Emilie Poulsson.

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

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*' When Philip does his breakfast eat.
Of baked potato and minced meat,
Oh ! may his heart to me incline.
For I 'm his loving valentine."

Little Philip's expectations now were raised up very high.

And his eyes were roving everywhere a valentine to spy;

Even looking in the milk pitcher and in the sugar bowl;

And breaking open carefully his nice, hot breakfast roll.

But there was no use in lookiug, for he found no tell-tale signs

Of the whereabouts of any more of those queer valentines;

Till a little after breakfast, Auntie said: " Now, Philip dear,

We must not forget your medicine, so bring the bottle hei-e."

Now of course Phil hated dosing, so he started with a frown,

But it quickly changed to laughter as he took the bottle down;

For upon the cork was fastened something which he knew must be

Another of those valentines which he so liked to see.

And upon it neatly written, this the legend that it bore,

And thougli Phil had liked the others, he liked this one even more:

" Oh! lake the ' iron, beef and wine,'
But sweeten well this dose of thine
With loving thoughts of

Valentixe "

That he took his spoonful smilingly I scarcely need to say;
Then to look at the thermometer outside he rushed away;
-Vnd in half a second Auntie heard him give another gleeful shout.
For behold ! from the thermometer a valentine peeped out!



IN THE child's WORLD. 195

"A funny place indeed for one," both Phil and Auntie said;
Then opening the frosty note, this bit of I'hyme they read: —

" Thernnometers may go to zero,
But I will bear it like a hero,
If little Phil will not decline
To take me for his valentine."

Now the storm had ceased, and though it was not yet a pleasant day.

Auntie said that Phil might bundle up and go out doors to play.

So he put his little valentines all carefully aside,

Eeading all the verses once again with fresh delight and pride.

Disappointment was forgotten and he seemed to have no thought

Of the gorgeous fancy valentines the "fourteenth" should have brought.

"Arctics will be better, Philip, than your riibher boots, I know,

For this storm of sleet has made a good firm crust upon the snow."

"All right Auntie; come here arctics! Oh! where is that buttonhook?

I declare! Another valentine ! It 's well I chanced to look

In my arctics, though I didn't think a valentine was there;

But I guess the safest way will be to look sharp everywhere."

" Time flies, and with him bears away
Our winter sports and frolics gay ;
But all may go, I will not pine,
If Phil will be my valentine."

Phil put this one with the others and got ready then to go
With his fur cap and big ulster, looking like an Esquimau
Then he asked his Auntie if he might the old umbrella take,
" For if the crust will bear, you see, I may an ice-boat make,
Like the one I had the other day — oh! how my sled did go!
Just like lightning on the pond, and so I Avant to try the snow."
Now a twinkle came in Auntie's eyes as Philip asked her this,
But she put a sober face on as she gave the boy a kiss,
Telling him the old umbrella must be somewhere in the hall,
And that he might take it if he wouldn't get a dreadful fall.
So away went Philip with the big umbrella and his sled,
And to watch him as he started, to the window Auntie sped.
When Phil opened the umbrella, out fell something on the snow.
And in spite of walls and distance, Auntie faintly heard his " 0/i.'"
And he soon rushed in the house again with this new valentine,
Keading it as though he thought it was particularly fine: —

" I know a little fellow.
Who takes a big umbrella,
And he holds it for a sail
Right before the wintry gale;



196 IN THE child's WORLD.

And it takes liim straight ahead
As he sits upon his sled,
And he skims across the ice
In a twinkling — in a trice!
Now who is it, do you say,
Who behaves in such a way?
'T is the boy who reads each line
Of this wondrous valentine! "

"Auntie, do you think the valentines will come like this all day?"

Phil inquired, but his Auntie said she really could not say.

" Well, if you tind any. Auntie, you will surely let me know,"

Then away again went Philip to his ice-boat and the snow,

And his Avmtie, seated at her desk, took up her pen to write.

Resigned to grinding out more rhymes — they gave Phil such delight;

When suddenly, to her surprise, there broke upon her ear

A merry, ringing, jingling sound that told a sleigh was near.

She had scarcely reached the window to look out of it before

The sound had ceased, and lo! the sleigh was at the very door.

And the jolly, red-faced butcher called out in his friendly way;

" Well, I guess you did n't calculate I 'd get around to-day;

And I 've had a mighty job of it a-plonghing through the snow,

For ijuttin' fust tracks in the road makes progress mighty slow.

' But business must be 'tended to and folks must eat,' says I;

And then I brought your mail up, too, as I w'as comin' by.

Most of them is for that youngster, and if I can read the signs,

I should say the little fellow has a lot of valentines."

Auntie thanked the butcher heartily, and glad indeed was she

So many fancy envelojjes, addressed to Phil, to see.

Then when she had chosen what she wished from out the butcher's

sleigh,
And the jolly butcher once again had started on bis way,
Auntie put away her writing, feeling very glad indeed
That of home-made valentines there now should be no further need.
As for Phil, it disappointed him a little bit to find
That these other valentines were all the "ordinary" kind.
And although he liked their splendor, still 't was with a fonder pride
That he showed the little home-made ones that looked so plain beside.
And a few weeks later when he went back home quite strong and well.
And his little brothers asked him of his country life to tell,
Oftener than other doings, he would all the fun relate,
Qf-tfJ^fouiteenth day of February, eighteen eighty-eight.
/^ Emilie Poulsson.



WASHINGTON'S BIRTHDAY.



To THE Teachek: —

So many ways of beginning this talk offer
themselves that it is difficult to choose into
which link of the past we shall clasp this
new one. Shall we look back to Thanks-
giving Day and its bit of history? Shall we
review the New Year Story and let Febru-
ary's gift of George Washington's picture
be the starting point? Or, shall we link our
great man and his work with the humble
workers we have spoken of heretofore?
Approach it as we will, let us try through
the week's talks, stories, lessons and plays,
to draw a clear picture of Washington's
impressive character. Let us tell those stories of his childhood, youth
and manhood which will enable the children to see for themselves some of
his strong and noble traits, instead of their merely memorizing the fact
that George Washington was a good man from our asseverations. The
impression upon their minds and hearts will thus be deeper and truer.

One of my little pupils gave a very appreciative estimate of Washing-
ton in answer to her little sister's question as to whether Washington
was a king. " No," said Anna, thoughtfully, " he was not a king. He
was a president; but I think he was a king in his heart."




Aplos of 1779,



THE TALK.

A holiday is coming soon. You know Thanksgiving Day was
a holiday, and Christmas Day, and New Year's Day; and now
in February we shall have Washington's Birthday.

The schools and a great many of the shops will be closed; the
fathers will not go to their work that day; flags will be out, and
guns will be fired, and bells rung, morning, noon and night.

Not only in your city or town but everywhere in our land,
Washington's Birthday will be a holiday.



198 IX THK child's world.

(Let the children name all the ])laces they can think of to help
them get as much of an idea of the widespread observance
of the day as is compatible with their scant geographical
knowledge.)

Who can find George Washington's j^icture? Who can tell
anything about him? We will talk about him to-day, so that
when his birthday comes, and you hear the guns and the bells,
and see the j)retty flags flying, you will know what it is all about.

(Teacher tell stories: —

1. George and his hatchet, exemplifying truth.

2. Wishing to be a sailor, showing his unselfish love for his
mother.

3. The young surveyor, showing faithfulness in work — at les-
sons and in surveying; (writing books, account books, etc., still
to be seen). Speak of the difficulties of surveying — penetrating
into the forests alone, sleeping on the ground, walking many,
many miles, etc., — so that the children may see what bravery,
strength and endurance were demanded.

4. Washington and the corporal. The rebuke to the arrogant
little corporal may not be appreciated, but Washington's ready
helpfulness certainly will.)

What kind of a little boy was George Washington ? A boy who
told the truth. What kind of a big boy? Loving and obedient;
he gave up what he wanted to do to please his mother. What
kind of a man? A hard worker, ready to help, strong, brave,
wise and true.

(Questioning the children will help them deduce the qualities
displayed in the stories.)

It was long ago that George Washington lived, and the people
in this land were having a great deal of trouble. The king —
who ruled this country, too, then, although he lived over the
sea — was very unkind and unfair to the American people, and
made them very unhappy.

" What shall we do?" said they. *' We must find some way
to stop all this. We want somebody to manage our Soldiers and
not let the king treat us so unfairly. Where shall we find the
right kind of a man?"

" Here he is! Here he isl" s;iid those who knew Washington.



200 IN THE child's WORLD.

And surely he was just the right kind of a man, because he was
strong and brave and wise and true.

So Washington was chosen to be the Commander-in-chief of
the army, and every one called him General Washington.

After a while, when the people were free from the king, they
decided to have a President.

Do you know whom they would be likely to choose? Yes,
indeed — George Washington. How glad his mother must have
been to see her son so useful and so honored!

Who is the President now?

But George Washington was the first President.

People call him "the Father of his Country." Do you see
why that is a good name for him?



TEACHER'S READING.

Washington and his Country, ... Irving and Fiske

Eules of Conduct, Diary, etc. (Riverside Literature Series, No. 24.)
Life of Washington ("St. Nicholas)", . - . H. Scudder

Birtliday of Washington, . - . . . Rufus Choate

Apostrophe to Washington, - - -!>. Webster

Ode to Wasliington, - ... - . Lowell
Ode on Washington's Birthday, - - - - O. W. Holmes

The Spy, - - - J. Fenimore Cooper

The Virginians, - - - Thackeray

FOR THE CHILDREN.

Little George Washington, | . .. ^, g „ „
Great George Washington, S ^



THE BLACKSMITH.

To THE Teachek: —

In the explanation of the play, " The Charcoal Burner's Hut," (Mutter
und Kose-Lieder), Frojbel declares his aim to be to teach the child to
respect the hand; first, the child's own hand in its power of representa-
tion, and second, to "also respect and honor not only a man who, by his
hand, gives us some bread and satisfies our body's need for food and
other thino^s, but a man who is active by the work of his hands in any
business, however lowly, whereby he not only keeps off injury and dan-
ger from individuals as well as from the whole community, but even
directly furthers the good of mankind."

This intent — the intent to inculcate respect for the hand and its work
— underlies all the trade songs and games, and can be as well carried out
through the Blacksmith as through the Charcoal Burner. We need not
always cling to the particular trades which Froebel chose, provided we
do not lose the kernel of truth which is enveloped by them.

Before talking upon the Blacksmith, I pray you go and visit a black-
smith shop, if possible, in order to have your own impression fresh
and vivid.



THE TALK.

(After singing " The Cobbler Song," tell the children there is
another man who makes shoes besides the cobbler.) The shoe-
maker that I am thinking of makes shoes without any leather.
He uses a hammer and nails, but no waxed ends or pegs.

How many shoes does your mamma buy from the shoemaker
when she gets new shoes for you? Two shoes — a pair. This
other shoemaker has to make four shoes/ or two pairs, for each
customer that comes to him. Can you guess what sort of cus-
tomers these are? They must have four feet, mustn't they?

And who is the horse's shoemaker? Have any of the children
been to a blacksmith's shop, or looked in at the door? I wish



202 IN THE child's WORLD.

3'ou could all look in! What would you see? (Describe shop
and tools, etc.) Did you ever notice the blacksmith's apron?
It is made of leather and is often cut up through the middle so
that he can take the horse's front foot between the two parts.
Some-times it is fringed at the bottom.

The blacksmith takes one of the new shoes, tries it on the
horse, and finds out just where it is not of the right shape or of
the right size. Then he takes the shoe in his tongs and holds it
in the fire, and with his other hand he works the bellows. Do
you know what the bellows are for? They are to blow more air
under the fire, so as to make the fire very, very hot. Sometimes
the blacksmith covers the shoe with the fire. Does the shoe
burn? No. Why not? Because it is made of iron. It was
hard and black and cold when he put it intQ the fire; but when
he takes it out it is very different. The fire has made it hot and
soft and red; oh! so red and glowing! It looks like a horseshoe
made of fire as he lays it on the anvil. How quickly he works
now! And how the sparks fly and the anvil rings as he hammers
the red-hot shoe, shaping it to fit the foot of the waiting horse.
Do you know "why he must work so quickly? If the iron cools
it will be hard again. If we should hammer on this hard, black,
cold liorseshoe that we have, could we change its shape?

When the blacksmith has finished the shoe, he dips it into a
barrel of cold water. AVhy? The next thing is to nail the shoe
on the horse's foot. It seems as if this would hurt the horse
very much, but the hard hoof has no feeling in it, and if the
blacksmith puts the nails in the right place he will not hurt the
horse at all. If the blacksmith does not know how to put the
shoe on, or is not careful, he may hammer the nails through the
horse's hoof so as to hit the bone; and that would make the poor
horse lame. So the blacksmith, as well as the cobbler and the
carpenter and the cooper, needs to be a good, careful worker.

(Speak of the difference between summer and winter horse-
glioes — the necessity of calks on the latter to keep the horses
from slipping.) *




The Blacksmith



•■ZO-i: IN THE child's AVORLD.

RIDDLE.

" What shoemaker makes shoes without leather,
With all the four elements put together?
Fire and water, earth and air.
Every customer has two pair."



TEACHER'S READING.

Life of Elihu Burritt, •' The Learned Blacksmith."

Industrial Biography, .... - fi. Smiles

Tubal Cain. - - - - Ch. Mackay

The Song of the Forj;e. (" Watson's Independent Fifth Reader.")

The Village Blacksmith, - - - Lon-jfelloio

The Ballad of the Blacksmith's Sons (" St. Nicholas,"

December, 18S7), - - - - M. E. Wilkins

Wayland Smith (" Kenilworth"), - - - Scott

Thor's Hammer (Norse Studies), - - - - H. W. Mnbie

FOR THE CHILDREN.

Who Slit the Blacksmith's Apron? (" Wide Awake,"

November, 1.^88), - - - Prof. Otis T. MciRon
Gutta Percha Willie, - - .: George MacDonald



IN THE child's WORLD.



205



STORIES.




NAHUM PRIWCE.

This is the story of
Nahum Prince, and the
tears are in my eyes now
as I tiiink of him. He
must have lived a Imn-
dred or more years ago,
and he died, I do not
know when. He was
lame. Something had
mashed his foot so that
he could hardly walk.

It was at the time of
the fighting with Bur-
goyne, and General Lincoln Avas at the front, and was ordering
out every man from the New Hampshire grants and western New
Hampshire. And all the regular companies of troops had been
marched out. Then there came the final call for all who could
go, and all the old men and boys volunteered; and there was not
a boy over thirteen years of age in the village that didn't go,
except Nahum Prince. When they were getting ready to go he
stood up, as well as he could, with an old Queen Anne's nrm on
his shoulder. And the captain came along and saw him, and
said: —

" Nahum, yoic here!''
" Yes, I am here," said Nahum.

Then the captain said: "Go home, Nahum; you know you
don't belong here; you cannot walk a mile."

So he called to the doctor, and the doctor said: "Nahum, it's
no use; you must go home."

Then they all marched off -without him. Rub-a-dub-dub, rub-
a-dub-dub, went the drums; and every man and boy of them
went off and left poor Nahum Prince alone. He had a good
home, but he was very homesick all that night, and didn't sleep



206 IN THE child's WORLD.

much; and the next morning he said: " I shall die before night
if I stay here all alone, the only boy in town; I must do some-
thing." It was coming autumn. It was not late, but he knew
he must do something; so he went down and split old Widow
Corliss's wood for her, for he could split wood though he could
not march. He had not been splitting wood more than an hour
when four men on horseback came down the road and stopped.
He could see them stand and talk. They all went off, and then
one came back again and beckoned to Nahum; and when he
came up, the man on horseback said: —

" AYhere are all the men gone?"

" They have all gone off to join the army," answered Nahum.

''And isn't there any blacksmith in the town?"

" No, there isn't a man or a boy in the town except me, and
I wouldn't be here only I am so lame I cannot walk."

" Do you mean to tell me that there is nobody here who can
set a shoe?"

" Why, I can set a shoe," said Nahum.

" Then it is lucky you are left behind. Light up the forge,
and set the shoe."

And now comes the most interesting part of the story. Nahum
lighted up the fire, blew the coals iiot, and set the shoe on the
horse; and the horse and the rider went away, after the man had
thanked Nahum; and Nahum finished splitting the widow's
wood. And when the next week the boys came home, and told
how Colonel Seth W^arner came up on his horse just in time, lead-
ing the First Regiment, and took the prisoners and won the day,
Nahum didn't say anything, but he knew that Colonel War-
ner never would have been on that horse if he hadn't set that
shoe. And it was Nahum Prince and Seth Warner that won the
splendid victory which ended the Battle of Bennington.

Edw. Everett Hale.



VULCAN, THE MIGHTY SMITH.

High above the fleecy clouds in the sky, the gods and goddesses
used to live. A wide road stretched across the heavens — you
may see it now on a clear night — and on each side of it stood the



IN THE child's vvokld. 207

great palaces of the gods. Most beautiful of all, with its great
portico and smooth pillars, was the palace of Vulcan (Hephsestos).
It was built of shining bronze, which flashed and gleamed in the
sunlight 80 that it could be seen for miles around. Vulcan had
built the palace for himself, for he was a wise and cunning
workman with metals.

Many were the wonderful things he made with his great anvil
and hammer — suits of armor, shields and spears, silver cups,
golden necklaces — all wonderful to behold. Once he made two
dogs out of gold and silver, and so lifelike were they that they
were set to guard the palace of a king! Perhaps Vulcan had
learned to work so well at his forge because he could not go
about as easily as the other gods. He had a crooked foot which
made him limp as he walked, but no one remembered that who
saw his broad shoulders bending over his forge, or his mighty
arm raised to bring down the hammer ringing on the anvil.

One day as Vulcan was working away at his bellows — very warm
and very grimy from his toil — there came to him the beautiful
goddess Thetis. The wife of Vulcan went out to meet her, led
her in, and placed her upon a silver-studded seat. Then she
called Vulcan to come since Thetis had need of him. Now Thetis
had a brave and noble son — a great warrior, named Achilles — and
she knew that he was soon to risk his life in battle. She had been
greatly troubled on account of this, and also because she knew
that Achilles had lost the armor he usually wore in the fight. As
she was considering what could be done, she remembered having
heard of wonderful armor, so strong that no man could pierce it
— armor fit for a king — which only Vulcan could make. Achilles
was not a king, but he was one of the bravest of men. Would
Vulcan perhaps make such a suit of armor for him? Thetis
hardly dared ask this of the mighty smith of the gods. At last,
however, she had come to his palace, and now sat waiting to hear
what answer he would give to her request.

Vulcan, at the call of his wife, turned the bellows from the fire,
and put away his tools in a silver chest. Then he washed the
black dust from his face and hands, and, taking his staff, went
limping in to the palace. He saw that Thetis was in trouble, and,
sitting down beside her, he asked what it was. When Thetis had



208 IN THE child's WORLD.

told him, Vulcan bade her be of good courage, and said he would
at once set to work to fashion the armor. He limped quickly
back to his workshop, took his tools from the silver chest, turned
the bellows toward the forge and threw strong bronze and gold
and silver to heat in the fire. The bellows blew a mighty blast,
and the flame leapt up like a living thing. When all was ready
he took the pieces of hot metal from the fire with his tongs, and,
laying them upon the anvil, shaped and hammered them with cun-
ning hands, until at last there lay before him a finished piece of
armor — a breast-plate brighter than the flame itself. He made,
too, a helmet, massive and with a crest of gold, and other pieces
to protect the warrior; but the most beautiful thing was a great
shining shield, and truly this was marvelous to behold. Its shin-
ing surface was graven with so many pictures that when you had
seen all of them it was as if you had looked through a whole pic-
ture-book! And so lifelike had Vulcan made everything appear,
that the men seemed to walk about, — the sheep seemed to be crop-
ping the grass, and the boys and girls with wreaths round their
heads seemed to dance upon the meadow and to laugh as they
ran races with each other.

When all was done Vulcan took the whole, and laid it before
the mother of Achilles. As the pieces clanged against each other,
Thetis looked at them full of joy. Then Vulcan, taking up the
shield said : " This is strong to protect the warrior who can use it,
and I have made it to be beautiful also in the eyes of men.
For as I wrought I remembered those days long ago when I was
a child, lame and miserable, and kind Thetis gave me shelter,
care and love. Therefore have I right gladly made strong the
work, and wrought upon it pictures to delight the eye.""

Vulcan made many famous things, but this was the best of them
all. Long afterwards men loved to talk of the marvelous shield
of Achilles which Vulcan had wrought to such beauty, his hand
strengthened with skill by the exceeding gratitude of his h^art.

F. H.



THE MINER.



To THE Teacher: —

This seems a rather remote subject for many of our children; but let us
try whether their imagination will not enable them to receive a picture of
the miner and his surroundings.

That the children may realize how many things the miner's work brings
to them, the teacher should have as many as possible of the common
objects which are made wholly or in part of substances obtained by the
miner's toil— horse shoes, nails, scissors, weaving needles, silver and
copper money, spoons, jewelry, etc.

Also ask the children to notice things at home which were once hidden
away in the earth and for which the miner has worked.



THE TALK.

Do you remember the shoemaker who makes shoes without
leather? What does the blacksmith make shoes of? Iron.

What is this made of? (Hold up a nail or other object made
of iron.) How do you know it is made of iron? (Through this
question gather descriptive items from the children. Iron is
cold, black, heavy, strong; also soft and red when heated, and
can be hammered into shape. Demonstrate the ringing sound



Online LibraryEmilie PoulssonIn the child's world; morning talks and stories for kindergartens, primary schools and homes → online text (page 13 of 29)