Emilie Poulsson.

In the child's world; morning talks and stories for kindergartens, primary schools and homes online

. (page 12 of 29)
Online LibraryEmilie PoulssonIn the child's world; morning talks and stories for kindergartens, primary schools and homes → online text (page 12 of 29)
Font size
QR-code for this ebook


Then Edgar went up to Frisk, and the poor clog did not well
know what to do, so glad he Avas to see the little boy. And my
friend went up, and Mary went up, and they all patted Frisk on
the head.

Then they took Frisk home, and gave him nice milk and good
meat, for he had not had food for whole days. He was glad to
be fed, but he was still more glad to be in his old home, and to
see my friend and her children once more.

— "Nursery Stories.'"



CLEVERNESS OF A SHEEP DOG.

Some years ago, there was a terrific snowstorm in Scotland.
The snow lay in great drifts many feet deep.

The farmers Avere very anxious about their sheep, for there
were hundreds of them unsheltered on the hills at the time. In
one farm, no fewer than three hundred were missing, and the
farmer with his men and a faithful sheep dog, named Rough,
started to search for them.

When they reached the fields, nothing was to be seen but great
masses and drifts of snow, several feet thick, under which the
poor sheep were buried. The men tried to penetrate the snow in
order to got at the missing animals; but their labor was almost
in vain, for it was only by the merest chance that they came
across a sheep.

The snow was still falling fast when Rough came to the rescue.
He understood what was to be done, and, running quickly over
the snow, with short, sharp barks, he dug with his paws little
holes in various places.

The men went to work beneath these marks, and under each
they found a sheep! Thus they worked hard all night. Rough
showing where the sheep were buried and the men digging them
out, and most of the sheep were saved.




179



180 IX THli CHILD S WOKLL.

The farmer was very tliankful to his clever dog and told his
friends that had it not been for Rough he would have lost every
one of his sheep that night. As it M^as, they hud suffered but
little, and, with careful attention, soon recovered.

—"Little Folks."

Cassell tfc Co.



THE DOG AND THE KITTEN.

A schoolmaster had a small dog which became much attached
to a kitten. They were in the habit of associating together be-
fore the kitchen fire, sometimes sleeping and sometimes playing.
One day they were enjoying a comfortable nap, when the kettle
boiled over and scalded the dog, who ran away howling piteously.
He had not gone very far, however, before he recollected his
companion; he returned immediately, took up the kitten in his
mouth, and carried it to a place of safety.

Selected.



A TRUE STORY OF A DOG.

The following anecdote, which is perfectly well known in the
town in which the circumstances occurred, places the intelligence,
kind feeling, and noble disposition of the dog in a strong light,
and is quite equal to what has been recorded of the elephant under
nearly similar circumstances. A grocer in Worcester, England,
had a powerful Newfoundland dog, which was reposing on the
step of his door, when a sort of brewer's sledge Avas going rapidly
down the hill leading to the bridge. Just as the sledge was pass-
ing the house, a little boy in crossing the street fell down in the
way of the sledge, and would have been killed, had not the dog
seen the danger, and, rushing forward, seized the child in his
mouth just in time to save his life, and deposited him on the foot-
way uninjured.

Selected.



THE COBBLER.



To THE Teacher: —

" Carlyle used to rhapsodize about the importance of realizing the
wonder that surrounds our daily life, and he himself, if he were going to
portray an object, inveterately sought a point of view from which he could
contemplate it in a kind of surprise."

This is a wise course for us to pursue when we feel ourselves in danger
of regarding anything as commonplace or uninteresting; though it seems
to me that kindergartners or any others who live close to child life catch
flashes of the " wonderlight " that invests all things for these new denizens
of our familiar world, and thus often discover beauty and marvel unnoticed
before.

Beauty and marvel are high words to apply to so common a thing as
a shoe, but study its whole history for your children's sake and then
with your children, and you will not reject marvel, at least.

The process which converts the animal skin into leather is long and
varied. I have only copied one little note referring to the tanning
proper; that is, the long soaking in a solution of oak bark and water,
made stronger from day to,day.

" The change in the nature of the skin is brought about by the action
of the tannin of the oak bark on the gelatine of the skin, and so causing
all traces of the animal substance to disappear. In proportion as this
change is thoroughly or only partially effected, is the quality of the
leather."



THE TALK.

(In an old reading book there was a story of a little boy whose
clothes suddenly began talking to him and relating in turn their
several histories.

His jacket announced that it had once been white wool on a
sheep's back; the brass buttons told of dark mines and hot fur-
nace fires, and his boots added their tale of wonder.

Some such story as this would make an interesting beginning



162 IN THE guild's world.

to the talk upon the shoemaker. For use throughout the talk
have a shoe, some bits of leather, sole leather and the thinner
kinds for the uppers, as well as a picture of the cow.)

Don't you think it would be very funny if your clothes should
begin to talk to you? What did the little boy's jacket say? If
Leo's jacket spoke would it say it came from the sheep's back,
too? And Amy's dress? Yes. But Mary's apron would tell a
different story. That feels smooth when we touch it, but Leo's
jacket and Amy's dress have a rough, woolly feeling like the
worsted balls and the worsted we sew with, so we know that they
are made from the wool that the sheep gave us.

How would you like to have this shoe tell you its story? Let
us listen!

No, it does not say a word, so I shall have to speak for it.

First I will show you a picture of an old friend, a good, useful
animal.

What does the cow give us? (Children name such products
as they became familiar with through the lesson on the cow.

Teacher then shows them the sole of the shoe and the piece of
sole leather.) Does this leather look like the skin of the cow?
No; the hair had to be all taken off and the skin had to be
cleaned; then it had to be soaked — sometimes a month, some-
times a whole year — and then dried before it was like this.
Still, it is a piece of the cow's skin, so we must thank the cow
for the good thick leather for the soles of our boots.

But if Rosie's shoe or Tommy's shoe were talking, it would
say: '' I am not all made .of the thick cow-skin." And we can
see how mucli thinner the upper part is than the sole, can we
not? (Let the children compare the thinner pieces of leather
with their own shoes.) Men have boots of cowhide, but it is
very thick and stiff. This thinner leather is better for ours, and
what do you suppose it is made of? Some of calfskin, some of
goatskin, and this very soft, thin leather of the skin of a kid, or
young goat. So we must thank these animals, as well as the
cow, for the leather out of which our boots and shoes are made,
must we not?

Do you think there is any one else to thank? Some one had
to make the leather into shoes; who was that?



IN THE CHILD'S WOKLD.



183



(Kecite the words of " The Cobbler," explaining the use of the
awl, the last, the waxed ends, pegs, lapstone, hammer, etc.
Have the children recall the other workers they have learned of
or noticed.)

Suppose no one worked, what would happen?




TEACHER'S READING.



Sir Gibbie, ..-. -

Only an Incident (" The New England Magazine,"
December, 1891), - - -

The Goloshes of Fortune. )

The Red Shoes, ) '

Blessed be Drudgery, - - - - -

Hannah Binding Shoes, . . - .

Baby's Shoes, - - -

The Shoemakers, ) _

Cobbler Keezar's Vision, (

Urania. A Rhymed Lesson, - - - -

Much Coin, Much Care. . - . -

FOR THE CHILDREN.

Rosamond and the Purple Jar, - . . - Edgeworth

The Elves and the Shoemaker, - . - - Folk Story

Gutta Percha Willie, - - - George MacDonald
Leather (•• Kindergarten Stories and Morning Talks"), N. E. Wiltse



George MacDonald

Herbert D. Ward

Hans Chr. Andersen

W. C. Gannett
Lucy Larcom
W. C. Bennett

Whittier

- O. W. Holmes

- Mrs. Jameson



184 IN" THE child's WORLD.



STORIES.

GOODY TWO SHOES.

A queer name for a little girl, to be sure, but it was no wonder
tbat people called her ''Goody Two Shoes," as you shall soon
hear.

Her real name was Marger}^ and her brother's name was
Tommy; and the two poor little things had no kind father to
work and earn money to buy food and clothes for them, and no
mother "good and dear" to take care of them. So they wan-
dered about, always together, hand in hand, poor and ragged
and lonely, and often tired and hungry.

The people in the village used to give them something to eat,
and the children often found berries in the woods and along the
roadside. Every night, when the svin set and it began to grow
dark. Tommy and Margery would walk up to some farmhouse
and say to the farmer or his wife: " If you jilease, may we sleep
in your barn to-night?"

" Yes, indeed, and very welcome," the farmer would say; and
then the two children would run to the barn and make them-
selves a cosy, warm nest in the hay and be as happy as two little
birds.

But there are so many kind people in the world that children
are not long left to wander about without a home, as Tomzny
and Margery had been doing; and it happened that a kind
gentleman who saw them trotting about together one da}^ felt
very sorry for them.

He saw Margery's fat little feet all scratched with walking
barefoot over stones and stubble. " I can cure that,'' he said to
himself; and he took the children to the cobbler's and said:
" Good Mr. Cobbler, here is work for you. Will you do it?"

"That I will, and gladly," answered the cobbler. So he
measured Margery's foot, that he might know just how large to
make the shoes, and set to work immediately.

He cut two pieces of leather from a large, thick piece which
he had, and shaped them for the soles. And he cut the uppers




The Cobbler.



185



186 IN" THE child's WORLD.

from the thin leather; and busy enough he was then, boring
holes with his '" nice little awl,"" and ''putting his waxed ends
through and through" as he stitched away, sewing the leather
together for Margery's shoes. But while the cobbler was working
away, the kind gentleman who had told him to make the shoes
had been making some more kind plans.

" Tommy," said he, " I will take you with me when I go back
to my ship, and you shall learn to be a sailor;" and good Mrs.
Smith said: ''Surely, then, little Margery shall live with me."

So it was settled; the only sad thing being that Tommy and
Margery had to be separated. They cried and kissed- each other
many times when the day came for Tommy to go away. After
he had gone, little Margery went one day and looked in at the
cobbler's window.

There he sat with a big flat stone on his lap and a hammer in
his hand, and what was he doing but rap-tap-tapping away, put-
ting the pegs into Margery^s shoes and fastening the uppers and
soles together. You may be sure it was not long after that be-
fore the shoes were finished: and a good thing it was, too, for
they say that poor little Margery was so very lonely without her
brother that she might have cried herself sick but for the new
shoes that were brought home to her.

Dear me! if you could but have seen how pleased she was!
She had had to go barefoot a long time, you must remember, and
her little feet had often been cold and scratched and hurt.
Besides, the new shoes were so shiny and black, and creaked a
little when Margery walked. Yes, indeed, it was delightful
altogether.

Margery showed them to Mrs. Smith as soon as ever the cob-
bler had put them on for her.

" Two shoes, ma'ami Two shoes!" said the happy little crea-
ture over and over again. I suppose she could scarcely remem-
ber having had two shoes before, because she had been barefoot
so long; and before that she had gone about with only one shoe on
for a long time! The other shoe had been lost when she and
Tommy first began their wanderings.

At any rate, little Margery seemed overjoyed at having two
new shoes at once, and ran about first to one friend in the village



IN THE CHILI-'S WORLD. 187



and then to another, always putting out her feet and saying:
" Two shoes! See, two shoes! "

Everybody was glad to see the little girl so joyful, and they
used to smile at one another in a happy way and say: ''Have
you seen little Two Shoes? " or, " There goes Goody Two Shoes,
bless her heart!" till finally people scarcely ever remembered
to call her Margery.

So now I have told you, as I said I would, how a little girl
came to. have such a queer name as "Goody Two Shoes;" and,
if you like, you shall hear more about her another time, for she
was a little dear and no mistake, and did many things well worth
your hearing about.

Retold by Emilie Poulssox.



SEEING SHOES MADE.

Now and then I take the children of my kindergarten to see
the actual doing of work which we represent in our play.

One day we went to see shoes made. There were several peo-
ple working in a large room and each one was doing something
different. One man was cutting out the soles of shoes; another
the uppers, as they call the leather which covers the upper part
of the foot. As soon as these were cut they were put into water
to soak so as to soften the leather.

Another man was fastening an inner sole to a last, or wooden
foot, by means of pegs which he was driving in with his shoe-
maker's hammer. This hammer has one end "like our roller '
(the cylinder of the second gift), as the children said, "only the
edge is rounded.^'

" Why do you have a rounded edge to your hammer?" asked
Jack of the man.

"If it were not rounded it might damage the leather, and
even make holes in it when I hammer hard," said the man.

" You pound with the roller end of the hammer," said Nellie,
"but what do you do with the flat end?"

" Look and see," said the man.

" Oh! you rub the leather with that, don't you? Why?"



188 IX THE child's world.

•' To m;ike it softer. If we did not soften the leather it would
hurt people's feet."

" What do you do next?" said Mary.

" That is all /do; but if you will go over there (pointing to
another part of the room) you will see what is done next."

So we all went where the man had pointed, and saw another
man stretching the uppers over a last and trimming them until
they fitted exactly. When this was done he handed the uppers
to a girl who sewed them together with a sewing machine. Then
they were lined, and the stiffening was put into the heel. Then
a man stretched the uppers over a last again, and fastened them
to the inner sole which had been nailed upon it; after which the
outer sole was laid on. The next thing that was done amused
the children greatly. The man filled his mouth with wooden
pegs! Then, picking up his hammer, he seized a peg from his
mouth, placed it quickly where the sole Joined the upper, and
drove it swiftly in with his hammer; took another peg and drove
that in in the same way; then another and another, as fast as he
could make his hands go.

"We should have to play 'cobbler' a long time before we
could make our fingers fly like that!" said one of the children.

Then we went to examine the sewing machines by which the
shoes were bound, and also the grummet machine which puts in
the grummets, (those rings through which the shoestrings are
laced). The children thought the grummet machine looked
somewhat like the machinery of the oil mill in Froebel's " Mother
Play Book."

Some of the shoes made at this factory were buttoned instead
of laced. The buttonholes are made in that extra piece which
folds over on one side, then the piece is stitched on, and the
buttons sewed in place.

There were several other things done before the shoes were

ready for sale, but they cannot all be talked of now. When we

went back to the kindergarten we had a fine time playing

" Cobbler," which, at the children's request, was followed by the

' Grummet Machine Play," which we originated for the occasion.

Josephine Jarvis.
Cobden, III.



IN THE child's WORLD. 189



*THE COBBLER AND THE CHILDREN.

A great many years ago a cobbler lived in a large city on the
other side of the ocean. He was very fond of children, and was
sorry for those poor little children who had no "play-place" but
the street, and no one to take care of them all day. The fathers
Avere at work, and the mothers too, as they were so very poor,
had to be away all day washing or cleaning house, or doing other
work, so they conld not do much for their children. This cob-
bler thought that if he could persuade the children to come to
his shop, they would have a better time and would at least learn
more than they could by playing in the street. He began witli
one child. One day when a little boy, whom we will call John-
nie, came to his shop with a pair of boots that needed patching,
the cobbler said: "Johnnie, suppose you come in to-morrow
and see me mend these boots. Then you will be ready to take
them home when they are done."

" Yes, I will," said Johnnie.

He came quite early the next day, but the cobbler was in his
shop still earlier and had put some leather to soak in water so as
to make it softer than it would otherwise be. He meant to make
the patch of this leather. When Johnnie came the cobbler took
the leather and pounded it with the cylinder end of the ham-
mer, and rubbed it with the flat end till it was soft enough to
use.

'' Was the cylinder end of his hammer like our kindergarten
cylinder?"

Yes, but the edge was not sharp like the edge of yours; it was
rounded so us not to cut the leather. Then the cobbler put the
boot on a last, (that is a solid wooden shoe or boot, you know),
and cut a paper pattern of the piece he wanted to put over the
hole in the boot. Then he cut out the leather by the pattern
and sewed it on the boot, with what do you suppose?

"Needle and thread?"

You are partly right. He used strong, black linen thread, but
instead of a needle he used hog's bristles. He raveled one end
of the thread, put a bristle into the middle of the loose ends,
and then with shoemaker's wax like this (showing a piece) he



* John Pounds, who lived in Portsmouth, England. 1766-1839.



190 IN THE child's world.

fastened the threads and the bristle together. He made holes
in the patch and in the boot just as far apart as he wished for
the length of his stitches, and sewed the patch on with his bris-
tle and thread. Long before he had finished his work, which
Johnnie watched with great interest, another boy had looked
into the shop, and seeing Johnnie there, had come in; then
another child came, and another, until there were as many as
a dozen children looking on at the cobbler^s work. These chil-
dren had such a good time that they came back again and again,
and brought others with them, till the shop was full every
day. After a while the cobbler began to teach them to read and
to spell. He taught them to count, too. They counted his
pieces of leather and his awls and pegs and other things. Some
of the boys learned to mend shoes themselves, so that when they
grew up they could be cobblers and earn their own living in that
way. The children learned other things from the good man,
and so, because this poor cobbler loved children so much, and
did what he could for them, many who might otherwise have
had no teaching at all, grew up to be good and useful men and
women.

Josephine Jakvis.

Cobden, III.



ST. VALENTINE'S DAY.



To THE Teacher: —




Though a less important red-letter day
than the others which we celehrate in the
kindergarten, there is good reason for taking
notice of Valentine's Day. We can show
the children how to put a loving, friendly
message into the gay missives so attractive
to children's eyes; and how to have all the
pleasures of the pretty old customs without
the use of the coarse and hideous •'comic"
valentine.

The disputes concerning the origin of the
day's observance need not trouble us. The
story of the good old St. Valentine, who was
so distinguished for love and charity, is as
probable as any, and is the most suitable
for children.



STORIES.



PHILIP'S VALENTINES.

In the month of January, in the year of eighty-eight,

Little Master Philip Urbis had been so unfortunate

As to have the mumps and measles both, besides the whooping cough,

So away to get the country air his mother packed him off.

'T was in vain his little bi'others both declared it was too bad.

That already more than one boy's share of fun had Philip liatl;

They had only had the mumps, and so it surely wasn't fair

That with Philip's other extras he should have the couTitry air.

But their mother took no heed of any hints or discontent,

And, in spite of all their grumbling, to the country Philip went.

In the month of February, in the year of eighty-eight,
Little Philip for the fourteenth day could scarcely bear to wait;
For he dearly loved the valentines that come upon that day,
With their wonders of lace paper and their pictures gilt and gay.
He had saved his pocket money, and the whole he hoped to spend



192 IN THE child's WORLD.

In valentines for those at home, each schoolmate and each friend.
And his Auntie said, "Yes, Philip, we '11 have (jreut fun, you and I,
When we drive to Danvers Center, all the valentines to buy.''
And she secretly expected to get some for Philip then,
But we know what oft befalls the best-laid plans of mice and men.

On the tenth of February, in the year of eighty-eight.

There set in a dismal snowstorm that seemed most unfortunate;

For in such a blinding, drifting way tne snow kept coming down,

As to make it quite impossible for Phil to go to town.

The eleventh, twelfth and thirteenth, and the longed-for fourteenth came,

And still the country roads were blocked with snowdrifts just the same.

And not a single valentine had Phil to send away,

And not a one could he expect upon this stormy day.

So it seemed that snowy morning as if not a ray of joy

Could be coaxed to shine upon the disappointed little boy.

But his Auntie put her wits to work to somehow celebrate

On this fourteenth day of February, eighteen eighty-eight.

Now, as Philip rose at seven, Auntie had to rise at six,

So that Philip should not catch her at her little secret tricks;

But that hour sped so swiftly that her work was scarcely done.

When there came a shout from Philip's room: "O Auntie dear, whatfun!

I was just about disgusted when I saw the snow and sleet.

But Pve found a little letter pinned right here upon my sheet.

It's directed to me. Auntie, so it surely must be mine.

And, although it's only ' pen and ink,' it's like a valentine,"

" Philip my darling, Philip my dear,
Valentine's Day is surely here;
And yet I hope you will not repine.
Although you don't get any valentine;
For, Philip my darling, Philip my dear,
I love you every day of the year."

Just as Philip finished reading and was getting out of bed,

A letter flew in at the door and hit him on the head.

And his Auntie heard him laughing as he picked it up and read: —

" The snow may fall, the sun may shine,
Still I'm your loving valentine;
But do not waste your time in guessing
Who I may be, but go on dressing;
For in this wild and wintry storm
My love alone can't keep you warm."

"Well," said Auntie from the stairway, "hope you'll take that good

advice! "
" O, yes! " answered Philip gaily, "I '11 be ready in a trice,"




Philip's First Vat entine.



193



194 i>f THE child's world.



And he soon was at the table, bright and happy as could be,
Where the oatmeal porridge waited, steaming most invitingly.
"I've two valentines already— do you s'pose I'll get some more?"
And his napkin then unfolding, something dropped upon the floor.
" Yes! it is! it is another, though a very little one;
Now I '11 read it to you. Auntie; don't you think they 're jolly fun?'

" Porridge hot,
Porridge cold;
My love for you
Cannot be told."

So read Philip from his valentine, and then his porridge ate,

And Auntie served the breakfast soon and passed to Phil his plate;

But no sooner did he take it than he shrieked out with delight.

For beneath his baked potato was a little paper, white.

And he knew it was a valentine, it looked so like the rest,

So he quickly tore it open and then read the rhyme with zest: —



Online LibraryEmilie PoulssonIn the child's world; morning talks and stories for kindergartens, primary schools and homes → online text (page 12 of 29)