_kings_, of the great countries of the world make their own laws.
-
-Henri Dunant and Florence Nightingale were like the children of to-day
-when they were little. They liked to play the same kinds of games that
-you do.
-
-When Florence played nurse with her dolls she did not dream of the
-great good she would do for the whole world.
-
-It may be that some of the boys and girls who are now reading this
-story will be like Henri Dunant and Florence Nightingale, and will grow
-up to do great and noble work for others.
-
-
-QUESTIONS
-
-
-I
-
-    What do you think of people who help other people in
-    trouble?
-
-    What do you think of people who do not help people who
-    are in need of help?
-
-    Do you realize that the work of the Red Cross is
-    entirely the helping of people who need help?
-
-    Did a good neighbor ever come to your house and help
-    your people in time of illness or trouble?
-
-    You would be glad to help other people in just some
-    such way, wouldn’t you?
-
-    Are you not glad that the Junior Red Cross gives you a
-    chance to pass such kindness along?
-
-
-II
-
-    Mention some of the good deeds which you know the
-    Junior Red Cross has done.
-
-    Have you ever sold Red Cross Christmas seals? What does
-    the Red Cross do with the money made from the sale of
-    Christmas seals?
-
-    How old is the Junior Red Cross?
-
-    It is a pretty young baby to have accomplished so much,
-    isn’t it? But do you know how fast it has grown?
-
-    When you see a person wearing a Red Cross button, you
-    know many things about that person.
-
-    Here are a few of the things that are shown:
-
-    1. Kindness. 2. Helpfulness. 3. Love of one’s country.
-
-    Can you name others?
-
-[Illustration: _Copr. Underwood & Underwood_
-
-THIS LITTLE DOG’S MISTRESS SAYS THAT HE IS TOO YOUNG TO ENLIST NOW, BUT
-WHEN HE GROWS UP HE WANTS TO BE A RED CROSS ARMY DOG.]
-
-
-
-
-HOW I CAN HELP THE RED CROSS
-
-IN TIME OF WAR
-
-AND IN TIME OF PEACE
-
-
-1. By belonging to the Red Cross and trying to get others to belong.
-
-2. By learning to save in order that suffering children elsewhere may
-have their share of food and clothing.
-
-3. By helping to prepare some of the supplies that wounded soldiers and
-homeless families are in need of.
-
-4. By reading stories of relief and rescue so that I can tell others
-about the Red Cross.
-
-5. By learning to be a good citizen of my country even before I grow up.
-
-The Junior Members of the Red Cross try to share their good things with
-those who do not have them.
-
-[Illustration]
-
-[Illustration]
-
-    The members of the American Red Cross have two flags.
-
-    This boy has two flags. Why?
-
-    Do you have two flags?
-
-    Do you wear a Red Cross button?
-
-    Has your school an American Red Cross School Auxiliary
-    banner?
-
-    Do you know that the American Red Cross serves the
-    government of the United States, and that the members
-    of the Red Cross are the best citizens of our country?
-
-    The Red Cross means being good neighbors—working
-    together.
-
-
-
-
-THE LADY OF THE LAMP
-
-A PLAY
-
-
-Characters:
-
-    Florence Nightingale, the nurse
-    Frances, her sister
-    Flossie, her doll
-    Harry Miller, Doctor Make-believe
-    Old Roger, the shepherd
-    Captain, the hurt dog
-    Mr. Vicar, the minister
-    Soldiers, doctors, and other nurses
-
-
-Act I. The Sick Doll
-
-Scene. In an English Garden.
-
-_Frances._ Come on! Let’s play tag, Florence.
-
-_Florence._ I can’t, Frances. Flossie is too sick. Won’t you play you
-are the doctor, and come see her?
-
-_Frances._ Oh, no; you always want to play the same thing! Your dolls
-are always sick! I believe you love the broken ones better than the
-others.
-
-_Florence._ Yes, I do. I’m going to be a nurse when I grow up. Well,
-if you don’t want to play that you are the doctor, I am going to ask
-Harry Miller to play that he is. (_Goes to the hedge and calls._) Oh,
-Harry, come on over, and play you are the doctor for my sick dolls.
-
-_Frances._ Come on, Harry, I am going to be the druggist.
-
-_Harry._ All right, girls; I’ll be over in a minute.
-
-_Florence._ Don’t forget your medicine case.
-
-_Harry_ (_entering_). Good morning, madam. Is your little child ill?
-
-       *       *       *       *       *
-
-Act the rest of the story yourselves.
-
-
-Act II. Good Old Cap
-
-Scene. In an English Village Street.
-
-    (_Florence is riding on her little pony. With her on
-    horseback is Mr. Vicar, the minister of the village
-    church._)
-
-_Mr. Vicar._ What a lovely day, Florence.
-
-_Florence._ It is a beautiful day, Mr. Vicar. I am so glad we are going
-to call to see old Mrs. Williams. I hope she is better than when mother
-last saw her.
-
-_Mr. Vicar._ I have not heard from her for some days.
-
-_Florence_ (_looking off in the distance_). Oh, there is old Roger
-trying to gather his sheep together. Why, I wonder where his dog is.
-(_They ride up._)
-
-_Mr. Vicar._ Good morning, Roger. You seem to be having trouble.
-
-_Roger._ That I am, sir. Good morning, miss.
-
-_Florence._ Why, where is your good dog, Cap?
-
-_Roger._ Some boys threw stones at him and broke his leg. I am afraid
-he will never be able to run again.
-
-_Florence._ Oh, how dreadful!
-
-_Roger._ Yes, I miss him so much. He was such a help.
-
-_Florence_ (_to Mr. Vicar, in a whisper_). I wonder if we could see the
-dog. We might be able to do something for him.
-
-_Mr. Vicar._ Where is your dog; Roger?
-
-_Roger._ At home, beside the fire.
-
-    (_Mr. Vicar and Florence ride to the cottage. They find
-    that Cap’s leg is not broken, but is sprained. Florence
-    asks for hot water, and bathes and bandages the leg. In
-    a few days the dog recovers and helps Roger with the
-    sheep._)
-
-Act out the rest of the story yourselves.
-
-
-Act III. The Lady of the Lamp
-
-    Scene. In a hospital. Soldiers are lying on cots and
-    chairs. Florence Nightingale comes in with a lamp in
-    her hand.
-
-_First Soldier._ Hush, here comes the Angel of Mercy to look after us
-poor fellows. How tired she must be after working all day.
-
-_Second Soldier._ Yes, the Lady of the Lamp.
-
-_Third Soldier._ She has done more for our country than all the
-soldiers during this terrible war.
-
-_All the Soldiers._ That she has. May Heaven bless her brave heart!
-
-       *       *       *       *       *
-
-    America! America!
-      Thy loyal children we!
-    Dear Mother Land, our lives we pledge
-      In service unto thee.
-
-
-
-
-    YOU and I
-        And ALL of US TOGETHER
-            Will make this WORLD of OURS
-                  Sorry and Sad—
-
-[Illustration]
-
-      IF
-    YOU and I
-      And ALL of US TOGETHER
-          Do not
-              DO RIGHT.
-
-    BUT
-      YOU and I
-        And ALL of US TOGETHER
-          Will make THIS WORLD of OURS
-              HAPPY and GLAD—
-
-[Illustration]
-
-    BECAUSE
-      YOU and I
-        And ALL of US TOGETHER
-          WILL
-            DO RIGHT!
-
-    We Will Be
-      GOOD CITIZENS, FOR WE LOVE OUR
-        COUNTRY AND OUR FLAG.
-
-       *       *       *       *       *
-
-Transcriber’s Notes:
-
-Obvious punctuation errors repaired. The table of contents uses the
-œ ligature in Phœbe Cary’s name. In the text it’s italic and the
-transcriber assumes that the printer didn’t have an italic ligature. As
-we’re not constrained by that, all instances of Phœbe Cary’s name now
-have the ligature.
-
-Page xi, “DRESMAKER’S” changed to “DRESSMAKER’S” (AT THE DRESSMAKER’S)
-
-Page 166, the pronunciation key for petroleum uses a dot and macron
-combination above the two es in the text. As this is not a character
-available to us, the macron and acute have been substituted: ḗ.
-
-
-
-
-
-
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-Title: Our Home and Personal Duty
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-
-
-<h1 class="faux">OUR HOME
-AND PERSONAL DUTY</h1>
-
-<div class="figcenter" style="width: 610px;">
-<img src="images/cover.jpg" width="610" height="800" alt="cover" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-<p><span class="pagenum"><a name="Page_i" id="Page_i">[i]</a></span></p>
-
-
-<div class="adtitle2">
-<span class="u">YOUNG AMERICAN READERS</span><br />
-</div>
-<div class="maintitle">
-OUR HOME<br />
-AND PERSONAL DUTY</div>
-<div class="center"><br />
-<br />
-BY<br />
-<span class="author">JANE EAYRE FRYER</span><br />
-<span class="authorof">AUTHOR OF “THE MARY FRANCES STORY-INSTRUCTION BOOKS”</span><br />
-<br /><br />
-ILLUSTRATIONS BY EDNA A. COOKE AND FROM PHOTOGRAPHS<br /><br /><br />
-</div>
-
-<div class="figcenter" style="width: 488px;">
-<img src="images/i-007.jpg" width="488" height="329" alt="girl, boy, doll and dog all reading large books" />
-</div>
-
-<div class="blockquot2">
-
-<p><i>In these vital tasks of acquiring a broader view of
-human possibilities the common school must have a large
-part. I urge that teachers and other school officers
-increase materially the time and attention devoted to
-instruction bearing directly on the problems of community
-and national life.</i>—<span class="smcap">Woodrow Wilson.</span></p></div>
-
-<div class="center"><br /><br />
-THE JOHN C. WINSTON COMPANY, <span class="smcap">Publishers</span><br />
-PHILADELPHIA   &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;   CHICAGO<br />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-<p><span class="pagenum"><a name="Page_ii" id="Page_ii">[ii]</a></span></p>
-
-
-
-
-<div class="copyright">
-<span class="smcap">Copyright 1918 by<br />
-The John C. Winston Co.</span><br />
-——————<br />
-<span class="smcap">All Rights Reserved</span><br />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_iii" id="Page_iii">[iii]</a></span></p>
-
-
-
-
-<h2>CIVICS FOR AMERICAN CHILDREN</h2>
-
-
-<p>The notion of what constitutes adequate civics teaching
-in our schools is rapidly changing. The older idea was
-based on the theory that children were not citizens—that
-only adults were citizens. Therefore, civics teaching was
-usually deferred to the eighth grade, or last year of
-the grammar school, and then was mostly confined to a
-memorizing of the federal constitution, with brief comments
-on each clause. Today we recognize that even
-young children are citizens, just as much as adults are,
-and that what is wanted is not training <i>for</i> citizenship but
-training <i>in</i> citizenship. Moreover, we believe that the
-“good citizen” is one who is good for something in all
-the relationships of life.</p>
-
-
-<h3><span class="smcap">Habit Formation</span></h3>
-
-<p>Accordingly, a beginning is being made with the early
-school years, where an indispensable foundation is laid
-through a training in “morals and manners.” This sounds
-rather old-fashioned, but nothing has been discovered
-to take its place. Obedience, cleanliness, orderliness,
-courtesy, helpfulness, punctuality, truthfulness, care of
-property, fair play, thoroughness, honesty, respect, courage,
-self-control, perseverance, thrift, kindness to animals,
-“safety first”—these are the fundamental civic virtues
-which make for good citizenship in the years to come.
-Of course, the object is to establish right habits of thought
-and action, and this takes time and patience and sympathy;
-but the end in view justifies the effort. The boy or girl
-who has become habitually orderly and courteous and
-helpful and punctual and truthful, and who has acquired<span class="pagenum"><a name="Page_iv" id="Page_iv">[iv]</a></span>
-a fair degree of courageous self-control, is likely to become
-a citizen of whom any community may well be proud.</p>
-
-
-<h3><span class="smcap">Dramatization</span></h3>
-
-<p>The best results are found to be secured through stories,
-poems, songs, games, and the dramatization of the stories
-found in books or told by the teacher. This last is of great
-value, for it sets up a sort of brief life-experience for the
-child that leaves a more lasting impression than would
-the story by itself. Most of the stories told in this reader,
-emphasizing certain of the civic virtues enumerated above,
-will be found to lend themselves admirably to simple dramatization
-by the pupils, the children’s imagination supplying
-all deficiencies in costumes, scenery, and stage settings.
-Moreover, the questions following the text will help the
-teacher to “point the moral” without detracting in the
-slightest degree from the interest of the story.</p>
-
-
-<h3><span class="smcap">Community Servants</span></h3>
-
-<p>The basis for good citizenship having been laid through
-habit-formation in the civic virtues, the next step is for
-the children to learn how these virtues are being embodied
-in the people round about them who are serving them and
-their families. The baker, the milkman, the grocer, the
-dressmaker, the shoemaker, the carpenter, the plumber,
-the painter, the physician, the druggist, the nurse—these
-are the community servants who come closest to the life-experience
-of the children.</p>
-
-<p>How dependent each member of a community—especially
-an urban community—is on all the rest, and how important
-it is that each shall contribute what he can to the community’s
-welfare, are illustrated by the stories of the Duwell
-family. Here a typical though somewhat ideal American<span class="pagenum"><a name="Page_v" id="Page_v">[v]</a></span>
-family is shown in its everyday relations, as a constant
-recipient of the services rendered by those community
-agents who supply the fundamental need of food, clothing,
-shelter, and medical attendance. The children in the
-class will learn, with the Duwell children, both the actual
-services that are rendered and the family’s complete
-dependence on those services. Moreover, they will acquire
-the splendid working ideals of interdependence and coöperation.
-And, finally, they will discover that the adult
-citizens who are rendering them these services are embodying
-the very civic virtues in which they themselves have
-been so carefully trained.</p>
-
-
-<h3><span class="smcap">Public Servants</span></h3>
-
-<p>The pupils are now ready to follow the services rendered
-by public servants such as the policeman, the fireman,
-the street cleaner, the ashes and garbage collector, the
-mail carrier; and by those who furnish water, gas, electricity,
-the telephone, the trolley, etc.; and these are presented
-in civics readers that follow this one. The civic virtues
-previously considered are again found exemplified to a
-marked degree; and the threefold idea of dependence, interdependence,
-and coöperation through community agencies
-finds ample illustration.</p>
-
-
-<h3><span class="smcap">Training for Citizenship</span></h3>
-
-<p>But it is not enough for the pupils to stop with finding
-out what the community is doing for them. The essential
-thing in this citizenship-training is for the young citizens
-to find out what they can do to help things along. Civic
-activities are suggested both in the stories, poems, etc.,
-in these books, and in the suggestive questions at the close
-of each chapter.</p>
-
-<p><span class="pagenum"><a name="Page_vi" id="Page_vi">[vi]</a></span></p>
-
-<p>Like all texts or other helps in education, these civics
-readers cannot teach themselves or take the place of a
-live teacher. But it is believed that they can be of great
-assistance to sympathetic, civically minded instructors of
-youth who feel that the training of our children in the
-ideals and practices of good citizenship is the most imperative
-duty and at the same time the highest privilege that
-can come to any teacher.</p>
-
-<div class="sig">
-<span class="smcap">J. Lynn Barnard.</span><br />
-</div>
-
-<div class="unindent"><small>Philadelphia School of Pedagogy.</small><br />
-<small>April 1, 1918.</small><br />
-</div>
-
-
-<h3>ACKNOWLEDGMENTS</h3>
-
-<p>Special thanks are due to Doctor J. Lynn Barnard of
-the Philadelphia School of Pedagogy, for valuable suggestions
-and helpful criticism in the making of this reader;
-also to Miss Isabel Jean Galbraith, a demonstration teacher
-of the Philadelphia School of Pedagogy, for assistance in
-preparing the questions on the lessons.</p>
-
-<p>For kind permission to use stories and other material,
-thanks are due to the following: The Ohio Humane Society
-for “Little Lost Pup,” by Arthur Guiterman; Mrs.
-Huntington Smith, President Animal Rescue League of
-Boston, for “The Grocer’s Horse,” and to her publishers,
-Ginn and Company; Mary Craige Yarrow for “Poor Little
-Jocko”; Houghton Mifflin Company for “Baking the
-Johnny-cake”; The American Humane Education Society
-for selection by George T. Angell; and to the Red Cross
-Magazine for several photographs.</p>
-
-<p><span class="pagenum"><a name="Page_vii" id="Page_vii">[vii]</a></span></p>
-
-
-
-<div class="figcenter" style="width: 517px;">
-<img src="images/i-013.jpg" width="517" height="520" alt="wheel of words" />
-<div class="caption"><p><span class="smcap">A bird’s-eye view of the plan of the young american readers</span></p></div>
-</div>
-
-<p>It may be said that a child’s life and experience move forward in ever
-widening circles, beginning with the closest intimate home relations,
-and broadening out into knowledge of community, of city, and finally of
-national life.</p>
-
-<p>A glance at the above diagram will show the working plan of the Young
-American Readers. This plan follows the natural growth and development
-of the child’s mind, and aims by teaching the civic virtues and simplest
-community relations to lay the foundations of good citizenship. See Outline
-of Work on page 231.</p>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_viii" id="Page_viii">[viii]</a><br /><a name="Page_ix" id="Page_ix">[ix]</a></span></p>
-
-
-
-
-<h2>CONTENTS</h2>
-
-
-
-
-<div class="center">
-<table border="0" cellpadding="1" cellspacing="0" summary="Contents">
-<tr><td align="center" colspan="2">PART I</td>
-</tr>
-<tr><td align="center" colspan="2">CIVIC VIRTUES</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2">Stories Teaching Thoroughness, Honesty, Respect, Patriotism, Kindness to Animals.</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>Thoroughness</i></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-<td align="right"><small>PAGE</small></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Little Prairie Dogs and Old Mr. Wolf</span></td>
-<td align="right"><a href="#Page_3">3</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Don’t Give Up</span>, <i>Phœbe Cary</i></td>
-<td align="right"><a href="#Page_8">8</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Bridge of the Shallow Pier</span></td>
-<td align="right"><a href="#Page_9">9</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Thoughtful Boy</span></td>
-<td align="right"><a href="#Page_16">16</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Grandfather’s Story</span></td>
-<td align="right"><a href="#Page_17">17</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>Honesty</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">Honest Abe</span></td>
-<td align="right"><a href="#Page_23">23</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Broken Buck-horn</span></span></td>
-<td align="right"><a href="#Page_23">23</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Rain-soaked Book</span></span></td>
-<td align="right"><a href="#Page_24">24</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">The Young Storekeeper</span></span></td>
-<td align="right"><a href="#Page_26">26</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Dry Rain and the Hatchet</span></td>
-<td align="right"><a href="#Page_28">28</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">How Dry Rain Got His Name</span></span></td>
-<td align="right"><a href="#Page_28">28</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">Dry Rain Goes Trading</span></span></td>
-<td align="right"><a href="#Page_29">29</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Seven Cranberries</span></td>
-<td align="right"><a href="#Page_32">32</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Donkey’s Tail</span></td>
-<td align="right"><a href="#Page_36">36</a></td>
-</tr>
-<tr><td align="left"><span class="pagenum"><a name="Page_x" id="Page_x">[x]</a></span><span class="smcap">Hurting a Good Friend</span></td>
-<td align="right"><a href="#Page_39">39</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>Respect</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">A School Without a Teacher</span></td>
-<td align="right"><a href="#Page_42">42</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Our Flag</span></td>
-<td align="right"><a href="#Page_47">47</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Scout’s Pledge</span></td>
-<td align="right"><a href="#Page_48">48</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">My Gift</span></td>
-<td align="right"><a href="#Page_49">49</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Flag Day</span></td>
-<td align="right"><a href="#Page_49">49</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">How Our Flag Developed</span></td>
-<td align="right"><a href="#Page_52">52</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Flag of the U. S. A.</span></td>
-<td align="right"><a href="#Page_54">54</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The American Flag</span>, <i>Joseph Rodman Drake</i></td>
-<td align="right"><a href="#Page_55">55</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>Kindness to Animals</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The True Story of Cheesey</span></td>
-<td align="right"><a href="#Page_56">56</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Dog and the Policeman</span></span></td>
-<td align="right"><a href="#Page_56">56</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Policeman’s Story</span></span></td>
-<td align="right"><a href="#Page_57">57</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">Cheesey’s Christmas Presents</span></span></td>
-<td align="right"><a href="#Page_58">58</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Chained Dog</span></td>
-<td align="right"><a href="#Page_60">60</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Little Lost Pup</span>, <i>Arthur Guiterman</i></td>
-<td align="right"><a href="#Page_62">62</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Picture of Red Cross Army Dogs</span></td>
-<td align="right"><a href="#Page_64">64</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Hunting Party</span></td>
-<td align="right"><a href="#Page_66">66</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Lost Kitty</span>, <i>Ella Wheeler Wilcox</i></td>
-<td align="right"><a href="#Page_67">67</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">My Peculiar Kitty</span></td>
-<td align="right"><a href="#Page_68">68</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Poor Little Jocko</span></td>
-<td align="right"><a href="#Page_69">69</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Robin Redbreast</span></td>
-<td align="right"><a href="#Page_74">74</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Who Killed Cock Robin?</span></td>
-<td align="right"><a href="#Page_75">75</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">My Friend, Mr. Robin</span></td>
-<td align="right"><a href="#Page_77">77</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">If All the Birds Should Die</span>, <i>George T. Angell</i></td>
-<td align="right"><a href="#Page_78">78</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Furry</span></td>
-<td align="right"><a href="#Page_80">80</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Grocer’s Horse</span> (adapted), <i>Mrs. Huntington Smith</i></td>
-<td align="right"><a href="#Page_83">83</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Careless Driver</span></span></td>
-<td align="right"><a href="#Page_83">83</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">What Happened in the Barn</span></span></td>
-<td align="right"><a href="#Page_86">86</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">A Letter from a Horse</span></td>
-<td align="right"><a href="#Page_88">88</a></td>
-</tr>
-<tr><td align="left"><span class="pagenum"><a name="Page_xi" id="Page_xi">[xi]</a></span><span class="smcap">A Plea for the Horse</span></td>
-<td align="right"><a href="#Page_89">89</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2">PART II</td>
-</tr>
-<tr><td align="center" colspan="2">COMMUNITY OCCUPATIONS</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2">Stories about People Who Minister to Our Daily Needs.</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>People Who Provide Us with Food</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Baker</span></td>
-<td align="right"><a href="#Page_95">95</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">An Early Call</span></span></td>
-<td align="right"><a href="#Page_95">95</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Staff of Life</span></span></td>
-<td align="right"><a href="#Page_99">99</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">A Visit to the Bakery</span></span></td>
-<td align="right"><a href="#Page_101">101</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">IV. <span class="smcap">Where the Wheat Comes From</span></span></td>
-<td align="right"><a href="#Page_107">107</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Baking the Johnny-cake</span></td>
-<td align="right"><a href="#Page_111">111</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Milkman</span></td>
-<td align="right"><a href="#Page_115">115</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">Before the Sun Rises</span></span></td>
-<td align="right"><a href="#Page_115">115</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">Milk, from Farm to Family</span></span></td>
-<td align="right"><a href="#Page_119">119</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Grocer</span></td>
-<td align="right"><a href="#Page_122">122</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Old-time Grocer</span></span></td>
-<td align="right"><a href="#Page_122">122</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Modern Grocer</span></span></td>
-<td align="right"><a href="#Page_125">125</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>People Who Help Clothe Us</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Tailor</span></td>
-<td align="right"><a href="#Page_127">127</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Accident</span></span></td>
-<td align="right"><a href="#Page_127">127</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">At the Tailor Shop</span></span></td>
-<td align="right"><a href="#Page_129">129</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">What the Tailor Saved the Duwell Family</span></span></td>
-<td align="right"><a href="#Page_132">132</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Dressmaker</span></td>
-<td align="right"><a href="#Page_134">134</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">An Invitation to a Party</span></span></td>
-<td align="right"><a href="#Page_134">134</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">A Disappointment</span></span></td>
-<td align="right"><a href="#Page_136">136</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">At the Dressmaker’s</span></span></td>
-<td align="right"><a href="#Page_137">137</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">IV. <span class="smcap">The Party</span></span></td>
-<td align="right"><a href="#Page_142">142</a></td>
-</tr>
-<tr><td align="left"><span class="pagenum"><a name="Page_xii" id="Page_xii">[xii]</a></span><span class="smcap">The Silk Dress</span></td>
-<td align="right"><a href="#Page_144">144</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Shoemaker</span></td>
-<td align="right"><a href="#Page_145">145</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Worn Shoes</span></span></td>
-<td align="right"><a href="#Page_145">145</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">Shoemakers Who Became Famous</span></span></td>
-<td align="right"><a href="#Page_150">150</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">At the Shoemaker’s Shop</span></span></td>
-<td align="right"><a href="#Page_152">152</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>People Who Supply Us with Shelter</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Carpenter</span></td>
-<td align="right"><a href="#Page_154">154</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">A Trip into the Country</span></span></td>
-<td align="right"><a href="#Page_154">154</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Sawmill</span></span></td>
-<td align="right"><a href="#Page_158">158</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">The Carpenter</span></span></td>
-<td align="right"><a href="#Page_161">161</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">IV. <span class="smcap">The Wolf’s Den</span></span></td>
-<td align="right"><a href="#Page_163">163</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">V. <span class="smcap">The Cave Dwellers</span></span></td>
-<td align="right"><a href="#Page_165">165</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Bricklayer</span></td>
-<td align="right"><a href="#Page_168">168</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Fallen Chimney</span></span></td>
-<td align="right"><a href="#Page_168">168</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Bricklayer</span></span></td>
-<td align="right"><a href="#Page_172">172</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">After School</span></span></td>
-<td align="right"><a href="#Page_173">173</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Plumber, the Plasterer, the Painter</span></td>
-<td align="right"><a href="#Page_176">176</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">A Visit to a Little Town</span></span></td>
-<td align="right"><a href="#Page_176">176</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">At Home</span></span></td>
-<td align="right"><a href="#Page_178">178</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">The New Kitchen</span></span></td>
-<td align="right"><a href="#Page_179">179</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>People Who Supply Us with Fuel</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Coal Man and the Miner</span></td>
-<td align="right"><a href="#Page_181">181</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">Black Diamonds</span></span></td>
-<td align="right"><a href="#Page_181">181</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">In a Coal Mine</span></span></td>
-<td align="right"><a href="#Page_183">183</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2"><i>People Who Care for Our Health</i></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Dentist</span></td>
-<td align="right"><a href="#Page_187">187</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">Why Ruth was Afraid</span></span></td>
-<td align="right"><a href="#Page_187">187</a></td>
-</tr>
-<tr><td align="left"><span class="pagenum"><a name="Page_xiii" id="Page_xiii">[xiii]</a></span><span style="margin-left: 1.5em;">II. <span class="smcap">At the Dentist’s</span></span></td>
-<td align="right"><a href="#Page_190">190</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Druggist, the Nurse, and the Doctor</span></td>
-<td align="right"><a href="#Page_192">192</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;">I. <span class="smcap">The Sick Baby</span></span></td>
-<td align="right"><a href="#Page_192">192</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">II. <span class="smcap">The Druggist</span></span></td>
-<td align="right"><a href="#Page_194">194</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1em;">III. <span class="smcap">The Trained Nurse</span></span></td>
-<td align="right"><a href="#Page_196">196</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 1.5em;">IV. <span class="smcap">The Doctor, a Hero</span></span></td>
-<td align="right"><a href="#Page_199">199</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">One for All and All for One</span> (a play)</td>
-<td align="right"><a href="#Page_201">201</a></td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2">PART III</td>
-</tr>
-<tr><td align="center" colspan="2">THE AMERICAN RED CROSS</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="center" colspan="2">Junior Membership and School Activities.</td>
-</tr>
-<tr><td align="left">&nbsp;</td>
-</tr>
-<tr><td align="left"><span class="smcap">The Junior Red Cross</span></td>
-<td align="right"><a href="#Page_209">209</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;"><span class="smcap">The President’s Proclamation</span></span></td>
-<td align="right"><a href="#Page_210">210</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The American Red Cross in Times of Peace</span></td>
-<td align="right"><a href="#Page_211">211</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The American Red Cross in Times of War</span></td>
-<td align="right"><a href="#Page_215">215</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Before the Days of the Red Cross</span></td>
-<td align="right"><a href="#Page_215">215</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">Florence Nightingale</span></td>
-<td align="right"><a href="#Page_216">216</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">How the Red Cross Came to Be</span></td>
-<td align="right"><a href="#Page_219">219</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">How I Can Help the Red Cross</span></td>
-<td align="right"><a href="#Page_222">222</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">The Lady of the Lamp</span> (a play)</td>
-<td align="right"><a href="#Page_224">224</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;"><span class="smcap">Act I. The Sick Doll</span></span></td>
-<td align="right"><a href="#Page_224">224</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;"><span class="smcap">Act II. Good Old Cap</span></span></td>
-<td align="right"><a href="#Page_225">225</a></td>
-</tr>
-<tr><td align="left"><span style="margin-left: 2em;"><span class="smcap">Act III. The Lady of the Lamp</span></span></td>
-<td align="right"><a href="#Page_227">227</a></td>
-</tr>
-<tr><td align="left"><span class="smcap">You and I and All of Us</span></td>
-<td align="right"><a href="#Page_228">228</a></td>
-</tr>
-</table></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p>
-
-
-
-
-<h2>PART I<br />
-
-CIVIC VIRTUES</h2>
-<p class="center">Stories Teaching Thoroughness, Honesty,<br />
-Respect, Patriotism, Kindness to<br />
-Animals</p>
-
-<div class="blockquot3">
-<p>These stories also teach, incidentally, the co-ordinate virtues
-of obedience, cleanliness, orderliness, courtesy, helpfulness,
-punctuality, truthfulness, care of property, and fair play.</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-
-<p><span class="pagenum"><a name="Page_2" id="Page_2">[2]</a><br /><a name="Page_3" id="Page_3">[3]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 509px;">
-<img src="images/i-023.jpg" width="509" height="276" alt="Wolf at Prairie Dog's door" />
-</div>
-
-
-
-
-<h2>THE LITTLE PRAIRIE DOGS AND<br />
-OLD MR. WOLF</h2>
-
-
-<h3>I.</h3>
-
-<p>Once upon a time, three fat little prairie dogs
-lived together in a nice deep burrow, where they
-were quite safe and warm and snug.</p>
-
-<p>These little prairie dogs had very queer names.
-One was Jump, another was Bump, and another
-was Thump.</p>
-
-<p>Well, they lived very happily together until one
-day Jump said, “I believe I would rather live
-up on top of the ground than in this burrow.”</p>
-
-<p>“I believe I would, too,” said Bump.</p>
-
-<p>“I believe I would!” said Thump. “I’ll tell
-you what we can do! Let us each build a house!”</p>
-
-<p><span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span></p>
-
-<p>“Let us!” cried Jump and Bump, and away
-they all scampered up out of the burrow.</p>
-
-<p>Each one ran in a different direction to hunt
-for something to use in building a house.</p>
-
-<p>Jump gathered some straws.</p>
-
-<p>“These will do,” he thought. “I shall not
-bother to look for anything else. Besides, they
-are very light and easy to carry.”</p>
-
-<p>So Jump built a little straw house.</p>
-
-<p>Bump gathered some sticks.</p>
-
-<p>“These will make a nice house. They are
-quite good enough,” he said.</p>
-
-<p>So Bump built a little stick house.</p>
-
-<p>Thump saw the straw and the sticks, but
-thought he might find something better.</p>
-
-<p>Pretty soon he came to a pile of stones.</p>
-
-<p>“My, what a fine strong house they would
-make!” he thought. “They are heavy to move,
-but I will try to use them.”</p>
-
-<p>So he carried and carried and worked and
-worked, but finally he had a stone house.</p>
-
-
-<h3>II.</h3>
-
-<p>The next morning when old Mr. Prairie Wolf
-awoke and stretched himself, he saw the three
-little houses in the distance.</p>
-
-<p>“What can they be?” wondered old Mr. Wolf.<span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span>
-“Maybe I can get breakfast over there.” So
-he started toward them.</p>
-
-<p>The first house he came to was the straw one.</p>
-
-<p>He peeped in the window and saw little Jump.</p>
-
-<p>He knocked on the door. “Mr. Jump, let
-me come in,” said he.</p>
-
-<p>“Oh, no, by my bark—bark—bark! you cannot
-come in,” barked little Jump, pushing with
-all his might against the door with his little
-paws.</p>
-
-<p>“Then I’ll blow your house over with one big
-breath!” growled old Mr. Prairie Wolf.</p>
-
-<p>So he blew one mighty breath, and blew the
-house over, and ate up poor little Jump.</p>
-
-<p>On his way home, old Mr. Wolf stopped to
-look in the window of the little stick house.
-He saw little Bump.</p>
-
-<p>“My, what a good breakfast I shall have to-morrow!”
-he thought to himself.</p>
-
-<p>The next morning he came early and knocked
-on the door of the little stick house.</p>
-
-<p>“Mr. Bump, Mr. Bump,” said he, “let me
-come in.”</p>
-
-<p>“Oh, no, by my bark—bark—bark! you cannot
-come in,” barked little Bump, standing on
-his hind legs with his back braced against the
-door.</p>
-
-<p><span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span></p>
-
-<p>“Then I’ll throw your house over with one
-blow of my paw,” growled old Mr. Prairie Wolf.</p>
-
-<p>And he did, and ate up poor little Bump.</p>
-
-
-<h3>III.</h3>
-
-<p>On his way home, he stopped to look in the
-window of the little stone house.</p>
-
-<p>Thump sat by the fireplace toasting his feet.</p>
-
-<p>“My, my!” chuckled old Mr. Wolf, smacking
-his lips, “he is the fattest one of all. What a
-fine breakfast I shall have to-morrow!”</p>
-
-<p>The next morning he came earlier than ever,
-and knocked on the door of the little stone house.</p>
-
-<p>“Mr. Thump, let me come in,” said he.</p>
-
-<p>“All right,” called little Thump, “when my
-feet get warm.”</p>
-
-<p>So old Mr. Prairie Wolf sat down to wait.</p>
-
-<p>By and by, old Mr. Wolf knocked on the door
-again. “Aren’t your feet warm yet, Mr. Thump?”
-he growled.</p>
-
-<p>“Only one,” called Thump; “you will have to
-wait until the other one is warm.”</p>
-
-<p>So old Mr. Wolf sat down to wait.</p>
-
-<p>After a few minutes had passed, he knocked
-on the door again.</p>
-
-<p>“Isn’t your other foot warm yet, Mr. Thump?”
-he growled.</p>
-
-<p><span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span></p>
-
-<p>“Yes,” called Thump, “but the first one is
-cold now.”</p>
-
-<p>“See here, Mr. Thump,” growled old Mr.
-Wolf, “do you intend to keep me waiting all day
-while you warm first one foot and then the other?
-I am tired of such foolishness. I want my breakfast.
-Open the door, or I’ll knock your house
-over!”</p>
-
-<p>“Oh, all right,” barked little Thump, “and
-while you are doing it, I shall eat my breakfast.”</p>
-
-<p>That made old Mr. Prairie Wolf very angry,
-and he kicked at the little stone house with all
-his might; but little Thump knew he could not
-move a stone.</p>
-
-<div class="figcenter" style="width: 346px;">
-<img src="images/i-027.jpg" width="346" height="337" alt="Prairied dog rocking in chair in comfort" />
-</div>
-
-<p><span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span></p>
-
-<p>After a long while the noise stopped, and little
-Thump peeped out of the window. He saw old
-Mr. Wolf limping painfully off; and that was
-the way he always remembered him, for he never
-never saw him again.</p>
-
-<div class="blockquot">
-
-<p>This story, which is built on the framework of the old classic,
-“The Three Pigs,” lends itself readily to dramatization. Let the
-four characters take their parts as they remember the story. By
-no means have them memorize the words.</p></div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Which little prairie dog worked hardest to build his house?</p>
-
-<p>The others had an easy time, didn’t they?</p>
-
-<p>But which one was happiest in the end? Why?</p></div>
-<hr class="chap" />
-<div class="chapter"></div>
-
-<h2>DON’T GIVE UP</h2>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">If you’ve tried and have not won,</div>
-<div class="verse"><span style="margin-left: 1em;">Never stop for crying;</span></div>
-<div class="verse">All that’s great and good is done</div>
-<div class="verse"><span style="margin-left: 1em;">Just by patient trying.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Though young birds, in flying, fall,</div>
-<div class="verse"><span style="margin-left: 1em;">Still their wings grow stronger;</span></div>
-<div class="verse">And the next time they can keep</div>
-<div class="verse"><span style="margin-left: 1em;">Up a little longer.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">If by easy work you beat,</div>
-<div class="verse"><span style="margin-left: 1em;">Who the more will prize you?</span></div>
-<div class="verse">Gaining victory from defeat,</div>
-<div class="verse"><span style="margin-left: 1em;">That’s the test that tries you!</span></div>
-<div class="sig">—<i>Phœbe Cary.</i></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 509px;">
-<img src="images/i-029a.jpg" width="509" height="232" alt="boy playing in creek" />
-</div>
-
-
-
-<h2>THE BRIDGE OF THE SHALLOW PIER</h2>
-
-
-<h3>I.</h3>
-
-<p>Once upon a time, a mother loved her little
-boy so well that she made the mistake of offending
-one of his good fairies. This was the fairy
-of carefulness.</p>
-
-<p>The mother made the mistake of trying to do
-everything for her little son. She even put his
-toys away when he was tired of playing.</p>
-
-<p>After the boy grew older and went to school,
-she did many of his lessons for him. His daily<span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span>
-marks in arithmetic were good, for much of
-his work was done by his mother at home. Of
-course his teacher did not know this for the boy
-copied his mother’s work.</p>
-
-<p>Now, just as you would expect, this made
-the boy very careless. But he was really a
-bright boy, and even though he did not do well,
-he managed to pass his examinations.</p>
-
-<p>“If you would only be more careful,” his
-teachers would say, “you would have the highest
-marks.”</p>
-
-<p>When his mother saw his reports, she would
-say: “Oh, isn’t this too bad, son; I know you
-will have better marks next time.”</p>
-
-<p>So, when the boy became a man he did everything
-in the same careless manner, forgetting
-that other people would not excuse him as his
-mother had done.</p>
-
-<p>Now the good fairy of carefulness was very
-much offended at the way in which the mother
-spoiled her little son. So she said to herself, “I
-must, I must teach that boy a lesson!”</p>
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-029b.jpg" width="511" height="141" alt="Fairy on left; bably with ball on right" />
-</div>
-
-
-
-<h3>II.</h3>
-
-<p>When he was little, this boy was very fond of
-playing at building bridges. After he was grown
-up, he became a builder of real bridges.</p>
-
-<p><span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span></p>
-
-<p>At first, he built only small bridges over the
-brooks and little streams, but one day an order
-was given him to build an important bridge over
-a large river.</p>
-
-<p>Just as you might guess, this pleased the man
-very much, and he was glad to begin the work
-at once.</p>
-
-<p>Soon his men were busy, putting in the piers
-for the new bridge, and he was hurrying them as
-fast as he could, in order to get the bridge built
-on time.</p>
-
-<p>Every day he sat in a rowboat calling to his
-men. They were about to begin work on the
-middle pier when the foreman of the workers
-came to him.</p>
-
-<p>“Mr. Builder,” he said, “I think we shall
-have to wait for more material if we go down to
-the right depth for this pier.”</p>
-
-<p>“Nonsense, man,” said the builder, “we have
-no time to wait. There is a pretty good bottom
-under that place. Don’t go so deep. Get along
-with the material you have.”</p>
-
-<p>“But, sir,—” began the man.</p>
-
-<p>“Do as I tell you,” ordered the builder.</p>
-
-<p>“All right, sir,” replied the foreman; “you
-may order that done, but one of the other men
-will have to do the job.”</p>
-
-<p><span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span></p>
-
-<p>“Very well,” was the angry reply of the builder,
-“Jim Nevermind will take your place.”</p>
-
-<p>The foreman slowly drew on his jacket.
-“Somebody will pay for such carelessness,” he
-muttered. “I hope it will not be—” but the
-rest of the sentence was drowned by the orders
-of the new foreman.</p>
-
-
-<h3>III.</h3>
-
-<p>In a very short time the bridge was finished
-and the inspector came to look it over.</p>
-
-<p>“It looks all right,” he said. “Are you sure
-the piers are sound? I haven’t time to examine
-them, but I know that a man who has built as
-many bridges as you, would make them right.”</p>
-
-<p>“I am glad you are pleased, sir,” replied the
-builder.</p>
-
-<p>“You have certainly made record time,” continued
-the inspector, “and I shall carry back a
-good report.”</p>
-
-<p>“Thank you very much,” said the builder;
-but his pleasure was somewhat spoiled because
-of the shallow pier.</p>
-
-<p>“It is all nonsense,” he thought, “to be so
-particular; besides, the current in that river is
-so slow that there is no danger.” And it seemed
-true, for three years later, the bridge appeared<span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span>
-to be as firm and strong as when it was first
-built.</p>
-
-
-<h3>IV.</h3>
-
-<p>But one day in the early part of the fourth year
-there came a great flood. The slow-moving current
-became a raging torrent, sweeping everything
-in its way and blocking large timbers and
-trees against the bridge.</p>
-
-<p>It so happened that a party of young people
-were riding along in a big hay wagon drawn
-by four beautiful bay horses. When they came
-to the bridge the driver stopped.</p>
-
-<p>“Shall we cross?” he asked.</p>
-
-<p>“Oh, yes,” the children shouted, “it will be
-fun.”</p>
-
-<p>“It looks safe enough,” said one of the two
-grown people who were with them. So with a
-“Gee-up, boys,” to the horses, the driver started
-across the bridge.</p>
-
-<p>Just—ah, you know, don’t you? Just as they
-reached the middle pier, there came a creak and
-a rumble, a moment’s swaying, and a crash.
-The bridge had caved in, and the hay wagon,
-full of terror-stricken children, together with the
-frightened horses, was swept into the water.</p>
-
-<p>“Don’t jump!” shouted the driver to the<span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span>
-children, trying to guide the swimming horses
-shoreward; but that was impossible.</p>
-
-<p>For a full minute, which seemed like hours,
-they were swept onward. Then,—maybe the
-good fairy of carefulness had planned it—they
-rested on a little island the top of which was
-just covered with water.</p>
-
-<p>The white-faced driver counted the children,
-“All here! Thank God!” he said.</p>
-
-<p>The little folks cried and hugged each other,
-and called aloud for their mothers and fathers.</p>
-
-<p>They had to stay there all night, cold and
-frightened and hungry. That was dreadful
-enough, but it was nothing compared with the
-fear that the water might rise higher still.</p>
-
-<p>But slowly and steadily it went down, and by
-early morning all of the little island was uncovered.
-All the party were then quickly rescued
-with boats.</p>
-
-
-<h3>V.</h3>
-
-<p>The builder started, as the heading in the
-evening paper caught his eye—“Terrible Bridge
-Accident—Who is to Blame?”</p>
-
-<p>“Why, why, it’s the bridge of the shallow
-pier!” he exclaimed. “People will find out
-that I am the one to blame!”</p>
-
-<p><span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span></p>
-
-<p>“Shall I run away?” he wondered, and sat for
-hours with his head in his hands.</p>
-
-<p>Suddenly he threw back his shoulders and said
-aloud, “No, I will not run away. I will stay
-and do what I can to make the bridge right and
-never neglect my duty again!”</p>
-
-<p>Do you wonder that the good fairy of carefulness,
-and thoroughness, smiled and whispered,
-“I wish he could have learned his lesson more
-easily!”</p>
-
-<div class="figcenter" style="width: 504px;">
-<img src="images/i-035.jpg" width="504" height="150" alt="Bridge" />
-</div>
-
-
-<h4>MEMORY GEM</h4>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">If a task is once begun</div>
-<div class="verse">Never leave it till it’s done;</div>
-<div class="verse">Be the labor great or small</div>
-<div class="verse">Do it well, or not at all.</div>
-<div class="sig">—<i>Phœbe Cary.</i></div>
-</div>
-</div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>The careless little boy had a very easy time both at home
-and at school, didn’t he?</p>
-
-<p>But, what kind of man did he grow to be?</p>
-
-<p><span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span></p>
-
-<p>It did not seem as if just one shallow pier would matter,
-did it?</p>
-
-<p>But if he had been honest and thorough in his work when
-he was little, do you think he would have been content to be
-paid for such a carelessly built bridge?</p>
-
-<p>How do you suppose he felt when he heard about the
-accident?</p>
-
-<p>Can you remember some time when you felt like being
-careless, but decided to do your very best?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<h2>THE THOUGHTFUL BOY</h2>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">“Little by little,” said a thoughtful boy,</div>
-<div class="verse">“Moment by moment I’ll well employ;</div>
-<div class="verse">Learning a little every day,</div>
-<div class="verse">Not spending all my time in play;</div>
-<div class="verse">And still this rule in my mind shall dwell,</div>
-<div class="verse">‘Whatever I do, I’ll do it well’.”</div>
-    </div>
-    <div class="stanza">
-<div class="verse">Little by little, I’ll learn to know</div>
-<div class="verse">The treasured wisdom of long ago,</div>
-<div class="verse">And one of these days perhaps we’ll see</div>
-<div class="verse">The world made better for having me.”</div>
-<div class="verse">And do you not think that this simple plan</div>
-<div class="verse">Made him a wise and a useful man?</div>
-<div class="sig">—<i>Selected.</i></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 546px;">
-<img src="images/i-037.jpg" width="546" height="369" alt="charnging night with lance" />
-</div>
-
-
-<h2>GRANDFATHER’S STORY</h2>
-
-
-<h3>I.</h3>
-
-<p>Charles was fastening the lid on a box of
-Christmas presents which his little brothers were
-going to send to their cousins.</p>
-
-<p>“If I were you, I’d put another nail on each
-side,” said grandfather.</p>
-
-<p>“Oh, I think these will hold,” Charles replied,
-giving the box a little shake. “There are three,
-on each side.”</p>
-
-<p>“Four would be better,” grandfather said.</p>
-
-<p>“Oh, grandpa, don’t you think three will do?”
-asked the boy. “I—I haven’t any more.”</p>
-
-<p><span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span></p>
-
-<p>“So that is the trouble,” said the old gentleman,
-laughing. “Very well, here is some money.
-When you get back from the store I will tell you
-how the history of a whole great nation was
-changed for want of a few horseshoe nails!”</p>
-
-<p>“A few horseshoe nails!” exclaimed Charles.
-“Is it true, grandpa?”</p>
-
-<p>“It is true,” answered grandfather. “Now
-hurry up if you want to hear how it came
-about.”</p>
-
-<p>“Oh, thank you!” Charles cried, as he started
-out of the door.</p>
-
-<p>He was so delighted with the promise of one of
-grandfather’s stories that he was back in less
-time than if he had gone for candy!</p>
-
-<p>“Well done!” grandfather greeted him.
-“Now sit down, and while you get your breath,
-I will tell you the story.</p>
-
-
-<h3>II.</h3>
-
-<p>“Many, many years ago, when King Richard
-was ruler of England, he owned a beautiful horse
-which he rode whenever he went into battle.</p>
-
-<p>“One day word came that Henry, the Earl of
-Richmond, was on his way to attack the king’s
-men.</p>
-
-<p>“King Richard ordered his favorite horse<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span>
-brought to him, and turned to talk to the officers
-of his army.</p>
-
-<p>“Now the groom who had charge of the king’s
-horses suddenly noticed that this horse needed
-shoeing.</p>
-
-<p>“So he hurried to the nearest smithy.</p>
-
-<p>“‘Shoe this horse quickly,’ he said to the
-blacksmith. ‘His Majesty has called for him.
-The enemy is near!’</p>
-
-<p>“The blacksmith worked with all his might,
-and soon had four horseshoes ready.</p>
-
-<p>“When he had nailed on two shoes, he found
-he had not nails enough for the other two.
-Suddenly the bugles sounded.</p>
-
-<p>“‘Hurry!’ cried the groom. ‘The soldiers are
-gathering!’</p>
-
-<p>“‘Shall I make more nails?’ asked the blacksmith.</p>
-
-<p>“‘How many have you?’ asked the groom.</p>
-
-<p>“‘I have only eight,’ replied the smith. ‘It
-would not take very long to hammer out eight
-more.’</p>
-
-<p>“‘You will have to make eight do,’ said the
-groom.</p>
-
-<p>“‘If you could only wait a little while,’ urged
-the smith, working away.</p>
-
-<p>“‘I suppose I might,—but it would be a<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span>
-risk! Won’t four nails hold a horseshoe?’</p>
-
-<p>“‘Well, that depends on how hard the horse
-is ridden,’ answered the blacksmith, driving the
-last of the eight nails in place.</p>
-
-<p>“The horse reached the king in good time, for
-it took quite a long while for the officers to make
-their plans.</p>
-
-
-<h3>III.</h3>
-
-<p>“Soon King Richard was riding among his
-men, cheering them on in the battle.</p>
-
-<p>“‘No other horse could carry a man as surely
-and swiftly,’ whispered the king, patting the
-horse’s neck.</p>
-
-<p>“He had not noticed that the horse had lost
-one shoe. Onward he urged him over a rocky
-hill. Another shoe flew off.</p>
-
-<p>“Suddenly the horse stumbled and fell, and
-the king was thrown to the ground.</p>
-
-<p>“Before he could rise, the horse, although
-lamed, had struggled to his feet and galloped
-away, dreadfully frightened.</p>
-
-<p>“Then the king shouted, ‘A horse! A horse!
-My kingdom for a horse!’</p>
-
-<p>“But there was no horse for him. When his
-men had seen him thrown, they had all turned
-and fled.</p>
-
-<p><span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span></p>
-
-<p>“And so the battle was lost, and King Richard
-was killed, and the history of the great nation of
-England was changed, for Henry, Earl of Richmond,
-became king.”</p>
-
-<p>“And all for the want of a few horseshoe
-nails!”, finished Charles, as grandfather stopped
-speaking. “I will put two more nails into each
-side of the box lid, grandpa!”</p>
-
-<p>“While you are doing that, I will teach you
-a few lines that I learned when I was a boy,”
-said grandfather. “Try to remember them.”</p>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">“For want of a nail the shoe was lost;</div>
-<div class="verse"><span style="margin-left: 0.5em;">For want of a shoe the horse was lost;</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">For want of a horse the rider was lost;</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">For want of a rider the battle was lost;</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">For loss of a battle a kingdom was lost;—</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">And all for the want of a horseshoe nail.”</span></div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 528px;">
-<img src="images/i-041.jpg" width="528" height="99" alt="nail, shield, gauntlet" />
-</div>
-
-<p><span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>How might the battle have ended if the groom had waited
-until the blacksmith had put the right number of nails in
-the horse’s shoes?</p>
-
-<p>Which do you think King Richard would rather have
-lost—a little time or his kingdom?</p>
-
-<p>How do you suppose the groom and the blacksmith felt
-when they learned the result of the battle?</p>
-
-<p>Do you know any careless people?</p>
-
-<p>What do you think of them?</p>
-
-<p>Can you remember ever doing something carelessly in
-order to finish more quickly?</p>
-
-<p>Tell about it.</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">If you’re told to do a thing,</div>
-<div class="verse"><span style="margin-left: 1em;">And mean to do it really;</span></div>
-<div class="verse">Never let it be by halves;</div>
-<div class="verse"><span style="margin-left: 1em;">Do it fully, freely!</span></div>
-<div class="sig">—<i>Phœbe Cary.</i></div>
-</div>
-</div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">He liveth long who liveth well;</div>
-<div class="verse"><span style="margin-left: 1em;">All else in life is thrown away;</span></div>
-<div class="verse">He liveth longest who can tell</div>
-<div class="verse"><span style="margin-left: 1em;">Of true things truly done each day.</span></div>
-</div>
-</div>
-
-<hr class="tb" />
-<div class="blockquot">
-<p>What is worth doing at all is worth doing well.</p>
-</div>
-<hr class="tb" />
-<div class="blockquot">
-<p>Go to the ant, thou sluggard; consider her
-ways, and be wise.</p>
-</div>
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span></p>
-
-
-
-
-<h2>HONEST ABE</h2>
-
-
-<div class="figright" style="width: 244px;">
-<img src="images/i-043.jpg" width="244" height="773" alt="young man studing at desk" />
-</div>
-
-<p>As a boy, Abraham
-Lincoln was known as
-“Honest Abe.” Like
-other boys he sometimes
-did wrong, but never did
-he try to hide his wrongdoing.
-He was always
-ready to own up and tell
-the truth. So his neighbors
-called him “Honest
-Abe.”</p>
-
-<p>In this way he was like
-young George Washington.
-The American people
-are fond of that kind
-of boy. That is one of
-the reasons why Lincoln
-and Washington were
-each twice elected President
-of the United
-States.</p>
-
-
-<h3>I. The Broken Buck-horn</h3>
-
-<p>When he was fourteen
-years old, young Abraham<span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span>
-attended a log cabin school during the
-winter.</p>
-
-<p>Nailed to one of the logs in the schoolhouse
-was a large buck’s head, high above the children’s
-reach.</p>
-
-<p>A hunter had shot a deer in the forest, and
-presented the head, when mounted, to the school.
-It had two unusually fine horns.</p>
-
-<p>One day the teacher noticed that one of the
-horns was broken off short.</p>
-
-<p>Calling the school to order he asked who had
-broken the horn.</p>
-
-<p>“I did it,” answered young Lincoln promptly.
-“I reached up and hung on the horn and it
-broke. I should not have done so if I had
-thought it would break.”</p>
-
-<p>He did not wait until he was obliged to own
-up, but did so at once.</p>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Dare to be true; nothing can need a lie.</div>
-<div class="verse">A fault which needs it most grows two thereby.</div>
-<div class="sig">—<i>Herbert.</i></div>
-</div>
-</div>
-
-
-<h3>II. The Rain-soaked Book</h3>
-
-<p>There were no libraries on the frontier in those
-early days. When the boy Lincoln heard of<span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span>
-anyone who had a book, he tried to borrow it,
-often walking many miles to do so. He said
-later that he had read through every book he
-had heard of within fifty miles of the place
-where he lived.</p>
-
-<p>When living in Indiana he often worked as
-a hired boy for a well-to-do farmer named Josiah
-Crawford. Mr. Crawford owned a “Life of
-George Washington,” a very precious book at
-that time. The book-hungry boy borrowed it
-to read.</p>
-
-<p>One night he lay by the wood fire reading until
-he could no longer see, and then he climbed the
-ladder into the attic and went to bed under the
-eaves. Before going to sleep he placed the book
-between two logs of the walls of the cabin for
-safe-keeping.</p>
-
-<p>During the night a heavy rain-storm came up.
-When young Lincoln examined the book in the
-morning it was water soaked. The leaves were
-wet through and the binding warped.</p>
-
-<p>He dried the book as best he could by the fire
-and then in fear and trembling took it home to
-Mr. Crawford. After telling the story he asked
-what he might do to make good the damaged
-property.</p>
-
-<p>To his relief, Mr. Crawford replied: “Being<span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span>
-as it’s you, Abe, I won’t be hard on you. Come
-over and shuck corn for three days and the book
-is yours.”</p>
-
-<p>Shuck corn for three days for such a book as
-that! It was nothing! He felt as if Mr. Crawford
-was making him a wonderful present.</p>
-
-<p>After reading the book he often talked about
-what he was going to do when he grew up.</p>
-
-<p>Mrs. Crawford, who was very fond of him,
-would ask, “Well, Abe, what do you want to be
-now?”</p>
-
-<p>“I’ll be president,” he would declare.</p>
-
-<p>She would laugh at him, and say, “You would
-make a pretty president with all your tricks and
-jokes, wouldn’t you?”</p>
-
-<p>“Oh, I’ll study and get ready, then the chance
-will come,” he would reply.</p>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Truth is the highest thing a man may keep.</div>
-<div class="sig">—<i>Cervantes.</i></div>
-</div>
-</div>
-
-
-<h3>III. The Young Storekeeper</h3>
-
-<p>At the age of twenty-one Abraham Lincoln
-became a store clerk for a short time. He was
-then six feet four inches tall and very strong.
-He could out-run, out-jump, out-wrestle, and<span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span>
-out-fight any man in the rough pioneer country
-where he lived.</p>
-
-<p>While the people respected his great strength,
-they liked him still more for his honesty in little
-things.</p>
-
-<p>One evening, on reckoning up his accounts, he
-found that in making change he had taken six
-cents too much from a customer. On closing
-the store he immediately walked three miles to
-the farmhouse where the customer lived and returned
-the six cents. Then he walked the three
-miles back.</p>
-
-<p>On opening the store one morning, he discovered
-a four-ounce weight on the scales. He
-remembered that his last customer the evening
-before had purchased half a pound of tea. He
-saw at once that he had given her short weight.
-He measured out the four ounces still due, locked
-the store, took a long walk to the customer’s
-house, and explained the shortage.</p>
-
-<p>These were little things, but Honest Abe could
-not rest until he had made them right.</p>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">This above all: to thine own self be true;</div>
-<div class="verse">And it must follow, as the night the day,</div>
-<div class="verse">Thou canst not then be false to any man.</div>
-<div class="sig">—<i>Shakespeare.</i></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 522px;">
-<img src="images/i-048.jpg" width="522" height="340" alt="Indian in headress on horse; mountain and sunset behind him" />
-</div>
-
-
-
-<h2>DRY RAIN AND THE HATCHET</h2>
-
-
-<h3>I. How Dry Rain Got His Name</h3>
-
-<p>In the Indian country there was once a great
-drought. The land was very dry. No rain had
-fallen for many weeks. The crops and cattle
-were suffering from thirst.</p>
-
-<p>Now, in one of the tribes there was a young
-Indian who had a very high opinion of himself.
-He pretended that he could foretell what was
-about to happen, long before it really did
-happen.</p>
-
-<p>So he foretold that on a certain day a
-high wind would blow up, bringing with it a<span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span>
-great rain-storm with plenty of water for everybody.</p>
-
-<p>The day came. Sure enough a high wind did
-blow up, but it brought only a violent sand-storm
-without a drop of rain, and it left the land
-drier than before.</p>
-
-<p>So the Indians laughed at the young man who
-foretold before he knew and called him “Dry
-Rain.”</p>
-
-<p>Although he afterwards became a noted chief,
-he never lost his name.</p>
-
-
-<h3>II. Dry Rain Goes Trading</h3>
-
-<p>One day, when he was an old man, Dry Rain
-rode in from his village to the white man’s trading
-post.</p>
-
-<p>The old chief purchased a number of articles,
-among them some jack-knives and six hatchets.
-The hatchets were for his six grandsons.</p>
-
-<p>The trader packed all the purchases in a big
-bundle. Dry Rain paid for them, mounted his
-pony, and rode home to his village.</p>
-
-<p>When he opened his package, he noticed
-that the trader by mistake had put in seven
-hatchets.</p>
-
-<p>But Dry Rain said nothing. “That extra
-one will do for me,” he thought. “The white<span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span>
-men stole the Indian’s land and never gave it
-back; I will keep the hatchet.”</p>
-
-<p>At the same time he did not feel that this would
-be doing just right.</p>
-
-<p>In his wigwam that night he lay half-asleep
-and half-awake, thinking about the hatchet.</p>
-
-<p>He seemed to hear two voices talking, in a tone
-so earnest that it sounded almost quarrelsome.</p>
-
-<p>“Take back the hatchet,” said one voice.
-“It belongs to the white man.”</p>
-
-<p>“No! do not take it back,” said the other
-voice. “It is right for you to keep it.”</p>
-
-<p>Back and forth the voices argued and argued,
-for hours it seemed to the old chief.</p>
-
-<p>“Take it back!” “Keep it!” “Take it
-back!” “Keep it!” “Take it back!”</p>
-
-<p>At last he could stand the dispute no longer,
-and sat up in bed wide awake.</p>
-
-<p>“Stop talking, both of you,” he commanded.
-“Dry Rain will take back the hatchet in the
-morning.”</p>
-
-<p>Then he lay down again, pulled the blanket
-over his head, and was soon fast asleep.</p>
-
-<p>At daylight he arose, mounted his pony, rode
-back to the trading post, and returned the hatchet
-to the trader.</p>
-
-<p>“Why did you bring it back?” asked the<span class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span>
-trader. “I had not missed it, and perhaps never
-should have known you had it.”</p>
-
-<p>“But Dry Rain would know,” replied the
-old chief. “The two men inside of him talked
-and quarreled about it all night! One said,
-‘Take it back!’ the other said, ‘No, keep it.’
-Now they will keep still and let him sleep.”</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Do you think that most white men set the Indians a good
-example in being honest?</p>
-
-<p>Dry Rain wanted very much to have the extra hatchet,
-didn’t he?</p>
-
-<p>But was he comfortable when he decided to keep it?</p>
-
-<p>Do you think the white trader would ever have found
-out?</p>
-
-<p>But who would have known?</p>
-
-<p>Did two voices inside of you ever talk when you were
-tempted to keep something which didn’t belong to you?</p></div>
-
-
-<h4>MEMORY GEMS</h4>
-<div class="blockquot">
-<p>Truth will ever rise above falsehood, like oil
-above water.</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">For whatever men say in their blindness,</div>
-<div class="verse"><span style="margin-left: 1em;">And spite of the fancies of youth,</span></div>
-<div class="verse">There is nothing so kingly as kindness,</div>
-<div class="verse"><span style="margin-left: 1em;">And nothing so royal as truth!</span></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-052.jpg" width="511" height="298" alt="Helen at the store counter" />
-</div>
-
-
-
-<h2>THE SEVEN CRANBERRIES</h2>
-
-
-<p>Mr. Dingle was not looking toward Helen.
-He was busy grinding coffee in another part of
-the store.</p>
-
-<p>How pretty the bright red cranberries looked!
-Helen wished she had some.</p>
-
-<p>Her little hand crept over the edge of the
-barrel, and very quickly seven bright shining
-cranberries were in Helen’s pocket.</p>
-
-<p>“What can I get for you, little girl?” asked
-the storekeeper.</p>
-
-<p>“A pound of butter, please,” Helen answered.
-She did not look him in the eye; instead, she
-looked out of the window.</p>
-
-<p>It took Helen but a short time to reach home.</p>
-
-<p><span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span></p>
-
-<p>She laid the butter on the table and put the
-seven cranberries in a cup.</p>
-
-<p>“Aren’t they pretty!” she whispered. “I
-think I’ll play they are marbles.”</p>
-
-<p>She found a piece of chalk and drew a circle
-on the floor. Then she began the game.</p>
-
-<p>“What pretty bright cranberries!” exclaimed
-her mother coming into the room. “Where
-did you get them, dear?”</p>
-
-<p>How Helen wished that her mother had not
-asked that question.</p>
-
-<p>“Did Mr. Dingle give them to you?” her
-mother asked.</p>
-
-<p>How Helen wished she could say yes! “But
-after all,” she thought, “that was not stealing,
-so I’ll just tell mother. She knows I would not
-steal.”</p>
-
-<p>“No, mother,” she answered, shaking her
-head. “I took them out of the barrel.”</p>
-
-<p>“You did!” exclaimed her mother. “Why,
-my dear, did you not know that was wrong?”</p>
-
-<p>“I didn’t take many—only seven,” Helen
-said; “and Mr. Dingle had thousands and thousands
-of them!”</p>
-
-<p>“Come here, dear, and sit on my knee,” said
-her mother. “I want to ask you something.”</p>
-
-<p>When Helen came she asked, “When you took<span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span>
-the cranberries, was Mr. Dingle looking toward
-you?”</p>
-
-<p>“No, he was busy,” answered Helen.</p>
-
-<p>“Would you have taken them if he had been
-looking at you?”</p>
-
-<p>Helen hung her head.</p>
-
-<p>“I do not think you would, dear,” said her
-mother. “Of course, you did not think for
-a moment of stealing from Mr. Dingle.”</p>
-
-<p>“I will never do such a thing again, mother,”
-promised the little girl. “I am sorry.”</p>
-
-<p>“Are you sorry enough to take those berries
-back, and tell Mr. Dingle what you did?” asked
-her mother.</p>
-
-<p>That was quite different from being sorry in
-their own kitchen.</p>
-
-<p>“Oh, mother, I don’t want to do that!” said
-Helen, tears coming into her eyes.</p>
-
-<p>“That is because you are ashamed, Helen,”
-said her mother; “but I hope you will always be
-brave enough to do the right thing.”</p>
-
-<p>“Will you go with me to the store, mother?”
-asked Helen.</p>
-
-<p>“No,” said her mother, “I want you to go
-by yourself. But I can help you this much: I
-can telephone Mr. Dingle that you are coming.”</p>
-
-<p>Helen sighed. “I wish I had been, and was<span class="pagenum"><a name="Page_35" id="Page_35">[35]</a></span>
-back again,” she said, picking up the pretty
-berries.</p>
-
-<p>“Well, well!” said Mr. Dingle, when Helen
-handed him the berries, “it takes a pretty brave
-girl to own up. If you were a boy, little girl,
-I would ask you to come and work for me this
-next vacation.”</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Why do you think Helen felt so uncomfortable when she
-was asking for the butter, and later when her mother asked
-her where she got the cranberries?</p>
-
-<p>Do you suppose Mr. Dingle would ever have known about
-the seven cranberries?</p>
-
-<p>But who would always have known?</p>
-
-<p>Why was it that Helen did not think taking the cranberries
-was really “stealing”?</p>
-
-<p>What did Helen’s mother think about it?</p>
-
-<p>What do you think about taking even the smallest thing
-that doesn’t belong to you?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">We sow a thought and reap an act;</div>
-<div class="verse">We sow an act and reap a habit;</div>
-<div class="verse">We sow a habit and reap a character;</div>
-<div class="verse">We sow a character and reap a destiny.</div>
-<div class="sig">—<i>Thackeray.</i></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 510px;">
-<img src="images/i-056.jpg" width="510" height="393" alt="children playing pin the tail on the donkey" />
-</div>
-
-
-<h2>THE DONKEY’S TAIL</h2>
-
-
-<p>“Can you see?” asked Hilda Wells, as she
-tied the handkerchief over Fred Warren’s eyes.</p>
-
-<p>“You might make it a little tighter,” answered
-Fred.</p>
-
-<p>So Hilda tightened the blindfolder.</p>
-
-<p>“Now, we’ll turn you around three times,
-start you straight,—and you pin the tail on the
-donkey,” she said.</p>
-
-<p>The “donkey” was a large picture of that
-animal fastened to the wall at the opposite side<span class="pagenum"><a name="Page_37" id="Page_37">[37]</a></span>
-of the room. It was minus its paper tail, which
-Fred held in his hand.</p>
-
-<p>“Don’t you peep!” cried all the children.</p>
-
-<p>“We’ll see if he can do better than I did!” declared
-Frank Bennett. So far the prize belonged
-to Frank. Fred’s turn came last.</p>
-
-<p>After being turned around three times, Fred
-walked straight up to the picture and pinned the
-tail exactly in place.</p>
-
-<p>“Oh, Frank, that is better than you did by
-two inches!” said Hilda.</p>
-
-<p>“Fred gets the prize!” cried the excited children,
-as Fred pulled off the handkerchief.</p>
-
-<p>Then little Marie, Hilda’s sister, handed him
-a pearl-handled penknife.</p>
-
-<p>Fred made little of his prize, and as soon as
-the children stopped examining it, slipped it
-into his pocket.</p>
-
-<p>After that, Mrs. Wells served ice-cream and
-cakes.</p>
-
-<p>Oh the way home Frank asked Fred to let him
-see the prize. “It is a beauty of a knife, Fred,”
-said he. “Until you tried, I thought I should
-be the winner.”</p>
-
-<p>Fred muttered something about having too
-many knives already.</p>
-
-<p>Frank opened his eyes wide in surprise. “Too<span class="pagenum"><a name="Page_38" id="Page_38">[38]</a></span>
-many!” he exclaimed. “I wish I had too many!
-I’ve never had more than one, and that was father’s
-when he was a boy.”</p>
-
-<p>“Good night, Frank,” said Fred, suddenly
-swinging into a side street. “I am going to take
-a short cut home.”</p>
-
-<p>“Good night, Fred,” called Frank.</p>
-
-<p>“That’s a queer way for a fellow to act,” he
-thought, as he walked on alone. “I wonder what
-is the matter with him.”</p>
-
-<p>Suddenly he heard footsteps, and in a moment
-Fred had caught up with him. “Here,
-take it, I don’t want another knife,” he said,
-thrusting the prize into Frank’s hand.</p>
-
-<p>“Oh—oh, I don’t want your knife!” exclaimed
-Frank.</p>
-
-<p>“Well, I don’t want it, either!” said Fred.
-“It belongs to you, anyway; and I believe
-you know it! I am almost certain you could
-see me peeping from under that handkerchief!”</p>
-
-<p>“I was not quite sure,” said Frank; “not
-sure enough to say anything about it, anyway.”</p>
-
-<p>“Well, if you don’t keep the knife I’ll throw it
-into the river,” said Fred, running away as fast
-as he could.</p>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 524px;">
-<img src="images/i-059.jpg" width="524" height="412" alt="boy sitting on bench holding a book; background ships at sea" />
-</div>
-
-
-
-
-<h2>HURTING A GOOD FRIEND</h2>
-
-
-<p>This is the story of a boy who ruined a good
-book. A good book is always a good friend.</p>
-
-<p>He did not mean to—oh, no! But what of
-that—he did it, as you may read.</p>
-
-<p>His name was Max Green. One day Max borrowed
-a book from Tom Brown, a fine new book
-with a picture of a submarine on the cover. Tom
-had just received it as a birthday present from
-his uncle.</p>
-
-<p>That night Max sat down in a corner to read it.<span class="pagenum"><a name="Page_40" id="Page_40">[40]</a></span>
-Soon he came to the place where the submarine
-was getting ready to fire a torpedo.</p>
-
-<p>“Squeak!” went the book, as Max gave it
-a twist in his excitement. He did not hear the
-sound; he only saw the torpedo skimming
-through the water.</p>
-
-<p>“Crack!” went the book, as Max gave it a
-heavier twist. He did not notice that he was
-bending the covers farther back. He only knew
-that the torpedo was striking the bow of a big
-man-of-war.</p>
-
-<p>“Rip!” went the book down the middle, as
-Max gave it a harder twist with his hand.</p>
-
-<p>But Max read right on, for just then the man-of-war
-lurched over on its side as if it was getting
-ready to sink.</p>
-
-<p>In his excitement Max forgot all about what
-he was doing and twisted and bent the book back,
-cover to cover.</p>
-
-<p>“Stop—quick—oh! oh! It hurts! You have
-broken my back—broken my back! Oh!—oh!”
-cried the book.</p>
-
-<p>Suddenly Max woke up and saw what he had
-done—but it was too late. He had broken the
-glue and stitches apart and the covers hung limp.</p>
-
-<p>Just then his mother came in.</p>
-
-<p>“Look, mother—see what I have done to Tom<span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span>
-Brown’s book,” he confessed. “I am so sorry.
-It is such a good book. Can’t we glue it together
-again?”</p>
-
-<p>“No,” said his mother, “it is ruined. Glue
-may help, but it will never be the same book.”</p>
-
-<p>“Oh, I am so sorry!” said Max.</p>
-
-<p>“Yes, Max, but being sorry will not make this
-book as good as it was when you borrowed it.”</p>
-
-<p>“I will make it right with Tom, mother. I
-will take my birthday money to buy him a new
-one.”</p>
-
-<p>“That is the right thing to do, Max,”
-answered his mother.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>How is a good book a good friend?</p>
-
-<p>Suppose it had been his own book that Max ruined,
-would he have been treating it fairly?</p>
-
-<p>If you were a book, how would you want to be treated?</p>
-
-<p>Do you know what holds a book together? Tell what
-you know about the way a book is made.</p>
-
-<p>Why should we be so careful of books?</p></div>
-
-
-<h4>MEMORY GEM</h4>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">For every evil under the sun,</div>
-<div class="verse">There is a remedy, or there is none.</div>
-<div class="verse">If there be one, try to find it;</div>
-<div class="verse">If there be none, never mind it.</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 507px;">
-<img src="images/i-062.jpg" width="507" height="382" alt="children and  one woman in classroom" />
-</div>
-
-
-
-<h2>A SCHOOL WITHOUT A TEACHER</h2>
-
-<h3>What Might Happen if Books and Bells Could Talk</h3>
-
-
-<p>The little schoolhouse was painted white, with
-green shutters. Over the front gable was a little
-old-fashioned belfry. In it swung a little old-fashioned
-school bell, for this was a country
-district school, with scarcely a house in sight.</p>
-
-<p>One bright September morning, the opening
-day of school, forty or fifty noisy children were
-drawn up in line, waiting for the bell to stop
-ringing.</p>
-
-<p>When the bell stopped, the children marched<span class="pagenum"><a name="Page_43" id="Page_43">[43]</a></span>
-inside and took their seats facing the teacher’s
-desk.</p>
-
-<p>“Order!” tapped the desk bell, and the room
-was suddenly still.</p>
-
-<p>The pupils looked to see who had tapped the
-bell, for the teacher was nowhere to be seen.</p>
-
-<p>They saw the new school-books piled on the
-platform and on the teacher’s desk—but where
-was the teacher?</p>
-
-<p>“I am the new Spelling Book, full of hard
-words,” said the top book of the pile of spellers
-on the right-hand side of the platform.</p>
-
-<p>“I am the new Reader, full of good stories,”
-announced the top one of a stack of readers on
-the left-hand side of the platform.</p>
-
-<p>The pupils were startled. It was so quiet you
-could hear the clock tick.</p>
-
-<p>“I am the new Arithmetic, full of problems
-harder to crack than the hickory nuts in the
-woods,” spoke up a book on the teacher’s desk;
-“but why don’t you find your teacher?”</p>
-
-<p>No one answered. The children only sat half-frightened,
-wondering what would happen next.</p>
-
-<p>“I am the new Language Book,” declared
-another book in the row on the teacher’s desk;
-“but who will teach you your mother tongue?”</p>
-
-<p>Everyone was still. Only the clock ticked on.</p>
-
-<p><span class="pagenum"><a name="Page_44" id="Page_44">[44]</a></span></p>
-
-<p>“I am the Geography; in my pages are maps
-of all countries. Who will give you permission
-to look?” It was the largest book of all that
-asked this question.</p>
-
-<p>The pupils stared opened-eyed over the desk
-at the teacher’s empty chair. They saw nothing
-but a sunbeam coming in through the window—full
-of particles of shining dust.</p>
-
-<p>“There must be somebody hiding,” spoke up
-one boy who could stand the strain no longer.</p>
-
-<p>“I am going to see,” said another boy braver
-than the rest.</p>
-
-<p>Getting up, he looked behind the desk and in
-the closet, but nothing was to be seen, not even
-a mouse.</p>
-
-<p>“Let us go out and look for the teacher,” he
-cried. With one accord they ran pell-mell out
-the door into the playground.</p>
-
-<p>An automobile was coming up the road at top
-speed.</p>
-
-<p>“Good morning, boys and girls,” the new
-teacher called, as the machine pulled up.</p>
-
-<p>“Good morning, teacher,” they answered
-crowding about her.</p>
-
-<p>“I am sorry to be late the first day of school.
-There was some trouble at Rockland and the
-train was delayed. Mr. Jones drove me over.”</p>
-
-<p><span class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span></p>
-
-<p>“We are glad you are here,” said an older
-girl as the machine drove off. “We went in and
-took our seats at nine o’clock, thinking you
-would come at any minute. All at once something
-began to talk. ‘I am the Speller full of hard
-words; I am the Arithmetic; I am the Reader;
-I am the Geography; where is your teacher?’
-the voices said. At first we thought somebody
-was hiding, but we could not find anyone. Then
-we got frightened and ran out.”</p>
-
-<p>“Well, isn’t that strange?” said the teacher
-laughing. “We will go in and see.”</p>
-
-<p>Together they trooped into the schoolroom.
-They looked everywhere; nothing had been
-moved; everything was just as usual.</p>
-
-<p>The teacher tapped the bell and everyone took
-a seat.</p>
-
-<p>“Well, children,” she said smiling, “we have
-already learned a very important lesson this
-morning, and that is that every school must have
-a teacher!”</p>
-
-
-<h3>QUESTIONS</h3>
-
-
-<div class="blockquot3">
-<div class="center">
-<table border="0" cellpadding="0" cellspacing="0" summary="what schools should have">
-<tr>
-<td align="left">What should a school have?—</td>
-<td align="left" class="btlb">&nbsp;</td>
-<td align="left">Teachers<br />
-Pupils<br />
-Books<br />
-Schoolhouse<br /></td></tr>
-</table>
-</div>
-
-
-
-<p>What other persons or things should a school have?</p>
-</div>
-<p><span class="pagenum"><a name="Page_46" id="Page_46">[46]</a></span></p>
-<div class="blockquot">
-<p>Can you have a school without a teacher?</p>
-
-<p>Why is the teacher so important?</p>
-
-
-
-<div class="center">
-<table border="0" cellpadding="0" cellspacing="0" summary="What students should be">
-<tr><td align="left">What should the pupils be?—</td>
-<td align="left" class="btlb">&nbsp;</td>
-<td align="left">Obedient<br />
-Clean<br />
-Orderly<br />
-Courteous<br />
-Helpful<br />
-Punctual<br />
-Anxious to learn.<br /></td>
-</tr>
-</table>
-</div>
-
-
-<div class="center">
-<table border="0" cellpadding="0" cellspacing="0" summary="What else the students should be">
-<tr><td align="left">What else should the pupils be?—</td>
-<td align="left" class="btlb">&nbsp;</td>
-<td align="left">Respectful to all connected with school.<br />
-Respectful to principal, to teacher, to janitor, to other children.</td>
-</tr>
-</table>
-</div>
-</div>
-
-
-<h4>MEMORY GEMS</h4>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">One rule to guide us in our life</div>
-<div class="verse"><span style="margin-left: 1em;">Is always good and true;</span></div>
-<div class="verse">’Tis, do to others as you would</div>
-<div class="verse"><span style="margin-left: 1em;">That they should do to you.</span></div>
-</div>
-</div>
-
-<hr class="tb" />
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">If wisdom’s ways you’d wisely seek,</div>
-<div class="verse"><span style="margin-left: 1em;">Five things observe with care;</span></div>
-<div class="verse">Of whom you speak, to whom to speak,</div>
-<div class="verse"><span style="margin-left: 1em;">And how, and when, and where.</span></div>
-</div>
-</div>
-
-<hr class="tb" />
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Prize your friend for her own true heart,</div>
-<div class="verse"><span style="margin-left: 1em;">Though her dress be poor and mean;</span></div>
-<div class="verse">The years, like a fairy wand, may change</div>
-<div class="verse"><span style="margin-left: 1em;">Cinderella to a queen.</span></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span></p>
-
-
-
-
-<h2>OUR FLAG</h2>
-
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">’Tis the Star-Spangled Banner, oh, long may it wave</div>
-<div class="verse">O’er the land of the free, and the home of the brave.</div>
-</div>
-</div>
-
-<div class="figleft" style="width: 247px;">
-<img src="images/i-067a.jpg" width="247" height="402" alt="fag" />
-</div>
-
-<p>As you came to
-school this morning, did you look up
-at your flag floating from the top of
-the flag pole? Didn’t it look beautiful,
-waving and rippling in the sunshine
-against the blue sky? I wonder
-if you have ever thought
-about what it means?</p>
-
-<p>You know flags are signs or emblems,
-and they all have a meaning.</p>
-
-<div class="figright" style="width: 85px;">
-<img src="images/i-067b.jpg" width="85" height="373" alt="boy looking up at flag" />
-</div>
-
-<p>There is no reading on our American
-flag, yet everyone knows what it
-means as certainly as if there were
-letters all over it.</p>
-
-<p>Our flag means that the United
-States of America is the Land of the
-Free, and our government stands for:</p>
-
-
-<ul>
-<li>Liberty and justice for everybody;</li>
-<li><span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span>Education for all children;</li>
-<li>Protection to all Americans at home or abroad.</li>
-</ul>
-
-
-<p>That is the reason so many people come to
-this country from countries where they do not
-have such help from the government.</p>
-
-<p>We Americans are very thankful for what
-our flag means.</p>
-
-<p>If we are good Americans we shall live up to
-every one of the following duties:</p>
-
-
-<ul>
-<li>To be true and faithful citizens;</li>
-<li>To do our part to carry out the laws of the government;</li>
-<li>To give, if necessary, our lives to protect our flag.</li>
-</ul>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<h2>SCOUTS’ PLEDGE</h2>
-
-
-<p>I pledge allegiance to my flag and to the
-republic for which it stands; one nation indivisible,
-with liberty and justice for all.</p>
-
-<div class="figcenter" style="width: 490px;">
-<img src="images/i-068.jpg" width="490" height="233" alt="Scout on left saluting; boy on right hand on heart holding hat" />
-</div>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span></p>
-
-
-
-
-<h2>MY GIFT</h2>
-
-
-<p>I give my head, my heart, my hand to God
-and my country; one country, one language,
-one flag.<a name="FNanchor_A_1" id="FNanchor_A_1"></a><a href="#Footnote_A_1" class="fnanchor">[A]</a></p>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<h2>FLAG DAY</h2>
-
-
-<p>June 14 is the anniversary of the adoption
-of the flag, and that date is celebrated in many
-states as Flag Day.</p>
-
-<p>We can honor our flag</p>
-
-
-<ul>
-<li>By living for it;</li>
-<li>By keeping our own honor bright;</li>
-<li>By being brave; (Red stands for valor.)</li>
-<li>By being clean; (White stands for purity.)</li>
-<li>By being just; (Blue stands for justice.)</li>
-<li>By being loyal;</li>
-<li>By being ready to die for it, if we are called upon.</li>
-</ul>
-
-
-<p>Our state has one star in the blue of the flag.</p>
-
-<p>How shall we honor our star?</p>
-
-<p>How shall we show respect for our country
-and our flag?</p>
-
-<div class="hangsection">
-
-<p>Since our flag means so much to us, we
-should respect it and love it with all
-our hearts.</p>
-
-<p><span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span></p>
-
-<p>When the flag passes in a parade, people
-should, if walking, halt; or if sitting,
-rise and stand at attention and uncover.</p></div>
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-070.jpg" width="511" height="465" alt="how to properly hang flag" />
-</div>
-
-<div class="hangsection">
-
-<p>The flag should never be allowed to drag
-on the ground nor be left out after dark.
-Did you know that it must never be
-used as an old rag? You see no matter
-how old or torn a flag becomes, it is<span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span>
-still our flag and must be loved and
-honored always.</p></div>
-
-<hr class="tb" />
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">My country! ’tis of thee,</div>
-<div class="verse">Sweet land of liberty,</div>
-<div class="verse"><span style="margin-left: 1em;">Of thee I sing;</span></div>
-<div class="verse">Land where my fathers died!</div>
-<div class="verse">Land of the Pilgrim’s pride!</div>
-<div class="verse">From every mountain side</div>
-<div class="verse"><span style="margin-left: 1em;">Let freedom ring!</span></div>
-</div>
-</div>
-
-
-<hr class="tb" />
-
-<p>“America is another name for Opportunity.”</p>
-
-<p>What do you understand by that?</p>
-
-<div class="figcenter" style="width: 502px;">
-<img src="images/i-071.jpg" width="502" height="265" alt="gateway with two flags" />
-<div class="caption"><span class="smcap">What does this picture of an open gateway bring to your mind?</span></div>
-</div>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 530px;">
-<img src="images/i-072.jpg" width="530" height="391" alt="Soldiers through time holding different flags" />
-</div>
-
-
-
-
-<h2>HOW OUR FLAG DEVELOPED</h2>
-
-
-<p>The thirteen stripes in our flag represent the
-thirteen original colonies.</p>
-
-<p>Every star in the field of blue represents a
-state—“A star for every state, and a state for
-every star.”</p>
-
-<p>The flag brings a picture to our minds of
-all the things we are grateful for in our history,
-and of all the things we want our country and
-ourselves to be.</p>
-
-<p><span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>What does our flag mean?</p>
-
-<p>Are you not glad that you live in a country where all
-the people rule, instead of any one person or just a few
-people?</p>
-
-<p>Can you repeat the Scouts’ Pledge? (Standing.)</p>
-
-<p>Who was Betsy Ross?</p>
-
-<p>Can you form a tableau like the picture of Betsy Ross
-sewing the American Flag?</p>
-
-<p>Isn’t it almost as brave to live up to the red, white, and
-blue as to die for our colors?</p>
-
-<p>Why is our nation’s flag always hung higher in this
-country than the flag of any other nation?</p>
-
-<p>Will you bring pictures of the flags of some other countries
-to class?</p>
-
-<p>Do you think any other flag more beautiful than ours?</p>
-
-<p>Will you try to do all you can to honor our flag, and never
-to let the star of your state grow dimmer because of any
-act of yours?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse"><span style="margin-left: 3em;">Hats off!</span></div>
-<div class="verse">Along the street there comes</div>
-<div class="verse">A blare of bugles, a ruffle of drums,</div>
-<div class="verse">A flash of color beneath the sky:</div>
-<div class="verse"><span style="margin-left: 3em;">Hats off!</span></div>
-<div class="verse"><span style="margin-left: 1em;">The flag is passing by!</span></div>
-<div class="sig">—<i>H. H. Bennett.</i></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span></p>
-
-
-
-
-<h2>THE FLAG OF THE
-U. S. A.</h2>
-
-
-<div class="figleft" style="width: 237px;">
-<img src="images/i-074.jpg" width="237" height="418" alt="girl holding flag taller than she is" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">I belong to this flag;</div>
-<div class="verse">This flag belongs to me,</div>
-<div class="verse">Because brave men have lived and died</div>
-<div class="verse">To set its people free;</div>
-<div class="verse">There are other flags in other lands,</div>
-<div class="verse">And more upon the sea,</div>
-<div class="verse"><span style="margin-left: 1em;">But the flag to-day of the U. S. A.</span></div>
-<div class="verse"><span style="margin-left: 1em;">Is the flag for you and me.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">If I belong to this flag,</div>
-<div class="verse">And this flag belongs to me,</div>
-<div class="verse">I’ll live or die, if there is need,</div>
-<div class="verse">To keep its people free;</div>
-<div class="verse">No other flag has braver men,</div>
-<div class="verse">Either on land or sea,</div>
-<div class="verse"><span style="margin-left: 1em;">Than the flag to-day of the U. S. A.—</span></div>
-<div class="verse"><span style="margin-left: 1em;">The flag for you and me.</span></div>
-<div class="sig">—<i>J. E. F.</i></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span></p>
-
-
-
-
-<h2>THE AMERICAN FLAG</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">When Freedom from her mountain height</div>
-<div class="verse"><span style="margin-left: 1em;">Unfurled her standard to the air,</span></div>
-<div class="verse">She tore the azure robe of night,</div>
-<div class="verse"><span style="margin-left: 1em;">And set the stars of glory there:</span></div>
-<div class="verse">She mingled with her gorgeous dyes</div>
-<div class="verse">The milky baldric of the skies,</div>
-<div class="verse">And striped its pure celestial white</div>
-<div class="verse">With streakings of the morning light;</div>
-<div class="verse">Then, from his mansion in the sun,</div>
-<div class="verse">She called her eagle-bearer down,</div>
-<div class="verse">And gave into his mighty hand</div>
-<div class="verse">The symbol of her chosen land!</div>
-<div class="spaced">********</div>
-<div class="verse">Flag of the free heart’s hope and home!</div>
-<div class="verse"><span style="margin-left: 1em;">By angel hands to valor given!</span></div>
-<div class="verse">Thy stars have lit the welkin dome,</div>
-<div class="verse"><span style="margin-left: 1em;">And all thy hues were born in heaven.</span></div>
-<div class="verse">Forever float that standard sheet!</div>
-<div class="verse"><span style="margin-left: 1em;">Where breathes the foe but falls before us,</span></div>
-<div class="verse">With Freedom’s soil beneath our feet,</div>
-<div class="verse"><span style="margin-left: 1em;">And Freedom’s banner streaming o’er us!</span></div>
-<div class="sig">—<i>Joseph Rodman Drake.</i></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span></p>
-
-
-
-
-<h2 class="faux">STORIES TEACHING KINDNESS TO ANIMALS</h2>
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-076.jpg" width="511" height="428" alt="STOREIS TEACHING KINDNESS TO ANIMALS; man in uniform standing by doghouse looking at dog" />
-</div>
-
-
-
-<h2>THE TRUE STORY OF CHEESEY</h2>
-
-
-<h3>I. The Dog and the Policeman</h3>
-
-<p>One snowy day shortly after Christmas, when
-carefully picking my way over the crossing at
-Market Street Ferry in Philadelphia, I almost
-ran into a big policeman.</p>
-
-<p>Just back of the big policeman was a little
-dog, and just back of the little dog was a little
-dog-house, and just back of the dog-house was
-a beautiful Christmas tree.</p>
-
-<p><span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span></p>
-
-<p>Wouldn’t it have made you stop in surprise to
-see a dog-house in the middle of the busiest street
-in your city or town? Wouldn’t you have wondered
-why the big policeman had the little dog,
-and why the little dog had such a nice house
-there? And wouldn’t you have wondered and
-wondered whether the Christmas tree belonged to
-the dog or to the big policeman? It made me so
-curious that I did just as you would have liked to
-do—I asked the policeman to tell me the story.</p>
-
-
-<h3>II. The Policeman’s Story</h3>
-
-<p>“Good morning, Mr. Burke,” I said, for
-I knew the officer’s name. “Will you tell me
-about the little dog?”</p>
-
-<p>“Why,” answered the policeman with a smile,
-“don’t you know about Cheesey? Come here,
-Cheesey, the lady wants to see you!”</p>
-
-<p>Cheesey looked up at the speaker and wagged
-his tail.</p>
-
-<p>“Cheesey was born on Race Street pier,”
-went on the policeman. “Nobody knows how
-he got his living after his mother died; but one
-thing is sure, he was not treated very kindly by
-the men who loaded the boats and swept the
-wharves. To this day Cheesey growls at the
-sight of one of those men.</p>
-
-<p><span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span></p>
-
-<p>“After a while Cheesey found a little playmate,
-but the playmate was run over by a fire
-engine. All night long Cheesey lay in the spot
-where his little mate had been killed.</p>
-
-<p>“Weary and lonely and hungry, he crept back
-to the old cheerless corner of Race Street pier,
-which was the only place he knew as home.</p>
-
-<p>“There he lay with his head on his paws, not
-noticing anything until one of the men kicked
-him out of the way.</p>
-
-<p>“Cheesey ran out of the pier and down Delaware
-Avenue, not knowing where he was going;
-but he went just the right way, for he ran into
-Officer Weigner, one of the four of us who watch
-this crossing.</p>
-
-<p>“He spoke kindly to the little fellow, and gave
-him something to eat.</p>
-
-<p>“From that time, Cheesey seemed to think
-he belonged to the policemen on this crossing.
-Then we gave him his name.”</p>
-
-
-<h3>III. Cheesey’s Christmas Presents</h3>
-
-<p>“Cheesey had no place to sleep,” went on
-the policeman after seeing some people safely
-across the street, “except on a pile of bags in the
-ferry house. He seemed so cold that I asked
-Charley, one of the workmen in the ferry, if he<span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span>
-could not knock together some packing boxes
-for the little fellow.</p>
-
-<p>“Charley did the best he could, but I must say
-he made a sorry looking dog-house.</p>
-
-<p>“One day, just before Christmas while I was
-on duty, Mr. Sheip, of the Sheip Box Factory,
-happened to notice the box Charley had knocked
-together.</p>
-
-<p>“‘Well, well,’ he said, ‘is that the best you
-fellows can do?’</p>
-
-<p>“‘Why, Mr. Sheip,’ I replied, ‘we are not
-box-makers, you know.’</p>
-
-<p>“‘That’s so!’ he said. ‘I’ll have a dog-house
-made in the factory!’ and on Christmas
-day this beauty of a dog-house came. Have you
-noticed the label on it?”</p>
-
-<p>I read the painted black letters on the large
-white label:</p>
-
-<div class="bbox2">
-Merry Christmas<br />
-to<br />
-Cheesey<br />
-from<br />
-Officers Burke, Dougherty,<br />
-Kunzig, and Weigner.
-</div>
-
-<p><span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span></p>
-
-<p>“It pleased us so,” went on the officer, “that
-we bought a Christmas tree and many people
-helped us trim it.</p>
-
-<p>“A good many people brought presents for
-Cheesey. One lady from Camden brought a
-feather pillow; another lady brought a piece
-of meat. That dog could have seventeen meals
-a day if he could hold them—couldn’t you,
-Cheesey?”</p>
-
-<p>The little dog wagged his tail, turned around
-twice, then went into his house. After thanking
-the officer I went on my way, made happier for
-all my life because of the true story of Cheesey.</p>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>THE CHAINED DOG</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">’Twas only a dog in a kennel,</div>
-<div class="verse"><span style="margin-left: 1em;">And little the noise he made,</span></div>
-<div class="verse">But it seemed to me, as I heard it,</div>
-<div class="verse"><span style="margin-left: 1em;">I knew what that old dog said:</span></div>
-<div class="verse">“Another long day to get over!</div>
-<div class="verse"><span style="margin-left: 1em;">Will nobody loosen my chain,</span></div>
-<div class="verse">Just for a run in the meadow,</div>
-<div class="verse"><span style="margin-left: 1em;">Then fasten me up again?”</span></div>
-<div class="sig">—<i>Selected.</i></div>
-</div>
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Through life it’s been a comfort to me—</div>
-<div class="verse"><span style="margin-left: 1em;">My little dog’s loving sympathy.</span></div>
-</div>
-</div>
-
-<p><span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Do you think the officers were repaid by knowing they
-had made Cheesey happy?</p>
-
-<p>Does Cheesey remind you a little of Cinderella? Who
-were the fairies in Cheesey’s life?</p>
-
-<p>What might have happened to Cheesey if the officers
-had not been kind?</p>
-
-<p>Did you ever own a dog?</p>
-
-<p>Can you tell some story showing your dog’s intelligence or
-bravery?</p>
-
-<p>What is the kindest thing to do for an animal which is
-suffering if you cannot take care of it or feed it?</p>
-
-<p>Do you know the address of the S. P. C. A. in your city?</p>
-
-<p>Did you know that sometimes dogs are thought to be
-mad when they are only very thirsty?</p>
-
-<p>Sometimes dogs have been treated unfairly and are cross;
-so it is best not to pat a strange dog’s head.</p>
-
-<p>Do you realize that a dog is the only animal which makes
-people its companions and playmates?</p>
-
-<p>How should we treat dogs?</p></div>
-
-<hr class="tb" />
-
-
-<h4>MEMORY GEM</h4>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">If I can stop one heart from breaking,</div>
-<div class="verse"><span style="margin-left: 1em;">I shall not live in vain;</span></div>
-<div class="verse">If I can ease one life the aching, or cool one pain,</div>
-<div class="verse">Or help one fainting robin to its nest again,</div>
-<div class="verse"><span style="margin-left: 1em;">I shall not live in vain.</span></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 503px;">
-<img src="images/i-082.jpg" width="503" height="175" alt="puppy on sidewalk, feet of people walking by" />
-</div>
-
-
-<h2>LITTLE LOST PUP</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">He was lost!—not a shade of doubt of that;</div>
-<div class="verse">For he never barked at a slinking cat,</div>
-<div class="verse">But stood in the square where the wind blew raw,</div>
-<div class="verse">With drooping ear and a trembling paw,</div>
-<div class="verse">And a mournful look in his pleading eye,</div>
-<div class="verse">And a plaintive sniff at the passerby,</div>
-<div class="verse">That begged as plain as tongue could sue,</div>
-<div class="verse">“Oh, mister, please may I follow you?”</div>
-<div class="verse">A lorn wee waif of tawny brown</div>
-<div class="verse">Adrift in the roar of a heedless town.</div>
-<div class="verse">Oh, the saddest of sights in a world of sin</div>
-<div class="verse">Is a little lost pup with his tail tucked in.</div>
-    </div>
-    <div class="stanza">
-<div class="verse">Well, he won my heart (for I set great store</div>
-<div class="verse">On my own red Brute—who is here no more),</div>
-<div class="verse">So I whistled clear, and he trotted up,</div>
-<div class="verse"><span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span>And who so glad as that small pup?</div>
-<div class="verse">Now he shares my board, and he owns my bed,</div>
-<div class="verse">And he fairly shouts when he hears my tread.</div>
-<div class="verse">Then, if things go wrong, as they sometimes do,</div>
-<div class="verse">And the world is cold and I’m feeling blue,</div>
-<div class="verse">He asserts his rights to assuage my woes</div>
-<div class="verse">With a warm red tongue and a nice cold nose,</div>
-<div class="verse">And a silky head on my arm or knee,</div>
-<div class="verse">And a paw as soft as a paw can be.</div>
-<div class="verse">When we rove the woods for a league about,</div>
-<div class="verse">He’s as full of pranks as a school let out;</div>
-<div class="verse">For he romps and frisks like a three-months’ colt</div>
-<div class="verse">And he runs me down like a thunder bolt.</div>
-<div class="verse">Oh, the blithest of sights in the world so fair</div>
-<div class="verse">Is a gay little pup with his tail in the air!</div>
-<div class="sig">—<i>Arthur Guiterman.</i></div>
-</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 508px;">
-<img src="images/i-083.jpg" width="508" height="242" alt="Puippy in country, pudgy barking" />
-</div>
-<hr class="chap" />
-<div class="chapter"></div>
-<p><span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span></p>
-
-<div class="figcenter" style="width: 515px;">
-<img src="images/i-084.jpg" width="515" height="709" alt="Red Cross nurse and two dogs in Red Cross vests" />
-<div class="caption"><span class="smcap">Picture of red cross army dogs—Wonderful dogs of mercy. Such
-dogs have rescued thousands of wounded and helpless soldiers.
-How should intelligent animals like these be treated?</span></div>
-</div>
-<hr class="chap" />
-<div class="chapter"></div>
-<p><span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span></p>
-
-<div class="figcenter" style="width: 516px;">
-<img src="images/i-085.jpg" width="516" height="252" alt="Drawn toddler and cat; next frame dog on shore with child across front paws" />
-<div class="caption"><span class="smcap">Can you tell a story about this brave dog?</span></div>
-</div>
-
-<div class="figcenter" style="width: 529px;">
-<img src="images/i-085b.jpg" width="529" height="471" alt="baby looking up at dog; kittens drawn around picture in center" />
-<div class="caption"><span class="smcap">What would the big dog say if he could talk?</span><br />
-<span class="smcap">Write a story about this picture.</span></div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span></p>
-
-
-
-
-<h2>THE HUNTING PARTY</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">Mrs. Pussy, sleek and fat,</div>
-<div class="verse"><span style="margin-left: 1em;">With her kittens four,</span></div>
-<div class="verse">Went to sleep upon a mat</div>
-<div class="verse"><span style="margin-left: 1em;">By the kitchen door.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Mrs. Pussy heard a noise;</div>
-<div class="verse"><span style="margin-left: 1em;">Up she sprang in glee.</span></div>
-<div class="verse">“Kittens, maybe it’s a mouse—</div>
-<div class="verse"><span style="margin-left: 1em;">Let us go and see.”</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Creeping, creeping, soft and low,</div>
-<div class="verse"><span style="margin-left: 1em;">Silently they stole,</span></div>
-<div class="verse">But the little mouse had crept</div>
-<div class="verse"><span style="margin-left: 1em;">Back into its hole.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">“Well,” said Mrs. Pussy then,</div>
-<div class="verse"><span style="margin-left: 1em;">“Homeward let us go;</span></div>
-<div class="verse">We shall find our supper there,</div>
-<div class="verse"><span style="margin-left: 1em;">That I surely know.”</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Home went hungry Mrs. Puss</div>
-<div class="verse"><span style="margin-left: 1em;">With her kittens four,</span></div>
-<div class="verse">Found their supper on a plate</div>
-<div class="verse"><span style="margin-left: 1em;">By the kitchen door.</span></div>
-<div class="sig">—<i>Selected.</i></div>
-</div>
-</div>
-</div>
-
-<p><span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>What do you think of people who do not care for and
-feed the cats they own?</p>
-
-<p>Do you know that a cat that is well cared for, and kept
-in the house at night is not likely to catch birds, because
-cats catch birds in the early morning and at twilight?</p>
-
-<p>What do you think of people who move away from a
-place and leave their cats behind? What will become of
-the cats?</p>
-
-<p>What should people do with cats they do not care to take
-away? Do you know where the nearest S. P. C. A. office is?</p>
-
-<p>What good service does the cat do for people?</p>
-
-<p>Why are rats and mice dangerous to our health?</p>
-
-<p>How many toes has a cat on front paws? On back paws?</p>
-
-<p>Which way does the fur lie on the under side of the legs?</p></div>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>THE LOST KITTY</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Stealing to an open door, craving food and meat,</div>
-<div class="verse">Frightened off with angry cries and broomed into the street;</div>
-<div class="verse">Tortured, teased, and chased by dogs, through the lonely night,</div>
-<div class="verse">Homeless little beggar cat, sorry is your plight.</div>
-<div class="sig">—<i>Ella Wheeler Wilcox.</i></div>
-</div>
-</div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>If you cannot care for or feed a stray cat, what is the
-kindest thing to do?</p>
-
-<p>How does it save the birds to see that stray cats either
-are given a home or are taken to a cat refuge?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span></p>
-
-
-
-
-<h2 class="faux">MY PECULIAR
-KITTY</h2>
-
-<div class="figcenter" style="width: 515px;">
-<img src="images/i-088.jpg" width="515" height="256" alt="Kitty licking front paw sitting by dish" />
-</div>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">I have a little kitty,</div>
-<div class="verse"><span style="margin-left: 1em;">Just as cute as she can be;</span></div>
-<div class="verse">But my! she is peculiar!</div>
-<div class="verse"><span style="margin-left: 1em;">For she <i>eats</i> her catnip tea!</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">After every meal she eats</div>
-<div class="verse"><span style="margin-left: 1em;">She tidies up her head,</span></div>
-<div class="verse">And washes carefully enough;—</div>
-<div class="verse"><span style="margin-left: 1em;">But she never makes her bed!</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">I’m told a kitty cannot talk,</div>
-<div class="verse"><span style="margin-left: 1em;">But my kitty every day</span></div>
-<div class="verse">Tells me that she loves me</div>
-<div class="verse"><span style="margin-left: 1em;">When we are at our play!</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Yes, she tells me very plainly</div>
-<div class="verse"><span style="margin-left: 1em;">And I will tell you how,—</span></div>
-<div class="verse">I ask, “Who thinks a lot of me?”</div>
-<div class="verse"><span style="margin-left: 1em;">She answers, “Me! Me—ow!”</span></div>
-<div class="sig">—<i>J. E. F.</i></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span></p>
-
-
-
-
-<h2>POOR LITTLE JOCKO</h2>
-
-
-<h3>I.</h3>
-
-<p>On the porch of a comfortable old house,
-shaded by fine trees, a group of young girls were
-gathered around a small table, sewing.</p>
-
-<p>Suddenly the harsh notes of a hand-organ
-came to their ears, disturbing the peaceful stillness
-of the summer afternoon.</p>
-
-<p>Marion Johnson, who was visiting her cousins,
-laid aside her work and listened.</p>
-
-<p>“Why, I do believe it is the very same man
-that came to our town a week ago,” she
-exclaimed. “He had with him a poor, miserable
-looking monkey, which he called Jocko.”</p>
-
-<p>Just then they saw the organ-grinder, with
-the monkey perched on the, organ, coming
-up the village street. Seeing the girls on the
-porch, he turned up the walk.</p>
-
-<p>“I think I shall call Aunt Kate,” remarked
-Marion, rising and going into the house.</p>
-
-<p>Aunt Kate could always be depended upon to
-help any dumb creature needing a friend.</p>
-
-<p>Aunt Kate’s face lost its usual look of quiet
-good humor, as she glanced over the porch railing
-and saw a tall swarthy man at the foot of the<span class="pagenum"><a name="Page_70" id="Page_70">[70]</a></span>
-steps, carelessly turning the handle of a small
-squeaky organ.</p>
-
-<p>Keeping time to the music, a weak little
-monkey danced very wearily. When his steps
-dragged he was brought up quickly with a sharp
-jerking of the chain which was fastened to his
-collar.</p>
-
-<p>A cap was held on his head by a tight rubber
-band which passed under the chin. His gaudy
-dress was heavy and warm and seemed to weigh
-down his tired limbs.</p>
-
-<p>Now and then, when he dared, Jocko laid a
-tiny brown hand on the tugging chain in an
-effort to ease it. With an appealing look he
-glanced up at his master, as if trying to make
-him understand how painfully the collar was
-cutting his thin neck.</p>
-
-
-<h3>II.</h3>
-
-<p>Aunt Kate’s mild blue eyes almost flashed as she
-motioned to the organ-grinder to stop playing.</p>
-
-<p>“You no lika music?” he asked brokenly,
-glancing up at her in some surprise.</p>
-
-<p>“Yes, that is right,” she answered, speaking
-very slowly and distinctly.</p>
-
-<p>“We do not like the music; and we do not
-like to see that poor monkey dance; and, above
-<span class="pagenum"><a name="Page_71" id="Page_71">[71]</a><br /><a name="Page_72" id="Page_72">[72]</a></span>all, we do not like to see you hurting his neck by
-pulling that chain.”</p>
-
-<div class="figcenter" style="width: 407px;">
-<img src="images/i-091.jpg" width="407" height="600" alt="Woman, Jocko and children, organ grinder in background" />
-</div>
-
-<p>The look of sullen anger which came over the
-man’s face quickly disappeared when he saw
-the coin in Aunt Kate’s hand.</p>
-
-<p>“I will give you this,” she said, holding up
-the piece of money, “if you will stay here and let
-Jocko rest for one hour.”</p>
-
-<p>The organ-grinder smiled and sat down on
-the steps as a sign of agreement.</p>
-
-<p>At first, Jocko could scarcely believe that he
-might rest his weary little legs and feet. After a
-while, however, he threw himself at full length
-upon the porch floor as some worn out child
-might have done.</p>
-
-<p>Marion was left on guard to see that he was
-not disturbed when the others went to get food.</p>
-
-<p>When they returned they found Jocko resting
-on a soft cushion, a comfort his little body
-had never known before.</p>
-
-<p>Only after being promised more money did
-the organ-grinder permit Marion to take off
-Jocko’s hard leather collar, underneath which
-she had discovered sores.</p>
-
-<p>She bandaged the tiny neck with soft linen
-spread with salve. She took off his cap, too,
-with its tight-cutting band.</p>
-
-<p><span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span></p>
-
-<p>When water was brought, Jocko drank with
-pitiful eagerness. Many hours had passed since
-he had had a drink, and his throat and lips were
-parched. He ate the food they offered him like
-a wild creature, for he was very hungry.</p>
-
-<p>Every once in a while he would glance at the
-organ-grinder as though he feared punishment.</p>
-
-<p>When the hour was up, the organ-grinder
-would stay no longer. As his master led him
-away, Jocko lifted his hat, just as if he wanted to
-thank Aunt Kate and the girls for their kindness.</p>
-
-<p>“I never knew before,” said Marion, “how
-cruel it is to expect little monkeys to live such
-unnatural lives. I do hope the man will be more
-kind to Jocko after this.”</p>
-
-<div class="sig">
-—<i>Mary Craige Yarrow—Adapted.</i></div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Why didn’t the girls and their aunt like to see the little
-monkey dance?</p>
-
-<p>What did they enjoy seeing it do?</p>
-
-<p>Have you ever been very, very tired?</p>
-
-<p>Can you imagine how you would feel if some giant would
-not let you rest?</p>
-
-<p>What kind of life is natural for monkeys?</p>
-
-<p>Did you ever give a penny to an organ-grinder with a
-monkey?</p>
-
-<p>If everyone stopped giving money to men who use monkeys
-for begging, how would it help the little monkeys?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_74" id="Page_74">[74]</a></span></p>
-
-
-
-
-<h2>ROBIN REDBREAST</h2>
-
-
-<p>“Cheer up! Cheer up!” sings Robin Redbreast
-every morning. “Listen to me! Listen
-to me! Oh, excuse me! I see, I see a feast!” and
-down he hops, hops, hops to the spot where he
-sees a nice fat worm wiggling out of the ground.</p>
-
-<p>Perhaps it is an earthworm, perhaps it is a
-worse worm; but if it is an earthworm, you will
-have fun watching Robin.</p>
-
-<p>He seizes the worm with his bill, then braces
-his feet against the earth, and pulls and pulls
-with all his might.</p>
-
-<p>Out comes the worm with such a jerk that
-Robin almost topples over; but he doesn’t. He
-either eats the worm or flies away with it to his
-hungry little birdies.</p>
-
-<p>Down he drops it into one of the wide open
-mouths in the nest.</p>
-
-<p>Do you know how many earthworms one baby
-robin can eat in one day?</p>
-
-<p>A man who loves birds once counted the
-worms that one pair of robins fed to their little
-ones, and found that each little robin ate sixty-eight
-earthworms in one day.</p>
-
-<p>Sixty-eight earthworms if placed end to end
-would measure about fourteen feet. Just think<span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span>
-what busy lives Mr. and Mrs. Robin Redbreast
-live, and how they love their little ones.</p>
-
-<p>Robins eat many other kinds of worms besides
-earthworms, and they eat insects, too. They
-work hard to feed their babies, and in this way
-they do a wonderful thing for us, for the insects
-they eat would destroy the plants which we need.</p>
-
-<p>You know bread really grows on tall grasses
-called wheat and rye, and oatmeal grows on a
-grass called oats.</p>
-
-<p>There are millions of insects which like wheat
-and rye and oats as much as we do, and they
-would eat up all the crops if it were not for the
-birds that eat the insects. Now you can see
-why we call the birds our friends.</p>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>WHO KILLED COCK ROBIN?</h2>
-
-
-<p>Who killed Cock Robin?</p>
-
-<p>No; it was not the sparrow with a bow and
-arrow. No—more likely a boy with an air rifle
-killed him, or a man with a gun who did not
-know what a wicked thing he was doing.</p>
-
-<p>He did not know that he had killed one of
-his best friends.</p>
-
-<p>He did not know that without the work of
-beautiful Robin Redbreast and other birds the
-world might go hungry.</p>
-
-<p><span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span></p>
-
-<p>What if robins do eat a few cherries? They
-like mulberries better. A wise farmer plants a
-Russian mulberry tree for the robins, and the
-mulberries save the cherries.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Do you know that millions of men and boys hunt and kill
-birds “for fun” every year?</p>
-
-<p>Do you know that millions of birds are killed each year
-to be used in trimming women’s hats?</p>
-
-<p>How many different birds can you name?</p>
-
-<p>Can you tell the kinds of food each of them eats?</p>
-
-<p>Do you know what kinds of nests they build?</p>
-
-<p>What do you think of people who kill robins?</p>
-
-<p>Have you ever placed food in a sheltered place for birds
-in winter when it is hard for them to find a living?</p></div>
-
-<div class="figcenter" style="width: 434px;">
-<img src="images/i-096.jpg" width="434" height="372" alt="Bird feeing nestlings on flowering branch" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_77" id="Page_77">[77]</a></span></p>
-
-
-
-
-<h2>MY FRIEND, MR. ROBIN</h2>
-
-
-<p>When I was only about six years of age, a
-Robin Redbreast that we used to feed got so
-tame that he would fly in through the window
-to our breakfast table.</p>
-
-<p>In the spring he delighted us by bringing
-a small family of Roblings to the window sill
-of the room as if to introduce them to the
-people who had helped him through the hard
-winter!</p>
-
-<p>Another special bird that I remember was a
-one-legged sparrow that used to be among the
-birds that came when we were living in Bucking-ham-shire.
-We always called him “Timber-toes.”</p>
-
-<p>He came to us for two or three winters, so
-that, even with but one leg, he must have picked
-up a living somehow.</p>
-
-<div class="sig">
-—<i>Little Folks.</i><br /><br /></div>
-<div class="bbox3">
-<div class="center">A WINTER MENU FOR BIRDS</div>
-<ul class="smallmarg">
-<li>Crumbs of bread swept off the breakfast table.</li>
-<li>Morsels of fish and meat.</li>
-<li>Bones hung on strings from tree branches.</li>
-<li>Strips of bacon rind cut up into small bits.</li>
-<li>Small seeds of any kind. (These may be gathered in summer and saved.)</li>
-</ul></div>
-
-<p><span class="pagenum"><a name="Page_78" id="Page_78">[78]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Did you ever make a house for a little house wren?</p>
-
-<p>Little Jenny Wren is looking for a house every spring.
-She is a very friendly neighbor. Why not make her a
-house with a doorway too small for Mrs. Sparrow to squeeze
-through? Make the opening only one inch wide.</p>
-
-<hr class="tb" />
-
-<p>The meadow lark is one of our very helpful birds. Do
-you know the colors of the meadow lark’s feathers?</p></div>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>IF ALL THE BIRDS SHOULD DIE</h2>
-
-
-<p>Now, I want to tell you something that is
-worth knowing. It is this. If all the birds
-in the world should die, all the boys and girls in
-the world would have to die also. There would
-not be one boy or girl left alive; they would all
-die of starvation.</p>
-
-<p>And the reason is this. Most small birds live
-on insects; they eat millions and millions of insects.
-If there were no birds, the insects would
-increase so that they would eat up all vegetation.
-The cattle, and horses, and sheep, and swine, and
-poultry would all die, and we should have to die
-also.</p>
-
-<p>Now, what I want all of you to remember, is
-that every time you kill one of these little
-insect-eating birds, it means that thousands of
-insects the bird would have eaten are going to<span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span>
-live to torment us; and every time you take an
-egg from one of these little birds’ nests, that
-means one less bird to eat the insects. I do not
-like mosquitoes and insects. I think it is better
-that the birds should live and eat the insects,
-than that the birds should die and the insects
-eat us.</p>
-
-<div class="sig">
-—<i>George T. Angell.</i></div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>If a bird in a cage could speak, what do you think it would
-say?</p>
-
-<p>Can it tell you when it has no drinking water?</p>
-
-<p>Do you know that thirst is worse than hunger?</p>
-
-<p>Do you know that a person can do without food much
-longer than without water?</p>
-
-<p>What do birds do for farmers?</p>
-
-<p>What do they do for you? Don’t you think it would
-be foolish to destroy them?</p>
-
-<p>Do you think it right to keep wild birds in cages? Why
-not?</p>
-
-<p>Did you ever notice the beautiful doves or pigeons in
-the city?</p>
-
-<p>Why are they so tame?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Don’t rob the birds of their eggs, boys,</div>
-<div class="verse"><span style="margin-left: 1em;">’Tis cruel and heartless and wrong;</span></div>
-<div class="verse">And remember, by breaking an egg, boys,</div>
-<div class="verse"><span style="margin-left: 1em;">We may lose a bird with a song.</span></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 500px;">
-<img src="images/i-100.jpg" width="500" height="285" alt="alarmingly large squirrel outside kitchen windo" />
-</div>
-
-
-
-<h2>FURRY</h2>
-
-
-<p>My house is in a little grove of oak trees.</p>
-
-<p>Every winter I feed several gray squirrels with
-nuts.</p>
-
-<p>Every day about noon a big father squirrel
-comes and scratches on my kitchen window.</p>
-
-<p>There he sits on the sill, watching with bright
-eyes until I open the window and throw out some
-nuts.</p>
-
-<p>The more timid squirrels are seated on the
-ground looking up at the window. They catch
-the nuts and scamper away with them up to
-the tops of the trees. But not Furry. He takes
-nuts from my hands, and holding them in his
-little finger-claws, gnaws away the shell faster<span class="pagenum"><a name="Page_81" id="Page_81">[81]</a></span>
-than I can count ten. He acts quite like a little
-pig sometimes, for he asks for more than he needs.</p>
-
-<p>What do you think he does with them?</p>
-
-<p>He jumps down with one in his mouth and
-starts to dig. As soon as the hole is deep enough
-to suit him he buries the nut, packing the earth
-carefully over it to make it look as though the
-ground had not been disturbed.</p>
-
-<p>Then back he comes for another nut.</p>
-
-<p>If all the nuts he plants were acorns and he
-should forget to come and find half of them
-when he is hungry—how big my oak forest
-would be!</p>
-
-<div class="figcenter" style="width: 450px;">
-<img src="images/i-101.jpg" width="450" height="249" alt="squirrel family" />
-</div>
-
-
-<h3>QUESTIONS</h3>
-
-
-<h4>I.</h4>
-
-<div class="blockquot3">
-
-<p>Have you ever fed a squirrel?</p>
-
-<p>Where have you seen the largest number together?</p>
-
-<p>Why were they not afraid?</p>
-
-<p><span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span></p>
-
-<p>How do mother squirrels carry their babies from one
-place to another?</p>
-
-<p>How do mother cats carry their babies?</p>
-
-<p>If mothers did not love their babies so much, what would
-happen to all animals and people?</p>
-
-<p>Do we have to thank squirrels for some of our trees?
-Why?</p></div>
-
-
-<h4>II.</h4>
-
-<div class="blockquot3">
-
-<p>Did you ever wish your doll or rocking horse were alive?</p>
-
-<p>Could anyone make them live?</p>
-
-<p>Isn’t being alive the most wonderful thing you can
-think of?</p>
-
-<p>Doesn’t it make you glad to think of the little wild things
-living in the out-of-doors?</p>
-
-<p>Name some of the animals living in the woods.</p>
-
-<p>Would the country be as pleasant without them?</p>
-
-<p>Why should you dislike to hurt any of them?</p></div>
-
-
-<h4>III.</h4>
-
-<div class="blockquot3">
-
-<p>Do you know that if people do not stop hunting wild
-ducks, mountain sheep, deer, and other animals they may
-all be killed?</p>
-
-<p>Did you ever see a reindeer?</p>
-
-<p>Did you notice its beautiful eyes?</p>
-
-<p>Would it be fun to fight a baby?</p>
-
-<p>Are not many animals as helpless as babies when they are
-hunted?</p>
-
-<p>Don’t you think it is cowardly to shoot little helpless
-animals “for fun”?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 501px;">
-<img src="images/i-103.jpg" width="501" height="289" alt="Horse pulling grocer's cart" />
-</div>
-
-
-
-
-<h2>THE GROCER’S HORSE</h2>
-
-
-<h3>I. The Careless Driver</h3>
-
-<p>It was the week before Christmas. Everybody
-was ordering all sorts of good things to be sent
-home “just as soon as possible.”</p>
-
-<p>The grocer’s boy, John, was on duty early.
-Soon many baskets were filled with orders to be
-delivered.</p>
-
-<p>The horse was hurried out of the stable before
-he had quite finished his breakfast, and John
-soon had the baskets piled into the wagon.</p>
-
-<p>“Be lively, now,” the grocer said. “Get back
-as soon as you can.”</p>
-
-<p>John jumped on the wagon, seized the whip and
-gave the horse a sharp cut to begin the day with.</p>
-
-<p><span class="pagenum"><a name="Page_84" id="Page_84">[84]</a></span></p>
-
-<p>John kept the whip in his hand. If the horse
-held up his pace a minute to give himself a chance
-to breathe, another snap of the whip kept him
-on the run.</p>
-
-<p>At the different houses where he left the groceries
-John rushed in and out as quickly as possible.
-In several places he was given fresh orders for
-articles that were needed.</p>
-
-<p>So the morning passed, and dinner time arrived.
-As John put the horse in the stable he could not
-help seeing that his breath came hard and fast,
-and that he was wet with sweat.</p>
-
-<p>“I guess it won’t do to give him any water,
-he is so hot,” John said, as he hurriedly put a
-scanty allowance of dry feed into the manger.</p>
-
-<p>The worn-out horse, trembling in every nerve
-with the fatigue of going hard all the morning,
-was almost choking with thirst.</p>
-
-<p>When John hurried in to his dinner, the first
-thing he asked for was something warm to drink.
-His mother gave him a cup of hot cocoa, and a
-good dinner, which he ate rapidly. Then off he
-started for the afternoon’s work.</p>
-
-<p>“Hurry up,” said the grocer as soon as John
-appeared. “Get out the horse and take these
-baskets; they are all rush orders.”</p>
-
-<p>“I went to Mrs. Bell’s twice this morning,”<span class="pagenum"><a name="Page_85" id="Page_85">[85]</a></span>
-said John. “I should think she might give all
-her order at one time and not keep us running
-there all day.”</p>
-
-<p>“I can’t help it. She is a good customer.
-Hurry up,” answered the grocer.</p>
-
-<p>John ran out to the barn. He certainly had
-meant to give the horse water before he started
-out again, but being hurried, he forgot it. In
-a few minutes, whip in hand, he was urging the
-tired, thirsty horse again over the road.</p>
-
-<p>Toward the close of the afternoon the horse
-began to hang his head. When John touched
-him up with the whip he did not go any faster.
-When he stopped for the third time at Mrs.
-Bell’s house his legs were trembling and he closed
-his eyes as if he were going to sleep.</p>
-
-<p>Mrs. Bell looked out of the window and said
-to her Aunt Sarah, who was visiting her, “I think
-it is a shame for Mr. Rush to let that boy race
-his horse so all day. Every time he comes here
-the horse is in a sweat, and now he looks as if
-he would drop. It is wicked to work a horse so!”</p>
-
-<p>Her aunt replied, “Yes, the horses have to
-suffer for man’s thoughtlessness, and woman’s,
-too. He’s been here three times to-day, hasn’t
-he?” But Mrs. Bell did not see the point of the
-reply.</p>
-
-<p><span class="pagenum"><a name="Page_86" id="Page_86">[86]</a></span></p>
-
-
-<h3>II. What Happened in the Barn</h3>
-
-<p>It was seven o’clock before John put the horse
-in the stable. He remembered then that he had
-given him no water all day. As he did not want
-to be obliged to go out to the barn again he gave
-him a pail of ice-cold water, which the horse drank
-greedily. Then he put his supper before him
-and left him.</p>
-
-<p>He did not stop to rub down the aching legs
-or to give the faithful, exhausted creature any
-further attention. He just threw a blanket over
-him and closed the barn for the night.</p>
-
-<p>When John came to the store the next morning
-a very angry looking grocer met him at the door.
-“You can go home as soon as you like. I won’t
-have a boy that drives my horse to death,” he
-said.</p>
-
-<p>“Is the horse dead?” asked John, turning pale.</p>
-
-<p>“It is not your fault if he is not dead. I have
-been up nearly all night with him, and I must
-get another horse to take his place until he is
-well.”</p>
-
-<p>“You told me to hurry every time I went out,”
-answered John.</p>
-
-<p>“Well, if you had any sense, you would know
-when a horse is used up and rest him,” replied
-the grocer.</p>
-
-<p><span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span></p>
-
-<p>The horse died that day; and the grocer, the
-boy driver, and Mrs. Bell were all to blame.</p>
-
-<p>The grocer ought not to have trusted a boy
-who had no sympathy for animals. Such a boy
-is not fit to drive and care for a horse.</p>
-
-<p>John was too selfish to give the horse time to
-breathe or to eat, and he did not care whether
-he was made comfortable in the stable or not.</p>
-
-<p>Mrs. Bell was thoughtless in giving her orders;
-so she made the horse take many unnecessary
-trips to her house.</p>
-
-<p>So a willing, patient animal was neglected and
-worked to death, when with good care he might
-have lived many years and done faithful work.
-This all happened because the man, the boy, and
-the woman had never learned to be thoughtful
-and kind.</p>
-
-<div class="sig">
-—<i>Mrs. Huntington Smith—Adapted.</i></div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>What do you think of a man who is cruel to horses?</p>
-
-<p>Do you think people respect such a person?</p>
-
-<p>Did you ever hear that “cruelty is the meanest crime”?</p>
-
-<p>How would you treat a pony? A horse?</p>
-
-<p>Did you ever read “Black Beauty”?</p>
-
-<p>Which should you like better for a friend—a man who is
-kind to animals or a man who does not care how they are
-treated, just so that he gets his work done?</p>
-
-<p>When you are hurt, or sick, what do you do?</p>
-
-<p>Can a horse or any animal tell a friend when he is sick?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span></p>
-
-
-
-
-<h2>A LETTER FROM A HORSE</h2>
-
-<div class="bbox">
-<div class="blockquot">
-
-<p class="unindent">To the Lady of the House:</p>
-
-<p>Please order your supplies for the day
-early in the morning and all in one order.
-One daily trip to your door is enough. Two
-trips will wear me out twice as fast.</p>
-
-<p>Telephoning in an extra order doubles the
-work for the sales clerk and bookkeeper as
-well as for the driver and horse. This adds
-to the cost of all you buy.</p>
-
-<p>Hurry up orders make whippings for me.</p>
-
-<p>Please think of those who serve you, both
-people and horses.</p>
-
-<div class="sig">
-
-<span style="margin-right: 4em;">Your obedient servant,</span><br />
-The Delivery Horse.<br />
-</div>
-
-<p>P. S. Some boys play with a whip over
-my back, not meaning to hurt me, but I
-cannot see the fun. It makes me nervous,
-and I get so tired by night from being
-worried that I tremble all over. I know
-boys do not think about that part.</p>
-
-<div class="sig">
-T. D. Horse.</div></div>
-</div>
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span></p>
-
-
-
-<div class="bbox">
-<h2>A PLEA FOR THE HORSE</h2>
-
-
-<div class="blockquot">
-
-<p>Every horse will work longer and better if
-given three ample meals daily; plenty of
-clean, fresh water; proper shoes, sharpened
-in slippery weather; a blanket in cold
-weather; a stall six feet by nine feet or
-room enough to lie down; a fly net in summer
-and two weeks’ vacation each year. Do
-not use the cruel, tight check rein, or closely
-fitting blinders which cause blindness.</p>
-
-<div class="adtitle2">SPARE THE WHIP</div></div>
-</div>
-
-
-<h3>QUESTIONS</h3>
-
-
-<h4>I.</h4>
-
-<div class="blockquot3">
-
-<p>Wouldn’t you have much more work to do if there were
-no horses?</p>
-
-<p>Have you ever been very tired?</p>
-
-<p>Have you ever been very thirsty?</p>
-
-<p>Could you ask for a drink of water?</p>
-
-<p>Can a horse ask?</p>
-
-<p>Don’t you suppose animals suffer terribly with thirst?</p>
-
-<p>What would a horse say if he could talk?</p>
-
-<p>Can you drive?</p>
-
-<p>Did you ever stop to think that it is because a horse’s
-mouth is so tender that the great strong animal does what
-the driver wishes?</p>
-
-<p>What do you think about jerking the reins?</p>
-
-<p><span class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span></p>
-
-<p>Should we have as nice and comfortable houses or food or
-clothing if we had no horses?</p></div>
-
-
-<h4>II.</h4>
-
-<div class="blockquot3">
-
-<p>Is the horse a laborer?</p>
-
-<p>Has he a right to wages? What should they be?</p>
-
-<p>How many meals a day should a horse have?</p>
-
-<p>Can you imagine how it would seem if you were very,
-very hungry to be taken into a place where tables were
-spread with tempting food, and be driven past them without
-a bite?</p>
-
-<p>How do hungry horses feel when they see and smell
-apples and grass?</p>
-
-<p>Can you run as fast when you carry a heavy load as you
-can with a light load?</p>
-
-<p>Can a horse?</p>
-
-<p>Did you ever burn your mouth?</p>
-
-<p>Did you know that the steel bit, if put very cold in the
-horse’s mouth, will burn off the skin of the tongue and make
-the mouth sore—and perhaps prevent the horse from
-eating?</p>
-
-<p>Could the bit be easily warmed by dipping it into hot
-water, or breathing on it to take out the frost?</p>
-
-<p>Did you ever stop to think that every creature that is
-alive can suffer?</p></div>
-
-
-<h4>III.</h4>
-
-<div class="blockquot3">
-
-<p>Did you ever see a driver stop on a cold day and go into a
-restaurant for a bowl of warm soup or a cup of coffee?</p>
-
-<p>Did he put a blanket on the horse?</p>
-
-<p>Did you ever see a horse taken into a stable and given a
-warm meal on a cold day?</p>
-
-<p><span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span></p>
-
-<p>Did you ever see non-skid chain-shoes for horses?</p>
-
-<p>Do you know that burlap tied on the horses’ hoofs
-answers the same purpose, and costs only a little time and
-forethought?</p></div>
-
-<hr class="tb" />
-
-<div class="blockquot">
-
-<p>The driver can best help this horse to get up by spreading
-a blanket or carpet over the icy roadway under his feet.</p></div>
-
-<div class="figcenter" style="width: 334px;">
-<img src="images/i-111.jpg" width="334" height="338" alt="horse fallen in snowstorm" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_92" id="Page_92">[92]</a><br /><a name="Page_93" id="Page_93">[93]</a></span></p>
-
-
-
-
-<h2>PART II<br />
-
-COMMUNITY OCCUPATIONS</h2>
-
-<div class="center">Stories About People Who Minister to<br />
-Our Daily Needs</div>
-
-<div class="blockquot3">
-<p>These stories develop very simply, the fundamental ideas of
-service, dependence and interdependence, and reciprocal duties.
-They also teach incidentally the civic virtues of thoroughness,
-honesty, respect, etc., which form the subject matter of Part I
-of this book.</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_94" id="Page_94">[94]</a><br /><a name="Page_95" id="Page_95">[95]</a></span></p>
-
-
-
-
-<h2>STORIES ABOUT PEOPLE WHO PROVIDE
-US WITH FOOD</h2>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<h2>THE BAKER</h2>
-
-
-<h3>I. An Early Call</h3>
-
-<p>“Good morning, children,” said Mrs. Duwell,
-with a bright smile—so bright that it seemed as
-if the oatmeal she was stirring smiled too.</p>
-
-<p>“Good morning, mother,” said Ruth. “My,
-but we are early this morning; it is only seven
-o’clock.”</p>
-
-<p>“Good morning, mother,” said Wallace,
-sleepily. “May I go back to bed again?”</p>
-
-<p>“Yes—after supper to-night,” replied his
-mother. “But I am glad you are up, for I am
-expecting a caller to knock at the door any
-moment.”</p>
-
-<p>“Who is it?” asked Ruth.</p>
-
-<p>“Oh, he is a very important man,” said her
-mother. “The strange part of it is that he never
-rings the front door bell, but always comes to
-the kitchen door and knocks.”</p>
-
-<p>“Please tell us who he is!” cried both the
-children.</p>
-
-<p><span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span></p>
-
-<div class="figcenter" style="width: 379px;">
-<img src="images/i-116.jpg" width="379" height="600" alt="woman cooking while two children watch" />
-<div class="caption"><span class="smcap">Tell a story
-about this
-picture</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_97" id="Page_97">[97]</a></span></p>
-
-<div class="figcenter" style="width: 522px;">
-<img src="images/i-117.jpg" width="522" height="574" alt="baker stading by gian loaf of bread with photographs in it" />
-<div class="caption"><span class="smcap">The next time a loaf of bread comes to your house, will you
-look into it and see if you can find pictures like the ones in the
-loaf on this page?</span><br />
-
-<span class="smcap">Here you will find pictures of harvesting, grain elevator,
-bakers at work, and baker wagon.</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_98" id="Page_98">[98]</a></span></p>
-
-<p>“Yes,” went on Mrs. Duwell, “he is going to
-bring us the most useful and wonderful article
-sold in any store in this city.”</p>
-
-<p>“Oh, mother, tell us what it is,” begged the
-children.</p>
-
-<p>Just then there came a heavy knock at the
-kitchen door.</p>
-
-<p>“There he comes with it now, I believe,”
-whispered Mrs. Duwell. “Wallace, you may
-open the door.”</p>
-
-<p>Wallace ran quickly to the door and opened
-it, and there stood—the bread man.</p>
-
-<p>“Oh, mother,” exclaimed Wallace, “it’s only
-the bread man!”</p>
-
-<p>“Wallace,” said his mother, “speak more
-politely. Say ‘good morning,’ and take a loaf
-of bread and a dozen rolls.”</p>
-
-<p>“Now, mother, tell us who it is you expect,
-and what he is going to bring,” coaxed Ruth as
-soon as the door was closed.</p>
-
-<p>“Sit down and eat your breakfast, children,
-and I will tell you all about it.”</p>
-
-<p>When the children had been served, she went
-on: “The man I spoke about has just gone—he
-is the bread man. Isn’t a loaf of bread the
-most useful and wonderful article sold in any
-store in the city?”</p>
-
-<p><span class="pagenum"><a name="Page_99" id="Page_99">[99]</a></span></p>
-
-<p>“Why, mother, you are joking!” exclaimed
-Wallace.</p>
-
-<p>“No, indeed, I am not. Tell me, children,
-what must you have in order to live?”</p>
-
-<p>“Food,” replied Ruth.</p>
-
-<p>“Correct; and what article of food do we
-most need?”</p>
-
-<p>“Bread,” replied Ruth.</p>
-
-<p>“I believe that is so,” said Wallace, after
-thinking a moment. “I am going to talk with
-father about it when he comes home to-night.”</p>
-
-<p>“That is right; I think he will tell you something
-about wheat fields and bake ovens,” said
-Mrs. Duwell. “Now run along to school or
-you will be late.”</p>
-
-
-<h3>II. The Staff of Life</h3>
-
-<p>“Father,” said Wallace, as the family sat
-about the supper table that evening, “a very
-important man called at the door this morning
-before we went to school.”</p>
-
-<p>“He did! Who was he?” asked Mr. Duwell.</p>
-
-<p>“Guess who,” said Ruth. “He left us the
-most wonderful and useful article sold in any
-store in this city.”</p>
-
-<p>“Who was he? What was it?” Mr. Duwell
-pretended to be very curious.</p>
-
-<p><span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span></p>
-
-<p>“Guess! See if you can guess!”</p>
-
-<p>“Let me see—oh, yes, it must have been the
-mayor with a pound of butter.”</p>
-
-<p>“Guess again,” shouted the children.</p>
-
-<p>“A policeman, with a bottle of ink.”</p>
-
-<p>“No, guess again!”</p>
-
-<p>“I give it up.”</p>
-
-<p>“The bread man with that loaf of bread,”
-cried the children, pointing to the loaf on the
-table.</p>
-
-<p>“Well, well, I believe you are right, children,”
-said their father. “I certainly ought to have
-guessed, although I never thought of the bread
-man as a very important man before.”</p>
-
-<p>“Mother explained it to us this morning
-and said that you would tell us about the wheat
-fields and bake ovens,” spoke up Ruth.</p>
-
-<p>“I certainly will, children,” said their father,
-looking pleased. “Let me see; what is this
-made of?” he asked, picking up a piece of
-bread.</p>
-
-<p>“Flour.”</p>
-
-<p>“Yes, what kind?”</p>
-
-<p>“Wheat flour.”</p>
-
-<p>“Correct; so this is wheat bread. What
-other kinds of bread are there?”</p>
-
-<p>“Rye bread, bran bread, graham bread.”</p>
-
-<p><span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span></p>
-
-<p>“Yes; and in Europe bread is often made
-of oats and barley.”</p>
-
-<p>“Bread is sometimes called by another name,”
-said their mother; “did you ever hear of it?
-The staff——”</p>
-
-<p>“The staff of life,” finished the children.</p>
-
-<p>“I have an idea,” cried their father suddenly.
-“The Spotless Bakery is about three squares up
-the street. It is open in the evening. I know
-the manager. Let us go up there to see how
-they make bread.”</p>
-
-<p>“Hurrah for dad! Fine, come on!” cried
-Wallace.</p>
-
-<p>“I wish mother could go,” Ruth said.</p>
-
-<p>Her mother shook her head; “No, dear, I’ll
-not go this time, but thank you for thinking
-of it.”</p>
-
-<p>“We won’t be long, mother, and we’ll tell you
-about everything when we get home,” said Wallace,
-as the three left the house.</p>
-
-
-<h3>III. A Visit to the Bakery</h3>
-
-<p>Soon they came to a big square building that
-seemed to be all windows, blazing with light.
-Over the door was a sign which read:</p>
-
-<div class="center">
-THE SPOTLESS BAKERY</div>
-
-<p><span class="pagenum"><a name="Page_102" id="Page_102">[102]</a></span></p>
-
-<p>The children had often seen the building before
-but had never been inside.</p>
-
-<p>They entered and their father asked to see the
-manager. Soon he came bustling in—a round
-smiling little man, dressed in a spotless white
-suit.</p>
-
-<p>“Good evening, Mr. Duwell,” he said, shaking
-hands.</p>
-
-<p>“Good evening, Mr. Baker,” replied Mr.
-Duwell. “This is Ruth, and this is Wallace.
-They want to see how bread is baked, if you are
-not too busy for visitors.”</p>
-
-<p>“I shall be delighted to show you,” said Mr.
-Baker, smiling and shaking hands with both
-children; “this way, please.”</p>
-
-<p>Up a narrow winding stair they climbed to
-the sifting room on the fourth floor.</p>
-
-<p>“Every bit of flour starts on its journey
-through these sifters,” said the manager, pointing
-to a row of box-like sifting machines.</p>
-
-<p>On the floor stood a huge pile of bags of
-flour. “Each one of these bags holds one hundred
-and forty pounds,” he explained.</p>
-
-<p>Passing down the stairway they saw the store-room
-piled high with more bags of flour. “There
-are more than a thousand of them,” said the
-manager.</p>
-
-<p><span class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span></p>
-
-<p>Then they came to the mixing room. Everything
-was white—the huge mixers were white;
-the walls were white; the bakers were dressed in
-white with odd round white caps; the dough
-trays were white—everything was white and
-spotless.</p>
-
-<p>“The flour from the sifters above comes
-through an opening in the floor into the mixers.
-Then the yeast and other things are added.
-The electric power is started. The great iron
-arms of the mixers turn, and twist, and mix
-until the whole mass becomes dough,” Mr.
-Baker explained.</p>
-
-<p>Along the wall were the dough trays in which
-the dough is set to rise. These trays remind
-one of huge white bath tubs on wheels, a little
-wider and deeper and about twice as long as
-the ones in our houses.</p>
-
-<p>“How much will each one of those hold?”
-asked Wallace, pointing to the trays full of
-creamy dough.</p>
-
-<p>“Enough to make eleven hundred loaves,”
-answered the manager.</p>
-
-<p>“Why, there must be over forty of them,”
-said Wallace, looking down the long line. “How
-many loaves do you bake in a day?”</p>
-
-<p>“We have two more bakeries like this, and<span class="pagenum"><a name="Page_104" id="Page_104">[104]</a></span>
-in the three we bake about one hundred thousand
-loaves a day—besides rolls and cakes.”</p>
-
-<p>“Why, I didn’t know there was so much bread
-in the world,” said Wallace.</p>
-
-<p>“Yes, my boy, there are bakeries almost
-everywhere. We supply only a small part of the
-bread needed in our large city.”</p>
-
-<p>As they went down the next stairway to the
-baking room, the pleasant odor of fresh-baked
-bread came up to meet them.</p>
-
-<p>“Here they are!” cried Ruth. “Look, Wallace,
-here are the bake ovens!”</p>
-
-<p>All that could be seen on one side of the room
-was a long row of black oven doors, set in a low
-white-tiled wall.</p>
-
-<p>On the other side of the room were large
-oblong tables, around which the white-uniformed
-bakers were busily working.</p>
-
-<p>The dough was piled high on the tables. One
-baker cut it into lumps. Another made the
-lumps into pound loaves, weighing them on a
-scale. Another shaped the loaves and put them
-into rows of pans, which were slipped into large
-racks and wheeled to the oven door.</p>
-
-<p>“Look,” said Wallace, “they are going to
-put them in!”</p>
-
-<p>A baker put four loaves on a long-handled<span class="pagenum"><a name="Page_105" id="Page_105">[105]</a></span>
-flat shovel; then quickly opened the oven door
-and slipped them inside.</p>
-
-<p>“Look at the loaves!” cried Wallace, peeping
-into the open door. “Hundreds of them.
-How many will that oven hold?”</p>
-
-<p>“Six hundred,” said the baker, closing the
-door.</p>
-
-<p>“Look,” cried Ruth, “they are taking them out
-of that other oven. There comes our loaf for
-breakfast, Wallace.”</p>
-
-<p>Farther down the room a baker was lifting
-out of an oven the nut-brown loaves, bringing
-with them the sweet smell of fresh bread.</p>
-
-<p>“Isn’t it wonderful!” said Mr. Duwell, who
-was almost as excited as the children. “Notice
-how all the men work together, everyone doing
-his part to help the others.”</p>
-
-<p>“What are the baking hours?” he asked the
-manager.</p>
-
-<p>“From twelve o’clock, noon, till midnight, the
-ovens are kept going as you see them now,” said
-the manager.</p>
-
-<p>“We will go down one more flight to the
-shipping room,” he added, leading the way.</p>
-
-<p>There the finished loaves were coming down
-from the floor above on great racks to wait
-for shipping time. The space in front of the<span class="pagenum"><a name="Page_106" id="Page_106">[106]</a></span>
-shipping platform was crowded with wagons
-and automobiles.</p>
-
-<div class="figcenter" style="width: 516px;">
-<img src="images/i-126.jpg" width="516" height="445" alt="man and children visting commerical baker and watchign men bake loaves of bread" />
-</div>
-
-<p>“Why, look!” said Wallace, “there are more
-wagons than automobiles. I should think you
-would use automobiles entirely.”</p>
-
-<p>“No,” replied the manager, “the automobiles
-are better for long distances; but for short distances,
-where the driver has to start and stop,
-horses are much better. When the driver
-serves bread along a street he calls, ‘Come<span class="pagenum"><a name="Page_107" id="Page_107">[107]</a></span>
-Dolly,’ or whatever the horse’s name is, and the
-horse follows. The horse is alive; the automobile
-isn’t.”</p>
-
-<p>“When does the delivery start?” asked Mr.
-Duwell.</p>
-
-<p>“Soon after midnight.”</p>
-
-<p>After thanking the manager for his kindness,
-shaking hands all around, and bidding him
-good-night, the little party hurried home.</p>
-
-<p>All that night Wallace dreamed that he was
-putting loaves of bread into a big oven and lifting
-them out, brown and crisp, on the end of a
-long-handled shovel, loading them into a delivery
-wagon, and driving all over the city, so
-that the people could have fresh bread for
-breakfast.</p>
-
-
-<h3>IV. Where the Wheat Comes From</h3>
-
-<p>At the table the next evening the children
-were still talking about their visit to the bakery.</p>
-
-<p>“Well, children,” said their father, “we
-followed the flour through the bakery to the
-loaf on our table. What do you say if we take
-a little journey to the place where the wheat
-comes from.”</p>
-
-<p>“Fine!” cried Wallace. “When can we
-start?”</p>
-
-<p><span class="pagenum"><a name="Page_108" id="Page_108">[108]</a></span></p>
-
-<p>“Right now, son, but it will be a stay-at-home
-journey,” said Mr. Duwell; and everybody
-laughed.</p>
-
-<p>“Let us see,” Mr. Duwell went on; “where
-did the thousand bags of flour we saw in the
-bakery come from?”</p>
-
-<p>“I know,” said Ruth. “I read ‘Minn.’ on
-one of the bags.”</p>
-
-<p>“Good, Ruth,” said her father. “That is
-what I call using your eyes. What does ‘Minn.’
-stand for?”</p>
-
-<p>“Min-ne-so-ta,” answered Wallace quickly.</p>
-
-<p>“Correct! Minnesota has great wheat fields,
-and so have North and South Dakota,
-Kansas, and many other states; but the wheat
-in our loaf grew in Minnesota.</p>
-
-<p>“Wallace, step over to the bookcase and bring
-me the large book marked ‘W.’”</p>
-
-<p>Wallace brought it in a moment.</p>
-
-<p>Mr. Duwell opened the book and found some
-colored pictures.</p>
-
-<p>“Here we are,” said he. “What does it say
-under the first picture, Ruth?”</p>
-
-<p>“‘Reaping and Binding Wheat,’” read Ruth,
-bending over the book.</p>
-
-<p>“Right! There is our loaf growing, and there
-is the machine cutting the wheat and tying it<span class="pagenum"><a name="Page_109" id="Page_109">[109]</a></span>
-into bundles. What does it say under this picture,
-Wallace?”</p>
-
-<p>“‘Threshing by Steam,’” read Wallace.</p>
-
-<p>“Yes—taking the wheat from the straw and
-chaff. What comes next, Ruth?”</p>
-
-<p>“‘Grain El-e-va-tor,’” read Ruth.</p>
-
-<p>“What is a grain elevator?” asked Mr. Duwell.</p>
-
-<p>“Why, the place where the wheat is stored until
-needed.”</p>
-
-<p>“Yes,” said Mr. Duwell, “some elevators are
-so large that they will hold nearly two million
-bushels of wheat.”</p>
-
-<p>“Plenty large enough to hold our loaf,” added
-Mrs. Duwell.</p>
-
-<p>“Now read again, Wallace.”</p>
-
-<p>“‘In-te-ri-or of Flour Mill,’” read Wallace.</p>
-
-<p>“Yes, that is where they grind the wheat into
-white flour and remove the bran.”</p>
-
-<p>“Bran is the outside coat, isn’t it?” asked Ruth.</p>
-
-<p>“Yes, that’s it! Now read again.”</p>
-
-<p>“‘Train Being Loaded with Flour,’” read
-Ruth.</p>
-
-<p>“Yes, that must be a picture of the fifteen
-car loads of flour used every week by the Spotless
-Bakery.”</p>
-
-<p>“I never would have believed it took so many
-people to make a loaf of bread,” exclaimed Mrs.<span class="pagenum"><a name="Page_110" id="Page_110">[110]</a></span>
-Duwell. “Let me see: the plowman, the sower,
-the reaper,—go on, Wallace.”</p>
-
-<p>“The thresher, the miller, the train-men, the
-baker—” added Wallace.</p>
-
-<p>“And the baker’s horses,” finished Ruth.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Have you ever visited a bakery? Tell about it.</p>
-
-<p>The Duwell family had a splendid time finding out things
-about their bread and rolls, didn’t they?</p>
-
-<p>Why don’t you try it with some of the other things you
-eat?</p>
-
-<p>Can you think of some ways of helping this very useful
-man, the baker?</p>
-
-<p>Suppose company had come unexpectedly to see your
-great-grandmother when she did not have bread enough
-baked. How would she have gotten bread for her guests?</p>
-
-<p>What would your mother do if the same thing happened
-to her?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Praise God for wheat, so white and sweet,</div>
-<div class="verse"><span style="margin-left: 1em;">Of which we make our bread!</span></div>
-<div class="verse">Praise God for yellow corn, with which</div>
-<div class="verse"><span style="margin-left: 1em;">His waiting world is fed!</span></div>
-<div class="sig">—<i>Edward Everett Hale.</i></div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_111" id="Page_111">[111]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 386px;">
-<img src="images/i-131a.jpg" width="386" height="384" alt="girl talking to her grandmother who is in bed" />
-</div>
-
-
-
-<h2>BAKING THE JOHNNY-CAKE</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Little Sarah stood by her grandmother’s bed,</div>
-<div class="verse">“Now what shall I get for your breakfast?” she said.</div>
-<div class="verse">“You may get me a johnny-cake. Quickly go make it,</div>
-<div class="verse">In one minute mix, and in two minutes bake it.”</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 115px;">
-<img src="images/i-131b.jpg" width="115" height="95" alt="Sarah gathering flour" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">So Sarah went to the closet to see</div>
-<div class="verse">If yet any meal in the barrel might be.</div>
-<div class="verse"><span class="pagenum"><a name="Page_112" id="Page_112">[112]</a></span>The barrel had long been as empty as wind,</div>
-<div class="verse">And not a speck of corn meal could she find.</div>
-<div class="verse">But grandmother’s johnny-cake, still she must make it,</div>
-<div class="verse">In one minute mix, and in two minutes bake it.</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 115px;">
-<img src="images/i-132a.jpg" width="115" height="92" alt="Sarah at store" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">She ran to the store, but the storekeeper said,</div>
-<div class="verse">“I have none. You must go to the miller, fair maid,</div>
-<div class="verse">For he has a mill, and he’ll put the corn in it,</div>
-<div class="verse">And grind you some nice yellow meal in a minute.</div>
-<div class="verse">Now run, or the johnny-cake, how will you make it,</div>
-<div class="verse">In one minute mix, in two minutes bake it?”</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 115px;">
-<img src="images/i-132b.jpg" width="115" height="92" alt="Sarah talking to miller" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Then Sarah she ran every step of the way,</div>
-<div class="verse">But the miller said, “No, I have no meal to-day.</div>
-<div class="verse">Run, quick, to the cornfield, just over the hill,</div>
-<div class="verse">And if any corn’s there, you may fetch it to mill.</div>
-<div class="verse">Run, run, or the johnny-cake, how will you make it,</div>
-<div class="verse">In one minute mix, in two minutes bake it?”</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 117px;">
-<img src="images/i-132c.jpg" width="117" height="97" alt="Sarah running" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">She ran to the cornfield—the corn had not grown,</div>
-<div class="verse"><span class="pagenum"><a name="Page_113" id="Page_113">[113]</a></span>Though the sun in the blue sky pleasantly shone.</div>
-<div class="verse">“Pretty sun,” cried the maiden, “please make the corn grow.”</div>
-<div class="verse">“Pretty maid,” the sun answered, “I cannot do so.”</div>
-<div class="verse">“Then grandmother’s johnny-cake, how shall I make it,</div>
-<div class="verse">In one minute mix, in two minutes bake it?”</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 117px;">
-<img src="images/i-133a.jpg" width="117" height="95" alt="Sarah talking to farmer" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">But Sarah looked round, and she saw what was wanted;</div>
-<div class="verse">The corn could not grow, for no corn had been planted.</div>
-<div class="verse">She asked of the farmer to sow her some grain,</div>
-<div class="verse">But the farmer laughed till his sides ached again.</div>
-<div class="verse">“Ho! ho! for the johnny-cake, how can you make it,</div>
-<div class="verse">In one minute mix, in two minutes bake it?”</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 117px;">
-<img src="images/i-133b.jpg" width="117" height="100" alt="Sarah watching farmer and horse plow" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">The farmer he laughed, and he laughed very loud—</div>
-<div class="verse">“And how can I plant till the land has been plowed?</div>
-<div class="verse">Run, run, to the plowman, and bring him with speed;</div>
-<div class="verse">He’ll plow up the ground and I’ll fill it with seed.”</div>
-<div class="verse">Away, then, ran Sarah, still hoping to make it,</div>
-<div class="verse"><span class="pagenum"><a name="Page_114" id="Page_114">[114]</a></span>In one minute mix, in two minutes bake it.</div>
-    </div>
-    <div class="stanza">
-<div class="verse">The plowman he plowed, and the grain it was sown,</div>
-<div class="verse">And the sun shed his rays till the corn was all grown.</div>
-<div class="verse">It was ground at the mill, and again at her bed</div>
-<div class="verse">These words to kind Sarah the grandmother said,</div>
-<div class="verse">“Please get me a johnny-cake—quickly go make it,</div>
-<div class="verse">In one minute mix, in two minutes bake it.”</div>
-<div class="sig"><span style="margin-right: .5em;"><i>From “Child Life: A Collection of Poems,”</i></span></div>
-<div class="sig"><i>Edited by John Greenleaf Whittier.</i></div>
-</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 372px;">
-<img src="images/i-134.jpg" width="372" height="374" alt="Sarah taking Johnyy-Cake to grandmother" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_115" id="Page_115">[115]</a></span></p>
-
-
-
-
-<h2>THE MILKMAN</h2>
-
-
-<h3>I. Before the Sun Rises</h3>
-
-<p>“What do you think one of our lessons was
-about to-day, mother?” asked Ruth, coming in
-from school one afternoon.</p>
-
-<p>“I couldn’t guess,” said her mother. “What
-was it about?”</p>
-
-<p>“The milkman.”</p>
-
-<p>“The milkman,” repeated Mrs. Duwell in
-surprise; “that must have been interesting.”</p>
-
-<p>“Yes, we just talked. Teacher asked questions;
-she asked if we liked bread and milk or
-cereal and milk, and said that they made an
-excellent breakfast.</p>
-
-<p>“What do you think, mother,” Ruth went on;
-“teacher told us that not many years ago the
-milkman came around with big cans of milk
-and measured whatever you wanted, a pint or
-a quart, into your pitcher or milk pail.”</p>
-
-<p>“Yes, that is true,” said Mrs. Duwell. “That
-is the way they did when I was a little girl. How
-did they come to change? Did your teacher
-tell you?”</p>
-
-<p>“People found that it was not san-i-ta-ry,
-teacher said. The milk was not always kept
-clean; so the milkmen put it into pint and quart
-<span class="pagenum"><a name="Page_116" id="Page_116">[116]</a><br /><a name="Page_117" id="Page_117">[117]</a><br /><a name="Page_118" id="Page_118">[118]</a></span>bottles, with paper caps to keep out flies and
-germs.”</p>
-
-<div class="figcenter" style="width: 412px;">
-<img src="images/i-136.jpg" width="412" height="600" alt="family sitting at dining table looking off to the right" />
-<div class="caption"><span class="smcap">Tell a story about this picture.</span></div>
-</div>
-
-<div class="figcenter" style="width: 447px;">
-<img src="images/i-137.jpg" width="447" height="598" alt="Milkman next to a giant milk bottle iwth photographs in it" />
-<div class="caption"><span class="smcap">The next time you drink a glass of milk think about what a long
-journey it has taken.</span><br />
-
-<span class="smcap">The milk in the bottle in this picture came in a big can from the
-cow to the railroad station, on the train to the city dairy where
-it was bottled and tested. It was then sent out in a large auto
-truck to the delivery wagon which took it to the duwell family.</span><br />
-
-<span class="smcap">Does the milk which you use take as long a journey as that?</span></div>
-</div>
-
-<p>“Did you find out where the milk comes
-from?”</p>
-
-<p>“Oh yes, from the farms. Teacher showed us
-pictures of cows; some with tan and white coats—Jerseys;
-and some with black and white coats—Holsteins,
-I think she said. I should love to
-see real cows.”</p>
-
-<p>“So you shall, dear, the next time we go into
-the country.</p>
-
-<p>“I remember,” continued Mrs. Duwell, “hearing
-your grandfather say that when he was a
-boy he had to be out of bed before daylight,
-sometimes as early as three o’clock, and go out
-into the cold barn to milk the cows.”</p>
-
-<p>“Three o’clock in the morning!” exclaimed
-Wallace, who had just come in.</p>
-
-<p>“Yes; then he had to hurry into the kitchen
-for breakfast, then out again, hitch up old Dobbin,
-load the milk cans on the wagon and drive
-to the nearest station to catch the milk train.
-He had to do all this by six o’clock—before
-most people in the city think of getting up.”</p>
-
-<p>“My, there wasn’t much fun in that,” said
-Wallace.</p>
-
-<p>“No, indeed. You remember the deep snow<span class="pagenum"><a name="Page_119" id="Page_119">[119]</a></span>
-in March last winter. I asked our milkman
-what time he started on his rounds. What
-do you think he said?”</p>
-
-<p>“Six o’clock,” replied Wallace.</p>
-
-<p>“Earlier than that, son,” said Mrs. Duwell.
-“He laughed and said, ‘I have to load up and
-start by three o’clock to serve all my customers
-before breakfast.’”</p>
-
-<p>“Yes,” added Ruth, “teacher told us about
-that and asked what would happen if the driver
-overslept and did not get over the route before
-breakfast.”</p>
-
-<p>“What did you answer?”</p>
-
-<p>“Why, that we might have to do without
-milk for breakfast.”</p>
-
-<p>“Or we might have to wait for breakfast until
-eleven o’clock,” said Wallace.</p>
-
-<p>“Oh, Wallace,” cried Ruth, “I didn’t say
-that! If we waited for breakfast until eleven
-o’clock we would be dreadfully late for school.”</p>
-
-<p>“And dreadfully hungry, too,” said Wallace.
-“I’m glad our milkman gets up on time.”</p>
-
-
-<h3>II. Milk, from Farm to Family</h3>
-
-<p>“Well, what I want to know is, where the
-Clover Leaf Dairy gets our milk from,” said
-Wallace.</p>
-
-<p><span class="pagenum"><a name="Page_120" id="Page_120">[120]</a></span></p>
-
-<div class="figcenter" style="width: 509px;">
-<img src="images/i-140.jpg" width="509" height="292" alt="farmer with two milk cans standing in barn doorway" />
-</div>
-
-<p>“It is this way. The dairy wagon meets the
-milk train and takes the cans of milk to the
-dairy. There they test the milk to see if it is pure
-and fresh.</p>
-
-<p>“Next they empty the milk into a big white
-tank and heat it to kill the disease germs. After
-quickly cooling the milk, they put it into bottles,
-and it saves the babies’ lives,” said Ruth
-almost without stopping to take breath.</p>
-
-<p>Her mother smiled and asked, “Did your
-teacher tell you the name of that work?”</p>
-
-<p>“Yes; but it was a long word, and I have forgotten
-it,” answered Ruth.</p>
-
-<p>“Pas-teur-i-zing.” Her mother said it for
-her.</p>
-
-<p>“Yes, that’s it—pasteurizing. I could not<span class="pagenum"><a name="Page_121" id="Page_121">[121]</a></span>
-think. It kills all the bad germs so that the
-milk is safe for even the weakest babies.</p>
-
-<p>“Teacher told us about a good man in New
-York,” Ruth went on, “named Mr. Straus, who
-was sorry because so many babies died from
-drinking impure milk. He made it so that
-poor babies in New York could have pasteurized
-milk; and then less than half as many died as
-before.”</p>
-
-<p>“Wasn’t that a noble thing to do,” said her
-mother.</p>
-
-<p>“Yes; our teacher says that almost everybody
-uses pasteurized milk now, and in this way thousands
-of babies’ lives have been saved. She
-says that we ought to be grateful.”</p>
-
-<p>“Yes, indeed,” said Mrs. Duwell; “we ought
-to be grateful to the milkman, the farmer, and
-everybody that helps to bring us pure milk.”</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Would you like to get up long before daylight, on cold
-winter mornings to deliver milk for people’s breakfast?</p>
-
-<p>Tell some of the things you like that you could not have
-to eat if the milkman did not come.</p>
-
-<p>Have you ever visited a big dairy?</p>
-
-<p>Tell about it.</p>
-
-<p>Imagine you own a herd of cows in the country, and tell
-some of the things you would do in order to be sure to send
-good, pure, clean milk to the dairy.</p></div>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_122" id="Page_122">[122]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-142.jpg" width="511" height="406" alt="two men lined up behind woman at store counter" />
-</div>
-
-
-
-
-<h2>THE GROCER</h2>
-
-
-<h3>I. The Old-time Grocer</h3>
-
-<p>“Wallace, light another candle, please. I
-cannot see very well,” said Mr. Duwell as he sat
-smiling at the head of the dining table, with
-carving knife lifted ready to carve the roast.</p>
-
-<p>Wallace turned on another electric light, and
-everybody laughed.</p>
-
-<p>“That’s a good guess, son,” said his mother.
-“On my grandfather’s farm they always burned
-candles, and grandmother made them herself.”</p>
-
-<p><span class="pagenum"><a name="Page_123" id="Page_123">[123]</a></span></p>
-
-<p>“Made them herself!” exclaimed Ruth.</p>
-
-<p>“Yes,” replied her mother. “I have often
-seen the candle moulds. They looked like a
-row of tin tubes fastened together. The wicks
-were hung in the middle of the tubes, and the
-melted tallow was poured in around them.
-When the candles were hard and cold, they
-were slipped out ready for use.”</p>
-
-<p>“Your grandmother must have been smart.
-What relation was she to me?” asked Ruth.</p>
-
-<p>“Your great-grandmother, dear. She was
-‘smart,’ indeed. She made not only candles,
-but soap.”</p>
-
-<p>“Soap!” said Ruth in surprise.</p>
-
-<p>“Yes, and butter,” said Mrs. Duwell.</p>
-
-<p>“Your great-grandfather was ‘smart,’ too,”
-said Mr. Duwell. “Why, Wallace, he butchered
-a pig or two, and sometimes a cow in the
-fall for the winter’s meat.”</p>
-
-<p>“Weren’t there any grocers or butchers?”
-asked Wallace.</p>
-
-<p>“Yes, indeed; your great-grandmother was
-the grocer, and your great-grandfather was the
-butcher for the family.”</p>
-
-<p>“But weren’t there any stores?”</p>
-
-<p>“Yes, the stores were in the big kitchen pantry,
-the cellar, and the ice-house.”</p>
-
-<p><span class="pagenum"><a name="Page_124" id="Page_124">[124]</a></span></p>
-
-<p>“I mean grocery stores like Parker’s, and
-Wiggin’s,” explained Wallace.</p>
-
-<p>“No, until the towns and villages sprang up
-there were no stores such as we have now,” said
-Mr. Duwell. “You see, there were not many
-people to buy things in the early days, and they
-lived on farms many miles apart, so it did not
-pay anyone to keep a store.</p>
-
-<p>“Why is the grocery so useful to everybody?”
-he asked.</p>
-
-<p>“Because it sells food.”</p>
-
-<p>“That is it. You see, when enough people
-lived in one place to make a village or town,
-some one opened a store. Now, how did he
-get flour to sell?”</p>
-
-<p>“From the miller.”</p>
-
-<p>“Right—and potatoes?”</p>
-
-<p>“From the farmer.”</p>
-
-<p>“Yes, the miller brought flour and the farmer
-brought potatoes to the grocer for him to sell.”</p>
-
-<p>“And when grandma made more butter than
-she could use she sent it to the grocer,” added
-Mrs. Duwell.</p>
-
-<p>“Where did the grocer get his stock of brooms,
-Ruth?” asked her father.</p>
-
-<p>“From the broom-maker.”</p>
-
-<p>“That is the idea. All who grew or made<span class="pagenum"><a name="Page_125" id="Page_125">[125]</a></span>
-more things than they could use brought them
-to the grocer to be sold. So the grocer helped
-them and they helped him, and the people went
-to the store for their supplies.</p>
-
-<p>“You must remember, children,” went on Mr.
-Duwell, “the old-fashioned country store was very
-different from Parker’s grocery around the corner.
-Besides groceries, it sold harness, horse blankets,
-hardware, shoes, and everything people needed.”</p>
-
-
-<h3>II. The Modern Grocer</h3>
-
-<p>“Suppose Wallace were a grocer, Ruth, how
-would you like his store to be kept?” asked her
-mother.</p>
-
-<p>“Clean—oh, so clean!” replied Ruth.</p>
-
-<p>“Yes, what else?”</p>
-
-<p>“Full of shelves with all the packages and
-bottles and other things in their places.”</p>
-
-<p>“How would you treat the people, Wallace?”
-asked Mrs. Duwell.</p>
-
-<p>“I would be very polite, and try to have every
-article they wanted fresh and good.”</p>
-
-<p>“That is right, and I know you would be
-honest and truthful.”</p>
-
-<p>“If you were that kind of grocer, Wallace,”
-said Mr. Duwell, “you would be of real service
-to the people.”</p>
-
-<p><span class="pagenum"><a name="Page_126" id="Page_126">[126]</a></span></p>
-
-<p>“What kind of customers would you like to
-have, Wallace?” asked Mrs. Duwell.</p>
-
-<p>“Oh, people who paid their bills on time and
-didn’t find too much fault,” answered Wallace.</p>
-
-<p>“Well,” said Ruth, “if you were anything
-like that, your customers would certainly call
-you The Spotless Grocer.”</p>
-
-<div class="figcenter" style="width: 514px;">
-<img src="images/i-146.jpg" width="514" height="258" alt="woman standing at counter" />
-</div>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Think of all the extra work your mother and father
-would have to do if there were no grocery stores. Is there
-one near your house? Are you glad?</p>
-
-<p>What kind of grocery store do you like?</p>
-
-<p>What kind of grocer do you like to deal with?</p>
-
-<p>Try playing store, and pretend that your customers will
-not pay their bills and that the men from whom you buy
-come to insist on your paying them. What will happen?</p>
-
-<p>If you were a real grocer, would you like that to happen?</p>
-
-<p>Can you think of some other ways you can help the
-grocer besides paying your bills promptly?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_127" id="Page_127">[127]</a></span></p>
-
-
-
-
-<h2>STORIES ABOUT PEOPLE WHO HELP<br />
-CLOTHE US</h2>
-
-
-
-
-<h2>THE TAILOR</h2>
-
-
-<h3>I. The Accident</h3>
-
-<p>Wallace was very proud of the new suit of
-clothes his father had just bought him. He
-wanted to wear it to school the first day after
-it came home.</p>
-
-<p>“If I were you I should keep it for best for a
-while, Wallace,” said his mother. “Your old
-suit is good enough for school for some time.”</p>
-
-<p>“But Tom Dolittle is going to wear his new
-suit to-day; he told me so.”</p>
-
-<p>“It doesn’t seem wise to me, Wallace—but
-wear it if you think best.”</p>
-
-<p>“All right, mother,” said Wallace as he
-skipped away to put it on.</p>
-
-<p>A few minutes later his mother stood watching
-a very happy boy running down the street.</p>
-
-<p>“Mother!” called Wallace, walking slowly
-upstairs when he came in from school.</p>
-
-<p>“Here I am, boy, in the sitting room,”
-answered his mother.</p>
-
-<p><span class="pagenum"><a name="Page_128" id="Page_128">[128]</a></span></p>
-
-<p>“Just see what has happened to my new suit!”</p>
-
-<p>“Have you torn your jacket?”</p>
-
-<p>“No, it’s not torn,” he said, coming into the
-room. “It is worse than that. I’m afraid it
-is ruined. Look! Look!”</p>
-
-<p>“Why, child,” exclaimed Mrs. Duwell, “how
-did this happen? Let us go into the bathroom
-to wipe off a little of the mud. That may
-prevent stains.”</p>
-
-<p>She hardly knew the mud-splashed boy who
-stood before her, so very unlike the spick and
-span Wallace of the morning.</p>
-
-<p>“Well, dear, don’t worry too much,” she said.
-“We will see what the tailor can do for us.”</p>
-
-<p>“Do you suppose he can make it clean enough
-for me to wear?” asked the boy eagerly.</p>
-
-<p>“I think that he can make it look very well,”
-said his mother. “Put on your other suit and
-we will take this one around to the tailor’s shop.
-But you haven’t told me what happened.”</p>
-
-<p>“Why, it was this way: I was chasing some of
-the boys, and just as I reached the corner an automobile
-came speeding out of West Street. It
-skidded into the curb, and splashed the mud
-over me from head to foot. The whole thing
-happened in less than a minute. You ought
-to have heard the boys laugh!”</p>
-
-<p><span class="pagenum"><a name="Page_129" id="Page_129">[129]</a></span></p>
-
-<p>“I am thankful you were not hurt,” said
-his mother. “I will put on my wraps and we
-will go at once.”</p>
-
-
-<h3>II. At the Tailor Shop</h3>
-
-<p>“Good afternoon,” said Mrs. Duwell to the
-tailor as they entered the shop.</p>
-
-<p>“Good afternoon,” said the tailor. “What
-can I do for you to-day?”</p>
-
-<p>“We want to see if you can make this suit of
-clothes look like new,” said Mrs. Duwell.</p>
-
-<p>“Let me look at it,” said the man, untying
-the parcel, and examining the mud-splashed
-clothing.</p>
-
-<p>“Well, that is pretty bad, but I guess we can
-do a good job.”</p>
-
-<p>“How much will you charge?” asked Wallace
-anxiously.</p>
-
-<p>“Seventy-five cents, if you call for it,” said the
-tailor, taking out a tag. “What name, please?”</p>
-
-<p>“Give your name, son,” said Mrs. Duwell.</p>
-
-<p>“Wallace Duwell,” said the boy. “When
-may I come?”</p>
-
-<p>“Day after to-morrow,” replied the tailor.
-“We will do our best to make it look like new.”</p>
-
-<p>“Thank you,” answered Wallace, smiling for
-the first time since the accident.</p>
-
-<p><span class="pagenum"><a name="Page_130" id="Page_130">[130]</a></span></p>
-
-<div class="figcenter" style="width: 473px;">
-<img src="images/i-150.jpg" width="473" height="529" alt="mother and boy at tailor" />
-<div class="caption"><span class="smcap">Tell the story of this picture.</span><br />
-
-<span class="smcap">If you look at your coat carefully you will find a story about
-sheep shearing, spinning, weaving, and tailoring just like the story
-shown in the pictures in the coat on the opposite page.</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_131" id="Page_131">[131]</a></span></p>
-
-<div class="figcenter" style="width: 433px;">
-<img src="images/i-151.jpg" width="433" height="600" alt="suit jacket hung up with photographs on it" />
-<div class="caption"><span class="smcap">Do you ever think of the many people we have to thank for our
-nice warm clothing?</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_132" id="Page_132">[132]</a></span></p>
-
-<p>“Good afternoon,” said Mrs. Duwell, as they
-left the shop.</p>
-
-<p>“Good-by,” answered the tailor; “come
-again.”</p>
-
-<p>“Mother,” said Wallace, after they had walked
-a few minutes, “it was my fault that this accident
-happened, and I want to pay for having
-the suit cleaned. I have the money Aunt Mary
-gave me for Christmas.”</p>
-
-<p>“That will please your father, Wallace. We
-will tell him the whole story this evening.”</p>
-
-
-<h3>III. What the Tailor Saved the Duwell Family</h3>
-
-<p>When Wallace finished telling about the accident
-his father said, “I wonder how much money
-the tailor is saving us by doing this work?”</p>
-
-<p>“I never thought about that,” admitted Wallace.</p>
-
-<p>“Let me see. We paid seven dollars and a
-half for that suit, didn’t we, mother?” asked
-Mr. Duwell.</p>
-
-<p>“Yes, I think that was the amount,” answered
-Mrs. Duwell.</p>
-
-<p>“Well, if the suit couldn’t be cleaned it would
-mean that we should have to buy another in its
-place. Mother can clean a suit well, but even
-she could not make as sorry a looking suit as<span class="pagenum"><a name="Page_133" id="Page_133">[133]</a></span>
-yours look like new. Now do a little problem
-in arithmetic.”</p>
-
-<p>Wallace promptly pulled pad and pencil
-from his pocket, and wrote:</p>
-
-
-<div class="bbox2">
-<div class="center">
-<table border="0" cellpadding="0" cellspacing="0" summary="savings of tailoring">
-<tr><td align="left">Cost of suit</td>
-<td align="right">$7.50</td>
-</tr>
-<tr>
-<td align="left">Tailor’s charge for cleaning,&nbsp;&nbsp;&nbsp;</td>
-<td align="right"><span class="u">&nbsp;&nbsp;&nbsp;&nbsp;.75</span></td>
-</tr>
-<tr>
-<td align="left">Saved</td>
-<td align="right">$6.75</td>
-</tr>
-</table>
-</div>
-</div>
-
-<p>“Six dollars and seventy-five cents! I didn’t
-think it would be that much!” he exclaimed in
-surprise.</p>
-
-<p>“Be sure to thank the tailor when you go
-after your suit,” said Mr. Duwell.</p>
-
-<p>“I certainly will,” said Wallace.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Do you ever visit the tailor’s?</p>
-
-<p>Tell about his shop.</p>
-
-<p>Do you think his work is easy? Could you do it?</p>
-
-<p>If you were a tailor and had worked hard to do good,
-prompt work, how would you like to be treated in return?</p>
-
-<p>If your suit could talk about all the things that happened
-to it before it came to you, it would tell a very interesting
-story. Pretend you are a suit and tell all about yourself.</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_134" id="Page_134">[134]</a></span></p>
-
-
-
-
-<h2>THE DRESSMAKER</h2>
-
-
-<h3>I. An Invitation to a Party</h3>
-
-<p>“Mother,” said Ruth, coming in from school
-a few days later, “Mildred Maydole has invited
-me to her birthday party. She wrote the invitations
-herself on the prettiest little note paper.
-Here is mine.”</p>
-
-<p>Mrs. Duwell read:.</p>
-
-<div class="blockquot">
-
-<p class="unindent">Dear Ruth,</p>
-
-<p>It will give my mother and me much pleasure
-if you will come to my birthday party from three
-to six o’clock, Saturday afternoon, January
-twenty-eighth.</p>
-
-<div class="sig"><span style="margin-right: 3em;">Your friend,</span><br />
-Mildred Maydole.<br />
-</div></div>
-
-<p>“Oh, mother, please say I may go!” cried Ruth
-excitedly, jumping up and down on tiptoe. “Mildred
-wants an answer soon, so that her mother
-can make her plans.”</p>
-
-<p>“Why, my dear, I think you may go,” said her
-mother, “if I can get your new dress made by the
-twenty-eighth. You have grown so fast that
-I have not been able to keep up with you in
-sewing.”</p>
-
-<p>“I am so happy with the thought of going,”
-exclaimed Ruth, “that I can scarcely wait for<span class="pagenum"><a name="Page_135" id="Page_135">[135]</a></span>
-the day. You know, mother, Mildred is older
-than I, and it is a great honor to be invited to
-her party.”</p>
-
-<p>“Yes, indeed, it is,” agreed her mother. “Naturally
-Mildred could not invite all the children in
-your grade at school; so if I were you I would not
-talk about the party before the other children.
-You see, it might hurt the feelings of some who
-were not invited.”</p>
-
-<p>“That’s just what Mildred said, mother; she
-asked us to keep it a secret for that reason.”</p>
-
-<p>“Well, dear, if you do keep it secret, do not
-make a mystery of it, whispering among the
-fortunate ones and letting the others wonder why
-you all say, ‘Hush,’ when they happen to come
-near.”</p>
-
-<p>“Why, mother! how did you know?” asked
-Ruth flushing. “Now that I think of it, that is
-just what we did do.”</p>
-
-<p>“Instead of just telling Mildred that you will
-come,” said her mother, “I think it would be
-better to write a note accepting the invitation.”</p>
-
-<p>“I’ll do it right away!” exclaimed Ruth, running
-to her little desk. “Will you help me with
-the words?”</p>
-
-<p>“Yes,” said Mrs. Duwell. “How would it
-do to say this:</p>
-
-<p><span class="pagenum"><a name="Page_136" id="Page_136">[136]</a></span></p>
-
-<div class="blockquot">
-
-<p class="unindent">Dear Mildred,</p>
-
-<p>My mother is very much pleased with the kind
-invitation to your birthday party, and says that
-I may come on Saturday afternoon.</p>
-
-<div class="sig">
-<span style="margin-right: 2em;">Your friend,</span><br />
-Ruth Duwell.”<br />
-</div></div>
-
-<p>When Ruth had finished writing, she sealed
-the envelope.</p>
-
-<p>“I shall hand this to Mildred after school is
-dismissed at noon,” she said. “Thank you for
-helping me, mother.”</p>
-
-
-<h3>II. A Disappointment</h3>
-
-<p>Mrs. Duwell had been unusually busy for
-several days after the conversation about the
-party.</p>
-
-<p>One day she said, “Ruth, dear child, I cannot
-seem to find time to make your new dress. I
-wonder if Miss Fells could make it before the
-twenty-eighth. Why not run over and ask her?”</p>
-
-<p>“Yes, mother, why not? I think that is a
-good idea,” agreed Ruth.</p>
-
-<p>“I do, too,” said her mother. “Here is the
-material that grandma sent you. Run along,
-and do not forget to thank Miss Fells if she will
-agree to make your dress.”</p>
-
-<p>“No, indeed, mother, I won’t,” said Ruth.</p>
-
-<p><span class="pagenum"><a name="Page_137" id="Page_137">[137]</a></span></p>
-
-
-<h3>III. At the Dressmaker’s</h3>
-
-<p>“Good afternoon, Miss Fells,” said Ruth, when
-she entered the door of the dressmaker’s house.</p>
-
-<p>“Good afternoon, Ruth,” said Miss Fells, who
-knew the little girl. Then, noticing the package,
-she added, “Oh, I hope you are not going to ask
-me to make you a dress any time soon.”</p>
-
-<p>Ruth’s heart sank. “I was going to, Miss
-Fells,” she admitted.</p>
-
-<p>“How soon?” asked the dressmaker.</p>
-
-<p>“By January the twenty-eighth.” Then she
-told about the party and her mother’s disappointment.</p>
-
-<p>“I don’t see how I can do it—” began Miss
-Fells. Then seeing the tears in Ruth’s eyes, she
-said, “But let me look at the goods, Ruth.”</p>
-
-<p>The little girl spread the material out on the
-table.</p>
-
-<p>“Isn’t it pretty!” exclaimed Miss Fells. “Perhaps
-I can get some extra help. Come for a fitting
-to-morrow at four o’clock, and we’ll see what
-can be done.”</p>
-
-<p>“Oh, thank you, thank you, Miss Fells!”
-Ruth exclaimed.</p>
-
-<p>Then she ran all the way home to tell the good
-news.</p>
-
-<div class="figcenter" style="width: 447px;">
-<img src="images/i-158.jpg" width="447" height="600" alt="Ruth talking to dressmaker" />
-<div class="caption"><span class="smcap">What is Ruth asking the dressmaker?</span></div>
-</div>
-
-<div class="figcenter" style="width: 428px;">
-<img src="images/i-159.jpg" width="428" height="600" alt="outline of shirt pattern with photgraphs inside; butterflies in background" />
-<div class="caption"><span class="smcap">The “butterflies”
-on this
-page are the
-moths of two
-of our american
-silkworms.</span><br />
-
-<span class="smcap">In olden days,
-spinning was
-done at home.
-Today we have
-great spinning
-and weaving
-machines, and
-much of our
-clothing is
-made in factories.</span></div>
-</div>
-
-<p>“Now we see, Ruth,” said her mother, “how<span class="pagenum"><a name="Page_138" id="Page_138">[138]</a><br /><a name="Page_139" id="Page_139">[139]</a><br /><a name="Page_140" id="Page_140">[140]</a></span>
-glad we should be that different people do different
-things for us. A person who studies and
-works in one special line must do better than one
-who works at it only once in a while—the way I
-do dressmaking.”</p>
-
-<p>“Why, that is true, mother,” exclaimed Ruth,
-“I never thought of it before, though.”</p>
-
-<p>“There are many more things to be learned
-about dressmakers,” went on her mother. “Let
-us talk about some of them this evening.”</p>
-
-<p>“Mother, I suppose father will ask a lot of
-questions—just as he did about the tailor.”</p>
-
-<p>“I don’t doubt that,” said Mrs. Duwell, “and
-I am glad that you are interested. I have heard
-my grandmother say that when she was young,
-there were no ready-made paper patterns.”</p>
-
-<p>“Why, mother, how could people make dresses
-then?” asked Ruth.</p>
-
-<p>“It was done in this way. A seamstress or
-some one who liked to make dresses would cut
-out and fit a dress for somebody in her family or
-neighborhood. If the dress was pretty, the pattern
-would be borrowed and used by almost the
-entire village.”</p>
-
-<p>“Didn’t people mind if other dresses were made
-just like theirs?” asked Ruth.</p>
-
-<p>“No,” said her mother, “styles did not change<span class="pagenum"><a name="Page_141" id="Page_141">[141]</a></span>
-quickly in those days. Indeed, the getting of a
-new dress was a great event in the life of a girl,
-and it was chosen most carefully.</p>
-
-<div class="figcenter" style="width: 538px;">
-<img src="images/i-161.jpg" width="538" height="455" alt="in new dress" />
-</div>
-
-<p>“You see, it served first as a best dress; then,
-being turned, it often served as second best.
-After that, perhaps it would be handed down to
-a younger child to be worn as long as it had
-been by its first owner.”</p>
-
-<p>“My,” cried Ruth. “I am glad I didn’t live
-in the days when new dresses were so scarce.”</p>
-
-<p><span class="pagenum"><a name="Page_142" id="Page_142">[142]</a></span></p>
-
-<p>Mrs. Duwell smiled. “Children to-day have
-more of everything than children ever had before.
-They have more clothes and playthings, and better
-chances for ed-u-ca-tion—but here comes your
-father, Ruth. You may run and tell him of
-our plan for the evening.”</p>
-
-<p>Mr. Duwell was very much pleased with
-the plan. When the evening came he asked
-and answered many questions. He then showed
-the children pictures of silkworms in a large
-book marked “S.”</p>
-
-<p>“By the way,” he asked, “do you know that
-we have silkworms right here in America? The
-American silkworms spin silk as strong and
-beautiful as that of the Chinese silkworms.
-But the people here do not have the time or
-patience to grow silkworms.”</p>
-
-
-<h3>IV. The Party</h3>
-
-<p>Ruth’s dress was not finished until an hour
-before the party began.</p>
-
-<p>As soon as the last stitch was taken,
-Miss Fells herself carried it to the Duwell
-home.</p>
-
-<p>Ruth was “on pins and needles” for fear it
-would not be done in time, and she was
-delighted to see the dressmaker.</p>
-
-<p><span class="pagenum"><a name="Page_143" id="Page_143">[143]</a></span></p>
-
-<p>“Oh, Miss Fells, I cannot thank you enough
-for getting it done!” she cried.</p>
-
-<p>“Hurry and put your dress on,” said Miss
-Fells. “I want to see how it fits.”</p>
-
-<p>In less time than it takes to tell, Ruth was
-dressed.</p>
-
-<p>“It fits perfectly,” said Miss Fells, who was
-almost as happy as Ruth herself.</p>
-
-<p>“It certainly does,” said Mrs. Duwell. “It is
-just right.”</p>
-
-<p>Mildred was very glad when Ruth arrived at
-the party, for she knew of her worry about the
-dress.</p>
-
-<p>“It is beautiful, Ruth,” she said, looking with
-sparkling eyes at the pretty smocking on the
-waist and skirt. “Miss Fells told me she was
-going to surprise you,” she added.</p>
-
-<p>“She surely did surprise me. Wasn’t she
-kind!” replied Ruth.</p>
-
-<p>The party was a delight. One of the games was
-a contest in needle threading. Ruth threaded
-her needle in the shortest time and won the prize,
-a pretty silver thimble.</p>
-
-<p>“Perhaps the new dress helped you to win,”
-said Mildred.</p>
-
-<p>“Won’t Miss Fells be pleased when she hears
-about it,” said Ruth.</p>
-
-<p><span class="pagenum"><a name="Page_144" id="Page_144">[144]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Does your mother ever sew for a long time without
-resting?</p>
-
-<p>How does her back feel when she stops?</p>
-
-<p>Do you think dressmaking is easy work?</p>
-
-<p>Can you tell some of the things dressmakers need in their
-work?</p>
-
-<p>If you have ever visited a silk or woolen or cotton mill,
-tell about it.</p>
-
-<p>Where do the mill owners get their materials?</p>
-
-<p>Where do the stores get ready-made clothing?</p>
-
-<p>Could you or the shoemaker or the baker make as beautiful
-and comfortable clothing as the dressmaker?</p>
-
-<p>Why can she do it so well?</p>
-
-<p>How can we make her work easier?</p></div>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>THE SILK DRESS</h2>
-
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">“My dress is pretty,” a little girl said.</div>
-<div class="verse">“Did you make it?” I asked. She shook her head.</div>
-<div class="verse">“No, I didn’t make it,” she laughed in glee.</div>
-<div class="verse">“It took lots of people to make it,” said she.</div>
-<div class="verse">“I’ll tell you about it, because I know</div>
-<div class="verse"><span style="margin-left: 0.5em;">What my mother told me is truly so.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">“The silkworms grew it, and after a while</div>
-<div class="verse"><span style="margin-left: 0.5em;">Men unraveled it into a pile;</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">Girls spun it and wove it and sent it away,</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">And my mother bought it for me one day;</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">And the dressmaker cut it and sewed it for me—</span></div>
-<div class="verse"><span style="margin-left: 0.5em;">These are the reasons I love it,” said she.</span></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_145" id="Page_145">[145]</a></span></p>
-
-
-
-
-<h2>THE SHOEMAKER</h2>
-
-
-<h3>I. The Worn Shoes</h3>
-
-<p>“Where now, Wallace?” asked Mr. Duwell as
-he met his son one bright afternoon.</p>
-
-<p>The boy was carrying a bundle under his arm.</p>
-
-<p>“Mother sent me over to the shoemaker’s,”
-replied the boy.</p>
-
-<p>“I am glad I ran across you,” said Mr.
-Duwell; “I have an errand over in that direction;
-I’ll walk along with you.”</p>
-
-<p>“Oh, all right, father. Mother said she wished
-she could ask you about my shoes. We could
-not make up our minds whether they were worth
-half-soling or not.”</p>
-
-<p>“Why not talk the matter over with the shoemaker?”
-said Mr. Duwell.</p>
-
-<p>“I suppose I shouldn’t have let them get so
-worn before taking them to Mr. Shoemaker’s,”
-remarked Wallace.</p>
-
-<p>“As mother says, ‘A stitch in time saves nine,’”
-remarked Mr. Duwell.</p>
-
-<p>“By the way, father,” continued Wallace,
-“isn’t Mr. Shoemaker’s name a good one for a
-cobbler?”</p>
-
-<p>Mr. Duwell smiled. “Very good, indeed; but
-really it isn’t so strange as it seems. Many years<span class="pagenum"><a name="Page_146" id="Page_146">[146]</a></span>
-ago, when people did not have two names, they
-became known by the names of the trades they
-followed. For instance, John the baker became
-John Baker, and later Mr. Baker; so also the
-tailor became Mr. Taylor; the mason, Mr. Mason;
-the carpenter, Mr. Carpenter.”</p>
-
-<p>“And the blacksmith, Mr. Smith; and the
-cook, Mr. Cook,” added Wallace.</p>
-
-<p>“Yes,” said his father, “and we could think of
-many more such names; but here we are at Mr.
-Shoemaker’s. Suppose you attend to this little
-matter of business by yourself, while I do my
-errand.”</p>
-
-<p>This made Wallace look pleased and important
-as he stepped into the shop.</p>
-
-<p>“Good afternoon, Mr. Shoemaker,” he said.</p>
-
-<p>“Good afternoon,” replied the shoemaker;
-“what can I do for you to-day?”</p>
-
-<p>Wallace handed him the parcel, which he
-opened.</p>
-
-<p>“Do you think it would pay to put half-soles
-and new heels on these shoes?” asked the boy.</p>
-
-<p>“Pretty good uppers,” replied the shoemaker,
-examining them carefully. “I think it would
-almost double the length of life of these shoes to
-mend them, but I would not wear the next pair
-quite so long before having them mended.”</p>
-
-<p><span class="pagenum"><a name="Page_147" id="Page_147">[147]</a></span></p>
-
-<p>“I think you are right,” said Wallace. “How
-much will you charge?”</p>
-
-<p>“A dollar and a quarter for soles and heels,”
-replied the man.</p>
-
-<p>“Isn’t that a good deal?” asked Wallace.</p>
-
-<p>“Not too much if we use the best quality of
-leather, and it doesn’t pay to use any other.”</p>
-
-<p>“All right, Mr. Shoemaker,” agreed Wallace.
-“When shall I call for them?”</p>
-
-<p>“On Saturday,” he replied, writing Wallace’s
-name on a tag.</p>
-
-<p>“Very well, good afternoon.”</p>
-
-<p>“Good-by,” said the shoemaker.</p>
-
-<p>Outside the door Wallace was joined by his
-father.</p>
-
-<p>“I do not know whether I did right to leave my
-shoes, father,” said Wallace. “Mr. Shoemaker
-said the charge would be a dollar and a quarter.
-Doesn’t that seem a big price?”</p>
-
-<p>“It does,” replied Mr. Duwell, “but I think you
-did right. A new pair of such shoes would cost
-three dollars and seventy-five cents.”</p>
-
-<p>“And three dollars and seventy-five cents, less
-one dollar and a quarter, equals two dollars and
-a half saved,” finished Wallace.</p>
-
-<p>“That is true, my boy,” said Mr. Duwell, “if
-they last as long as a new pair.”</p>
-
-<p><span class="pagenum"><a name="Page_148" id="Page_148">[148]</a></span></p>
-
-<div class="figcenter" style="width: 504px;">
-<img src="images/i-168.jpg" width="504" height="653" alt="boy showing shoe to shoemaker" />
-<div class="caption"><span class="smcap">Tell the story of this picture.</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_149" id="Page_149">[149]</a></span></p>
-
-<div class="figcenter" style="width: 436px;">
-<img src="images/i-169.jpg" width="436" height="600" alt="shoe sole outline with photos inside" />
-<div class="caption"><span class="smcap">Can you tell something
-about tanning
-and finishing leather?
-Have you ever
-visited a shoe factory?</span><br />
-
-<span class="smcap">It seems strange to think that the leather in our shoes was
-once worn by animals, doesn’t it?</span></div>
-</div>
-<p><span class="pagenum"><a name="Page_150" id="Page_150">[150]</a></span></p>
-
-<p>“I suppose we ought to be very much obliged
-to the shoemaker, even though we do pay him
-for his work,” mused the boy aloud.</p>
-
-<p>“So we should,” said his father. “Everyone
-who does good work helps the world along,
-whether he is paid for it or not.”</p>
-
-<p>“But I shouldn’t want to be a shoemaker,”
-went on Wallace.</p>
-
-<p>“Why not, Wallace?”</p>
-
-<p>“Oh, I hardly know, father.”</p>
-
-<p>“Shoemaking is very interesting, and it requires
-skill, my boy. Of course, the making
-of new shoes does not require the skill it did
-years ago because so much of the work is done
-by machines.”</p>
-
-<p>“Did you ever hear of a shoemaker who became
-a great man?” asked Wallace.</p>
-
-<p>“Oh, that is the question, is it?” said Mr.
-Duwell with a smile. “I have heard of several,
-and this evening I shall be glad to talk about
-them.”</p>
-
-
-<h3>II. Shoemakers Who Became Famous</h3>
-
-<p>That evening, when the family was seated
-around the library table, Mr. Duwell brought
-out a book and took up Wallace’s question.</p>
-
-<p>“Here is a book,” he said, “that tells many<span class="pagenum"><a name="Page_151" id="Page_151">[151]</a></span>
-facts about shoemakers who became noted men.
-Let me read about some of them.</p>
-
-<div class="blockquot">
-
-<p>“‘One of our most famous American poets,
-John Greenleaf Whittier, in early life, was a shoemaker.
-Whittier never forgot the lessons he
-learned while working at the shoemaker’s bench.
-His book of poems, called Songs of Labor,
-printed in 1850, contains a stirring poem about
-shoemakers.’</p></div>
-
-<p>“Here are two other famous men,” said Mr.
-Duwell, turning the page he was reading.</p>
-
-<div class="blockquot">
-
-<p>“‘Among noted Americans who were shoemakers
-was Roger Sherman, of Con-nec-ti-cut.
-He was a member of the Congress of 1774.
-Sherman was one of the brave men who signed
-the Dec-lar-a-tion of In-de-pen-dence.</p>
-
-<p>“‘At least one vice-president of the United
-States was a shoemaker—Henry Wilson, who
-was made vice-president when General Grant
-became president in 1872. He was often called
-“the Na-tick Cobbler,” because he was once a
-shoemaker in the town of Natick.’</p></div>
-
-<p>“So you see, Wallace,” Mr. Duwell went on
-after a little pause, “the kind of work you do<span class="pagenum"><a name="Page_152" id="Page_152">[152]</a></span>
-doesn’t matter so much. It is how well you do
-it that makes the difference.”</p>
-
-<hr class="tb" />
-
-<p>“I think I do see, father,” said Wallace.
-“Maybe, after all, I’ll be a shoemaker. Then,
-perhaps, I’ll become a poet or vice-president of
-the United States.”</p>
-
-<p>Everybody laughed.</p>
-
-<p>“Wouldn’t you rather be a tailor?” asked Ruth.</p>
-
-<p>“I don’t believe I should stand as good a chance
-then,” replied Wallace.</p>
-
-<p>“I am not so sure,” said Mr. Duwell laughing.
-“Andrew Johnson was a tailor, and he
-became President of the United States; but all
-mother and I hope for, son, is that you will
-become a useful, well-educated man.”</p>
-
-
-<h3>III. At the Shoemaker’s Shop</h3>
-
-<p>When he called for his shoes on Saturday, Wallace
-looked at the shoemaker with new respect.</p>
-
-<p>“Good morning, Mr. Shoemaker,” said Wallace.
-“Are my shoes ready?”</p>
-
-<p>“Good morning,” replied the shoemaker.
-“Yes, here they are.”</p>
-
-<p>“They look fine!” exclaimed the boy. “Thank
-you for doing such a good job. Here is the
-money—a dollar and a quarter—is that right?”</p>
-
-<p><span class="pagenum"><a name="Page_153" id="Page_153">[153]</a></span></p>
-
-<p>“Yes, thank you,” replied the shoemaker. “It
-isn’t every day that a customer thanks me for
-doing a good job. Most people don’t give a
-thought to anything but finding fault if the
-work isn’t right—especially boys.”</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Is there a shoemaker’s shop near your home?</p>
-
-<p>Did the shoemaker ever save you or your family any
-money?</p>
-
-<p>Can you tell about him and his shop?</p>
-
-<p>What kind of customers do you think he likes?</p>
-
-<p>See if you can make a list of the people whom you have to
-thank for a new pair of shoes.</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">Rap-tap! rap-tap-tap!</div>
-<div class="verse"><span style="margin-left: 1em;">Rings the shoemaker’s hammer;</span></div>
-<div class="verse">He’s making old shoes look quite new</div>
-<div class="verse"><span style="margin-left: 1em;">With swift and merry clamor.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Rap-tap! rap-tap-tap!</div>
-<div class="verse"><span style="margin-left: 1em;">List to the shoemaker’s song;</span></div>
-<div class="verse">By mending shoes he does his part</div>
-<div class="verse"><span style="margin-left: 1em;">To help the world along.</span></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_154" id="Page_154">[154]</a></span></p>
-
-
-
-
-<h2>STORIES ABOUT PEOPLE WHO SUPPLY<br />
-US WITH SHELTER</h2>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<div class="figcenter" style="width: 506px;">
-<img src="images/i-174.jpg" width="506" height="318" alt="carpenter on roof as carriage drives by" />
-</div>
-
-<h2>THE CARPENTER</h2>
-
-
-<h3>I. A Trip into the Country</h3>
-
-<p>“It’s just possible that I may be home very
-early, perhaps in time for twelve o’clock lunch,”
-remarked Mr. Duwell, one Saturday morning
-as he was starting for business.</p>
-
-<p>“Oh, wouldn’t that be fine!” exclaimed the
-children. “We’ll be looking for you.”</p>
-
-<p>Even before the noon whistles had ceased blowing,
-three eager faces were peering out of the windows,
-for Mrs. Duwell was as interested as Ruth
-and Wallace.<span class="pagenum"><a name="Page_155" id="Page_155">[155]</a></span></p>
-
-<p>“Oh, I do hope father will come soon!” exclaimed
-Ruth.</p>
-
-<p>“I am sure to see him first,” said Wallace
-with a superior air. “I can see farther than
-you!”</p>
-
-<p>“You can’t see father any better than I can,”
-replied Ruth, “for I see him this minute.”</p>
-
-<p>“You do? Where?” asked Wallace.</p>
-
-<p>“I certainly do—may I run to meet him,
-mother?”</p>
-
-<p>“Oh, I see him!” cried Wallace. “I am going,
-too!”</p>
-
-<p>“Yes, run!” said Mrs. Duwell. “You both
-have better eyes than I have.” Almost before
-she had finished speaking, the children were racing
-toward a carriage. As the driver drew rein,
-they climbed in.</p>
-
-<p>“Well, here we are!” Mr. Duwell sang out, as
-they drove up in front of the door. “What does
-the Duwell family say to a ride this pleasant
-afternoon?”</p>
-
-<p>“What a grand surprise!” called Mrs. Duwell,
-who was now standing on the top step.</p>
-
-<p>“I am going to get an apple for the horse,”
-cried Wallace, and away he ran. In a moment
-he returned.</p>
-
-<p>“How does that taste, old fellow?” he asked,<span class="pagenum"><a name="Page_156" id="Page_156">[156]</a></span>
-rubbing the horse’s soft nose as he munched the
-apple.</p>
-
-<p>“He isn’t really hungry,” said Mr. Duwell.
-“He had his dinner just before we left the livery
-stable, and the stable man gave me a bag of grain
-for his supper; but I guess he doesn’t often get
-apples.”</p>
-
-<p>It didn’t take long to eat lunch that day, the
-family were so excited.</p>
-
-<p>“Where are we going, father?” asked Wallace.</p>
-
-<p>“Just into the country,” said Mr. Duwell.
-“It has been so long since we have seen the
-green fields that I thought a trip would do us
-all good.”</p>
-
-<p>Soon they left the city streets behind, and came
-to a beautiful country road, along which they
-drove for several miles.</p>
-
-<p>“Oh, see that funny-looking house!” exclaimed
-Ruth suddenly. “It looks like a cage!”</p>
-
-<p>“That isn’t a house, yet,” said Mr. Duwell;
-“it is only the frame-work.”</p>
-
-<p>“Oh,” exclaimed Wallace, “is that the way
-wooden houses are built?”</p>
-
-<p>“It is, little city people,” replied Mr. Duwell.
-“No wonder you are not familiar with such a
-sight. City houses are not built of wood, because
-of the danger of fire.”</p>
-
-<p><span class="pagenum"><a name="Page_157" id="Page_157">[157]</a></span></p>
-
-<p>“I should like to see that house closer,” said
-Wallace.</p>
-
-<p>“We’ll drive over there,” his father agreed,
-turning the horse’s head.</p>
-
-<p>As they drew near, Wallace exclaimed, “Why,
-there’s Mr. Emerson on the porch; he is my
-teacher. I wonder what he is doing here.”</p>
-
-<p>At that moment Mr. Emerson saw the boy.
-“Good afternoon, Wallace,” he said, lifting his
-hat and bowing to the party as he came toward
-the carriage.</p>
-
-<p>“Good afternoon, Mr. Emerson,” said Wallace,
-lifting his cap; “I should like to have you
-meet my mother and father.”</p>
-
-<p>Mr. Emerson bowed, and shook hands with
-Mr. and Mrs. Duwell.</p>
-
-<p>“And this is Wallace’s sister, Ruth,” said Mr.
-Duwell.</p>
-
-<p>“I am glad to know you, Ruth,” Mr. Emerson
-said. “Are you thinking of moving into the
-country?” he asked after a minute. “If so; I
-hope you will be my neighbors.”</p>
-
-<p>“Do you live here, Mr. Emerson?” asked Wallace.</p>
-
-<p>“Not yet,” replied Mr. Emerson, smiling;
-“but we hope to when the new house is
-finished.”</p>
-
-<p><span class="pagenum"><a name="Page_158" id="Page_158">[158]</a></span></p>
-
-<p>“What a comfortable home it will be,” said
-Mr. Duwell.</p>
-
-<p>Mr. Emerson looked pleased. “Won’t you
-come in and see the plan?” he asked.</p>
-
-<p>“Thank you, we shall be delighted to,” said
-Mr. Duwell.</p>
-
-
-<h3>II. The Sawmill</h3>
-
-<p>After they had gone all over the house, they
-bade Mr. Emerson good-by and drove away.</p>
-
-<p>“Won’t it be fine! How I should love to live
-there!” The children were still talking about the
-new house.</p>
-
-<p>“Where do you suppose Mr. Emerson got the
-wood?” questioned Ruth.</p>
-
-<p>“I know,” answered Wallace; “at the lumber
-yard.”</p>
-
-<div class="figcenter" style="width: 510px;">
-<img src="images/i-178.jpg" width="510" height="235" alt="men walking on logs in river" />
-</div>
-
-<p><span class="pagenum"><a name="Page_159" id="Page_159">[159]</a></span></p>
-
-<p>“Did he, father? Couldn’t he have just
-chopped down some of those trees over there?”
-asked Ruth, pointing to a wooded hill to the
-right.</p>
-
-<p>“I hardly think so,” replied Mr. Duwell. “Before
-trees can be used in building they have to
-be—”</p>
-
-<p>“Sawed into boards and planks,” finished Wallace.</p>
-
-<p>“Good!” said his father. “And where is that
-done?”</p>
-
-<p>“At the sawmill,” said the boy.</p>
-
-<p>“That reminds me—” said Mrs. Duwell; “there
-is a sawmill over at the bottom of that hill. Mr.
-Emerson told me about it. Some of his lumber
-came from there.”</p>
-
-<p>“Then this road must lead to it,” said Mr. Duwell,
-pulling up at a cross-road that ran through
-the woods towards the hill.</p>
-
-<p>“What does that sign-post say, Wallace?”</p>
-
-<p>Wallace jumped out and examined the dingy
-sign, which was hardly readable.</p>
-
-<p>“Sawmill Road; this is the right way!” he cried.</p>
-
-<p>They had not driven far along the shady road
-when a peculiar, whistling sound met their ears.</p>
-
-<p>“There’s the saw, now, I believe!” exclaimed
-Mrs. Duwell.</p>
-
-<p><span class="pagenum"><a name="Page_160" id="Page_160">[160]</a></span></p>
-
-<p>“So it is,” said Mr. Duwell. “Trot along,
-boy!” he urged the horse.</p>
-
-<p>At a turn in the road they came upon
-the old sawmill, nestling at the foot of the
-hill. The smooth mill pond shone brightly
-in the sun. As the water fell over the dam,
-it tumbled into a noisy little brook which ran
-under a bridge and away down the valley.
-The refreshing odor of pine and cedar filled
-the air.</p>
-
-<p>Several men were busy sawing the trunk of a
-pine tree into long, clean planks. The children
-watched the circular saw with wonder as its sharp
-teeth ate into the sweet-smelling wood. Its shrill
-music delighted them.</p>
-
-<p>“Yes, sir,” the foreman replied to a question
-of Mr. Duwell’s, “most sawmills are run by steam
-power. Very few old-fashioned water wheels are
-left in this part of the country. Let me show you
-our wheel.”</p>
-
-<p>“This is the sluice-way,” he explained, pointing
-to a long narrow canal full of flowing water.
-“The sluice-way leads the water from the pond
-to the top of the wheel.”</p>
-
-<p>Going down a flight of steps on the outside
-of the building, they stood right beside the old
-moss-covered wheel. It was a huge wooden framework<span class="pagenum"><a name="Page_161" id="Page_161">[161]</a></span>
-with shelves or buckets all around the wide
-rim to catch the water.</p>
-
-<p>The water poured out of the sluice-way over
-the wheel, turning it slowly and steadily. As
-the wheel turned, the water kept falling with
-noisy splashes into the stream below.</p>
-
-<p>“What makes it go round?” asked Wallace
-eagerly.</p>
-
-<p>“The force and weight of the water pouring
-over it,” replied the foreman. “That is what
-we call water power.”</p>
-
-<p>“Think of it, children!” said Mr. Duwell.
-“That old wheel helped to build Mr. Emerson’s
-house.”</p>
-
-<p>“Yes,” said the foreman, “it has helped to build
-many houses besides Mr. Emerson’s. That old
-water wheel has been sawing wood just as you
-see it now for over a hundred years.”</p>
-
-
-<h3>III. The Carpenter</h3>
-
-<p>On the way home the little party talked about
-their adventures.</p>
-
-<p>“Mr. Emerson must have had help to build
-a house like that,” remarked Ruth after a
-pause.</p>
-
-<p>“Oh, he didn’t build it, goosey,” said Wallace.</p>
-
-<p>“Who did, then, Mr. Know-it-all?”</p>
-
-<p><span class="pagenum"><a name="Page_162" id="Page_162">[162]</a></span></p>
-
-<p>“Why, the carpenter, of course,” Wallace replied.</p>
-
-<p>“Oh, I see,” exclaimed Ruth. “The carpenter
-builds the house for Mr. Emerson, and Mr. Emerson
-has time to teach you boys.”</p>
-
-<p>“That is exactly right, little girl,” said her
-father.</p>
-
-<p>“Besides, no one person can do many things
-well. Perhaps Mr. Emerson is a better teacher
-for not trying to do too many things,” Mrs.
-Duwell added.</p>
-
-<p>“I think a carpenter is wonderful, don’t you?”
-said Wallace.</p>
-
-<p>“The greatest man that ever lived was a carpenter,”
-said his mother.</p>
-
-<p>“Whoa, boy!” exclaimed Mr. Duwell, drawing
-up the reins sharply. “Don’t get frightened at
-a piece of paper, when you’ve done so well. Whoa,
-there, boy!”</p>
-
-<p>The horse seemed to understand the quiet
-gentle voice, and settled down to an even trot.</p>
-
-<p>“He will go well enough now,” said Mrs. Duwell.
-“He knows we are headed for home.”</p>
-
-<p>“So we are! I wish we were headed the other
-way,” said Wallace. “What makes a good time
-so short?” he asked, so seriously that everybody
-laughed.</p>
-
-<p><span class="pagenum"><a name="Page_163" id="Page_163">[163]</a></span></p>
-
-
-<h3>IV. The Wolf’s Den</h3>
-
-<p>“Mother, I may be late in getting home from
-school this afternoon,” said Wallace on Monday
-at noon. “Mr. Emerson said he was going to
-take us for a walk after school to-day. He told
-us to ask if it would be all right. Will it,
-mother?”</p>
-
-<p>“Yes, Wallace, but try to be home before
-dark.”</p>
-
-<p>“I’ll tell you all about our trip at supper
-time,” said Wallace. “Good-by.”</p>
-
-<p>Wallace bounded in just as supper was being
-put on the table.</p>
-
-<p>“Good evening, everybody. Oh, it was fine!”
-he exclaimed. “Mr. Emerson took us for a long
-walk in the park—to a part I have never seen
-before.”</p>
-
-<p>“That was splendid,” said his mother.</p>
-
-<p>“Now, tell us all about your trip,” said his
-father, when Wallace had partly satisfied his
-hunger.</p>
-
-<p>Wallace began: “We walked until we reached
-the wild part of the park. Soon we came to a
-steep hill and a great pile of high rocks covered
-with trees and bushes.</p>
-
-<p>“‘How many of you boys have ever been in a<span class="pagenum"><a name="Page_164" id="Page_164">[164]</a></span>
-real cave?’ Mr. Emerson asked. Only three of
-us had, and we were very much excited.</p>
-
-<p>“‘Well,’ he said, ‘right above that big granite
-rock there is a natural cave. It was found only
-a few days ago. The opening was covered with
-bushes, so nobody knew it was there. It must
-have been the den of some wild animal years ago.
-The opening is so small that only one boy can go
-in at a time.’</p>
-
-<p>“He divided us into four sections and made me
-the leader of section one.</p>
-
-<p>“One at a time we climbed up until all five
-boys of my section were on top of the rock. There
-was the cave, a dark opening in the rocks about
-as big around as a barrel. Being the leader, I
-had to go in first.”</p>
-
-<p>“Weren’t you scared?” asked Ruth.</p>
-
-<p>“Well—it was exciting,” admitted her brother.
-“I got down on my hands and knees and looked
-in, but could see nothing. Then I crawled in.
-It was as dark as a pocket. I tried to stand up
-and bumped my head, the ceiling was so low.</p>
-
-<p>“In a minute or two I could see better. The
-walls of the cave were nothing but rocks. The
-floor was covered with sand and dry leaves. There
-was just room enough to turn around in, so I
-turned around and crawled out.”</p>
-
-<p><span class="pagenum"><a name="Page_165" id="Page_165">[165]</a></span></p>
-
-<p>“Well, I call that pretty brave, Wallace, to go
-in first,” his mother said.</p>
-
-<p>“There wasn’t anything to be afraid of,
-mother,” said Wallace. After a moment he continued,
-“Well, after the boys in my group had
-all been in, we climbed down, and the other sections
-went up and did the same thing. Every
-boy went in, although some of the little fellows
-looked pretty white when they came out. Then
-we sat on the rocks, and Mr. Emerson talked
-about the homes of wild animals and the early
-savages.</p>
-
-<p>“‘What animal do you suppose lived in this
-cave?’ Mr. Emerson asked us. Some guessed
-wolves and some, bears. We finally decided to
-name it The Wolf’s Den.</p>
-
-
-<h3>V. The Cave Dwellers</h3>
-
-<p>“Mr. Emerson said that wild animals live in
-just the same way to-day as they always did.
-They live in caves and holes in the ground or
-in hollow trees, where they can hide and keep
-warm.</p>
-
-<p>“One boy spoke up, ‘How about dogs, Mr.
-Emerson?’</p>
-
-<p>“‘Well,’ Mr. Emerson said, ‘dogs are tame animals
-now, although they used to be wild. But<span class="pagenum"><a name="Page_166" id="Page_166">[166]</a></span>
-even the dog’s house is a wooden cave which his
-master builds for him.’</p>
-
-<p>“He told us that a long time ago people lived
-in caves which they dug in the earth like animals.
-They were cave dwellers or cave men. The reason
-we have better homes now is that we have
-greater minds than animals and have learned to
-use our hands and brains to build houses.</p>
-
-<p>“He said that the cave men must have thought
-it wonderful when they found they could make
-stone hatchets sharp enough to cut down small
-trees. With them they learned to make huts out of
-wood, which were larger and more comfortable
-than caves and just as safe from storms.</p>
-
-<p>“As time went on, men paid more attention
-to building. They learned to make houses of
-stone and clay and brick. They kept on studying
-and improving until they were able to build
-great cities such as we have to-day.”</p>
-
-<p>“Listen!” exclaimed Ruth, clapping her hands
-as Wallace finished his story. “Wouldn’t Wallace
-make a good teacher! That sounded exactly
-like the way Mr. Emerson talks.”</p>
-
-<p>“Nothing like so interesting, though,” said
-Wallace. “He promised to show us his new
-house when it is finished.”</p>
-
-<p>“Wouldn’t I like to go with you!” said Ruth.</p>
-
-<p><span class="pagenum"><a name="Page_167" id="Page_167">[167]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Are there any houses being built near you?</p>
-
-<p>Have you ever watched the carpenter at work?</p>
-
-<p>Tell about some of his tools.</p>
-
-<p>In the early days in this country men had to build their
-own houses. Were these log cabins as comfortable and well
-built as our houses are to-day?</p>
-
-<p>How is it that the carpenter can do so much better work
-than you could?</p>
-
-<p>Where does the carpenter get his lumber?</p>
-
-<p>Have you ever visited a sawmill?</p>
-
-<p>Wouldn’t you like to ask at the library for some books
-that tell about cave men and cliff dwellers? about
-lumbering?</p></div>
-
-<div class="figcenter" style="width: 456px;">
-<img src="images/i-187.jpg" width="456" height="395" alt="cliff dwellings" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_168" id="Page_168">[168]</a></span></p>
-
-
-
-
-<h2>THE BRICKLAYER</h2>
-
-
-<h3>I. The Fallen Chimney</h3>
-
-<p>All day long the rain came pouring down. By
-night the wind rose with a shriek and a roar,
-banging unfastened shutters and rattling windows
-in their casings.</p>
-
-<p>“Oh, dear, what an awful night!” exclaimed
-Ruth. “How glad I am that Fluffy is safe indoors!”
-and she stroked the little cat lying on a
-cushion on the sewing machine.</p>
-
-<p>“And how glad I am that Harry Teelow found
-that lost puppy to-day,” said Wallace.</p>
-
-<p>“Pretty bad, isn’t it?” Mr. Duwell said, looking
-up from his paper. “I don’t suppose the
-bricklayer came to mend the chimney to-day.
-He couldn’t have worked in such a storm.”</p>
-
-<p>“No, he did not come,” replied Mrs. Duwell
-with a troubled look. “Do you suppose there
-is any danger of its tumbling down?”</p>
-
-<p>“Well, I can’t say,” replied Mr. Duwell, shaking
-his head doubtfully. “I wish I had stopped
-to see Mr. Bricklayer a week ago when I first
-discovered how loose the bricks were, instead of
-waiting until—”</p>
-
-<p>But he did not finish the sentence, for bang!
-even above the terrific noise of the storm<span class="pagenum"><a name="Page_169" id="Page_169">[169]</a></span>
-came the sound of falling bricks and broken
-glass.</p>
-
-<p>The family rushed into the little kitchen, which
-was built on the end of the house.</p>
-
-<p>What a sight met their eyes!</p>
-
-<p>Water was pouring through a hole in the ceiling
-where the roof had given way. Rain splashed
-in great gusty dashes through the window where
-the bricks had broken through.</p>
-
-<p>Already there was a little lake on the floor.</p>
-
-<p>Ruth was the first to speak. “If it keeps on,”
-she said, half laughing and half crying, “it will
-be quite deep enough for Alice and the mouse and
-the Dodo to swim in!” She was thinking of
-Alice in Wonderland, you know.</p>
-
-<p>That made everybody laugh, and all began to
-work. They placed tubs and pails where they
-would catch the water, and stuffed old cloths
-into the broken window panes.</p>
-
-<p>It was fully an hour before the family were
-settled down again in the living room.</p>
-
-<p>“Well, children, you can now understand
-the saying, ‘Never put off till to-morrow
-what should be done to-day,’” remarked Mr.
-Duwell.</p>
-
-<p>“It is a lesson none of us will soon forget,”
-added Mrs. Duwell.</p>
-
-<p><span class="pagenum"><a name="Page_170" id="Page_170">[170]</a></span></p>
-
-<div class="figcenter" style="width: 407px;">
-<img src="images/i-190.jpg" width="407" height="600" alt="whole in roof; messon floor; family in shock" />
-</div>
-
-<p><span class="pagenum"><a name="Page_171" id="Page_171">[171]</a></span></p>
-
-<div class="figcenter" style="width: 427px;">
-<img src="images/i-191.jpg" width="427" height="600" alt="brick layer next to box of photographs" />
-<div class="caption"><span class="smcap">This picture shows a clay pit, a kiln, brickmakers, brick roadway,
-culvert, chimney, bridge, men laying bricks.</span></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_172" id="Page_172">[172]</a></span></p>
-
-<p>“Could you and I have mended the broken
-chimney, father?” asked Wallace.</p>
-
-<p>“Not very well, my boy,” replied Mr. Duwell.
-“‘Every man to his trade,’ you know. By the
-way, I hope Mr. Bricklayer will be here before you
-children start to school in the morning. Run to
-bed now so that you can be up early to see him
-begin his work.”</p>
-
-
-<h3>II. The Bricklayer</h3>
-
-<p>The next day dawned bright and sunny, with
-only a merry little breeze to remind one of yesterday’s
-storm.</p>
-
-<p>The bricklayer did not come before the children
-started to school in the morning, but just after
-lunch. They had only time to watch him and
-his helper climb to the roof.</p>
-
-<p>“I am going to get home from school early,”
-said Wallace; “maybe they will not be through
-by that time.”</p>
-
-<p>“I am, too,” Ruth chimed in. “I wonder what
-bricks are,” she added.</p>
-
-<p>“Bricks? Why, don’t you know?” asked Wallace.
-“Our manual training teacher told us that
-bricks are a sort of imitation stone made of
-moistened clay and sand mixed together, and
-shaped as we see them. They are baked in an<span class="pagenum"><a name="Page_173" id="Page_173">[173]</a></span>
-oven-like place, called a kiln, or dried in the
-sun.”</p>
-
-<p>“Oh, I didn’t know that. I wonder who first
-thought of making them. They are something
-like sun-baked mud-pies,” said Ruth.</p>
-
-<p>“Our teacher said that bricks three thousand
-years old have been found in Egypt, some with
-writing on them.”</p>
-
-<p>“Oh, I remember that the Bible tells about
-bricks. Why, Wallace, men must have been
-bricklayers for thousands of years!”</p>
-
-<p>“It is lucky for us they haven’t forgotten how
-to make them, for what could we do without
-a chimney?” said Wallace. “Hello, there is
-Harry! I want to see him about the ball game;”
-and away he ran.</p>
-
-
-<h3>III. After School</h3>
-
-<p>Wallace brought Harry, and Ruth brought
-Mildred Maydole home after school to watch
-the bricklayer work.</p>
-
-<p>“Why, how straight and true the bricks must
-be!” exclaimed Harry. “A bricklayer has to be
-very careful, doesn’t he?”</p>
-
-<p>“Indeed he does,” replied Wallace. “Do you
-know what the mortar is made of?”</p>
-
-<p>“Yes; I think I do. It is lime and sand and—something<span class="pagenum"><a name="Page_174" id="Page_174">[174]</a></span>
-else,” Harry said. That made them
-all laugh.</p>
-
-<p>“I think the most wonderful brick work I ever
-saw,” said Mildred, “was in the arch of a big
-sewer. I couldn’t tell why the bricks didn’t
-all fall down. My father said the mortar held
-them.”</p>
-
-<p>“Why, if it weren’t for bricklayers, and cement
-workers, and stone masons, we should be without
-lots of things!” exclaimed Harry. “Just imagine
-it, if you can.”</p>
-
-<p>“That’s so,” said Wallace. “Let’s count what
-we know of that they build for us—sewers, bridge
-piers,—go on, Mildred.”</p>
-
-<p>“Pavements,” added Mildred.</p>
-
-<p>“Houses and chimneys,” said Ruth.</p>
-
-<p>“Foundations for houses,” said Harry.</p>
-
-<p>“Here comes father!” cried Ruth suddenly;
-and all the children ran to meet him.</p>
-
-<p>“We’ve been talking about how it would
-be if there were no bricklayers, or stone
-masons, or cement workers, father,” said Wallace.</p>
-
-<p>“I’m glad to hear that,” said Mr. Duwell. “I
-was thinking very much the same thing as I
-walked home so soon after such a heavy rain
-without getting my feet wet.</p>
-
-<p><span class="pagenum"><a name="Page_175" id="Page_175">[175]</a></span></p>
-
-<p>“I remember what Benjamin Franklin wrote,”
-he went on, “about the streets of Philadelphia
-in his day. He said the mud after a storm was
-so deep that it came above the people’s shoe-tops.
-It was Benjamin Franklin himself who
-first talked of paving the streets.”</p>
-
-<p>“I’m glad they aren’t as bad as they were in
-Benjamin Franklin’s time,” said Mildred.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Have you ever watched a bricklayer working?</p>
-
-<p>What was he doing?</p>
-
-<p>Could you have done it?</p>
-
-<p>Where do you suppose he got his bricks?</p>
-
-<p>Have you ever seen bricks being made?</p>
-
-<p>Are bricklayers, cement workers, and stone masons more
-needed in the city or in the country? Why?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">Do you know how our city grew,</div>
-<div class="verse"><span style="margin-left: 1em;">Its lofty buildings raising?</span></div>
-<div class="verse">Its pavements, parks, and bridges, too—</div>
-<div class="verse"><span style="margin-left: 1em;">Whose labors are they praising?</span></div>
-<div class="verse">Just the workmen who every day</div>
-<div class="verse">Did their work in the very best way.</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_176" id="Page_176">[176]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 508px;">
-<img src="images/i-196.jpg" width="508" height="279" alt="family looking at repaired ceiling" />
-</div>
-
-
-<h2>THE PLUMBER, THE PLASTERER,<br />
-THE PAINTER</h2>
-
-
-<h3>I. A Visit to a Little Town</h3>
-
-<p>“I have an errand to do just outside the city
-limits,” said Mr. Duwell one pleasant Saturday
-morning. “Would you like to go with me, Wallace?”</p>
-
-<p>“I certainly should,” said the boy.</p>
-
-<p>In a few minutes father and son were on the
-electric car, speeding toward Oldtown.</p>
-
-<p>When there, they walked up the main street,
-which was lined with rows of shabby houses,
-badly in need of paint. Little pools of standing
-water lay in the gutters.</p>
-
-<p>“What an awful smell! I should think it would<span class="pagenum"><a name="Page_177" id="Page_177">[177]</a></span>
-make people sick! And look at the flies!” exclaimed
-Wallace.</p>
-
-<p>“I have no doubt it does make people sick,”
-said Mr. Du well. “Flies and mosquitoes breed
-very rapidly in such places.”</p>
-
-<p>“Flies and mosquitoes carry disease germs,
-Mr. Emerson says,” observed Wallace.</p>
-
-<p>“So they do; they are more dangerous
-to health than poi-son-ous snakes,” his father
-said.</p>
-
-<p>“Why don’t the people clean their gutters?”
-asked Wallace.</p>
-
-<p>“I suppose they do sometimes,” replied his
-father; “but Oldtown will never be clean and
-healthy while the dirty water from the houses is
-drained into the streets and alleys. Waste water
-must be carried off by means of pipes into a sewer.
-That is the work of the plumber. A good
-plumber is a health officer.”</p>
-
-<p>“What a lot of people it takes to keep things
-going right, father! This town certainly does
-need a plumber,” remarked Wallace.</p>
-
-<p>This remark seemed to please Mr. Duwell very
-much.</p>
-
-<p>“How would you like to move to Oldtown,
-Wallace?” asked his father when their errand was
-finished and they were riding home.</p>
-
-<p><span class="pagenum"><a name="Page_178" id="Page_178">[178]</a></span></p>
-
-<p>“I shouldn’t mind,” said Wallace, “if I were a
-plumber.”</p>
-
-
-<h3>II. At Home</h3>
-
-<p>When Ruth saw them coming, she ran to meet
-them.</p>
-
-<p>“What do you think, father!” she exclaimed;
-“the plasterer came while you were gone, and
-mended the kitchen ceiling. Mother is so pleased!
-Come and look at it!”</p>
-
-<p>“That’s very well done,” said Mr. Duwell,
-examining the neat patch over the large hole
-which the falling chimney had made. “But
-it makes the whole room look as if it needed
-a new coat of paint. What do you think,
-mother?”</p>
-
-<p>“I think it would make me a better cook to
-have a nice clean kitchen,” said Mrs. Duwell,
-smiling.</p>
-
-<p>“You couldn’t be a better cook, mother!”
-Wallace said, eyeing the good meal which was
-ready to be put on the dining table.</p>
-
-<p>“That is what we all think, Wallace,” said his
-father; “and we think, too, that such a good cook
-deserves a better kitchen. So on Monday I will
-ask the painter to see about doing the walls and
-woodwork.”</p>
-
-<p><span class="pagenum"><a name="Page_179" id="Page_179">[179]</a></span></p>
-
-
-<h3>III. The New Kitchen</h3>
-
-<p>When the men had finished their work the
-kitchen was so changed that it scarcely knew
-itself, as Wallace said.</p>
-
-<p>Instead of dim walls and dull-gray paint,
-everything was white and blue. A shining white
-sink with two bright nickel spigots was standing
-proudly in one corner of the room.</p>
-
-<p>Mrs. Duwell had just finished hanging a white
-dotted muslin curtain at the window over the
-sink when Ruth entered.</p>
-
-<p>“Oh, mother, doesn’t that look lovely!” she
-exclaimed.</p>
-
-<p>“I thought such a bright clean kitchen deserved
-a clean new curtain,” said her mother.</p>
-
-<p>“Isn’t the kitchen beautiful!” Ruth went on.
-“It seems like living in a fairy tale—as though
-we had wakened up to find things changed by
-magic.”</p>
-
-<p>“It does, in a way,” agreed her mother; “but,
-really, they were every-day fairies who brought
-about these changes and turned ugliness into
-beauty.”</p>
-
-<p>“I think I know their names,” Ruth said,
-laughing; “Mr. Plumber, Mr. Plasterer, and Mr.
-Painter.”</p>
-
-<p>“Why, how did you guess?” said her mother.</p>
-
-<p><span class="pagenum"><a name="Page_180" id="Page_180">[180]</a></span></p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Did the plumber ever come to your house?</p>
-
-<p>What did he do?</p>
-
-<p>What would have happened if you could not have found a
-plumber?</p>
-
-<p>None of us would like to live in a town where there are no
-plumbers. Why not?</p>
-
-<p>Shut your eyes and try to imagine how the Duwell
-family’s kitchen looked before the workmen began to work;
-now imagine that they have finished their work. Tell how
-different it looks.</p>
-
-<p>Have workmen ever made such changes in your home?</p>
-
-<p>Can you name some other people besides the carpenter,
-the bricklayer, the plumber, the plasterer, and the painter
-who help give us shelter?</p></div>
-
-<div class="figcenter" style="width: 509px;">
-<img src="images/i-200.jpg" width="509" height="387" alt="workmen" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-
-<p><span class="pagenum"><a name="Page_181" id="Page_181">[181]</a></span></p>
-
-
-
-
-<h2>STORIES ABOUT PEOPLE WHO SUPPLY<br />
-US WITH FUEL</h2>
-
-
-
-
-<h2>THE COAL MAN AND THE MINER</h2>
-
-
-<h3>I. Black Diamonds</h3>
-<div class="figright" style="width: 324px;">
-<img src="images/i-201.jpg" width="324" height="248" alt="mining car" />
-</div>
-<p>“How are the
-black diamonds
-holding out,
-Wallace?” asked
-Mrs. Duwell.
-Wallace had just
-brought up coal
-from the cellar.</p>
-
-
-
-<p>“Only a few more
-scuttlefuls in the bin, mother,” answered
-Wallace.</p>
-
-<p>“On your way from school you may stop at
-the coal yard and ask Mr.
-Carr to send a ton to-morrow.”</p>
-
-<div class="figleft" style="width: 321px;">
-<img src="images/i-201b.jpg" width="321" height="246" alt="coal mine" />
-</div>
-
-<p>“All right, mother,
-I won’t forget. But
-tell me, why do
-they call coal black
-diamonds?”</p>
-
-<p>“I haven’t time<span class="pagenum"><a name="Page_182" id="Page_182">[182]</a></span>
-to talk about it now. Perhaps Mr. Carr will
-tell you. You have just ten minutes to get to
-school.”</p>
-
-<p>On his way home Wallace stepped into the
-little office of the big coal yard.</p>
-
-<p>“How are you, my boy; what can I do for you
-to-day?” asked Mr. Carr, who was a rather tall
-man with a bent back and one shoulder higher
-than the other.</p>
-
-<p>“How do you do, Mr. Carr?” replied Wallace.
-“Mother wants you to send a ton of coal to-morrow—the
-same kind as the last you sent.”</p>
-
-<p>Wallace waited until the coal man entered the
-order in the book and then asked, “Mr. Carr, will
-you tell me why they call coal black diamonds?”</p>
-
-<p>Mr. Carr smiled pleasantly. “Certainly, son,
-certainly. You see, coal shines like diamonds,
-and then, it’s worth more.”</p>
-
-<p>“Worth more? Why, I thought diamonds
-were worth more than anything else.”</p>
-
-<p>“No, indeed! If there weren’t any coal in the
-ground, all the diamonds in the world wouldn’t
-heat a house, cook a meal, pull a railway train,
-or run a machine.”</p>
-
-<p>“Well, I never thought of that,” said Wallace.
-“You certainly could not burn diamonds in a
-cook-stove.”</p>
-
-<p><span class="pagenum"><a name="Page_183" id="Page_183">[183]</a></span></p>
-
-<p>“No, indeed!” said Mr. Carr, who seemed
-much pleased at Wallace’s interest.</p>
-
-
-<h3>II. In a Coal Mine</h3>
-
-<p>“Were you ever down in a coal mine, Mr.
-Carr?” asked Wallace.</p>
-
-<p>“Was I ever down in a coal mine?” repeated
-Mr. Carr. “Yes, sir, I was a miner for years
-in the coal regions, and would have been in a
-mine yet, probably, if it hadn’t been for this,”
-pointing to his shoulder and bent back.</p>
-
-<p>“Is it very dangerous work?” asked Wallace,
-with wide-open eyes.</p>
-
-<p>“Well, if the roof doesn’t fall on you, and if
-the mine doesn’t catch fire, and if the gas doesn’t
-choke you, or explode and blow you up, it isn’t
-dangerous; it is perfectly safe.”</p>
-
-<p>“But how did it get hurt—your shoulder, I
-mean?” asked Wallace.</p>
-
-<p>“Oh, that! I’ll tell you. One day we were
-getting out coal at the far end of a tunnel. Suddenly,
-before we had time to run, the roof came
-tumbling down and buried us. When they pulled
-us out, my helper was dead, and my back was
-as you see it now.”</p>
-
-<p>“What makes mining so dangerous?” asked
-Wallace, in surprise.</p>
-
-<p><span class="pagenum"><a name="Page_184" id="Page_184">[184]</a></span></p>
-
-<p>“Well, you see, it’s this way. When you step
-into the cage, that is the elevator, you leave the
-sunlight behind. The cage sinks down, down
-into pitch darkness, sometimes hundreds of
-feet. At the bottom of the shaft it is like an
-under-ground city. Street-like tunnels, with
-car tracks laid on them, run out in every
-direction. The coal cars are drawn by mules
-or by electricity.</p>
-
-<p>“As you go up the tracks you see cross tunnels
-and the miners’ little lamps shining in dark holes
-that look like black caves. Here the miners
-work, blasting out the coal, and loading it on
-cars to be drawn to the mouth of the mine and
-hoisted up into daylight.</p>
-
-<p>“Sometimes the walls and roof are not properly
-braced. Then they cave in and great lumps of
-coal fall down on the men. Sometimes gas or
-fire-damp collects. Then there is danger of choking
-or of being blown up. Sometimes, in blasting,
-the coal catches fire, so that the whole mine
-burns.”</p>
-
-<div class="figcenter" style="width: 510px;">
-<img src="images/i-205.jpg" width="510" height="597" alt="minder with photos in the background" />
-<div class="caption"><span class="smcap">Can you tell a story about the journey of a ton of coal from
-the time the miner digs it out of the mine, and boys sort out the
-slate, until it is put into the furnace in a house?</span></div>
-</div>
-
-<p>“Why, miners must be as brave as soldiers,”
-said Wallace.</p>
-
-<p>“Yes, I suppose they are brave. People do not
-know how much they owe to the miners. They
-risk their lives every time they go down into
-<span class="pagenum"><a name="Page_185" id="Page_185">[185]</a><br /><a name="Page_186" id="Page_186">[186]</a></span>the mines. But they don’t think much about
-the danger. That is part of their work.”</p>
-
-<p>“Thank you for telling me about it,” said
-Wallace.</p>
-
-<p>“You are welcome, my boy; good-by.”</p>
-
-<p>“Good-by, Mr. Carr.”</p>
-
-<p>Wallace hurried home with a new respect for
-Mr. Carr and the men who work in the dark
-mines under the ground.</p>
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>How does the coal man bring the coal to your house?</p>
-
-<p>From whom does he buy it?</p>
-
-<p>Pretend you are a piece of coal and tell the story of your
-life.</p>
-
-<p>Name some of the things which we would have to do
-without if there were no miners or coal men.</p>
-
-<p>Do you burn anything else at your house besides coal?</p>
-
-<p>Are the men who supply us with these things our helpers
-too?</p>
-
-<p>Where does the wood man get kindling and firewood?</p>
-
-<p>Where does the oil man get oil?</p>
-
-<p>Will you ask for a book about pḗ-trō´lḗ-ŭm, or coal oil,
-when you go to the library next time?</p>
-
-<p>Can you think of any other people who supply us with
-fuel?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-<p><span class="pagenum"><a name="Page_187" id="Page_187">[187]</a></span></p>
-
-
-
-
-<h2>STORIES ABOUT PEOPLE WHO CARE<br />
-FOR OUR HEALTH</h2>
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<div class="figcenter" style="width: 520px;">
-<img src="images/i-207.jpg" width="520" height="389" alt="Ruth crying in rocking chair; brother standing in front of her" />
-</div>
-
-<h2>THE DENTIST</h2>
-
-
-<h3>I. Why Ruth Was Afraid</h3>
-
-<p>“Oh, dear!” sobbed Ruth. “O—h, dear!”
-She was sitting in her little rocking-chair in
-the living-room.</p>
-
-<p>“Why, what’s the matter?” asked Wallace,
-coming in to look for his books. “Are you
-hurt?”</p>
-
-<p>“No;” Ruth shook her head.</p>
-
-<p><span class="pagenum"><a name="Page_188" id="Page_188">[188]</a></span></p>
-
-<p>“Well, then, what is it?”</p>
-
-<p>“Oh, Wallace, I am so afraid I’m going to be
-hurt. Mother says there is a dark spot on one of
-my teeth. She is getting ready to take me to
-Doctor Harrison’s. I have never had a tooth
-filled.”</p>
-
-<p>“Well, of all the silly things I ever heard of,”
-exclaimed Wallace, “that’s the silliest! What
-makes you think the dentist will hurt you?”</p>
-
-<p>Ruth looked up in surprise.</p>
-
-<p>“Haven’t you ever heard the boys and girls
-talk of how they were hurt when they had teeth
-filled?” she asked.</p>
-
-<p>“Oh, I have heard some boys talk,” Wallace
-admitted; “but they were boys who never cleaned
-their teeth—”</p>
-
-<p>“And who did not see a dentist until they had
-a toothache,” added Mrs. Duwell, overhearing
-Wallace’s remark as she entered the room.</p>
-
-<p>“What, crying?” she asked, noticing Ruth’s
-swollen eye-lids. “Why, my dear little girl, the
-dentist is one of your best friends.”</p>
-
-<p>“I guess some of the girls and boys would like
-him better if he didn’t hurt them so much,
-mother,” said Ruth.</p>
-
-<p>“That isn’t the dentist’s fault, children,” said
-Mrs. Duwell. “If boys and girls had their teeth<span class="pagenum"><a name="Page_189" id="Page_189">[189]</a></span>
-examined once or twice a year, the dentist would
-catch the trouble in time and save them much
-pain.”</p>
-
-<p>“I don’t suppose dentists ever want to hurt
-anyone,” Ruth said.</p>
-
-<p>“No, indeed. I think they are very kind to be
-willing to do so in order to save teeth. It is
-dreadful to have bad teeth. Nothing tastes just
-right; and worse than that, bad teeth mean bad
-health. Good teeth are a grist mill to grind our
-food. Without good teeth we cannot have good
-health.”</p>
-
-<p>“That is so,” said Wallace. “Even horses
-aren’t worth much after their teeth are gone.”</p>
-
-<p>“Why can’t they wear false ones?” asked Ruth
-with such seriousness that Wallace burst out
-laughing.</p>
-
-<p>“I wish they could, poor things,” said her
-mother; “but come, dear, we must start.”</p>
-
-<div class="figcenter" style="width: 508px;">
-<img src="images/i-209.jpg" width="508" height="214" alt="Ruth in Dentist's chair; dentist beside her" />
-</div>
-
-<p><span class="pagenum"><a name="Page_190" id="Page_190">[190]</a></span></p>
-
-
-<h3>II. At the Dentist’s</h3>
-
-<p>“Ah, here is a little girl whose mouth looks as
-though she brushed her teeth regularly,” said
-Doctor Harrison, as he raised the big comfortable
-arm chair in which Ruth was sitting.</p>
-
-<p>“She certainly is good about that, doctor,”
-said Mrs. Duwell.</p>
-
-<p>“Even so,” said the doctor, “I think I shall
-give her one of my little picture cards.”</p>
-
-<p>Ruth looked so pleased that he handed her
-two.</p>
-
-<p>“One is for Wallace,” Ruth said.</p>
-
-<p>“That picture is to remind forgetful children,”
-said the doctor. “Now let us look at the twenty-odd
-pearls in your mouth, little girl.”</p>
-
-<hr class="tb" />
-<div class="figright" style="width: 222px;">
-<img src="images/i-211.jpg" width="222" height="118" alt="THE
-ROAD
-TO
-HEALTH" />
-</div>
-<p>“Oh, Wallace, Doctor Harrison didn’t hurt
-me a bit,” cried Ruth, running into the living-room
-after they had reached home. “He said
-that he didn’t often hurt people who came
-to him in time. Here is a card, he gave me
-for you.”</p>
-
-<p>“Thank you,” said Wallace, looking at the
-card. “Oh, it’s to remind me to brush my teeth.
-I wonder if he thought I needed it.”</p>
-
-<p>“No, Doctor Harrison didn’t say that, Wallace;
-but he did say that we wouldn’t want to<span class="pagenum"><a name="Page_191" id="Page_191">[191]</a></span>
-eat anything with dirty
-hands, and that really
-dirty teeth are worse
-than dirty hands.”</p>
-
-
-
-
-<h3>QUESTIONS</h3>
-
-<div class="blockquot3">
-
-<p>Do you have your teeth examined once or twice a year?</p>
-
-<p>The dentist is one of your best friends. Why?</p>
-
-<p>Do you think that the people in the United States would
-be as well as they are, if there were no dentists? Why not?</p>
-
-<p>Suppose you had a toothache and there was no dentist to
-whom you could go. What would happen?</p>
-
-<p>Aren’t you glad that there are men who have studied, so
-that they can help you take care of your teeth?</p></div>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">Suppose we children had to live</div>
-<div class="verse"><span style="margin-left: 1em;">Without the help of others—</span></div>
-<div class="verse">I mean, suppose we had to grow</div>
-<div class="verse"><span style="margin-left: 1em;">Without the help of mothers;</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Suppose there were no groceryman,</div>
-<div class="verse"><span style="margin-left: 1em;">No milkman, doctor, baker,</span></div>
-<div class="verse">No tailor who could make our coats,</div>
-<div class="verse"><span style="margin-left: 1em;">And there were no dressmaker;</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">Suppose no people ever did</div>
-<div class="verse"><span style="margin-left: 1em;">The things that they could do</span></div>
-<div class="verse">To help each other in this world—</div>
-<div class="verse"><span style="margin-left: 1em;">I wouldn’t want to live, would you?</span></div>
-</div>
-</div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_192" id="Page_192">[192]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 508px;">
-<img src="images/i-212.jpg" width="508" height="600" alt="mother looking down at baby in pram; girl behind her" />
-</div>
-
-
-
-
-<h2>THE DRUGGIST, THE NURSE, AND THE<br />
-DOCTOR</h2>
-
-
-<h3>I. The Sick Baby</h3>
-
-<p>“Ruth, I wish you would stop at Doctor Marcy’s
-office on your way to school,” said Mrs. Duwell<span class="pagenum"><a name="Page_193" id="Page_193">[193]</a></span>
-a few days later, “and ask him to come to see
-the baby. The little thing has a high fever.”</p>
-
-<p>“Oh, dear, I hope baby won’t be sick!” exclaimed
-Ruth, kissing her mother good-by.</p>
-
-<p>All the morning she remembered her mother’s
-troubled look. At noon she did not stop to talk
-with the girls, but hurried home as fast as she
-could.</p>
-
-<p>Wallace was there before her, though, having
-run all the way. He met her at the door.</p>
-
-<p>“Ruth,” he whispered, “I met Doctor Marcy
-as he came out, and he says that the baby has
-pneumonia,<a name="FNanchor_B_2" id="FNanchor_B_2"></a><a href="#Footnote_B_2" class="fnanchor">[B]</a> and it is a bad case. Mother
-doesn’t know I am home. Can’t we get some
-lunch ready to take to her?”</p>
-
-<p>“Yes, indeed,” replied Ruth, tiptoeing into
-the kitchen. “You put the kettle on the fire
-and I’ll make some tea and milk toast.”</p>
-
-<p>Mrs. Duwell looked very pale and weary when
-the children appeared with the lunch tray.</p>
-
-<p>“I didn’t know you were home, Ruth,” she
-whispered, stepping into the hall. “How quietly
-you must have worked, children.”</p>
-
-<p>“Is there anything else we can do to help?”
-asked Wallace.</p>
-
-<p>“Why, yes, there is, Wallace. You may take<span class="pagenum"><a name="Page_194" id="Page_194">[194]</a></span>
-this pre-scrip-tion to the drug store to be filled.
-Ask the druggist to send the medicine over as
-soon as possible.”</p>
-
-<p>Just then the baby gave a pitiful little moan,
-which made the mother turn again to the crib.
-The children stole softly downstairs.</p>
-
-<div class="figcenter" style="width: 509px;">
-<img src="images/i-214.jpg" width="509" height="377" alt="Wallace at drug store" />
-</div>
-
-<p>“I’ll run right over to the drug store, Ruth,”
-Wallace said, forgetting his own lunch.</p>
-
-
-<h3>II. The Druggist</h3>
-
-<p>“Good morning, Mr. Jones,” he said breathlessly
-as he entered the store. “Baby is very ill,
-and mother wishes this prescription filled. She<span class="pagenum"><a name="Page_195" id="Page_195">[195]</a></span>
-told me to ask if you would please send the medicine
-over just as soon as possible.”</p>
-
-<p>“Baby sick? How sorry I am, Wallace,” said
-Mr. Jones. “Of course we will send it soon. I
-will see to it at once.”</p>
-
-<p>“Oh, thank you.” Wallace drew a sigh of
-relief. “How much will it be, please?”</p>
-
-<p>The druggist examined the queer Latin words
-of the doctor’s prescription. “This calls for one
-very expensive medicine, Wallace,” he said; “so
-we shall have to charge seventy-five cents.”</p>
-
-<p>“That will be all right,” said Wallace.</p>
-
-<p>When he reached home Ruth had a nice lunch
-spread for him.</p>
-
-<p>“I am not going to school this afternoon, Wallace,”
-she told him. “I’m going to tidy up the
-house, and help mother.”</p>
-
-<p>“Look at the clock, Ruth!” exclaimed Wallace
-suddenly, “I must start right away—the medicine
-will be seventy-five cents.”</p>
-
-<p>“I will have the money ready,” said Ruth.
-“Good-by.”</p>
-
-<p>The druggist’s boy came with the medicine a
-few minutes after Wallace left, and the baby was
-given the first dose at once.</p>
-
-<p>When their father came the children had supper
-ready, but no one ate much.</p>
-
-<p><span class="pagenum"><a name="Page_196" id="Page_196">[196]</a></span></p>
-
-<p>“I am glad you can be so helpful, children,”
-he said.</p>
-
-
-<h3>III. The Trained Nurse</h3>
-
-<p>For five days the whole family did everything
-they knew to help save the baby’s life. Mr. Duwell
-was worried not only about the baby but
-about the children’s mother.</p>
-
-<p>“I agree with the doctor that it would be
-much wiser to have a trained nurse,” he said on
-Saturday afternoon.</p>
-
-<p>“But mother cannot bear the thought of letting
-anyone else take care of the baby,” said
-Ruth.</p>
-
-<p>“I know that mother is a splendid nurse,”
-Mr. Duwell continued; “but a trained nurse
-knows all the best new methods of nursing, and
-could give much relief to mother, who is tired
-out.”</p>
-
-<p>Just then the bell rang.</p>
-
-<p>“It is the doctor,” said Ruth. Mr. Duwell
-went to the door, followed by the little girl.</p>
-
-<p>The doctor was not alone. With him was a
-young lady. Ruth liked her at once; she seemed
-so quiet and strong, and looked so kind.</p>
-
-<div class="figcenter" style="width: 414px;">
-<img src="images/i-217.jpg" width="414" height="600" alt="Doctor and nurse beside bassinet" />
-<div class="caption"><span class="smcap">Do you think this is the right kind of bed for a sick baby? Why not?</span></div>
-</div>
-
-<p>“How do you do, sir?” said Doctor Marcy to
-Mr. Duwell. “This is Miss Foster, a trained
-<span class="pagenum"><a name="Page_197" id="Page_197">[197]</a><br /><a name="Page_198" id="Page_198">[198]</a></span>nurse. I am taking matters in my own hands,
-you see. That good wife of yours is entirely
-worn out.”</p>
-
-<p>“I am pleased to meet Miss Foster and I am
-very much obliged to you for bringing her, doctor,”
-Mr. Duwell replied.</p>
-
-<p>“It seems to me to be the very best thing to do.
-I have tried to persuade Mrs. Duwell to see
-things that way,” said the doctor.</p>
-
-<p>“Oh, come upstairs, doctor,” called Mrs. Duwell,
-hearing the doctor’s voice; “I think baby is
-scarcely breathing.”</p>
-
-<p>“Come,” said the doctor to the nurse, leading
-the way.</p>
-
-<p>Mrs. Duwell was standing near the crib as
-they entered.</p>
-
-<p>“This is the nurse I was talking about,” the
-doctor said, introducing Miss Foster, and turning
-to look at the baby.</p>
-
-<p>“I am very glad—” Mrs. Duwell started to
-speak, but she fainted away before she could
-finish the sentence.</p>
-
-<p>The nurse did not seem frightened. She laid
-Mrs. Duwell flat on the floor. After sprinkling
-cold water on her face, she held some smelling
-salts to her nose.</p>
-
-<p>In a minute or two Mrs. Duwell opened her<span class="pagenum"><a name="Page_199" id="Page_199">[199]</a></span>
-eyes. “I must have fainted,” she said; “I am so
-glad you were here, nurse. Doctor, how is baby?”</p>
-
-<p>“About as I expected,” the doctor replied.
-“I believe the worst will be over to-night. Now,
-I want you to take this medicine which Miss
-Foster will give you, and lie down for a while.
-I expect to come back about ten o’clock to-night.
-Good-by; please obey Miss Foster’s orders,” he
-added.</p>
-
-<p>“It is such a relief to my mind, doctor,” said
-Mr. Duwell, meeting him at the foot of the stairs,
-“to know that the nurse is here.”</p>
-
-<p>“It is a relief,” replied the doctor. “If the
-strain had kept on much longer, Mrs. Duwell
-would have had a long term of illness.”</p>
-
-
-<h3>IV. The Doctor, a Hero</h3>
-
-<p>The doctor and nurse watched by the baby’s
-bedside until the danger was passed. Both wore
-happy smiles when the doctor assured the tired
-Duwell family that the baby would live.</p>
-
-<p>“Oh, doctor, money cannot pay you for your
-kindness,” said Mrs. Duwell. “Through rain
-and snow storms, at midnight and at daybreak,
-you have come to help us. How tired you must
-often be.”</p>
-
-<p>“It is true, doctor,” Mr. Duwell added; “you<span class="pagenum"><a name="Page_200" id="Page_200">[200]</a></span>
-risk your life as willingly as a soldier does, every
-time you go into danger.”</p>
-
-<p>“We doctors don’t think anything about
-that,” replied Doctor Marcy modestly. “We
-are so anxious to have people get well.”</p>
-
-<p>“Why, doctors are heroes like soldiers!” exclaimed
-Wallace, looking at the doctor with
-new respect. “I never thought of that before!”</p>
-
-<p>“Nurses are, too,” whispered Ruth; but Doctor
-Marcy overheard.</p>
-
-<p>“That is right, Ruth,” he said. “Nurses are,
-too.”</p>
-
-
-<h3>QUESTIONS</h3>
-
-
-<h4>The Druggist</h4>
-
-
-<div class="blockquot3">
-
-<p>How long does a druggist have to study in order to fill
-prescriptions? Would it be safe to let those who have not
-studied handle medicines? Why not?</p>
-
-<p>How near is a drug store to your home? Can you imagine
-how it would be to live ten miles from a drug store?</p></div>
-
-
-<h4>The Nurse</h4>
-
-<div class="blockquot3">
-
-<p>Can you give some reasons why a trained nurse can care
-for a sick person better than an untrained one?</p>
-
-<p>Do you know any trained nurses?</p>
-
-<p>How long does a trained nurse study before graduation?</p></div>
-
-
-<h4>The Doctor</h4>
-
-<div class="blockquot3">
-
-<p>Did you ever need a doctor at your house?</p>
-
-<p>How did you let him know? Did he come quickly?</p>
-
-<p>What might have happened if he had not come?</p>
-
-<p>Pretend, you are a country doctor and tell about some of
-your long drives. Do you think doctors are heroes? Why?</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_201" id="Page_201">[201]</a></span></p>
-
-
-
-
-<h2>ONE FOR ALL AND ALL FOR ONE<br />
-
-<small>A Play</small></h2>
-
-
-<h3>Parts to be taken by Pupils</h3>
-
-
-<ul><li><i>Section I</i></li>
-<li>Baker</li>
-<li>Milkman</li>
-<li>Butcher</li>
-<li>Grocer</li>
-<li>or others who supply food</li>
-<li>&nbsp;</li>
-<li><i>Section II</i></li>
-<li>Tailor</li>
-<li>Dressmaker</li>
-<li>Shoemaker</li>
-<li>Milliner</li>
-<li>or others who supply clothing</li>
-<li>&nbsp;</li>
-<li><i>Section III</i></li>
-<li>Bricklayer</li>
-<li>Carpenter</li>
-<li>Painter</li>
-<li>Plumber</li>
-<li>or others who supply shelter</li>
-<li>&nbsp;</li>
-<li><i>Section IV</i></li>
-<li>Coal man</li>
-<li>Miner</li>
-<li>Wood man</li>
-<li>Oil man</li>
-<li>or others who supply fuel</li>
-<li>&nbsp;</li>
-<li><i>Section V</i></li>
-<li>Doctor</li>
-<li>Druggist</li>
-<li>Nurse</li>
-<li>or others who help keep us well</li></ul>
-
-
-
-<p class="unindent"><i>Teacher to Sec. I.</i> What do you do?</p>
-
-<p><i>Baker.</i> I am the baker; I bake bread.</p>
-
-<p><i>Milkman.</i> I am the milkman; I supply the
-milk.</p>
-
-<p><i>Butcher.</i> I am the butcher; I supply the meat.</p>
-
-<p><i>Grocer.</i> I am the grocer; I sell groceries.</p>
-
-<p><span class="pagenum"><a name="Page_202" id="Page_202">[202]</a></span></p>
-
-<p><i>Teacher.</i> Do you make clothing or build
-houses?</p>
-
-<p><i>Baker.</i> No, we supply food for all; that is our
-part.</p>
-
-<hr class="tb" />
-
-<p class="unindent"><i>Teacher to Sec. II.</i> What do you do?</p>
-
-<p><i>Tailor.</i> I am the tailor; I make the clothing.</p>
-
-<p><i>Dressmaker.</i> I am the dressmaker; I make
-dresses.</p>
-
-<p><i>Shoemaker.</i> I am the shoemaker; I make
-shoes.</p>
-
-<p><i>Milliner.</i> I am the milliner; I make the hats.</p>
-
-<p><i>Teacher.</i> Do you supply food or fuel?</p>
-
-<p><i>Tailor.</i> No, we make clothing for all; that is
-our part.</p>
-
-<hr class="tb" />
-
-<p class="unindent"><i>Teacher to Sec. III.</i> What do you do?</p>
-
-<p><i>Bricklayer.</i> I am the bricklayer; I lay the
-bricks.</p>
-
-<p><i>Carpenter.</i> I am the carpenter; I build the
-houses.</p>
-
-<p><i>Painter.</i> I am the painter; I paint the houses.</p>
-
-<p><i>Plumber.</i> I am the plumber; I fit the pipes.</p>
-
-<p><i>Teacher.</i> Do you make clothes or attend the
-sick?</p>
-
-<p><i>Bricklayer.</i> No, we build houses for all; that
-is our part.</p>
-
-<p><span class="pagenum"><a name="Page_203" id="Page_203">[203]</a></span></p>
-
-<hr class="tb" />
-
-<p class="unindent"><i>Teacher to Sec. IV.</i> And what do you do?</p>
-
-<p><i>Coal man.</i> I am the coal man; I deliver the
-coal.</p>
-
-<p><i>Miner.</i> I am the miner; I dig the coal.</p>
-
-<p><i>Wood man.</i> I am the wood man; I cut the
-wood.</p>
-
-<p><i>Oil man.</i> I am the oil man; I supply oil.</p>
-
-<p><i>Teacher.</i> Do you supply food or clothing?</p>
-
-<p><i>Coalman.</i> No, we furnish fuel; that is our
-part.</p>
-
-<hr class="tb" />
-
-<p class="unindent"><i>Teacher to Sec. V.</i> And what do you do?</p>
-
-<p><i>Doctor.</i> I am the doctor; I heal the sick.</p>
-
-<p><i>Druggist.</i> I am the druggist; I sell medicines.</p>
-
-<p><i>Nurse.</i> I am the nurse; I help the doctor.</p>
-
-<p><i>Teacher.</i> Do you build houses or furnish fuel?</p>
-
-<p><i>Doctor.</i> No, we keep people well, or aid them
-when they are ill; that is our part.</p>
-
-<hr class="tb" />
-
-<p class="unindent"><i>All recite:</i></p>
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">One works for all and all for one,</div>
-<div class="verse">And so the work of the world gets done.</div>
-</div>
-</div>
-
-<p><span class="pagenum"><a name="Page_204" id="Page_204">[204]</a></span></p>
-
-<div class="figcenter" style="width: 600px;">
-<img src="images/i-224.jpg" width="600" height="433" alt="ONE FOR ALL
-ALL FOR ONE" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_205" id="Page_205">[205]</a><br /><a name="Page_206" id="Page_206">[206]</a><br /><a name="Page_207" id="Page_207">[207]</a></span></p>
-
-
-
-
-<h2>PART III<br />
-
-THE AMERICAN RED CROSS<br />
-
-Junior Membership and School Activities</h2>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-
-<p><span class="pagenum"><a name="Page_208" id="Page_208">[208]</a><br /><a name="Page_209" id="Page_209">[209]</a></span></p>
-
-
-
-
-<div class="figcenter" style="width: 60px;">
-<img src="images/i-229.jpg" width="60" height="133" alt="Red Cross pin" />
-</div>
-
-
-
-
-<h2>THE JUNIOR RED CROSS</h2>
-
-
-<p>In September, 1917, President Wilson sent
-out a letter from the White House in Washington
-to the school children of the United States.</p>
-
-<p>He told them that the President of the United
-States is the President of the American Red
-Cross, and he said that the Red Cross people
-wanted the children to help them in their work.</p>
-
-<p>Their work, you know, is to help all those
-who are suffering or in need.</p>
-
-<p>Such work is so beautiful that it is really
-doing golden deeds.</p>
-
-<p>Now read for yourself this letter from the
-President of the United States which belongs to
-every school child in America.</p>
-
-<p><span class="pagenum"><a name="Page_210" id="Page_210">[210]</a></span></p>
-
-<div class="bbox">
-<h3>A PROCLAMATION</h3>
-
-
-<div class="blockquot">
-
-<p class="unindent"><i>To the School Children of the United States</i>:</p>
-
-<p>The President of the United States is also President of
-the American Red Cross. It is from these offices joined in
-one that I write you a word of greeting at this time when so
-many of you are beginning the school year.</p>
-
-<p>The American Red Cross has just prepared a Junior
-Membership with School Activities in which every pupil in
-the United States can find a chance to serve our country.
-The School is the natural center of your life. Through it
-you can best work in the great cause of freedom to which we
-have all pledged ourselves.</p>
-
-<p>Our Junior Red Cross will bring to you opportunities of
-service to your community and to other communities all
-over the world and guide your service with high and religious
-ideals. It will teach you how to save in order that suffering
-children elsewhere may have a chance to live. It will teach
-you how to prepare some of the supplies which wounded
-soldiers and homeless families lack. It will send to you
-through the Red Cross Bulletins the thrilling stories of
-relief and rescue. And best of all, more perfectly than
-through any of your other school lessons, you will learn by
-doing those kind things under your teacher’s direction to be
-future good citizens of this great country which we all love.</p>
-
-<p>And I commend to all school teachers in the country the
-simple plan which the American Red Cross has worked out
-to provide for your coöperation, knowing as I do that school
-children will give their best service under the direct guidance
-and instruction of their teachers. Is not this perhaps the
-chance for which you have been looking to give your time
-and efforts in some measure to meet our national needs?</p>
-
-<div class="sig">
-<span style="margin-right: 2em;">(Signed) <span class="smcap">Woodrow Wilson</span>,</span><br />
-<i>President.</i><br />
-</div>
-
-<div class="unindent">
-September 15, 1917.</div></div>
-</div>
-<p><span class="pagenum"><a name="Page_211" id="Page_211">[211]</a></span></p>
-
-<div class="blockquot3">
-
-<p>How do you suppose the school children of the United
-States felt when they read this letter from the President?</p>
-
-<p>It is a wonderful letter. It does not read like a letter
-from a great man to little children.</p>
-
-<p>It is different from most of the letters which grown
-people write to children, for the President writes to the
-children asking for their help, just as if they were grown up.</p>
-
-<p>Indeed, when the grown people read the letter they wished
-that they could be school children again, because there
-was no Junior Red Cross when they were young, and they
-had to wait to grew up before they could help the Red
-Cross do golden deeds.</p>
-
-<p>You see, when they were young, everybody thought,
-“When the children are grown up they will help us.” Then
-they waited for them to grow.</p>
-
-<p>Are you not glad that you are able, while a child, to do
-helpful work for your country?</p>
-
-<p>Now let us think about some of the golden deeds which
-the Red Cross does.</p></div>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>THE AMERICAN RED CROSS IN<br />
-TIMES OF PEACE</h2>
-
-
-<p>Of course, in times of war the Red Cross is
-very busy helping the soldiers, but do you think
-that it is idle in times of peace?</p>
-
-<p>No, indeed. The Red Cross is always listening
-for a call of distress, and is ready to aid any
-people who are suffering.</p>
-
-<p>One day in 1912 the Red Cross heard the
-people who lived along the banks of the Mississippi<span class="pagenum"><a name="Page_212" id="Page_212">[212]</a></span>
-River calling for help, for the river had
-been so swollen by rains that it had risen high
-and overflowed its banks in a dangerous flood.</p>
-
-<div class="figcenter" style="width: 512px;">
-<img src="images/i-232.jpg" width="512" height="497" alt="people on overflowing raft full of bundles; house roof just sticking up out of water" />
-<div class="attrib"><i>Picture from a photograph</i></div>
-</div>
-
-
-<div class="blockquot3">
-
-<p>Do you know what happens during a flood?</p>
-
-<p>Name all the different things you see on the little island
-in this picture.</p>
-
-<p>Why do you suppose the people are all staying there
-instead of rowing off in the boats?</p>
-
-<p>Because they are expecting the relief launch of the Red<span class="pagenum"><a name="Page_213" id="Page_213">[213]</a></span>
-Cross to come and take them to a safe place. The water
-is flowing too swiftly for the little boats to cross in safety.
-They would probably be carried against a tree and upset.</p>
-
-<p>Many houses have been carried down the river during
-this flood, so you can understand how glad the people will
-be to see help coming. In this next picture you will see
-how the Red Cross answered the people’s cry for help.</p></div>
-
-
-<div class="figcenter" style="width: 513px;">
-<img src="images/i-233.jpg" width="513" height="282" alt="photo of tent village around a large buildin; tree drawn as decoritve border" />
-<div class="attrib"><i>Picture from a photograph</i></div>
-</div>
-<div class="blockquot3">
-
-<p>This picture shows a Carnegie Library which was used
-by the Red Cross as a relief station during the Mississippi
-flood.</p>
-
-<p>The Red Cross spent thousands of dollars during this flood,
-saving many lives and helping hundreds of flood victims.</p>
-
-<p>Can you name some of the things the people needed?</p>
-
-<p>What do you suppose they think of the Red Cross?</p>
-
-<p>Imagine that a great wind storm or cyclone should come
-very suddenly whirling through your city, tearing down
-houses, uprooting trees, and leaving thousands of people
-homeless—who would be the first to help the people who
-were hurt?</p>
-
-<p><span class="pagenum"><a name="Page_214" id="Page_214">[214]</a></span></p>
-
-<p>This is just an example of the way the Red Cross is standing
-ready to help in time of need.</p>
-
-<p>If you read the <i>Red Cross Magazine</i> you will learn about
-hundreds of golden deeds which the Red Cross is doing, for
-the work of the Red Cross in times of peace and at all times
-is to help people in distress and need.</p></div>
-
-<div class="figcenter" style="width: 549px;">
-<img src="images/i-234.jpg" width="549" height="600" alt="Red Cross nurse by bed of patient" />
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_215" id="Page_215">[215]</a></span></p>
-
-
-
-
-<h2>THE AMERICAN RED CROSS IN<br />
-TIMES OF WAR</h2>
-
-
-<p>The work of the Red Cross during war is</p>
-
-<p>First. To care for and nurse the wounded
-among our own soldiers and sailors, and even
-the wounded of the enemy who fall into the
-hands of the Red Cross.</p>
-
-<p>Of course, in order to do this, millions of
-people who are not doing the nursing can make
-the articles needed for that purpose. What can
-the Junior Red Cross do to help?</p>
-
-<p>Second. To care for the families of the soldiers
-and sailors who have given their services to their
-country.</p>
-
-<p>How can the Junior Red Cross help?</p>
-
-
-
-<hr class="chap" />
-<div class="chapter"></div>
-<h2>BEFORE THE DAYS OF THE RED CROSS</h2>
-
-
-<p>Do you suppose that people always felt that
-they should help everybody in such ways?</p>
-
-<p>No; the Red Cross is not yet sixty years old.</p>
-
-<p>War is thousands of years old.</p>
-
-<p>In olden days when soldiers fought, there were
-no kind Red Cross nurses to care for the
-wounded. There were no faithful Red Cross
-dogs to search for wounded soldiers after the
-battle was over.</p>
-
-<p><span class="pagenum"><a name="Page_216" id="Page_216">[216]</a></span></p>
-
-<p>Often the suffering men died of neglect when
-proper nursing would have saved their lives.
-But no one ever thought of sending a band of
-women nurses to wars to help the soldiers,
-before the days of Florence Nightingale.</p>
-
-
-<h3>Florence Nightingale</h3>
-
-<p>Florence was a little English girl who always
-said that when she grew up she would be a nurse.</p>
-
-<p>She felt sorry to see any living creature suffer
-and always tried to help it. Sometimes it was
-a bird with a broken wing or an injured rabbit
-that she tended.</p>
-
-<p>All the neighbors brought their sick pets to
-her. The little nurse finally had so many
-patients that her father gave her a corner of the
-greenhouse for a hospital. The animals learned
-to love her and she had many friends among
-them as you may imagine.</p>
-
-<p>When she was a young woman nursing in a
-London hospital, England’s soldiers were sent
-to war with Russia’s soldiers. They had to
-travel in ships all the way to the Crimea in
-Russia. You see, they were a great distance
-from home.</p>
-
-<p>News of their terrible sufferings reached Florence
-Nightingale in the hospital. Taking a<span class="pagenum"><a name="Page_217" id="Page_217">[217]</a></span>
-band of nurses with her she went to nurse the
-wounded soldiers in that far off land.</p>
-
-<p>When the nurses arrived there, they found
-thousands of sick and wounded men lying on
-the hospital floors with no one to help them.
-At once the brave nurses began to take care of
-the soldiers as kindly as your mother takes care
-of you when you are ill.</p>
-
-<p>Do you wonder that many who would have
-died, lived and were grateful all their lives to
-he nurses?</p>
-
-<p>Of course there were no gas or electric lights
-in the rough hospitals of those days, so that
-Miss Nightingale always carried a lighted lamp
-when she made her good-night rounds. The
-weary soldiers looked for the gleam of the lamp
-in the darkness and were made happy by her
-words of encouragement. That is how she came
-to be called “The Lady of the Lamp.”</p>
-
-<p>The story of Florence Nightingale and her
-brave band spread far and near. It touched
-the hearts of people everywhere, and made them
-think about what could be done to relieve suffering
-even before the days of the Red Cross.</p>
-
-<p><span class="pagenum"><a name="Page_218" id="Page_218">[218]</a></span></p>
-
-<div class="figcenter" style="width: 443px;">
-<img src="images/i-238.jpg" width="443" height="600" alt="Nurse in uniform and dog in vest" />
-<div class="attrib"><i>Copyright and reproduced by courtesy of “The Ladies’ Home Journal”</i></div>
-
-<div class="caption"><span class="smcap">Tell a story about this picture</span></div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_219" id="Page_219">[219]</a></span></p>
-
-
-
-
-<h2>HOW THE RED CROSS CAME TO BE</h2>
-
-
-<p>Among those who heard the story of what
-Florence Nightingale and her brave nurses did
-for the soldiers, was Henri Du-nant, a kind-hearted
-Swiss gentleman.</p>
-
-<p>He remembered it several years afterward
-when he was present at a terrible battle between
-the soldiers of Austria and those of France and
-Sardinia. He saw thousands of wounded soldiers
-dying almost without help.</p>
-
-<p>In a book which he wrote about their sufferings,
-he asked the question, “Why could not
-the people of all countries make plans to care
-for the sick and wounded during wars?”</p>
-
-<p>And from his question came the great Red
-Cross work in which we all have a part.</p>
-
-<p>The Red Cross is more wonderful than any
-war, for it comes from the kindness in people’s
-thoughts.</p>
-
-<p>We hope that long years from now there will
-be no war.</p>
-
-<p>But we cannot expect to have wars cease until
-the <i>people</i>, and not the <i>kings</i>, of the great
-countries of the world make their own laws.</p>
-
-<p>Henri Dunant and Florence Nightingale were
-like the children of to-day when they were little.<span class="pagenum"><a name="Page_220" id="Page_220">[220]</a></span>
-They liked to play the same kinds of games that
-you do.</p>
-
-<p>When Florence played nurse with her dolls she
-did not dream of the great good she would do
-for the whole world.</p>
-
-<p>It may be that some of the boys and girls who
-are now reading this story will be like Henri
-Dunant and Florence Nightingale, and will
-grow up to do great and noble work for others.</p>
-
-
-<h3>QUESTIONS</h3>
-
-
-<h4>I</h4>
-
-<div class="blockquot3">
-
-<p>What do you think of people who help other people in
-trouble?</p>
-
-<p>What do you think of people who do not help people who
-are in need of help?</p>
-
-<p>Do you realize that the work of the Red Cross is entirely
-the helping of people who need help?</p>
-
-<p>Did a good neighbor ever come to your house and help
-your people in time of illness or trouble?</p>
-
-<p>You would be glad to help other people in just some such
-way, wouldn’t you?</p>
-
-<p>Are you not glad that the Junior Red Cross gives you a
-chance to pass such kindness along?</p></div>
-
-
-<h4>II</h4>
-
-<div class="blockquot3">
-
-<p>Mention some of the good deeds which you know the
-Junior Red Cross has done.</p>
-
-<p><span class="pagenum"><a name="Page_221" id="Page_221">[221]</a></span></p>
-
-<p>Have you ever sold Red Cross Christmas seals? What
-does the Red Cross do with the money made from the sale
-of Christmas seals?</p>
-
-<p>How old is the Junior Red Cross?</p>
-
-<p>It is a pretty young baby to have accomplished so much,
-isn’t it? But do you know how fast it has grown?</p>
-
-<p>When you see a person wearing a Red Cross button, you
-know many things about that person.</p>
-
-<p>Here are a few of the things that are shown:</p>
-
-<p>1. Kindness. 2. Helpfulness. 3. Love of one’s country.</p>
-
-<p>Can you name others?</p></div>
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i-241.jpg" width="511" height="367" alt="Photo of very smallpuppy at feet of lady sitting on long row of chairs " />
-<div class="attrib"><i>Copr. Underwood &amp; Underwood</i></div>
-
-<div class="caption"><span class="smcap">This little dog’s mistress says that he is too young to enlist now,
-but when he grows up he wants to be a red cross army dog.</span></div>
-</div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_222" id="Page_222">[222]</a></span></p>
-
-
-
-
-<h2>HOW I CAN HELP THE RED CROSS<br />
-
-IN TIME OF WAR<br />
-
-AND IN TIME OF PEACE</h2>
-
-
-<p>1. By belonging to the Red Cross and trying
-to get others to belong.</p>
-
-<p>2. By learning to save in order that suffering
-children elsewhere may have their share of food
-and clothing.</p>
-
-<p>3. By helping to prepare some of the supplies
-that wounded soldiers and homeless families are
-in need of.</p>
-<div class="figcenter" style="width: 487px;">
-<img src="images/i-242.jpg" width="487" height="199" alt="dog carrying supplies in mouth to wounded soldier" />
-</div>
-<p>4. By reading stories of relief and rescue so
-that I can tell others about the Red Cross.</p>
-
-<p>5. By learning to be a good citizen of my
-country even before I grow up.</p>
-
-<p>The Junior Members of the Red Cross try to
-share their good things with those who do not
-have them.</p>
-
-
-
-<p><span class="pagenum"><a name="Page_223" id="Page_223">[223]</a></span></p>
-
-<div class="figcenter" style="width: 526px;">
-<img src="images/i-243.jpg" width="526" height="420" alt="boy holding Red Cross Flag and US Flag" />
-</div>
-
-<div class="blockquot3">
-
-<p>The members of the American Red Cross have two
-flags.</p>
-
-<p>This boy has two flags. Why?</p>
-
-<p>Do you have two flags?</p>
-
-<p>Do you wear a Red Cross button?</p>
-
-<p>Has your school an American Red Cross School Auxiliary
-banner?</p>
-
-<p>Do you know that the American Red Cross serves the
-government of the United States, and that the members of
-the Red Cross are the best citizens of our country?</p>
-
-<p>The Red Cross means being good neighbors—working
-together.</p></div>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-<p><span class="pagenum"><a name="Page_224" id="Page_224">[224]</a></span></p>
-
-
-
-
-<h2>THE LADY OF THE LAMP<br />
-
-<small>A PLAY</small></h2>
-
-
-<p>Characters:</p>
-
-
-<ul class="smallmarg"><li>Florence Nightingale, the nurse</li>
-<li>Frances, her sister</li>
-<li>Flossie, her doll</li>
-<li>Harry Miller, Doctor Make-believe</li>
-<li>Old Roger, the shepherd</li>
-<li>Captain, the hurt dog</li>
-<li>Mr. Vicar, the minister</li>
-<li>Soldiers, doctors, and other nurses</li></ul>
-
-
-
-
-<h3>Act I. The Sick Doll</h3>
-
-<p class="center">Scene. In an English Garden.</p>
-
-<p><i><small>Frances.</small></i> Come on! Let’s play tag, Florence.</p>
-
-<p><i><small>Florence.</small></i> I can’t, Frances. Flossie is too sick.
-Won’t you play you are the doctor, and come
-see her?</p>
-
-<p><i><small>Frances.</small></i> Oh, no; you always want to play the
-same thing! Your dolls are always sick! I
-believe you love the broken ones better than the
-others.</p>
-
-<p><i><small>Florence.</small></i> Yes, I do. I’m going to be a nurse
-when I grow up. Well, if you don’t want to<span class="pagenum"><a name="Page_225" id="Page_225">[225]</a></span>
-play that you are the doctor, I am going to ask
-Harry Miller to play that he is. (<i>Goes to the hedge
-and calls.</i>) Oh, Harry, come on over, and play
-you are the doctor for my sick dolls.</p>
-
-<p><i><small>Frances.</small></i> Come on, Harry, I am going to be
-the druggist.</p>
-
-<p><i><small>Harry.</small></i> All right, girls; I’ll be over in a
-minute.</p>
-
-<p><i><small>Florence.</small></i> Don’t forget your medicine case.</p>
-
-<p><i><small>Harry</small></i> (<i><small>entering</small></i>). Good morning, madam. Is
-your little child ill?</p>
-
-<hr class="tb" />
-
-<p class="center">Act the rest of the story yourselves.</p>
-<hr class="tb" />
-
-<h3>Act II. Good Old Cap</h3>
-
-<p class="center">Scene. In an English Village Street.</p>
-
-<div class="blockquot">
-
-<p>(<i><small>Florence is riding on her little pony. With her on
-horseback is Mr. Vicar, the minister of the village
-church.</small></i>)</p></div>
-
-<p><i><small>Mr. Vicar.</small></i> What a lovely day, Florence.</p>
-
-<p><i><small>Florence.</small></i> It is a beautiful day, Mr. Vicar. I
-am so glad we are going to call to see old Mrs.
-Williams. I hope she is better than when
-mother last saw her.</p>
-
-<p><span class="pagenum"><a name="Page_226" id="Page_226">[226]</a></span></p>
-
-<p><i><small>Mr. Vicar.</small></i> I have not heard from her for
-some days.</p>
-
-<p><i><small>Florence</small></i> (<i><small>looking off in the distance</small></i>). Oh, there is
-old Roger trying to gather his sheep together.
-Why, I wonder where his dog is. (<i><small>They ride up.</small></i>)</p>
-
-<p><i><small>Mr. Vicar.</small></i> Good morning, Roger. You seem
-to be having trouble.</p>
-
-<p><i><small>Roger.</small></i> That I am, sir. Good morning, miss.</p>
-
-<p><i><small>Florence.</small></i> Why, where is your good dog, Cap?</p>
-
-<p><i><small>Roger.</small></i> Some boys threw stones at him and
-broke his leg. I am afraid he will never be able
-to run again.</p>
-
-<p><i><small>Florence.</small></i> Oh, how dreadful!</p>
-
-<p><i><small>Roger.</small></i> Yes, I miss him so much. He was
-such a help.</p>
-
-<p><i><small>Florence</small></i> (<i><small>to Mr. Vicar, in a whisper</small></i>). I wonder if
-we could see the dog. We might be able to
-do something for him.</p>
-
-<p><i><small>Mr. Vicar.</small></i> Where is your dog; Roger?</p>
-
-<p><i><small>Roger.</small></i> At home, beside the fire.</p>
-
-<div class="blockquot">
-
-<p>(<i><small>Mr. Vicar and Florence ride to the cottage. They
-find that Cap’s leg is not broken, but is sprained.
-Florence asks for hot water, and bathes and bandages the
-leg. In a few days the dog recovers and helps Roger
-with the sheep.</small></i>)</p></div>
-
-<p>Act out the rest of the story yourselves.</p>
-
-<p><span class="pagenum"><a name="Page_227" id="Page_227">[227]</a></span></p>
-<hr class="tb" />
-
-<h3>Act III. The Lady of the Lamp</h3>
-
-<div class="blockquot">
-
-<p class="hang1">Scene. In a hospital. Soldiers are lying on cots
-and chairs. Florence Nightingale comes
-in with a lamp in her hand.</p></div>
-
-<p><i><small>First Soldier.</small></i> Hush, here comes the Angel of
-Mercy to look after us poor fellows. How tired
-she must be after working all day.</p>
-
-<p><i><small>Second Soldier.</small></i> Yes, the Lady of the Lamp.</p>
-
-<p><i><small>Third Soldier.</small></i> She has done more for our
-country than all the soldiers during this terrible
-war.</p>
-
-<p><i><small>All the Soldiers.</small></i> That she has. May Heaven
-bless her brave heart!</p>
-
-<hr class="tb" />
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">America! America!</div>
-<div class="verse"><span style="margin-left: 1em;">Thy loyal children we!</span></div>
-<div class="verse">Dear Mother Land, our lives we pledge</div>
-<div class="verse"><span style="margin-left: 1em;">In service unto thee.</span></div>
-</div>
-</div>
-
-<p><span class="pagenum"><a name="Page_228" id="Page_228">[228]</a></span></p>
-
-<hr class="chap" />
-<div class="chapter"></div>
-
-
-
-<div class="poetry-container">
-  <div class="poetry">
-<div class="verse">YOU and I</div>
-<div class="verse"><span style="margin-left: 2em;">And ALL of US TOGETHER</span></div>
-<div class="verse"><span style="margin-left: 4em;">Will make this WORLD of OURS</span></div>
-<div class="verse"><span style="margin-left: 7em;">Sorry and Sad—</span></div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 158px;">
-<img src="images/i-248a.jpg" width="158" height="163" alt="Sad, crying world" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse"><span style="margin-left: 1em;">IF</span></div>
-<div class="verse">YOU and I</div>
-<div class="verse"><span style="margin-left: 1em;">And ALL of US TOGETHER</span></div>
-<div class="verse"><span style="margin-left: 3em;">Do not</span></div>
-<div class="verse"><span style="margin-left: 5em;">DO RIGHT.</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">BUT</div>
-<div class="verse"><span style="margin-left: 1em;">YOU and I</span></div>
-<div class="verse"><span style="margin-left: 2em;">And ALL of US TOGETHER</span></div>
-<div class="verse"><span style="margin-left: 3em;">Will make THIS WORLD of OURS</span></div>
-<div class="verse"><span style="margin-left: 5em;">HAPPY and GLAD—</span></div>
-</div>
-</div>
-</div>
-
-<div class="figcenter" style="width: 160px;">
-<img src="images/i-248b.jpg" width="160" height="159" alt="smiling world" />
-</div>
-
-<div class="poetry-container">
-  <div class="poetry">
-    <div class="stanza">
-<div class="verse">BECAUSE</div>
-<div class="verse"><span style="margin-left: 1em;">YOU and I</span></div>
-<div class="verse"><span style="margin-left: 2em;">And ALL of US TOGETHER</span></div>
-<div class="verse"><span style="margin-left: 3em;">WILL</span></div>
-<div class="verse"><span style="margin-left: 4em;">DO RIGHT!</span></div>
-    </div>
-    <div class="stanza">
-<div class="verse">We Will Be</div>
-<div class="verse"><span style="margin-left: 1em;">GOOD CITIZENS, FOR WE LOVE OUR</span></div>
-<div class="verse"><span style="margin-left: 2em;">COUNTRY AND OUR FLAG.</span></div>
-</div>
-</div>
-</div>
-
-<hr class="full" />
-
-
-<div class="footnotes"><h3>FOOTNOTES:</h3>
-
-<div class="footnote">
-
-<p><a name="Footnote_A_1" id="Footnote_A_1"></a><a href="#FNanchor_A_1">[A]</a> At the word flag give the salute by raising the right hand to
-the forehead.</p></div>
-
-<div class="footnote">
-
-<p><a name="Footnote_B_2" id="Footnote_B_2"></a><a href="#FNanchor_B_2">[B]</a> Pronounced nū-mō´nē-ā.</p></div></div>
-
-<div class="figcenter" style="width: 348px;">
-<img src="images/cover-back.jpg" width="348" height="400" alt="Emblem on back cover" />
-</div>
-
-
-<hr class="full" />
-<div class="tnote"><div class="center">
-<b>Transcriber’s Notes:</b></div>
-
-<p>Obvious punctuation errors repaired. The table of contents uses the
-œ ligature in Phœbe Cary’s name. In the text it’s italic and
-the transcriber assumes that the printer didn’t have an italic ligature.
-As we’re not constrained by that, all instances of Phœbe Cary’s
-name now have the ligature.</p>
-
-<p>Page xi, “<span class="smcap">Dresmaker’s</span>” changed to “<span class="smcap">Dressmaker’s</span>” (<span class="smcap">At
-the Dressmaker’s</span>)</p>
-
-<p>Page 166, the pronunciation key for petroleum uses a dot and macron
-combination above the two es in the text. As this is not a character
-available to us, the macron and acute have been substituted: ḗ.</p>
-</div>
-
-
-
-
-
-
-
-
-
-<pre>
-
-
-
-
-
-End of Project Gutenberg's Our Home and Personal Duty, by Jane Eayre Fryer
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author	nfenwick <nfenwick@pglaf.org>	2025-02-06 18:17:03 -0800
committer	nfenwick <nfenwick@pglaf.org>	2025-02-06 18:17:03 -0800
commit	630e1723b182eb9d2325e1d99cf97d00b4a7abc6 (patch)
tree	4441e79eac196eef95878ac18026a9819e64b4a9
parent	b47d723ce65627435480a760f96c5d94962d71af (diff)