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diff --git a/old/53653-0.txt b/old/53653-0.txt deleted file mode 100644 index 7f30b3c..0000000 --- a/old/53653-0.txt +++ /dev/null @@ -1,6856 +0,0 @@ -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. 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