Then the visitors offered him an immense sum of money, but still he said that he could not oblige them now. If they would return in an hour or two he could probably suit them. "We cannot wait," they said, "we need the jewels at once to mend the breastplate." So they went away. "Why did you not sell the jewels and make us rich?" asked Dama's wife. "Why," said Dama, "when I opened the door of my father's room, I saw that he was asleep on the couch. I tried to enter noiselessly, but the door creaked on its hinges and the old man started in his sleep. I thought to myself, 'I will not disturb the slumber of my father even if it makes me rich. He is far dearer to me than gold.'"

Questions: Do you think Dama was right to refuse to sell the jewels? Why? Was his father tired? What had his father done for Dama? Why did he say that his father was dearer than gold? What can money give us? What can our parents give us? Can money give us love? How can we show love? (Keep quiet, be kind, get slippers, go to grocery without fretting.)

Read: "Spartan Respect for the Aged," in White's School Management.

Read: "Deeds of Kindness," by Epes Sargent, in Christmas. Compiled by Robert H. Schauffler (Moffat, Yard & Co.).

THIRD YEAR

ETHICAL CENTRE: WORK

INTRODUCTION

CHILDREN believe in work and they are conscious of unused power. When we leave them to their own devices, they run wild, like an overgrown garden, because their vitality is not turned to its best uses. Therefore we can help them by developing and guiding to their own best ends this inborn love of activity.

In the first month of the autumn, it should be the teacher's aim to find out what special power every child in the class has. It is easy to classify children as good and bad and leave our task there, but badness is power run wild, and the stronger it is, the more it is necessary to turn it to good uses. The nagging girl may be orderly and demand order in others, the rough boy may have a strong will and self-reliance, the slow child may be especially gentle or persistent. We must not be content until we know the strength of each child and have helped him to develop it.

1

You will get helpful suggestions in this grade, and in later grades also, from Miss Jane Brownlee's System of Child-Training. Miss Brownlee's experience shows that children of this age are much interested in realizing their own power for work and for self-control. Miss Brownlee suggests discussions of this general type:

1 Published by F. A. Bassette Co., Springfield, Mass.

Do you know that you have a little servant? Yes, you really have. It is your body. Can you make your body do what you tell it to do? If you want to raise your arm, can you make it go? If you tell your foot to keep still, will it move? Can you make your body get up in the morning when it feels lazy? Have you a good servant or a bad one? How can you make it better?

Your body is like a little house in which you live. Can you keep it clean? How can you make your house strong?

Miss Brownlee plans similar questions in relation to our minds and our responsibility for using them well.

Read:

SEPTEMBER: POWER

THE HILL1

"I cannot walk up this hill," said the little boy. "I cannot possibly do it. What will become of me? I must stay here all my life, at the foot of the hill: it is too terrible!"

"That is a pity," said his sister. "But look, little boy! I have found such a pleasant thing to play. Take a step and see how clear a footprint you can make in the dust. Look at mine! Every single line in my foot is printed clear. Now, do you try, and see if you can do as well!"

The little boy took a step.

"Mine is just as clear!" he said.

"Do you think so?" said his sister. "See mine, again here! I tread harder than you, because I am heavier, and so the print is deeper. Try again."

1 From The Golden Windows, by Laura E. Richards. Copyright, 1903, by Little, Brown & Co.).

"Now mine is just as deep!" cried the little boy. "See! here and here and here, they are just as deep as they can be."

"Yes, that is very well," said his sister; "but now is my turn; let me try again, and we shall see."

They kept on, step by step, matching their footprints, and laughing to see the grey dust puff up between their bare toes.

By and by the little boy looked up.

"Why!" he said, "we are at the top of the hill!" "Dear me!" said his sister, "so we are!"

Questions: What are the hills we have to walk up in school? Where shall we be at the end of the year? What will make the hill seem short? What is your hardest hill? (Reading or arithmetic; punctuality or perseverance.) In what ways can we help each other? Can you climb a ladder? Can you go from the bottom to the top in one step? Why not? How do you go?

Tell the story of James Watt, from Child Classics, by Georgia Alexander (Bobbs-Merrill Co.).

Ask the children to notice the next engine they see, and steam as it comes out of a kettle. Help them to observe carefully and to see the value of accurate observation.

Learn:

WORK

BY ALICE CARY

Down and up, and up and down,

Over and over and over;

Turn in the little seed, dry and brown,

Turn out the bright red clover.

Work, and the sun your work will share,

And the rain in its time will fall;

For Nature, she worketh everywhere,
And the grace of God through all.

Down and up, and up and down,
On the hill-top, low in the valley;
Turn in the little seed, dry and brown,

Turn out the rose and lily.

Work with your might, and work with a plan,'
And your ends they shall be shaped true;
Work, and learn at first hand, like a man,
The best way to know is to do!

Read: "The Sailor Man," from The Pig Brother. Questions: Why do you think the sailor man chose to take the second child? Which would learn first to sail the boat? Which could he trust most? What do you think the first child did next to show that he was a good worker?

THE STORY OF EPAMINONDAS AND HIS AUNTIE 2

Epaminondas used to go to see his Auntie 'most every day, and she nearly always gave him something to take home to his Mammy.

One day she gave him a big piece of cake; nice, yellow, rich gold-cake.

Epaminondas took it in his fist and held it all scrunched up tight, like this, and came along home. By the time he got home there was n't anything left but a fistful of crumbs. His Mammy said,

"What you got there, Epaminondas?"

"Cake, Mammy," said Epaminondas.

1 This line reads in the original: "Work with a plan, or without a plan." The reason for the change is obvious.

2 From Stories to Tell to Children, by Sara Cone Bryant.