One morning I said to my school, composed of about 50 sixth and seventh grade pupils; "Children, I think it would be a good plan to allow each one of you to choose some good maxim or quotation for a motto to aid and strengthen you in your work. First, I wish each pupil to select for himself an individual motto and of such a nature that it will help him to overcome what he considers to be his greatest fault or short-coming. These mottoes will be kept strictly private if you prefer, each known only to myself and the pupil selecting it. However, if any wish to make their mottoes known to the school, state the fact upon the slip of paper with the quotation or original selection which you will hand in to me this noon. Now think real hard and seriously and try to select something appropriate." "After we have decided upon the individual mottoes, each grade may vote by acclamation for a class motto which we will have printed upon the board in ornamental letters as soon as adopted, in order that we may keep it in view at all times and strive to obey its teaching." This was sufficient to thoroughly arouse their interest as a few words fitly spoken always will on such occasions. Thinking it best to follow the old injunction of "Strike while the iron is hot," I allowed them a few moments for consulting quotation books, poems, magazines and making requests for help in recalling various selections which had partly escaped their volatile memories. All caught the inspiration and each selected something, though a few were not wholly appropriate. One brave boy who had experienced a hard tussle with his ungovernable temper during the year chose the injunction, "Let not your temper rule." Others the old-timed but never stale maxim of Franklin's; "Do all the good you can, in all the ways that you can, to all the people you can and just as long as you can." They were all good and one particularly was quite a pleasant surprise. I had been puzzled to know what course my bad boy would pursue in an emergency of this kind, for I was just beginning to discern that he really did possess a heart and a tender one too, if I could only have the power at all times to fathom his deep and ardent nature. "Aren't you going to select a motto, Fred ?" I inquired as I passed his seat in taking up the slips. His eyes beemed with pleasure as he thought, no doubt, what a pleasant surprise it would be for me, and slyly thrust into my hand a crumpled piece of paper, whispering, "Don't let them see it, but I mean every word of it." I opened it with the first opportunity, and there scrawled in large, careless, crooked letters, so characteristic of the boy, I read the words; "Take ye heed; watch and pray: for ye know not when the hour comes." The Bible. Yes Fred, even he had caught the inspiration, fallen into line and really wanted to do better! My "A" grade which is particularly active and enterprising chose for a class motto; "Strive to follow this [be-hest] On all occasions do your best;" and the cynic who believes there is no I kept a pretty tablet in which the mottoes were all neatly copied in ink, locked up in my drawer, to which I always referred the pupil in case he should happen to forget the impulse of his better nature. It required considerable effort on my part to keep the pupil at all times and under all circumstances thoroughly imbued with the spirit of his motto. In fact this could not be done, but we could and did accomplish a great deal in this direction. So many pupils have no moral training whatever excepting that afforded by the school room and this device furnishes one of the best means for inspiring young minds with noble thoughts. Let us remember that just a little seed of morality dropped here and there may take root and develop into the giant tree of love and right eousness. Try it fellow-teachers and report results. Τ' The Power of Gentleness. By MRS. A. A. KNIGHT, Pittsfield, Mass. 'HE day had been a trying day; when I closed the door of my recitation room and put on hat and cloak wearily, I was very conscious that I had been betrayed into the hasty words which do more harm among pupils than total silence in regard to what is wrong. The thing had happened which was always happening. A good fourth of my large class were unfit for my room work, having been promoted principally to get them out of the way; and it was evident that with keen appreciation of how much their bad conduct had been worth to them, they intended to interfere with my arrangements enough to make reasonably sure of promotion at my first opportunity. This seemed especially the spirit of one of the girls. I had been testing a new text book of late, and our principal-its author - was not pleased with irregularities in carrying out its directions; this I could see Miss Coakley noticed very well, and as she had some swiftness of mental pace, she could most easily have recited unexceptionably. And yet the days were few when she did me any credit. On this particular morning he asked me to include in recitation some review drill work which is a bright feature of his book and which a school superintendent was coming in to hear and weigh. As I hurried around, notifying and attempting to stimulate somewhat about it, I came upon Miss Coakley, her grey eyes full of independent light. Her hair was untidy, her dress carelessly worn; she was in school simply because it was easier to be with us than to be in the mill at work. But she was with us, occupying space and to be considered. So I tried to put my opinon of her out of my eyes and my voice, and said kindly enough but coldly enough too, most likely. "Do, Miss Coakly, have the exercise upon The Indirect Question well committed. Mr.- particularly desires it." Miss Coakly made no answer. It is a disagreeable habit of hers when spoken to. "Did you hear me?" I asked, after a little pause. Miss Coakley turned her large eyes on me leisurely and said, "Yes, ma'am." "Then why did you not answer?" said I, quite white with disgust. "How is it to be known that you hear what is said?" The visitor came duly, ushered in by my nervous principal, and the class came also, and did very much after their wonted fashion. It is fair to say that many of my "hard cases" looked confused and ashamed over their repeated failures. Not so with Miss Coakley She declined repeatedly to do work she could perform upon other days, and by a constant fire of whispers and giggles did me as much harm as she could. The visitor failed to be interested. At the close of the period my official head withdrew from this lame presentation of his pet meth ods with what equanimity he had in store for such disappontments. But my mind was made up about Miss Coakley, and when she next appeared I told her in some hot, knife-like words my view of herself; and my mingled scorn and contempt told. She offered no defence, and hung limply round my desk till I dismissed her. But the school day was now past. And in a moment the lovely atmosphere, the movement in the streets and the usual pleasant distractions of the walk home began to crowd Miss Coakley into the background. After dinner I went out to a friend who was giving a tea, and school withdrew entirely from my mind until I sat down three hours later to evening work. Even then, with the curious dislike we have of beginning labor, my eyes wandered to the page of a new magazine where my glance fell upon some brave words: "Has any wronged thee? Be bravely avenged; slight it, and the work's begun; forgive it; and 'tis finished." Then the day and the class and Miss Coakley all came back in a rising tide of unpleasing, recollections. Next to the recollection chagrin came, and a sense of defeat. How much was I receiving from my training and from my experience if they failed to strengthen me patiently and calmly to meet disturbing and disorderly circumstances! And how wise was I in my fancied wisdom, if I did not keep before me that those who have not learned to control themselves need to be treated with almost as much forbearance and consideration as very young children. I could see then, as I had not been able to see during class time, that I had dropped to second best with my constant preachments, because no reason was seen for the constant criticism which the preaching implied. Many pupils from certain sections of a city know nothing of other standards than their own, and their standards are not ours. Theirs are full of "talking back," pert independence, general semicivilization. And yet we try them by our standards. We do not make due allowance for the difference. I had some very sad and serious thoughts as I corrected Latin exercises, and a pretty sharp realization, too, that it is not all of life to live snugly with one's pleasant friends. I was humbly thankful too, for the prospect of another chance to morrow, and it is needless to say I resolved with Dr. Johnson to "endeavor well," whether I were able to do well or no. But things went badly on the morrow, and as I was sitting between classes, in no very happy mood, Miss Coakley came to my desk and notified me of some of her deficiencies in an exceedingly provoking way. I was on the point of replying sharply; but suddenly checking myself I said mildly, "Stop after school and I will help you get the sentences ready." Miss Coakley stood for a minute looking at me with an expression of surprise on her face and walked off. When her class came in she stopped by my side and said in a very respectful way: "I forgot to tell you that I haven't learned the verb. But I've studied all I could in these few minutes." "Try if you can," I replied without showing any annoyance. "Try if you can to have the complete lesson to-morrow." "I will have it all, ma'am," she returned. And she did have it. Some teachers may think I lowered my standard in my treatment of Miss Coakley. I do not consider I lowered it. I tried patience. She frequently tried my patience afterwards, and she very frequent ly failed to live up to the level of the day when she meant to match my generosity. It was only by abandoning my, "rigid ideal, the result of my own bringing up" and by studying her view of things that I succeeded in taking enough possession of her to get her through the year's work in a second best manner. But it was something to get her through at all. Our efforts, when we come to think of it, are unsystematic and intermittent and the results are seldom very definite. We get in touch with Miss Coakly's ilk less by skill than character. I Diary of a Young Teacher. By ANSELM. HAVE been here a week, though it seems much longer. An inexperienced teacher certainly counts time by heart throbs, not by figures on a dial." I must set down some of the happenings of the past week, so that I may be better able to correct my mistakes, and to learn the lessons given me, for I find I am still going to school. Every one has been so kind, that it seems ungrateful to be homesick. Even Miss X- whom Miss D- warned me against, saying that she is a friend of the superintendent, and might make trouble has been very helpful, and has spoken kindly of every one. Miss D-did not mean to, but she made me very blue by telling me of all sorts of discouragements. I was so depressed, that I wrote it all to my dear Miss L- who has had experience, and has often helped people over hard places; she was so comforting in her letter, that I will copy some of it, the better to remember her advice. "It was rather injudicious to tell you those things when you were so very new, but perhaps it is best to know the worst at once, and I think the worst is not very bad. It is not likely that the superintendent desires to have the school fail, for that would not reflect to his credit, or to the credit of the town. "You ought to be glad that your principal is "dreadfully methodical;" if he were not, he would surely be "lost in the turmoil.” "I would pay very little attention to such criticisms; they have been made before, and the school subjected to them has flourished, while the superintendent has remained at his post fifteen years. If you perform carefully each day's duties, you will not be much affected by the quarrels among the managers of the schools. "I am interested in your pupils, and shall want to hear about them from time to time. Do not be in a hurry to make them over; they will not grow as rapidly as you wish them to, but you must think about them, and contrive good ways by which to turn them in the right direction. "If that boy continues to sit with a toothpick in his mouth, and to scatter extra toothpicks on the floor, how would it do to send for him sometime, and politely ask him to clean the floor where he sits? "If some of you young teachers begin with toothpicks, I think the next generation of men may be made to see the error of the present ways of treating the floors of street and steam cars. You ask how to fill up the time, when the recitation in history is finished. You will find, as you go on, that the difficulty will be quite the opposite there will not be time enough, but I think I can suggest one or two things. ORAL EXERCISES: 1. Addition (a), adding not more than three numbers whose sum does not exceed 144, each separate addition to involve one number not greater than 10; (b), adding two numbers whose sum does not exceed 100, and whose addition does not involve carrying; 2. Subtraction (a), finding the difference between two numbers with a minuend not greater than 144, and either a subtrahend or a remainder not greater than ten; (b), finding the difference between numbers less than 100, the operation not to involve borrowing; 3. Multiplication (a), finding products to and including 144, with two factors neither of which exceeds 12; (b), finding products to 100, with any two factors whose multiplication does not involve carrying; 4. Division (A), finding quotients (a), without remainders (b), with remainders, no dividend to exceed 144, and no divisor to exceed 12; (B) finding quotients with dividends to 100, and exact divisors, the operation not to involve carrying; 5. Fractions, (a) finding 1, 3, 3, 4, 4, etc., to respectively, of 2 to 24, 3 to 36, etc., up to multiples of 8 to 96 inclusive; (b) finding a number when,, . etc., to of it is given, the part given to be an integer not greater than 12; (c) addition and subtraction of and 4, and and, and, and, and, and ; 6. Denominate units, (a) the inch, foot, and yard, taught objectively, and lines and distances measured; (b) reductions of not more than two operations, using the following units: gallon, quart and pint; pound and ounce; yard, foot and inch. 7. Practical problems, involving not more three operations. WRITTEN EXERCISES: 1, notation and numeration; numbers of five figures. 2, Addition; adding numbers, no sum to contain more than five figures, and no column to foot more than 59. 3, Subtraction, finding the difference between two numbers, no minuend to contain more than five figures. 4, Multiplication, finding products containing not more than five figures. 5, Division (a), finding quotients with a dividend of not more than five figures, and a divisor not greater than 12; (b), with a dividend of four figures, and either a divisor or a quotient consising exclusively of figures smaller than 5. 6, Fractions (a), addition of not more than three mixed numbers, whose sum is less than 100, the fractions given in any example to be included in one of the following series:,, 1; ž, 1, 1; 1, §; (b) subtraction of small mixed numbers, the fractions to be selected from one of the series prescribed above for addition and the fraction in the subtrahend in no case to exceed that in the minuend; (c) multiplication of an integral number by a mixed number composed of one figure and a fraction, the denominator of the latter to be a factor of the multiplicand and not greater than 8. 7. Easy practical problems; those of one operation to be restricted to numbers of not more than four figures; those of two operations, to numbers of not more than three figures; those of three operations to numbers of not more than two figures. Fourth year, second half. ORAL EXERCISES. 1. Addition (a), adding not more than four numbers, each separate addition to involve one number not greater than 10; (b), adding not more than three numbers whose sum does not exceed 100, and whose addition does not involve carrying; (c), adding any two numbers whose sum does not exceed 100; 2. Subtraction (a), finding the difference between two numbers with either a subtrahend or a remainder not greater than 10; (b), finding the difference between any two numbers each of which is less than 100; 3. Multiplication (a), finding products to 144 inclusive, with two factors, neither of which exceeds 12; (b), finding products to 100 inclusive, with any factors; 4. Division (A), finding quotients (a) without remainders, (b) with remainders, no dividend to exceed 144, and no divisor to exceed 12; (B) finding quotients with dividends to 100 and exact divisors; 5. Fractions, (a) finding, 3, 3, 4, 3, up to 18 respectively of multiples of 2 to 24, 3 to 36, etc., up to multiples of 10 to 120 inclusive; (b) finding a number of two figures when,, etc., to ro of it is given the part given to be an integer; (c) addition and subtraction of and, and, and, and, and , and, and, and, and, and, 4 and ; (d) addition of two mixed numbers each less than 10 with fractions as prescribed above; (e) finding the difference between a mixed number and a whole number neither of which exceeds 10; 6. Denominate units; (a) the quart, peck and bushell, taught objectively; (b) lines and distances measured; (c) reductions involving not more than two operations, using the following units: gallon, quart and pint; pound and ounce; yard, foot and inch; bushel, peck and quart; 8. Practical problems, involving not more than three operations. WRITTEN EXERCISES: 1, notation and numeration, (a) the Arabic system with numbers of two periods; (b) the Roman system with numbers from 1 to M inclusive; 2, addition, adding numbers, no sum to contain more than six figures and no column to foot more than 69; 3, subtraction, finding the difference between two numbers, no minuend to contain more than six figures; 4, multiplication, finding products containing not more than six figures; 5, division, finding quotients with dividends of not more than six figures; 6, fractions; (a) addition of not more than three mixed numbers, whose sum is less than 100, the fractions given in any example to be included in one of the following series:,, ;,, 1; 1, 1, 1; 1, 1, 1; 1, 1; 1, 1; (b) subtraction of small mixed numbers, the fraction to be selected from one of the series prescribed above for addition, and the fraction in the subtrahend in no case to be greater than that in the minuend; (c) finding the difference between a mixed number and a whole number; (d) multiplication of an integral number by a mixed number containing two figures and a fraction, the denominator of the latter to be a factor of the multiplicand and not greater than 10; 7, easy practical problems: Those of one operation to be restricted to numbers of not more than four figures; those of two operations to numbers of not more than three figures; and those of more than two operations to numbers of not more than two figures. Fifth year, first half. ORAL AND WRITTEN: 1. Notation and numeration, (a) numbers of three periods; (b) numbers containing three decimal places; 2. Fractions, (a) addition and subtraction of mixed numbers with common denominators no greater than 24; (b) multiplication of mixed numbers by integers, and of integers by mixed numbers; (c) division, (a) of an integer by a mixed number in which the denominator of the fraction is 2, 3 or 4, (b) of one such mixed number by another, the denominator to be the same in both; the quotient in either case to be an integer; 3 Decimals, (a) addition and subtraction of numbers containing not more than three decimal places; (b) multiplication and division of numbers containing not more than three decimal places by integers; 4. Denominate numbers; reductions involving not more than two operations, using the following units: gallon, quart and pint, ton, pound and ounce, mile, rod, yard, foot and inch, bushel, peck, quart and pint, week, day, hour, minute, and second; 5. Federal money: the several operations taught; 6. Measurements, finding the areas of rectangles; 7. Easy practical problems, involving the operations prescribed above; 8. Practice in making bills. Fifth year, second half. ORAL AND WRITTEN: 1. Federal money, continued practice in the several operations, with special reference to the acquirement of rapidity and accuracy; 2. Fractions, addition, subtraction, multiplication and division; 3. Decimals, (a) addition and subtraction of numbers containing not more than three decimal places; (b) multiplication of numbers containing three decimal places by integers and of integers by numbers containing three places; (c) division (a) of a number containing not more than three decimal places by an integer, (b) of an integer by an integer, the quotient to contain not more than three decimal places, (c) of a number containing not more than three decimal places by a like number, the quotient to be an integer; 4. Denominate numbers, (a) reduction, (b) addition and subtraction, (c) multiplication and division by an integer not greater than 10; not more than two consecutive denominate units to be used in any example; 5. Measurements, finding the areas of rectangles; 6. Practical problems involving the operations prescribed above; 7. Practice in making bills. Sixth year, first half. ORAL AND WRITTEN: 1. Fractions, continued practice in the several operations; 2. Decimals, reduction, addition, subtraction, multiplication and division; 3. Percentage, finding any required per cent of a given number; 4. Interest, finding the simple interest on small sums of money for any number of years and for any simple fraction of a year; 5. Denominate numbers, (a) reduction, addition, subtraction and multiplication, (b) division of a compound number by an integer or by another compound number, not more than two successive denominate units to be used in any example; measurements, finding the areas of rectangles and of right angled triangles; 7. Practical problems involving the operations prescribed above. Sixth year, second half. ORAL AND WRITTEN: 1. Common and decimal fractions, continued practice in the several operations; 2. Percentage, finding any required per cent of a given number; interest, calculating the simple interest on a given sum for years and months; 4. Denominate numbers, reduction, addition, subtraction, multiplication and division, with not more than three denominate units in any example; measurements (A), areas of rectangles and right angled triangles; (B) surfaces and volumes of rectangular prisms; (C) finding the equivalent in dry or liquid measure of a given volume. Seventh year, first half. 3. ORAL AND WRITTEN: 1. Denominate numbers, continued practice in the several operations; 2. Measurements, (a) areas of rectangles and triangles, (b) surfaces and volumes of rectangular prisms, (c) problems in calculating floor and wall surfaces, and in finding the capacity of rectangular bins, tanks, rooms, etc.; Percentage, easy problems in profit and loss, commission and trade discount; 4. Interest, computing simple interest, and bank discount; 5 Practical problems involving the operations prescribed above with special attention to business methods; 6. Algebra, (a) easy problems involving equations of one unknown quantity, (b) application of the equation to the solution of arithmetical problems. Seventh year, second half. ORAL AND WRITTEN: 1. Denominate numbers, (a) continued practice in the several operations, (b) longitude and time; 2. Measurements, (a) areas of rectangles, triangles and trapezoids, (b) surfaces and volumes of rectangular prisms, (c) floor and wall sur faces and the capacity of bins, tanks, rooms, etc.; 3. Percentage, continued practice in the applications; 4. Interest, (a) continued practice in simple interest and bank discount, (b) problems in interest; 5. Practical problems, involving the operations prescribed above, with special attention to business methods; 6. Easy problems in inventional geometry; 7. Algebra, (a) easy problems involving equations of one unknown quantity, (b) application of the equation to the solution of arithmetical problems. Simple proportions; (b) partnership; (c) analysis; (d) square root and its applications; 4. Easy problems in inventional geometry; 5 Algebra; (a) easy problems involving equations of one and two unknown quantities; (b) application of the equation to the solution of arithmetical problems; 6. practical problems involving the operatins prescribed above with special attention to short business methods. Eighth year, second half. ORAL AND WRITTEN: 1. Notation and numeration, (a) Arabic system, four periods, (b) Roman system; 2. Fundamental processes, (a) definitions and principles, (b' short methods; 3. Common and decimal fractions, (a) deduction of rules from principles, (b) short methods; 4. Denominate nurabers; 5. Measurements, (a) areas of triangles and quadrilaterals, (b) surfaces and volumes of rectangular prisms, (c) practical applications; 6. Percentage and its applications, interest and bank discount with their problems, taxes; 7. (a) Simple proportion, (b) analysis, (c) partnership, (d) square root and its applications; 8. Easy problems in inventional geometry; 9. Algebra, easy problems involving equations of the first degree containing one, two and three unknown quantities, (b) application of the equation to the solution of arithmetical problems. W THE KING'S FOREST. Stories in History. For Language Work. ILLIAM the Conqueror was passionately fond of hunting and not satisfied with sixty-eight royal forests he caused whole villages to be destroyed that he might make another vast forest for the deer. The peasants' little houses were torn down, and they, with their children, were turned into the open country without shelter. How England hated him for this and all his other cruelties; as if, as Dickens says, "Every leaf on every tree in all his royal forests had been a curse upon his head." This New Forest, as it was called, was as fair to look upon as any that ever flourished, and in it the birds, and leaves and brooks sang all their sweetest songs. But the persecuted country people shook their heads. "It is an enchanted forest," said they, and in it the descendants of the king will deservedly come to grief. One day the king's son Robert, hunting in its depths, was gored to death by a stag. "This death is not the last;" said the country people grimly. Years passed on, and another Robert, a prince and a descendant of the Conqueror, was shot by an arrow in the same forest. This death is not the last;" said the people. 66 William the Second, son of the conqueror, came, a few months later, into the same wood to hunt the deer. He and his merry companions spent the night at a lodge in the forest, and in the morning started on the hunt, some in one direction, some in another; the king taking with him only one man, a then famous sportsman. It was almost night when a poor charcoal burner, passing through the forest with his cart, came upon the dead body of a man still bleeding from an arrow-wound in the breast. It was the body of the king, and shaken, and tumbled and clotted with blood it was dragged home in the rude cart through the illfated forest. "We knew it would be so," said the country people, "the spectres in the wood foretold it long ago to the Norman huntsmen." But no one ever learned by whose hand the king fell. FAITHFUL TO HIS FRIEND. King Harold of England had a rebel brother in Flanders who was a vassal of the king of Norway. This rebel brother and the Norwegian king beseiged York, and king Harold went out to meet them in battle. He found them drawn up in a circle, their lances gleaming in the sunlight. He noticed one fine figure particularly, clad in a blue mantle and carrying a bright helmet. "Who is that man ?" said Harold. "The King of Norway was the answer. "He is a tall and stately king but his end is near" said Harold. "Well," he added presently to his messenger, "Go yonder and tell my brother that if he will withdraw his troops he shall be Earl of Northumberland. A way rode the messenger to the rebel brother. "Harold says he will make me Earl," said the brother to the messenger, "but how much land will he give to my friend here, the King of Norway?" "Seven feet of earth for a grave." answered the messenger. "No more?" said the brother. "The King of Norway b ing a tall man perhaps a trifle more." was the answer. WELLINGTON AND THE SCHOOLBOY. The Duke of Wellington, walking in the garden one dav, saw a boy whom he recognized as the son of one of his gardners working at something in the earth. He came up to the boy, looked closely at his operations, but could not solve the mystery. "What are you doing there ?" said he in his usual point-blank way. "I am feeding a pet toad,” answered the boy; "but they are going to send me to school, and the toad will die." "Never mind," said the great captain, go to school and I'll take care of the toad." The boy went to school, and afterwards received a letter from the great field-martial informing him that the toad was quite well. 66 ACCORDING TO ORDERS. An Emperor of Germany was besieging a town in Wurtemberg. The inhabitants bravely resisted, and fought long and well for their beloved duke and his lady, who were with them. At last, however, the little town was captured, and the Emperor, greatly enraged, ordered the place to be destroyed, and all the inhabitants to be put to death. When his passion had cooled a little he gave permission to all the women to leave the doomed town, and to take with them as many of their valuables as they could carry. The quick-witted duchess resolved to take advantage of the Emperor's promise to save her beloved husband. She took him on her shoulders. All the other wives of the town followed her example, and carried their valuable burdens through the ranks of the astonished beseigers. The Emperor confessed himself outwitted, and spared both the men and the town for the sake of the women. A BLESSING, Frederick the Great one day rang his bell several times and nobody came. He opened the door and found his page asleep in an armchair. Advancing to awaken him, he saw the corner of a note peeping out of his pocket. Curious to know what it was, he took it and read it. It was a letter from the mother of the youth, thanking him for sending her part of his wages to relieve her poverty. She concluded by telling him that God would bless him for his good conduct. The king, after having read it, went softly into his room, took a purse of ducats, and slipped it, with the letter, into the pocket of the page. He returned, and rang the bell so loud that the page awoke and went in. "Thou hast slept well," said the king. The page wished to excuse himself, and in his confusion put his hand by chance into his pocket, and felt the purse with astonishment. He drew it out, turned pale, and, looking at the king, burst into tears, without being able to utter a word. "What is the matter?" said the king. "What hast thou there?" "Ah, sire!" replied the youth, falling on his knees, "they wish to ruin me; I do not know how this money came into my pocket." "My friend," said Frederick, "God often sends us blessings wh le we are asleep. Send that to thy mother, salute her from me, and say that I will take care of her and thee." 'Twas a warm, warm day in September, Thought Nell leaning low on her arm, I'll rest a moment from study: A moment can do no harm. There was Columbus, bare headed, No compass nor map to be seen, There were the Puritans - horrors? Dancing upon the green. There were stiff-laced Puritan children Really shouting with fun! Discussing with Dutch boys and maidens The virtues of crumpet and bun. There was grim Cotton Mather, With a cup from the fountain of youth, There was Penn, the Quaker, Taking a leisurly stroll, With no sign of an Indian near him, No sign of his famous scroll. There was most industrious Franklin That terror to lazy boys- There was Henry Hudson declaring He would cut from his father's garden There was Lincoln playing truant, Then suddenly Nellie discovered So still was the place and so silent She could hear Goody Glover's cat purr. "There's a little girl here," said a speaker, "I need not teil you her name, Who knows simply nothing about us, Our stru:gles, our triumphs, our fame." |