> V -^' °oWC )^ ^. "^ "-> "^ v^^ . o * '> v~ ■ 7 .r ;«^ '- -f ^\- Ay ^ = ^""•^^ ■;> .^^ ^'-« -^o ^. '0^ ^yr^y ^o V" ""^^ ^'^JA^^^ .^'''^^. v^^ '->^^.^ -^^ 0' . -...■ G ■^.ft ^'. *^ ^'^'d^'r^^ -P. A A ^. .-.-^ >• .. o " « -, -^ -^^ ^^ » < • o , • • •^^^i^i '-> . °^ 3 M O ^VJ > 'iL- «. .r^-' ^^ *^ «p-. *' ff V. . 0^ C .0- , V. -ov* :»^y" "f^.^ >'?' \ ' 5 * * /• O ■\'i'' <• „ f:i -3 .' ^> / ^^ Jiinbergarfen. A MANUAL FOR THE Introduction of Froebel's System of Primary Education into PUBLIC SCHOOLS; and for the use of Mothers and Private Teachers BY Dr. ADOLF DOUAI. :lL^ With 16 Plates. / NEW YORK: E. S t e i g e r. 18VL L6//77 .D7 Entered, according to Act of Congress, in the year 1871, by E. S t e i g e r , in the Office of the Librarian of Congreis, at Washington. Steiger. New York, Printer and Electrotyper. Normal College, BROADWAY AND FOURTH STREET. New York, January 1^ 1871. I have carefully examined Dr. Douai's work entitled, ' ' The Kindergarten. A Manual for the Introduction of Froe- heVs System of Primary Education into Public Schools ", and think it thoroughly adapted for the purpose. It is simple, clear, child-like and progressive. In the hands of a good teacher, it must be productive of the very best results by infusing among the children a love for school and for study. Human happiness and self-government are the basis of FroeheVs System; and Dr. Douai, by means of instructive plays and cheerful songs, has fully carried out the spirit of the great German. The Committee on the Normal College has adopted the Kindergarten system, and employed Dr. Douai to give the necessary lessons to the pupil-teachers of the College. THOS. HUNTER, President Normal Collcj'c. f elicr from Jliss ifi5Qfclll |). llcaEoJy to lUe luMisfier. December 15, 1870. Mr. Steiger: Allow me to express to you my joy at learn- ing that you are to publish a work of Dr. Douai's, containing the movement plays of the Kindergarten, That gentleman, so favorably known for having made, in the years immediately preceding 1848, the Duchy of Altcnburg one of the best edu- cated portions of thoroughly educated Germany, was one of the first to appreciate the scope and value of FroebeVs Kinder- garten. — I think it was in 1859 that he founded the first Ame- rican Kindergarten in Boston. — It was a private school for Germans, and did not comprehend all the nicety of FroebeVs plan. Dr. Douai has subsequently made this his own, by importing a German teacher, trained in one of FroebeVs Nor- 7nal Classes, to instruct himself and daughter in those details which it is quite impossible to do justice to by a book. But the teachers who are trained by the living word, need manuals like the present one, to relieve them from the exhaustion of per- petual invention while teaching ; and also as reminders of the order and gradualism of the Practical Exercises. I am thankful that the School Board of New York has availed itself of the assistance of Dr. Douai in presenting to the public this new Method of Education, which not only en- sures healthy physical development, but trains the artistic imagination, the scientific mind, and the skilful hand ol' labor; — and this — without taking the child out of the innocence of the childish sphere of imagination and aflection. The Kindergarten is a child's icorld, corresponding point by point with the adult world; and yet does not deprive chil- dren of their beautiful and harmonious infancy, but lengthens its term. The play of it rehearses all the serious occupation and beautiful morality which ought to characterize society, combining ' ' the soul of the saint and the sage with the artless address of the child." I hope Dr. Douai will be called all over the country to re- peat everywhere the lectures which are about to prepare for permanent Normal Instruction in FroebeVs Art and Science, as a department of the Normal College of New York city. Yery respectfully yours E. P. PEABODY, FOLLEN STKEFT, Cambridge, Mass. INTRODUCTION. To Teachers. This little book is intended to help teachers to direct Kindergartens on a larger scale. It is proposed that here- after all our Primary Schools shall begin with a course of Kindergartening, and that classes of from fifty to a hundred small children shall be gathered into one Kindergarten. Froe- beVs excellent system has, thus far, not been tried on so large a scale, and whenever it shall be, it will be necessary, that the class should be temporarily subdivided for different exercises. But one expert teacher may be sufficient for even a very large class, if she is aided by a number of unpaid assistants, pupils of a Normal School who thus learn the practical art under direct supervision. In this way the beneficial influences of the system may be brought home to every child. The author of this book has, therefore, embodied his experience of more than ten years' Kindergartening with larger classes, for the benefit of those teachers who wish to make themselves familiar with the system. We do not mean to supersede two other valuable works on the same subject, intended for mothers and teachers, we mean Miss Elizabeth P. Peabody and Mrs. Horace 3Iann's "Kin- dergarten Guide" (Schermerhorn, New York, 1869) and Mr. — 2 — Echo. Wiebe's ''Paradise of Childhood" (Milton Bradley & Co., Springfield, Mass., 1870). We rather recommend them to the perusal of all teachers and mothers who have their pupils' welfare at heart. But our book Has several peculiar features which render it especially useful and supplementary to the above works: 1. It is adapted to the wants of large Kindergartens and to the practical training of the pupil teachers of Normal Schools into Kindergarteners under the guidance of one expert teacher. 2. It contains selections in two languages, the English and German. Thus it is of use in Kindergartens in which either or both languages are spoken and promotes the learning of those two languages by the same children at the same time. 3. The collection of pieces embraces, besides the choicest selections of poetry, song and tales, found in other German or English books of the same kind, many valuable new ones. The fundamental idea which led the great educator Fre- derick Froebel to the invention of the Kindergarten ("Chil- dren's Garden") was, to render the first schooling attractive, to connect learning with pleasure, and to make mental food as much conducive to mental growth, as bodily food is to bodily growth. At the same time, moral education was to be facili- tated by making the youthful learners as happy as possible, so that they should need the least possible discipline from Avithout, their occupation disciplining them from within and prompting them to create order. The first condition thereto was, of course, association of children with children. Man being a sociable creature, and children even more so than adults, the former can be really edu- cated, that is to say, developed into veritable men, men in the — 3 — full and harmonious exercise of all their faculties, solely by asso- ciation with other children under the guidance of an educator. The second condition was, that the place of assembly should be attractive, inspiring and congenial to child-like instincts, a little garden and, adjoining, a large room, lofty, airy, adorned with greens, flowers and, if possible, a fountain, nice pictures, etc. Till the time shall have come, when the education of all children with the best means of the art, and up to the highest standard of the science of Pedagogy, shall be felt as the sacred duty of all political communities, the above condition may be dispensed with to some degree, and may be considered as ful- filled, if the room is large enough; to wit, if it contains, besides sufficient seats, little chairs or low settees for the children, a sufficient number of low tables, and a sufficiency of space to carry on gymnastic exercises and running games. As far as the means allow, the hall may be adorned with flowers, or gar- lands, flags, pictures and other attractive objects, chiefly from nature — but this is not a matter of primary importance. Tlie third and most indispensable condition is an effective lady Kindergartener, who has studied the science and art formulated by Froebel. As it was the idea of Froebel — and a very commendable one, too — that every mother should be an educated Kindergartener, so as to be able to begin the system in its rudiments at home, he cannot have intended to demand unusual faculties and talents Irom future Kindergarteners. lie must have supposed, that the female mind was, if fairly edu- cated, in itself a guaranty of success in this task. And, indeed, every young woman, possessing a habit of reflection, some energy, a cheerful, conscientious character, a true love for children, and a common school education, may, with some prac-. — 4 — tical experience and theoretical knowledge in this branch of education, succeed in it well enough. A tolerable voice, pure and strong, and some musical training (so as to accompany with the piano) are also indispensable for large classes. Let, therefore, no teacher, who wishes to prepare herself for this highly useful branch, be discouraged by the more apparent than real difficulties, which FroebeVs rather philosophical ideas in regard to his system suggest to the beginner. Her habit of reflection and her cheerful energy wiU go far toward obviating all difficulties to be encountered. The fourth and last condition to successful Kindergarten- ing are good toys, playthings and games — presented in a serial order. They can be had from E. Stciger, or may be imported from Germany in any selection which is prefer- able, according to means and the number of children in the class. But the idea of making the first school as attractive as pos- sible, was not the only one with Froebel. Play and happiness should subserve a most serious purpose, that of unfolding all the various powers of the body and mind, just at the time when they are most susceptible of a harmonious growth, most eager for development, and most pliable in every direction. It is comparatively easy to keep even a large number of children occupied with a variety of amusing plays and games, which in themselves contain elements of instruction and discipline. The teacher need only divide her little band into sub-classes, accord- ing to age and preparation, and employ every class with different toys and games, and then change them whenever the children grow tired and unruly. Besides, matters may be so arranged, that for a couple of weeks she may have to do — 5 — with one or two sub-classes only, and set them at work before several more sub-classes are admitted. The peculiarity of the Kindergarten is, that the play is always to be turned to a use- ful account; slumbering faculties are to be awakened, drowsy inclinations to be enlivened, attention and reflection to be cul- tivated, and good habits to be fostered in the individual. In this there is no end of learning, no acme of perfection. The best of talents can never accomplish too much, while a con- scientious and hearty energy will go a great way toward the aim. The means furnished to this end by Froebel, consist in Object Lessons, mental and bodily gymnastics, the charms of poesy and music, and conversation which is conversation and not dogmatic dictation in ever so soft a tone. We need not enlarge here on the purposes and uses of Ob- ject Lessons; we may refer our readers to the ''Kindergarten Guide" and to Mr. Calkins^ book on "Object Lessons" for more complete information on this subject. We shall here call attention to one thing only, to wit, the reasonable demand of Pedagogy, that all instruction, and even all play whatso- ever, should be made an Object Lesson. The five senses are first cultivated, to furnish the mind with correct and complete impressions of the objects of the outer world. The child will not see, hear, feel, smell and taste all the features of an object, before its attention is called to them by questions and answers, and before it can express in a somewhat correct speech what its senses do perceive. But after it has once learned to ex- amine all objects for new impressions on its senses, it will per- ceive and observe a hundred features about even familiar ob- jects, which other children, and even adults, do not find out. A live cat, for instance, is a very familiar object; but how — '6 — many children, before their attention is drawn to it, will know that the pupil of the cat's eye is of the form of a lens seen side- ways, that it widens and contracts very much, that the eye- ball is of a greenish color, the white of the eye-light green, or else not very white, the eye-ball very convex, the eye-lids mostly half-closed, covered with short hair outside — and so on with a dozen remarks about a cat's eye, to say nothing of hun- dreds of perceptions on the rest of its body, the habits of the animal, etc. It is the greatest triumph of the teacher, to make children feel a lively pleasure in exercising their senses, in examining every object under their observation, and able to express all their perceptions in intelligible language, until they can rather coherently speak on objects within their own ex- perience. What a perversion of the power of language, to make children talk of things which they know from hearsay only! but what a glorious achievement to make them see, hear, feel for themselves and then speak out their minds. Besides the power of the senses and of speech, reflection is to profit from Object Lessons. A teacher who is not herself in the habit of reflecting both on objects and her pupils' wants, can not, of course, engender reflection in them. Only the like begets the like. In the poetic and prosaic exercises we have, here and there, pointed out to the beginner what questions would be likely to elicit reflection and correct answers. By the examples given the teacher may easily be guided to invent questions of the same kind. A minority of children, especially in well-to-do families, Avhcre adults are in the habit of talking much with them, learn reflection, as it were, of themselves; it is they who, instead of waiting for the teacher's questions, rather trouble her with their inquisitive turn of mind. Now, — 1 — they must not be reduced to silence, as long as their questions allow of a reasonable answer and are to some purpose, especi- ally, if they belong to the subject matter-in-hand. But, instead of answering them herself, the teacher ought, as much as pos- sible, to make the cliildren answer their own questions. The majority, however, are not given to reflection, but must be stimulated to it by the teacher's questions. It is with them that Object Lessons are most beneficial. The beginning in these lessons, in FroebeVs system, is made with the First and Second Gifts, consisting of a ball and a cube. But these gifts being adapted to children on the mother's lap, and small classes of very young children only, we refrain from going into the de- tails of this exercise, which are described in the "Guide" and "the Paradise of Childhood." In larger classes, Object Lessons best begin with tables, chairs, settees, and the rest of the school-furniture, and all the subdivisions of the class may be occupied together in the same exercise, as follows: The young- er ones must repeat, on command, the answers of the older ones, now in chorus, then individually, each child in its turn. Questions like the following: "What does the table consist of?" "What is every single part of it called?" "What pro^ perties of form, color, size and proportion has it?" and the like expressed in the simplest language, may be addressed to the whole class indiscriminately. But questions like these: ' ' Why the table consists of a flat part and a frame below on "* legs?" "Why there must be more than two legs to a table or else a very broad or heavy one?" "Why the top of the table must be level and smooth ?" "If and why the legs may a.s well be rounded otr as four-sided?" "Why they must be equally long?" "Why the tables are sometimes provided with — 8 — a drawer ?" and a great many more similar questions, will lead the older sub-classes and some individuals of the younger to reflection. At the same time, care must be taken to have an- swers given in complete sentences, as for instance: "The table has a drawer, to put things out of the way." The younger sub-classes must repeat a number of times every name of a thing or a quality, in a short sentence, as : " this is the top of the table", "this is a table-drawer", "the table is oblong", or "it is square", or "it is circular", or "it is oval"; and their attention and reflection are exercised by correctly discriminat- ing between the terms given. Half an hour will, as a rule, be the greatest length of time, to which such an exercise may be extended, without wearying the attention of the classes. The Third, Fourth, and so on to the Seventh and Eight Gifts, Avhosc description may be seen in Wiebe's book, are adapted to the wants of the youngest sub-classes containing children of four and five years, and a few of the most backward of an older age. The teacher, when introducing a new gift for the first time, must gather them round a table and devote half an hour's time to the explanation of the object by questions and answers. She encourages imagination and invention by calling on the pupils to construct with the given forms all other forms possible, and to tell what they look like in the outer world. Meanwhile the other sub-classes are engaged in play around other tables, with such gifts of a higher order as will keep them, for that space of time, sufficiently interested, and may be allowed to talk, perhaps, in a low tone. At the end of the lesson with the one sub-class, the teacher should examine the work done by all the others, should elicit correct answers and commend the best inventions. Thus each sub-class will have — 9 — its turn in an appropriate Object Lesson and oral exercise, while all may be easily watched. The Tenth, Eleventh, and so on to the Nineteenth Girt inclusively, are appropriate to sub- classes of from six to seven years, while the Twentieth (Material for Modeling) and the drawing on slates of things from memory in a recognizable style, require a sub-class of seven years on an average. The great variety of plays invented by Froebel, with building blocks, colored papers, sticks and chips of wood, sticks or wires and soaked peas, worsted-stitching on perforated thick paper, weaving of strips of one color into slitted paper of an- other color etc., tend to develop the sense of form and propor- tion to such a degree, that the inventive faculty is imperceptibly developed, so that -the children may soon draw on slates, or model, in some pliable substance, a great variety of objects so as to be recognizable. This important ability must be encour- aged by preserving the best models and drawings and exhibit- ing them. We here mention, by the way, that physicians and ex- perienced teachers coincide more and more in the view, that it is very wrong and unsafe to put children of less than seven years to the first exercises of the Common Primary School, especially if a session lasts more than four hours a day; and that nothing is lost, but much gained in the time and force of children, if they are kept in the Kindergarten till that age, al- ways allowing a very few exceptions of children who are very robust and earnest. The mental exercises, of which we are now to treat, are no less Object Lessons than all the other exercises of the Kinder- garten; but the objects here under consideration being in the imagination of the children (i. e. objects which are recollected), — 10 — we call these exercises by the particular" name of mental gym- nastics. Their especial purpose, besides that of all Object Lessons, is to enliven Imagination by awakening in the me- mory the pictures of objects of the outer world with all their features, and by applying the influence of Music and Poetry toward their legitimate ends within the youthful mind. It is to these mental exercises, in which, for the most part, all the sub- classes may be simultaneously engaged, that the greater por- tion of this book is devoted. Our little collection of pieces is divided into three parts: 1) Pieces of child-like poetry with appropriate tunes; 2) Pieces of the same without song, to be learnt by heart; 3) Child-like tales. Not all children are sufficiently strong in imagination; in- deed, a small percentage only of them arc. And yet, it is just this faculty which is indispensable in the study of languages, of mathematics, history, natural sciences and arts. It is best strengthened by conjuring up in memory objects from within the child's experience, which are agreeable to recollect, easy to reproduce and describe, and surrounded by the charms of Poesy and IMusic. Most books on Kindcrgartening contain either too little of this class of exercises, which besides their attractiveness, accord a beneficial change of instruction, or a too rich and, therefore, a less carefully sifted collection. Before one of the pieces under I. is taken up, the teacher will recite the little poem entire. Next, she will ask the chil- dren what it means, explaining such expressions as are new to them, by questions and answers, and making sure that all the members of the upper sub-classes understand everything in the piece. It ought to be a sacred rule of every teacher, never — 11 — to make her pupils commit anything to memory, which is either altogether beyond their conception, or else not sufficiently brought home to their reflection and understanding. Even the poetical beauty in the given piece ought to be impressed upon the youthful mind; and a few of our notes to the several pieces will serve as examples, how that may be done in a natural and child-like way. The next task of the teacher is to impress the whole piece upon the memory of the class, by reciting, three or four conse- cutive times, two lines at a time, taking care that the sense be not disturbed, and by repeating the two, four, six lines already learnt, with the wlu)lc class, till every individual of the first sub-class can correctly repeat the piece from memory. The lower sub-classes will learn the piece, without any particular effort of theirs, by and by, it being many times repeated in the course of one or two years. Next comes the tune, Avhich the teacher sings for them three or four times with the words, till a number of her pupils can correctly imitate it. There is always among the girls a majority who can do that soon, if the tune is not complicateil, and among the boys at least ten percent who are able to do it, while the rest of the children will accom- pany the song in a rather unnmsical recitation of the words. They may be permitted to do that, provided they keep their voices down to a whisper; in this way they will better enjoy the piece. This singing is a great feast for them, if the tune is not stale. As soon as one or several such songs are committed to memory, the exercises of each morning or session ought to be opened and concluded with one of them, to make the class cheerful; and likewise other exercises which threaten to become wearisome, must be interrupted by singing, while some of the — 12 — gymnastic exercises and most of the games are rendered rhyth- mical by song. The Uttle pieces under II. are treated in a similar manner. The teacher first recites the entire piece, explains its single parts by questions and answers, draws attention to its charms, elicits moral truths from its contents by drawing them out of her pupils. She repeats and makes her pupils repeat a couple of lines at a time, first in chorus, then by individuals, until the whole piece, or if it is too long for one lesson, part of it is com- mitted to memory. The majority of the class will first keep only a few snatches of the piece, but by frequent repetition in later times will, without any effort, be found to have appropriated the whole or most of it. When individual children repeat the piece, care must be taken that they say it slowly, distinctly and impres- sively; when they say it in chorus, and therefore strictly rhyth- mically, they ought to be prevented from swallowing up final syllables and from hurrying on. The remarks of the teacher and the correct answers of the children, given on first learning the piece, ought to be reproduced, when the latter is repeated. In short, whatever is done in the Kindergarten, is worth doing well, that it may last in the enchanted recollection of the pupils for ever. The pieces under III. have, besides the uses of the foregoing pieces, the purpose of exercising the children in the power of coherent logic and speech. These little tales are told by the teacher two or three consecutive times, when the children have to relate them from memory, using as much as possible their own words. Only a very few of them will, from the outset, be equal to the task, but their number will grow in time, if the teacher helps the staggering language along by questions and — 13 - answers. To interest in the exercise that portion of the class, which cannot yet speak coherently, the teacher makes them repeat the story by questions and answers, a practice which we need not explain. These tales have all a moral object, besides; moral truths ought to be drawn from them, which on question- ing should be stated by the children themselves, repeated and corrected by the teacher and then enjoined in few but impressive words. The number of such stories here given is small, because the teacher can easily find others. But they ought to be child- like, to really interest the tender age, to be clad in simplest language, and their moral to remain within the experience of childhood. It is one of the greatest blunders of educators, to enjoin duties and to preach moral truths to children of so young an age that their acquaintance with life and its obligations must be very Umited. Children are, in this way, obdurated to the charms of morality and religion. Where in Kindergartens the two languages are used simul- taneously — which is by far the easiest way, not only to teach a plurality of languages, but also to teach the mother tongue more correctly, (it takes, indeed, no more time and force to learn two languages well in this way than one in the common way), two native teachers ought to be employed in preference to one who speaks both languages: but they may alternate in the exercises, so that only one at a time need be engaged in this class. Different persons for each language are preferable, for the reason that children are thus more easily prevented from min- gling their expressions in a jumble which is neither language. But most teachers will be so ambitious as to learn both langua- ges, in order that they may not remain behind the children, and that they may occasionally step into the place of the other — u — native teacher. The acquisition of the foreign tongue is facili- tated, even to the teacher, by this book and the Kindergarten. Among the mental gymnastics the following exercises also should find a place: Committing to memory the numbers in their series from one to one hundred. This is best done by means of Object Lessons. The panes of the windows, the tables, chairs, settees, children etc. are counted. Addition and subtraction of one at a time, later of two, of three or more at a time, are practised by means of the sticks. The series of days in the week, of months in the year and of the seasons are committed to memory, together with the num- ber of days in the week, in the several months, the year, of weeks and months in the year and the quarters of a year. The telling of the time by a watch may conclude this series of exer- cises, which are adapted to the understanding of the highest sub-class only. The simplest Geometrical regular bodies and figures, begin- ning with the former, may also be made an Object Lesson; this lesson is well prepared from the beginning by means of the first series of Gifts. The children must tell how many sides, edges, corners and angles a cube and a parallelopiped (four-sider) have, how many a three-sided prism, a three-, four-, five-sided pyramid; that the globe has one circular (globular) side only, the oval has beside two ends, the half-globe has two sides, a globular and a flat round one, and one circular edge, the cyl- inder two of the latter, and a cylindrical side, the cone one flat circular, one conical side and a point. Next the figures, begin- ning with the rectangular triangle; Avhat a right angle is, must be exemplified in various ways, the pupil telling Avhat rectan- — 15 — gular figures he sees in the room, and distinguishing them thoroughly from acute and obtuse angles. It depends altogether on the interest, which the pupils are able to find in these exer- cises, how far they shall be carried; but they are to be confined to the sensible objects, never allowed to go over into the abstract. Natural objects, — plants, animals and their products,— re- quire for a thorough Object Lesson a great many Geometrical expressions and can, therefore, be introduced with full advan- tage only after the last named series of exercises, and even then only to a small compass. The gymnastic exercises of the age here concerned ought to be the lightest kind of gymnastics. Their purpose is threefold: 1 ) To relieve the strain on mind and body, brought about by exercises carried on in a standing or sitting posture; 2) To develop the health of the pupils and an easy, graceful and safe use of all their limbs; 3) To arouse in the children the love for rhythm, energy, order and pleasant conduct even during nervous excitement. To subserve all these ends, they ought to be accompanied either by songs or by the piano (chiefly marches) and to alternate between standing and marching exercises. Any good book on light gymnastics may be used, to select from the number of exercises, there depicted, the simplest and easiest in some variety. We can here call attention to the importance of a few only. Most children of that age have an imperfect gait. Some bend over with the right or left foot; some turn one knee or both too far in or outward, and so with the toes; some tread on one sole only and use only the fore or afterpart of the other foot; some stoop in walking or sitting — very few indeed walk, stand and sit straight and gracefully. It requires a great deal of attention on the part of the Kindergartener to — 16 — weed out all such defects; but patience mil succeed. Another indispensable Kindergarten exercise is that of bending the upper body only, while the lower stands firmly on two soles, legs closed, heels together, toes out; the bending to the right and left and, with stiff knees, in a half circle forward and backward, if properly executed, greatly relieves a body weary from sitting, and gives, on account of its working on the dia- phragm, vitality and energy. Again, few other exercises con- duce so much to an easy, graceful bearing of the body as bal- ancing, of which we shall here point out a number: Standing alternately on one foot, the other being drawn up by degrees, till the knee is at right angles; Hopping alternately on the forepart of one foot (never on the heels, or sole, on account of danger to the brain); Lifting the body on the toes of both feet put closely to- gether, balancing it on the heels, and these two exer- cises alternately; Shifting the posture of the feet, when firmly on the ground, from the first position (legs closed, heels together, toes out) to the close one (toes close to each other) and back, and again toes out, till the feet form one straight line, while all the rest of the body remains immovable; Balancing the body alternately on one knee, one foot stand- ing one step forward, and both firmly on the ground, while leaning with the whole upper body, as far as pos- sible, back and forward; Moving with parallel feet, a few inches distant, to the right and left, while lifting the straight, immovable body alter- nately on the toes and heels; it may be done quicker and quicker. — n — Among the exercises of the muscles of the arms and their single limbs in all possible positions, there is scarcely anj^ one superfluous; Ave direct especially the attention to an alterna- tion between powerfully spreading all the fingers and firmly closing the fists with stiff", horizontal arms. Likewise, with the same position, the bending the fist at right angles, forward and backward, upward and downward, and the turning of the stiff", horizontal arms round their axes. These exercises tend toward strengthening the muscles necessary for penmanship and drawing. Among the dancing exercises, we recommend the rhythmi- cal walking on the forepart of the foot, one, two, or more steps forward and backward, with or without wheeling the body. A reflecting teacher will easily find for herself a number of such amusing, healthy, and beautiful exercises which put no too great strain on the physical endurance of the young. Of course, every exercise ought to have its particular name, so that the teacher's short word of command may set all the little band at once into the desired motion or position. Whatever is done, ought to be well done; the children ought to be aware of what is beauty in human movements; their energy ought to be aroused; they should feel the most lively pleasure in using all their limbs well and gracefully, rhythmically and obediently. Gymnastics ought not to be converted into fun or farce. The smallest sub-class, and especially clumsy individuals, ought to have, from time to time, when the other sub-classes are strictly engaged, a separate gymnastic instruction, so that they may be gradually broken into the class routine. Thus a conscientious Kindergartener cannot fail to endear herself to all her pupils as much as a mother. — 18 — The last kinds of exercises peculiar to the Kindergarten, are running and walking games, connected with song. We shall here describe a number of those invented by Froebel, whose very simplicity recommends them to children. The teacher will have to talic care that the above great variety of exercises and the games below may succeed each other in such a way as to prevent weariness of the children, and to keep them constantly happy and engaged. Thus a habit is formed of shunning idleness, and of considering work but another kind of play, and of loving play for the sake of its usefulness. Children so prepared for, at least, one or better two, or three, or even four years, will advance most rapidly in the elementary exercises of the Primary School, and will, on the whole, be much better prepared for the great school of life. 19 — A. — Kindergarten Games. 1. Cradling. hold and dniw h l)ebt'8 tie Xaw - te for - ward, tuie » ber, thus child maj' ^inb = djen :^--Mz =1: :=|: \z not be hurt, nidjt t^ut »tie^, but can nur jur have fuft pleasant sport. t^m ge = fd)c^. The Teacher places the child before her, puts its feet against hers and bids the child hold its body and limbs quite stiff. She then takes its hands in hers and seesaws with it to the words of the song. The same is played by the children ranged in pairs opposite to one another, their toes touching, legs straight, holding hands with arms outstretched and drawing one another seesaw to the words. S. BakiHi =:1: :=1=:1^ m ^- --=\-- :=^ Children, ^in = bcr, let Icn try to bake fu » d)en, now for unS ju bacf sav ci - ry ncn -M- ^^ iz1=:: ^- cake ! Strike and roll patfc^ the ben 20 :3=« ^ TfT- ^E^E^S^i^ dough quite flat. Ba - ker says : S3a = dtv jogt : - nough nun ift of that ! e8 jatt ! -J ^ it»: :it== bring now soon the cake to me, or the bring' mir bod) ben ^u = d)eu balb, fonft loirb :S=]t I^F 3p: :i^ oven grows cold, you see. \a ber D -- fen fatt. Ba - ker, here, put S3a ' cfer, I)ter ■ ift ber in the dougli, bake it nice, for I like it jlu = d}cu fctn, bad' i^n frf)on fiir niein ilinb = d)cii ftctu ! So that the cake shall be 33atb joU ber tu = d)cn gc nice - ly brown, ba ' den jcin, ^—— 1 ^^^-1 1 — h IS r ^ m _ \ p ' ^ w . 1 ^ — — ha — — ^ Ik . ^ _1^ — J_ —:J — -^ . — i^ — —)^— —m — _^_ 1 deep in the tief in ben D fen I put it down, f^teb' id^ i^n ein. The movements of kneading and rolling the dough are im- itated, the teacher showing them, the children following; once or twice clapping hands, and finishing by pushing both hands forward. — 21 — 3. Climbing, :=|: izjt -p — ^_ 1 — Lit - tie boy climbs on tbe tree, oh so ©tetgt ta^ SSiib = Ictn auf ben 33aum, o fo Iff: :p=i: 2:;^: -P-- high, he looks so wee! 1)0(1), man fiel)t e« faum ! hopp - ing like I)Upft »on 2(ft JU spar - row, 2left = d)eti, Iff: :t=: :r=i: -I- : - =1 1-~ met ppft ry in'« like a i8o = get swal - low. ncft = c^en. Ho, he's laugh - ing, ha Iad)t e«, :=l: itz: :p — ^- It: ffnizsi: snap! a crack - ing! plump! lies he be - low here! ct, t>a hadjt c«, plunip«, ba liegt e3 utt » ten! The left arm with hand and fingers spread imitates the tree, the right hand represents the climbing and hopping boy; with the word "plump" the right arm sinks suddenly down, the fingers pointing to where the boy has fallen. The teacher shows every movement first. 4. JVestting. On the branches, 3n bte ^erf ^ en, auf the bte hushes, 2left = d)en, builds bout =:is: :il- : — ^ — s: :=1^ :qir the bcr bird 35o eggs so small, out 6i = er = letu, brii two lit - tic lin - nets crawl, tct brans 3roci SBo « ge > tein, — 22 — :— =^ -i5= --i~r^^-- r — e- p =1 ~^- - — m — they ru = call fen J^-M -— 1 on mo - ther: bie aJiut = tcr: i^ i»^ i^ ' hear, hear, hear, pip, pip, pip, mo - 2«ut ther - ter= : 1^ ~~r~ M :• ■•- ■»■ ■■■^ — £-=i- r-^ r — IS— ~F — - 4^ =^ — 3--^- 1^ ' ^ -J t? - so d)en. dear, pip, mo - thcr so WM '- tcr - d)en, dear, Pi<5, oh bift mo - ther h — »■ . ^ — _^ p.- — =?— =1— J rf—- P - -] P ^- * -^- — * dear. hear ! hear. hear ; hear, hear ! lieb. fip, bift im8 jo lieb! The hands, held together, form a nest, the thumbs turned inward represent the two eggs. At the words "out two little etc.", the thumbs rise and flutter. 5. Pewi^itfltttn, czM. V W- :i^=J±::: :^==^ 1. The watch - es, for good 1. 2)ie lU) = ren, lie = be rea - sons, ^in = bcr, have bie ne - ver l)a » ben ^^ a - ny sleep, they tick at all the sea - sons, al- lei ' lie 9tut), im ©omtncv unc im 2Siu . tcr, ftc ^ =fs= :=J^: ways a - tick - ing keep, tic qe =^ l)cu im = mcr = 311, ti! 2. The clocks on lofty towers, 2, For storms they do not care. In frost and icy showers, They're always ticking there, tic etc. tac, taf, tic tit tac, tic tac ! tat, tit tat! m 2?ie U{)rcn ouf ben 2:^armcn, 2)ic ftnb i]ar ifod) ocftcUt, ®ie gcl)n, iinb ma:\'i oud) ftiirmeii, &an\ riiljig burtf) bie fffieU tit tat :c. — 23 — 3. The house clocks are no bigger, Have ne'er a lazy head, They even go still quicker. They never go to bed. 4. The little watches hurry, They have no rest at-all. They 're never in a flurry. Although they are so small. S)ie U^ren nn ben 2Bonbcn, @tc gel)en iafd)cr jdjon Unb tuoUen gar uidjt cnbcn Tilt immcv glcidjem Xon. 2)ie ^Icincn obcr eilcn, 2)ie l)aben Ictnc 3f it ; @ie inod)ten l)unbert Tlcikn SBo^l in ber ©tunbc njcit. The children, standing in a circle, imitate the movement of the pendulum, with one arm downward moving backward and forward or, when the watches are mentioned, with one finger upward, each succeeding strophe being quicker in rhythm. 6. Carpentering: Clencli, clench, clench. the join - er's plan - ing the ber %\]\c bu. The children, joining hands, form a circle and inarch round, singing as far as "sec". One child, standing in the centre, now sings: "I show — can". The class answers: "We wish — man". lie sets in again Avith : "So stand — will", they answer: "We stand — will". Now he makes cither some funny gesture, or else some gymnastical exercise, which all im- itate to the end of the strophe, when marching begins again. Each child should by and by have its turn in the leadership. lO. Guessing, rite --^- i^-- :*==il: When we're play - ing to 2)a3 ge = tnein = fa » me ge - ther, we are ©pie ' Icn mad)t uu3 hap - VY and pflad, we don't care for the m le |o froD, hJenn al « Ictn juir un8 — 27 - =}= t=dz:ci=lflEE=: =1=: wea - ther, and we ne - ver grow sad fii^ ' len, ftnb xvix'i Ian = ge ntc^t fo. 2. One of us has disappeared, You shall guess which one it is, And shall heartily be cheered If your guess is not amiss. 2. Sell nun (Siner eerfd^n)unbcn, Gincr fcl)let im Stxm, ®oUft bu il)n und crfunben, ^\)n cvrat^en mit gleig. This may be played while sitting, standing in a circle, or marching round. The eyes of one pupil are covered, till one of the children, whom the teacher points out with her hand, has left the room. The former has to look about, to guess, who is missing. The hidden child then takes his place. All kinds of guessing-games may be connected with this song. The teacher may, for instance, while the guesser turns the other way, hide some object under a cap or a handker- chief, when he must guess Avhat is hidden. Or sitting blind- folded, he is given some object to feel, and to tell what it is. The words of the second strophe must then be appropriately altered. 11. Guessing the Singer. a - round, then ill be re I)Ct cud) im fo flc ' bet li - sten, pea - ted, ^rci > fc, Ici = fc till you hear the fel low strike ; as much as we can a like. bis cr Kopft mit fei . ncni ©tab; ci ncn Xon al3 Slnt iuort Qb! 2. Sing the ditty I am singing, I will guess then who thou art ; If I fail, your merry laughter Will not hurt me: let us start ! ©ingc naif), »inc id) gcfunt^cn, Unb cvvot()cn luiU idfi iilcid); 3^od) tfl mir bic3 iiid)t iicliin(]fn, 3ft boiJ l'ad)cn li'ol)! an cud). One child in the centre is bUndfolded, and a stick is put in its hand. After the first strophe he strikes; the circle stands still; the Kindergartener beckons to another child, who takes its place behind her. The guesser now sings the second strophe, of which the other child repeats a few notes; the former finds out by the voice who it is. Children who cannot sing, may play this game speaking the above words, and repeating a few of them. 12. Mopping-. -JL^,^ . -H^ K- — 1 \- ^ [^i^^^^ JL^^ -^ ^ -r — f-r : 1. Mas - ter Hare 1. ^d8 ' d)cn in sat bcr m ©ru the be deh H and Itnb : 1- — ^- — p — f^r- -F-r- -at— p — — s — s _x-- slept, sat and slept. John - ny Hare, why jd)[icf, fag unb fd)Iicf. 3lr = incS ^d8 = d^cn. i^ :h=t: J^J=^;i ^:=f^ =^=^: are bift you sick, bu Iranf, that you can not bu ni^t mcl)r play a trick ? l^iip = fen tanuft? John - ny, hop, ^a8 » d)cn, f)iipf! John - ny, hop, ^ag = d)en, I)iipf! 2. Master Hare, the dog, the :,: dog, beware :, Has sharp teeth and pity none, Master Johnny, :,: Johnny, nm. ; John - ny, hop ! §a8 = d)en, Ijiipf! 2. vr-)a«d)en nov bem ^unbe :,: l)iitc bid):,: §at gar cincn fd)arfen i5'il)n, ^ocfct mil" mctn i^d- =f^ — ^- =qs=: ZT tt i=*- -^ . ffi 'M ■. — i — —J — — ps-- -9— =t The live - ly frofj hops in the pond, tip, 2)a8 grof(^ = Icin in bcm Xe'i = d)e l)apft, :=!*: -^— J f^F tip, tip, tip, tip, tip ! It is of hop - ping gib 5tci)t, ba<} ti bir vcr - y fond, tip, tip, tip, tip, tip, tip ! nid)t cut = jd)lupft, The hopping is done in a very crouching position and in strict rhythm. 14. CVvf atuf Jflousc. r-B H^=^ ^---;^~=^==^. The Gin cat is lurk - ing d)cu lommt ge yon gon der, 0"V the ba8 t=t=: *=^J :4=: m is here; I der cat ■will ratcli the \v'\\i ba8 3JiouS ' d)cu fan » gen, bod) tommt ba3 Mi} -- d)cu r=It — 30 — ■.zj—:^: :qif=h: mouse; mouse, trust not, but pro, O in ba« A*iau«, fpriugt fdiiicU \> ^w= rf)en bvnuo luirft, 2)er inuncr ben itinbcni bei'onberg gut jrf)merft. Circle; each child Avhceling and tramping rhythmically to represent the mill. The words " clip, clap" are accompanied by clapping twice with the hands. Those who become dizzy may stand still and carry out a wheeling motion with hands flat. — sa- ls. The Farmer, r- 2:%__V- — * f9 « ^— '~r — n — a — •'— :k P-^— ^ FF= — r=^^ — 12- — 1 1 1 ^— — i-i r ^ — ^ — 1. Would you know how does the far - mer. would you 1. SSoUt tl)r w\\ ' fen, iuie ber SBau = er, tuoUt il)r rk^ii^iitt riUszzz^- know how docs the far - mer, would you know n)if - fen, iuic ttx Sou - er, njollt i()i- i»ij ■- ^ K-r--| 1«« how does the fen, JDic ber -I — far S3au mer er sow his fci = neu bar ley fcr and and wheat ? fa't? Look 'tis ®c = l)Ct fo, sowri the far - mer, fa't ber Sau = er. look 'tis fe = Ijet :tz^lzz=|^iz:fc ^=^t:i ^ 11 so, so sows the far - mer, look 'tis so, so sows the fo, jo fa't ber 93au = er, fc = l)ct fo, fo fa't ber z^-z i far - mer his bar - ley and wheat. ^m » er fci » nen §a " fcr fdjbii 0U«. 2. "Would you know how does the far- 2. SSoQt il^r tt)iffen, itite bcr Salter mer mow his barley and wheat ? feiuetl Ajafcr olniuiI)t ? Look so, so mows the farmer his @el)Ct fo, fo liuillt bcr $>aiier feinett barley and wheat. .^afcr baim ab. 3. Would you know how does the fiir- 3. SBoUt il)r Unffcil, ivic bcr S3oiier mer bring in barley and wheat? fctucit .^afcc ^ctmfdljvt? Look so etc. ©e^Ct fo tz, 4. Would you know how does the far- 4. SBoQt t^r Unffctl, UUC bcv SBaucr mer thrash his barley and wheat .' fetlicil .^^afcr ttlic*bnfd)t ? Look so etc. ©eljct fo 2C. — 34 — 5. Would you know how rests the far- mer, when his labor is done ? Look so etc. 6. Would you know how ofter harvest the fiirmer is glad ? Look so etc. 5. SSolIt i{)r njiffen, tv'it bcr SBoucr nad) bcr 5(vbcit aueruljt? ©cl)ct jfl :c. 6. SBoUt iljr wtffcjt, >uic bcr SBaucc nad) bcr Grnte fid) frcut ? (Sc^ct jo :c. Circling, and singing till " sow his barley etc. " Now comes the imitation of sowing, mowing, etc. Witli "lalala" the chain and dancing round set in, up to a new strophe. In the third strophe the harvest wagon is represented by one child holding backward his hands which are seized by the one after him. At the fifth they all bend down, laying both hands beneath the head, as though sleeping. At the sixth a jolly jumping, or dancing in pairs. 19. Snali. ii=^?=gi I — \- -p— - 1. Hand 1. £>aub hand §anb we mx now UU3 pro ceed, fcljn, i4==|r:q__| — ^-Li: ^ ^— l T- slow - ly first, and then with speed. h)o( =^ Ion luie baS @d)necf = Iciu gcl)n. Al - ways 3m ' mcr =i=q lizzid near - er, al - ways l)ev, im = mcr near - cr, al - ways iiS ' l)cr, im = mcr clos - er, en = gcr, t==l: 1 h- al - ways im ' mer m al - im ' ways clos - er, mer en = ger, al - ways tijiht - cr, im = mcr bid) = tcr, q-S lit:*: :i=p: tight - er, al - ways near ■ t'r, last " ly bid) = tcr, fo »om gro= = 6cn ^reia ^cr= 35 — close, ein, Hand in hand we now proceed, Slowly first, and then with speed, :,: Always looser :,: always farther : ;,: always wider :,: Always looser, lastly wide Till the circle opens quite. grows, cin. §*nb in ^anb wir un« je^t |cl)n, SSoUcH wk ia^ Bdjncdkxn c\c\}n, :,: 3«nmcr lofer :,: imincr mcitcr :,: :,: imtncr fi'viicr :,: ®o t)om flcinftcii ^^^mittc au« S3i« jum gro^cii Umi l)inau«. The children stand hand in hand. The teacher leads one end of the chain to the centre, where she remains. One of the children leads the other end in a circle that more and more narrows down, forming the figure of a snail-shell. The second strophe accompanies the unwinding movement. The unwinding may also be effected by the children in pairs raising their arms, so that the teacher may slip out and slowly drag the chain through after her. 20. CoiL 1. Let \is 1. aSin « ben, go and wind a coil, it h)in = bcii ct = lie 2Bct = U, ha IS All sing - ing crowd ! freut'« bo3 tinb! We 311 must not sing too loud ! le bci = jam = men fmb. 2. Let us now unwind our coil, It is fun, it is no toil. What a pleasure, when we sing. Though we do not jump or spring 2. 5?un aufliifeu uufrc 2BcUe, S)aju ftucjeii flar unb l)cUc. O, mie crfrciit'o bajs Jliub ! SlUc beifommeu fiiib. — 36 — The children form a chain. The teacher draws one end of it to the centre and there turning round winds slowly the coll round herself. With the second strophe begins the unwinding, led by some intelligent child at the outer end, but cautiously, because the children walk backwards. The coil may also be unwound by pairs of children forming a gate with uplifted arms, as in No. 19. GYMNASTIC EXERCISES. 21. Jflarching, lead - ing man, he shall he our cap - tain. h)tv Dor = on, benn er fott ini8 fill) = rcn. straighten up and cut a figure, Like a soldier every feature; Careful he, go not too close, Step not on the hahy's toes, Do not crowd each other ! Lift your feet heroically. When we part and when we rally; Singing anz zzzT- e - qual rows! Ne - ver ou8 = luarts ftcljn, Sir = me lean - ing to one side, fret ^cr = iin = ter = gel)n, =1= :=q: up - right head and ntdjt ju nal) unb :=t: JBiZ breast, llid)t and straight, ju fern, ne - ver ad) = let ^^^ Pzi^^—z:^^ , — I ^_p stoop - ing in your gait ! Two ouf ben yiad) = bar gcrn! SJad) and two quite etu : an = bcr 39 :=l»=:«p=:=f?= or - der - ly; jnjfi unb jhjei, ^^ iitzzizit--: :q=l: Z«II=??ZitS —■ P-: now, fd)on, liow nice that ha^ eS gur looks, just see ! greu = be jci! This is for simple marches on the spot; or marches forward. 24. Birds. -K- We birds, we are mer - ry set, we hop and J We ( Our liiip - py tunes cheer up the world, and bring lis 1. SBir SBiig = lein !)« = bcn'8 sajtr fill ' gcu frol) uiib »uiv flie -- gen, 'i^ix^ '^ViW) unb ^^IliS^ =^= =fc=r fly and ho - ver, many a lo - ver, l^ii|) = fen, jprin = gen, §elb ct ' hill = gcii, di - de - ral - la - la, di - de- SE3ESEE= ^^^ ^=g!: ral - la - la, di de ral - la - la, ral - la - la. 2. We're healthy, free from ev'ry care, 2. And our hotel is roomy. Where many dishes are prepared — Why should we, then, be gloomy? 3. And when our journey's work is done, 3. We nestle in the buslies, And dream sweet dreams and slum- ber still Till morning's early blushes. SBir finb gejiinb unb forgenfrei, Unb finbch, ma's un^ |d)nic(fft, Unb iwo luir flicgen cin unb o = gel hack a - gain, ftui) jci)oii "iio., all geth a( er. le. What a SScld)' etn war - bling, chirp - ing, ring - ing, ©ill ■' ijeix, 2)Ju ' ft ' ji = vf«, :?^ :=i==i;: ^^=^=2^3^ :=i: pip - ing, twitt'-ring, coo - ing, sing -ing! Sum - mer givt^s a ^fei . fen, '^\x>\\. - |d)eni, 2;i - ri -- li » reu ! grul) = ling will nun =i qzzq==^ -:gr^^ con - cert, when love • ly is ein ' ntQV -- jci)i = rcn, tommt mit ®ang the unb weath - er. ®d)al -' le. How they are brimful of joy, Every little darling ! Ribolink and mocking-bird, Linnet, thrushes anunfd)ct nn^ ein froI)e^ 3a^r, l*auter ©liict unb @egen. 41 — H, Birds. fe ^ ^ I How glad are lit - tie birds, when through the air SSie fuib bie S3og = kin fro^, luenn bitrd) bie Suft they're fic s :=1^c :S=: -^=^ Czizn fly flic ing ! Hark, hark, what noise is that ? gen! §i5rt, ^brt, \vai fmgt bcnn fo, that unb ^_ N-- 1 1 h — j^ • — - ■ 1* *1 1* M ; r- mi ^ II r s —^— — V _^ Ui-J l_U twitt' - ring, 3n)it = fd)ert IS joy - boU ful 5Ber . cry gnu - ing? . gen? It is 25a8 fmb the bie Jl K, N - - — « pa ^ — h— - ^ nr- F*- _h^ IS r j^ m— «i • n? ui ^ V" -J- birds, Ue the ten - der things, en - joy ben 235 = ge = lein, bie jo ing life high res -^^^ 1^=^=^=^ 1^ on ?e = their wings. Wee - de - vlt, wee - de bene fveun. 2Bt -- be = unt, mi = be vit, wee mit, xo\ de- ^ :zt ^ -* — F=^*- = g ^ i^ - vit! . Wee - de - vit, wee - de - vit, wee - de vit! ttJit! asi = be = h)it, tt)i = be = tnit, roi = be = iDit ! 2. Birdies dear, take me along, Let me join in your travel, Let me join in your song, I like with you to revel ! What splendid pleasure must it be. 2. ?ieb SSoglein, ne^mt mid^ mit 2Iuf cure treite 9ieife! O le^rct mir, ic^ bitt', 2)en gUtg auf eure SBeifc! 2Bie mu^ 'bix^ Ijerrlic^, praci)tig fein, To keep you traveling company, wee-de- 3u fliegen in bie SBelt I)inein, njibewit ! vit! 3. Alas, wings I have none — All I can do is jumping Through forest gloom and sun. And singing, noising, thumping. And thus like you, I sing aloud. And caper, hop and rove about, wee-de- vit! 3. §Icf), g-Iiigel ^ogc(cin, ®ie fid) bc3 fd)onen ?ebeu« freuu, tttibe« tt)it! — 42 — Object Lesson on Birds. — Are the birds always to be seen? — Where are they in winter? — Are they all gone? — Which of them are gone ? — Whither have they gone ? — When do they come back 1 — ^Which of them stay in winter ? — Which are the best singers? — Have they hair or scales? — Have other creatures feathers ? — Can you fly ? — Can other creatures except birds fly ? — Can they walk ? — Which of them walk more than they fly ? — ^Which of them swim ? — Can all birds swim ? — Which swim more than they walk or fly ? — Have they four feet or six ? — Have they hands 1- — ^ Would you like to have two wings in- stead of your hands 1 — Have they fingers or toes ? — What in- stead? — How many noses? — Of Avhat is their bill made? — Where are their teeth? — Where their ears and eyes? — Can their young fly, when they come out of the eggs ? — How do they learn it ? — If they all learn it by trying, ought not a child to be ashamed, who won't try to learn what teachers tell it? — ' Who builds their nests ? — Of what ? — Who taught them to do it so nicely ? — If they learn it from their parents, should you not pay attention to all your parents tell you ? — Does a canary bird keep its eyes open, when asleep ? — Do birds lie down sleeping ? — ^Who washes and combs them? 3. Jtlay, i^zzii: ^ ^U?: "^ J-*Li^ ^E S=d: :*=:tt 1. The May is trav'l - ing hith-er, the May is at the 1. Set 9Kai tfl aiif bent 2Be = ge, ber Max ijl oor ber -r — r — r — p~" 1 J ^ ry.S i_p — ^ r 1 — , ^—-j -1 — tp* — 1 — tp^ ^ 9f ^ m ^ door, the im gar @ar den and the mea ten, auf ber SBie dow will fe, il^r bloom a - gain all o'er; the iBlu . men !ommt "^er -- fiir; im gar - den and the @av -- ten, auf ber — 43 qg -C— J- mead iEBie ow will bloom a S3lu = men, 2. And sunny clouds are smiling* Down on our happy play; Where'er our steps may lead us, We see the works of May. -g g i — ^ gam lommt all o'er. !^cr = fiir! 2. Unb jonn'gc 2SoIfen tad)eln Un8 an unb ouf bie glnr; SBo^in bie Slugen bltden, SBir je^n be8 SKaieS @pur. 4. fW^nter^s End. 1. Win - ter, a - dieu, 1. SBtn = tcr, a = be! part - ing is woe ! — h — k — h-i — i== n — ^-P I thin and frail. Yet Bob puts on his rub - bers and fc ' ftc8 eiS. 2)08 SBiib = letn gel)t jnm 2Bci = t)er unb :=M :i=: says: "Why should I quail? The fprid)t ju fid) gan,^ letS: ^6) ice per - haps will luitl c3 ein = mat qs =: :^—z car ry gen, bas boy (St3 ttjirb :r=4 liijht and mer - ry. Who bod) luol tra « gen. @o r h-i 1 1 ! •1 1 -1 ^B K s r ■ (T:. S knows ! jei'§! So SBer -J- -J- here, here njeig? 2Ber goes." 2. So Bob, he stamps and smashes With heel the icy flakes — And quick the water splashes — Crack ! through the ice he breaks ! And Bobby now he splutters, And in the water flutters, And sighs, and cries: 3. ' '0 help, or I go under, In ice and snow, I must ! help ! I made a blunder; Ice I no more will trust!" But for a man, a stranger, Who drew him out of danger, — His life — was lost. 4. He took him by the jacket. And drew him to the shore; Poor Bobby like a bucket Was dripping wet all o'er. And feter burnt him sadly, And ague shook him madly, As well it might. 2. '^dA SSiibletn flam^ft unb Ijodct 2)lit feiiifn ©ttefelein, ®a8 (Si8 auf einmal tnadtct — Unb trac^ ! — ba bnd)t cr cin ! S)aS S3iiblcin aber !rabbe(t ©0 tuie etti ^tebs, unb sappelt Unb jc^reit — unb |d)reit. 3. O Ijelft, id) mujj toerfmfen 3n lauter (St8 unb ©dinee ! O ^elft, ic^ mu6 crtrtnten 3m ticfen, ticfen See ! SBdr' nid)t ein 9Jtann gefommcn, Unb I)att' eS 'vauS genomuicn, D luel), \Mt\\ ! 4. ®er fagt eS bet bcm ©d)opfe Unb jie^t ce baran 'rau«; a>om guge bis jum Jtopfe, iffiie eiue 2Bafferman8 S)a3 SUblcin l)at getropfet; S)er 5l5ater :^at'S getlopfet, 3u §au3 — ju §au8. 10. Wall and Flowers, ft rn s = m igiTzJ: ows and the gar - den but yes - ter - day were jers SSa = tcr8 ®or => ten, ba tnar'S nod^ ge = fiern green, and man - y charming flow - ers yet griin, ba ja^ ic^ noc^ |o man = d)er ^ let, — 48 1 — r« f — zi 1 — nrj — 1 I J F J ^ ! ^ • 1* 1* 1* 1* I *' 1 * J * n 1 1 1 1 L> W L> 1^ Iw 1^ full - est bloom were seen, and man - y charm - ing fd)o = ne i8tu = men bliil^n, ba fal) id) noc^ jo m S p r^ . - • • A ^ 1 ' ^ Zt ^ ^ ' s • J ^ ' 1 ^ K ^ 1 4 ^i— L flow - ers yet man = d)er = let, fo full - est jd)o '- ne bloom were seen. 23Iu = men blul)n. 2. To day what sudden changes, There ev'rything is dead ! Where have you gone, dear flowerlets, Ye flowers pink and red ? 3. Dear children, we are dying, According to God's will. To make room for our sisters, When winter's storms are still. 2. Unb I)cut' ift 5mcg anberS, Unb l)cut' futb aUc tobt ! 2Bo feib it)r ()tn, :f)V 331iimcletn, 3^r SBIiimlein gclb unb rot^? 3. £) liebcji ^'tnb, mir yd){nfcn 'i^'x&i @ottc« 3Bincn l}icr, S8i8 cr un« feinen griil)ting fd)icft, Unb bann erwadjen mir. The thii'd strophe is sung by the girls alone. 11. The Swailatvs. ffiffi -r± :^ a - head, unb fort, Push, gort. push, fort. push fort till an warm - er ein = en 2i: :*=*: :i!=:^ homes tt)ar = we mem get ! Leave has the sum - mer ta- Ort! Siun tjt oor = bei bie ®om=mer= 1^ --■^- iHzirJi ken, by storms the woods are gett, brum fmb iuir ©c^rnat = ben sha - ken, where ie^t be = reit, »on ^ =c^ :c^ sum- mer leads, we fol low. each swal - low. ei = ncm Ort jum an bein m man = bevn. 49 2. Good-bye, and good-bye ! Farewell, ye men, good-bye ! Farewell, thou hospitable roof That kept from dangers us aloof ! Ingratitude is hateful, We're grateful ! 3. Back, back, back and back, Leads us our airy track. 2. 3l)r, xl)V, t^r unb i'^r, 3t)r ?eute, Icbct root)! ! S^r gabt gur 3Bol)nun9 ciicr Xati), ®a« fdjii^tc un§ Dor Ungcmnd); 2)rum fct tnd) (S>IM unb grieben S3ejd)teben 1 3. §tn, l^iu, ^in unb ^cr ®et)t'S mit un8 iiberS SDiccv. When spring appears, we swallowscome 2Benn f^rii^Ung lommt, fcl)rt uujer 3u3 Back to our old and well-known home; 2lud fernem ?aub utriidt tnt glug. We do not part for-ever, Jebt tt)ol)t auf 3Sicbcvfc^cn, No, never ! SSir gc^en ! Object Lesson on Swallows. — 1. Are swallows migra- tory birds ? 2. On what do they live ? 3. Are they useful to the farmer? 4. The singing birds and small birds generally, living almost entirely on hurtful insects, what of boys who de- stroy their nests or shoot them, or take their eggs ? 5. What is the form of swallows' tail? 6. What is their color? 7. What is their song? 8. Where are their nests to be found? Of what made ? 9. Do they fly faster or slower than other birds? 12. JtiUwmn, :*=i^=z*: L Pur - pie, red and gild - ed 1. Sunt fmb fd^on bic 2BaI = bcr, for - ests gelb bie 1-^ 1^ ; 1 K 1^^ ^ !■ 'd-J—d— -d^-. J =1— P 1 1 HJ 1 V w J • H-- i are, and ©top = pet wilt - ed = fef = bcr, leaves unb and grass ber §erbfl ap- bc« 1 N 1 r^ 1* *i r *i J ; ■ • J ■ 1 V «i — 1 1 _^_j ^■^-r- -i— ^ pear, giunt; In - dian sum-mer 's part - ing, cool - er ro = tl)e S3lat = ter fat = ten, grou = e :q: -P— 54- winds are start 9Je . bet ujat ing; ten, lii^ » ter passed the year. xoi^t ber Sinb. — 50 — Object Lesson on the Seasons.— What is a season ?— What is winter? summer? fall and spring? — How many seasons are there? — Which is the coldest? the warmest? the loveliest? the most fruitful ? — Which is the best for children ? — Are they not all useful? — When do trees and shrubs blossom ? — When do the swallows leave ? when do they return? — What are migra- tory birds ? — Do other animals besides birds leave us in the fall ? Why not? — Why does the earth slumber in winter ? Why do you sleep ? — Are there countries where there is no winter at-all ? — Do migratory birds take their young ones with them ? — How much time, then, have their young to learn flying ?■ — In what season is Christmas? — In which are strawberry festivals held? — Which are the earliest flowers ? — Which the latest ? — What coverlid has the earth when sleeping? — Does the snow keep warm ? — What is ice good for? — How is it kept for the summer ? — Where are snow and ice always to be found ? — Is it warmer high up in the air, or colder than down below ? — Can ice be looked through ?— What do we call it therefore ? — Is snow transparent? — Or is it opaque 7 — Tell me all the colors of flowers?— What flowers are red? pink? blue? brown? purple ? white ? — What colors have leaves in the Indian sum- mer ? — What form have snow-flakes ? — What do we call the weather, when snow and ice are melting ? when snow and Ifce are forming ?— When is the season of thunder-storms ? — Need we fear them ? 13. The Har€'>s Petition, " 'F+^'9 S R N 1 — Z — f* — 1 — 1 r«~r -Ax-4 — IS J^ 1 r _> J -....J — j0 — ^ — ^ — ^ — -^-4— J'^-J— J— J- -^— ■— ■— L-^ — u^ — k 1 1. Last night when a walk I took in the for - est, 1. @e • ftern 51 -- benb ging id) aw^, gtng Jvol)! in ben - -f*» — K — 1 — - ^ -^ - K w--. :_* J J t=J e 1^:=^ i^ L_E ^ .^ -2 h* ^ g=± by the brook, came a slen - der hare to me SSatb l^in . ouS; fommt ein §aS = Icin \)tx ju mir, — 51 through the shrubs, and in bem grii -- nen pleas - ant - ly fflBatb = re » »tcr, ris - es on her fommt baS §aS -- letn =N 1 -f hind legs, close to me, and tells what fol - lows bicl)t \)VC = an, U^ miv'S hJaS cr » }fiS) = Icn lann. 2, Art thou not the hunter, say ? Settest dogs on me to slay And to tear me cruelly ? What if I did so with thee ? When I think of my sad fate — "Tis dreadful to contemplate ! 3. Little hare, you look so pale ! Listen now to my short tale ! If you '11 henceforth keep away From the farmer's clover hay. Cabbage, lettuce and so on, I will let you all alone. 2. 58tft bu md)t bcr Sagcr^mann? §e^'ft auf niid) bte §unbe an? JBJenn bcin SBinbfpicl mid) crtappt, ^aft 'tw, Sdger, mid) c rfd)nQppt. SBenn id^ an mctn @d)i(ffal bent', Sc^ mic^ red)t Don ^crjen fvant'. 3. 9[rmc« §a«d)en, bift fo blag, @el) bem 58au'r ntd)t mel)r inS ®va«, @el) bem iBau'r nidjt mel)v inS ^vaut, (Sonft be5al)(ft mit beiner Apant; ©parft biv mand)e Slngft nnb ^^ein, ^annft mit Suft eiu §a«d)eu fetn. Object Lesson on Hares: — i. Have they two legs, or six? 2. Have they a bill ? feathers ? scales ? webbed feet ? wings ? 3. Are they bigger than elephants ? 4. Courageous like dogs, or lions ? strong like horses 1 5. Do they sing ? bark ? roar ? croak? snarl? growl? chirp? whistle? etc. 6. Where arc their nests? 7. What animals do they swallow? 8. What is made of their fur? 9. What with their flesh? 10. Are their fore-legs longer, or their hind-legs ? — Note. — A picture of a hare (as of an animal not familiar) ought to be shown. 14. Fath,er'>s Return. When SBenn the ev'n - ing benb«53a » tev fath - lommt er comes, l\\ ' rucf, with mit — 52 E=g — t; ? — ^ — * I ^ i^-*= = F^ — " — -\ ^ — - — F wca - ry limbs mil = bent 2tn and face, [td)t, back from tton fei his ner dai - ly fau = ren P=g^=:gzizzU: I :^: la - bors, o what em 5Iu = bcit— tucr frcut fid) 2. He's always working faithfully. For us he does it all. Should we not try to please him ? We '11 do it all ! 3. We can reward him never more For all his love and care, So let us not through careless acts His joy impair ! - brace ! ni(i)t? 2. Gr jdjafft fiir iins tion friif) bis fpat, SBirb niemals miib' babei. O laJ5t uu3 ibu crfvcucit 2«it i'leb' itnb Svca'I 3. 2Bic tbnntcn unr ucvgeltcti tl^m Sic i'icbc imb ©cbulb ! 2Bir luoU'n it)n nirf)t bctriiben S)uvci) unfre @d)ulb I Note. — The love to parents ought, of course, to be well enjoined. Point out, how little good children may do to their parents, and that good behavior is the only thing by which the former may gladden the hearts of the latter. 15. Return from the Kindergarten . -JlSii -1 \ 1 -i 1'' —1 ^ L -fk~A J J — S~ -^ . ^ J 'r— r — r x^-r~r-\ -Lll 4. * * *._ L^ i i — 1 J — \,t \ \ 1. Moth-er, 1. 2)iut=tcr, moth 2«ut er dear, look, I tcr mcin, 'ixn bin am id) com - \x\% here ttjie -- bcr Ijcim, '.rJr. izs^ from school and Bon @d)ul unb play, ®pic(; moth crft - er, how gib mir nice bei = it is, nen ^ufe, \=^ r ^ -m *^ —r- =?t«~ 1— ^— — 1 • : - —J fs -■ - b=t: Z-TL -fz:_t= 1- E^=^ --& 4 - but first a hear - ty njeil id) er» ja^ » len 2. Mother, how grand it went The time was nicely spent In meny sports. All the things I shall tell, If I can do it well In feeble words. kiss Jinil your em - brace! mufe. O, id) fann jd)on Did ! 2. SOlitttcr, n)ie biibid) bad war ! 3)auert''i< bad gcin,iC OabrV ®a§ unir' mir lieb ! ©ollft 9lUe§ boren nun, Sad in ber @d)ur unr t^un. ®ad ift fo lieb ! — 53 — 16. JfToon and Siars, ■>»-+ 1. Who 2. 2Scr :=M has the ni - cest t)at btc fdjoti * ficn lamb - kins? It : ^ _^ , __>: _j__ f^-: ^ 13 ^ . ^ a' ^ ^ [• ^ i,^ — k— k — k - : is the sil - v'ry moon, who l)Qt ber gotb ' ne 2)Jonb, ber Iff in the l^in = tcr sky is un ' fcnt glid Sail men a am glit - tcr - ing bal- blau = cu ipim = met =1^ loon, a glit - ter - iug bal - loon, wo^nt, am blau = en §im - met hjo^iit. 2. She comes on many an ev'ning, When children go to bed, To pasture all her :,: lambkins :,: :,:The stars, white, pink and red.:,; 2. gr lommt om fpdtcn 3lbenb, 2Benn JlUeS fci)lafcn iutU, ^ertoor am jcincm :,: §aufe ; :,: 2tm ipimmel Icis unb ftiU. :,: 3. Blue is the shepherdess' meadow, 3. S)ort lUCtbct er bie @d)afd)en, Each star keeps in its place ; 5luf fetner blaucn '^\nv ; She goes from one to :,: th'othor :,: 2)enn oil bie c^olbuen :,:@tenic:,: :,: Smiles and "good evening" says.:,: :,: @inb jeine ©d)afd)eu niir. :,: 17. Flowerpot. 1. Flow 1. aSarb ers ein I got S31itm = 6)tn for mir pre - sent, fd)eu = fet. 42=t2: :k=t2: in a pot, oh, look, how pleasant ! Nurse and wa - ter \:^o.\)'?, gepftanjt unb ^ab'« ge = Iran - let. 3?og = Iciu, lommt unb — 54 - t=^ them I will that they ne ge = bet 2ld>t ! @elt, id) \)aV :^F=^ may be ill. rec^t ge = mad)t? Sun, thou wilt gloat o'er my flow- ers, Clouds will sprinkle them with showers ; So you need no mischief fear, Grow with pleasure, flower dear ! (Sonne, tafe mein SSIiimt^en jprte= SBoIfe, !omm, c8 i^u begicgcn ! 3lid)t' eni^jor bein 5tHgcftd)t, 8iebe8 ©tiimc^en, fiivd^t' bid) nid)t ! 3. Look, my little flower is tearful— 3. SBie'8 »or lauter j^rfube weinct, Tears of joy — it sprouts so cheerful ! greut fid), bo^ bie ©onue fd)cinet ! Butterflies, give it a kiss, ©d^metterliuge, fliegt I)cvbei, Tell it low how nice it is ! @ogt il)m lei«, inie fd)i3u e8 fci! Object Lessons on Flowers and Stars. — Why are the stars very like lambkins ? and the moon like a shepherd ? — Are lambkins still when they feed ? — Do they bite and hurt each other ? — Arc they white and shining like stars ? — Do the stars move ? — Does the moon ? — Why do we rarely ever see the moon and the stars in the day-time ? — Does the moon always look like a shining balloon ? — What is it called, when we see only half or less of it ? — What when we see it all ? — What when we see it not at-all ? — Does it not look sometimes like a boat ? — What do we call the time from one full-moon to the next ? — How many months are there in the year ? Do flowers also live ? — Do they grow ? feed ? sleep ? drink ? bask in the sunshine? feel thirst? feel hunger? — Do they thrive better when well cared for? — Have you been told of the Mi- mosa? — Do not the flowers turn all their faces (leaves) to the sun ? — What do they do when the sun does not shine ? — What does the dew in the flower look like ? — What will butterflies do in flower-cups? — — 55 18. Baby-tendinff, :qv :i=at ^^^^dB :«*: ^^ 1. If your ma - ma has a babe 1. 2Bcr cin Ilein @c = \d)\vi = per ^at, Buch ben ■ "I^ ~^ ~~1 r* ^ ""~r ~^ "^~ F b -^ .^-t-i' -^ — t-J ^ -J k F doll is @d)rei = ^al3 splen pfte did! gen, When imb 'tis tired and cr q -^-*- when it frets, put to bed fatt unb matt, I)ubfcf) i« S3et and te tend Ic it! gen. . 1 1 — 1 S K ^n 1^ ^■i w l^^3 1 r ^^ B^ — r« — W J — J^ zTS-^ - _J — J — *_3_ J^ - L ^ —^—^ — • — 1 — ^ — ^ V - 1 «_^_u If it cries, wipe its eyes, sing: rock-a-by, my ©c^reit cc fel)r, ge^t man ^cr, ftngt: ei ' a po^ 1 |k^ ^ — K 1 — h — ■ -i ■ r 1 ■■ » 1 1 ^ 1 <■ ! 1 ^ J ^ 1 m , ^ L , , W "'' V darl m - ing! Oh, = a ! mugt, my metn precious ba - by lie = be3 ^iipp > d)en, must nid^t ^ --S-=^ =gi= ^ ^-il — J S^ — , «« -n^- 1 ^-* -- --=zl not gor make such fd^recE lid) squall fd^rei mg! 2. Such a brother or small sis Is the very best doll, When you fondle it and kiss And give it a mouthful ; Sing to it: Best, my kit, Treasure, my darling. Oh, my precious baby must Not make such a squalling ! 2. @otd)' etn !(ctn ©efd^njificr ift ©ar etn nettcS ^iippdjen, SBcnn man'8 f)cv^t unb mcnn man's liifet, Unb gibt tl)m fein ©iippc^en. ®tngt baju : ®d)laf in 9tul), fBd^a^, \)t\a, pope'ia ! Ttn^t, metn ltebe6 'ifiitJpdien, ni(i)t (Bat iju fd^redfltd) fdjreia ! — 56 — All my dolls .and puppets are Dull and still and drowsy, Do not cry as babies do, Do not stir aud rouse me. But when — hark !— ' Comes the stork, I sing: my darling etc. , 9tUc mctne ^upjjcn fmb &ax in fttU imb Icbcni, @d)vctu nid)t wie cin flctncS ^tnb, itegt man's in bie gebcrn. 2lber--l)ord)!— A'omint ber ®tord), ^eifet'S: eia, popeia ! jc. 19. Evening Song^, V o K m ^— r « p A <* J -m m Z- -f — P -kH — * ^— — P- - -t|>-H — ••— -fca 1? ^~ _^_ t^ ^H -^. F ^ " ^ 1. Why 1. 2Sic do you al - ge^jl bn fd^on rcail un - V, ^ tcr. o sun, set "Son '- nc. so fo ■ ~ K m m m ^ ^ 1 ^ |S Ha — ^ f^ —^ . ti ^— tj -fca ._^ — ^ 1^_ - _K - soon ! friil)? Our play Sir fmb was so nod^ pret - ty, ntun = tcr, we're ^ — — ap — _^ - ^=B — =d^- (• - . _p • — '^— b? -4z -=U— =i^ 'V— - still ful @on = ne, 1 of fun ! ber ' jie^ ! Well, 3)od) bro - thers, ntor = gen. to- i^r r-f?=-^ ^ r a ^ IK ^B — 1 ^ L 1. ^ -J^ --m — m~ ha — _ — ^- — ^ — — ^— -w- '^— -i^^ -t ^- --±3 — to ^— - - mor - row, 93rii = ber, if heav - en fd)Iaft n)ol)l, gu be = te bright, 5Rad)t ! we'll play with ja mor = gen - out hjirb (^ ^ ^ — ^B 1 • t> 1> ! ^ r p r" T 1* *i . ^ — b- -bzil i^ sor - row, but now say good night ! ttjie = ber 9e = fdjerjt unb ge = Iod)t! 2. Be thou never lazy, But rise with the day ; 'T is not-at-all hurtful And gives time for play. And if we are faithful In school and at home, How happy then can we Play, scamper and roam ! 2lnf, anf, mit ber ©onnc, 3t)r ©riiber, red)t friil) ! '^ai ift maljre Sonne Unb mQd)t feine SDiiil)'. Unb l)abt il)r am Sage 9inr @nte8 gett)an, S)ann fctb il)v am 3tbenb ®tct3 gtiicflic^ baran ! I — 67 — 20. Dancing (for Girls.) Fast. , — m— ~ — t?— — 12 — ~"P~" M — m — ^■^ 1 S — k— t^=: -r — fc^— -:«* • — r —J tan = ge tt)te bie 2«ii den ©on = nen= :4f*: :il=i: :e=: -^ fcl)ein, im ©on = nen - jdiein; id) tan ge mit (5nt= - b* — h gc = fd^JDinb! S" tfen. 2)od) slower ntd)t fo |c!^r fonft PT~:^~^~^ — J^-Lp rzzq=z:g_. ]_^ i=^izzgEE^EE b^ ^— t g= — ^ T | — t^ -T=g^ '^ ti ^ li^— F ge^^t mir auS ber SBinb. Sd) slower tan = je mtt Gnt= ^ P slower (fen, id^ tan ge mie bie 2)iii = den, id^ F=e: :t2: slower tan =■ je h)ic bie aJZii 2Bcr tanjt mit mir, wcr tonjt mit mir ? 2Ber fptelt bagu bie ©eigen? 3l)r Sungen, ftiU, i{)r Sungen, ftiU! iUiiigt tangcn ober jd)tt)eigen I 3c^ tan^c, lueif id) mufe, 'I)agu :^ab' id) ben gng. 3'^r Sungen, il)r miigt |d)n)eigen ! 2Ber jpielt bagu bie Oeigen? = den. 3. 3c^ tange gem, id) tange gem, 3d) tange aUt iage. S)aS t^utnid)t nicl), ba8 t^utnid)t wtl), S)a8 mad)t mir teine '"jJIage. 2ritt mir nid)t auf bte 3cf)', Senn baS tl^ut ttjirflid) mcl) ! 3d) tange alle Xac\e, ©as madit mir feine $fage. 58 Kot fast. 21. Swinging (for Boys.) 1. Up and down dangles the swing, friends and com- 1. 2luf unb ab jc^au = !eln roir jo, fmgt nun, ®c= :=^ :i^^: cziipz: pa - nions, we'll sing ! fpie -- len, rec^t frot)! Hith - or and thith - or we §tix unb Ijer fliegt un -- jer f 1 f*~ 1^ N _ ^ ' P s f • ■ M TZ. • ^ — ^ — H 1 L ^ 1 .... ^ 1 1 ^__ J. rush, high - er 1^0 « ^er and unb liigh - er 1)0 = I)er we em push, por. =^ ^ m =r: :fiicz±e- Boys like to swing pret - ty high, — girls, don't cry ! 3un - gen, btc fd)au » fein gern l)oc^ — fdjrett nidjt bod) ! It::^ 1 — but sing, sing loud, when we rise: how SWab = d)en, fmgt lau => ter, rtenn'S fliegt ! O njte's fine! njiegt! 2. Faster and faster behind 2. 3mmev gefc^ttJtnb, nur gefd)»uinb ! Flutters our hair in the wind. glattcrt ba§ §aar in bem SSinb, Boys, it must fire our heart, ^ricgcn bie Sungen red)t ISlntl), When through the air thus we dart. SBaUet il)r luftigeS 351ut. Girls, Oh, do not be afraid ! 2)iabd)en, luaS fUvdjtet il)r end) ? T' is too late ! ©d^reit ntd)t gleid) ! Rather sing merrily loud; ©tnget auS boUeftev 33ruft : Give a shuut ! £> i,ie Ju[t » — 59 — 2a. End of Play, 1 — 1 rcTi r ^, ^ \ 1 -/ h /* 1 r ' — - p3' (" — ff r \L' I y 1 ^P r- 1 F -^/ : m ' ^ II Our S)te play - time is ©piel = 3cit ift 1 o'er nun now, au6, and 2~ 1 ' 1 1 — . 1 . ■ ■ r |«— .■- ^ ] F- ! H /r3^^ ^ ' 1 — t — p— M J . — ?H ■ — *— H — 1 _*_ — _| — t^— ^1 home - ward we ge = ^en roir must go. Fare i!ebt well, fare- lebt :=t jiziz ZiZt well, and be S3leibt im kind and mer Iteb po unb lite! out! fare- Sfebt :?=: 12!^: _F! ^r well, fare - well, and be kind and po - lite ! hjol^l, lebt ttjo^l, bleibt im » mer Iteb unb gut I 23. Homeward. :=T- -. ^ ,_ Home - ward are ^m = ber, kgt we unS go fd)et mg ben, as the :ct :il=: itz: night na^t dews bie fall. 5«ad)tl There's Un no [er use Sag »oa -?2- :|=: ==l: fret - ting, hap py are we all! greu bcu Uiar ja fd)on tooU - brac^t ~ 60 — Note. It will be found very entertaining for children, if with the above pieces, in suitable places, bodily movements are carried out together with the song and words, such as are indicative of the meaning. So should in No. 2 the words "when through the air they're flying" be accompanied by a wafting of all hands above the head; the words "take me along" by a rising of all the class and lifting of hands ; and the final words "And caper, hop and rove about" by a corresponding, but not too loud a movement. So in No. 7 "snow-balling" should be described by fitting gestures. So in No. 8 the final words by a clapping of hands. The whole of No. 8 may l)e dramatized by descriptive motions. In No. 1 1 the parting of the swallows should be acted by a turning half round of the children stand- ing and the gesticulation of taking leave. In No. 13 the hare's rising on his hind-legs is imitated by putting both hands to the head as ears ; and the words " 't is dreadful to contem- plate " are accompanied by holding the hands on the eyes, as though weeping; finally the last strophe by a significant warn- ing with the index-finger. In No. 18 the baby -tending may be acted in every strophe. In No. 19 the last two lines of each strophe by singing, wheeling and sitting down again. Nos. 20, 21, 22 and 23 give occasion for similar movements. — On the whole, singing should be carried on in a sitting, standing and walking position alternately. — 61 II.— CHILD-LIKE POETRY WITHOUT SONG. 1. Why Dolly cannot speak, Dolly, can you speak ? Now, pray tell me why You cannot — I 'm sure, You are older than I. Let us hear some good thing, You have pretty bright eyes; Come now, let us see. If you really are wise. You have eyes, but no mind; I have eyes and mind too: A hint let me take To do better than you. 2. The Jftonkey, See! there 's a monkey in the street, His face looks very old, And though he wears a little coat, I think he feels the cold. His master plays the tambourine, And makes him dance and leap; But when he 's tired, he carries him, And lets him go to sleep. — 62 — The monkey's home is far away, In lands across the seas. There monkeys live in merry troops, Among the forest trees. They climb and play and spring about, And gather juicy fruits, Or on the mossy ground they run To dig for wholesome roots. The monkey loves her little one. She holds it on her arm. Or lets it sit upon her back. To keep it safe from harm. Now let us give poor Jack some nuts: He puts them in his cheek, And looks as if he 'd ask for more, If he could only speak. 3. Water. How wonderful is water, Though we see it every day 1 It 's clear as air, and useful For more than I can say. It 's very good for drinking. It helps the ships to sail, It falls from clouds in raining. And in the snow and hail. What could we do without it? No trees or grass could grow; And we should all be thirsty, And not know where to go. — 63 — The oceans would be valleys That never could be passed; No clouds would come to shade us, And the earth would be a waste. How good a thing is water To every thirsty child ! Strong drink will make men angry, This makes us calm and mild. It tastes the best of all things, When we are warm or dry; And if we 're not, we should not drink; There is no reason why. 4. The Fiy^ the Raindrop and the Sunbeam, One warm summer morning, A very small fly Was dancing and buzzing All round in the sky. See ! says the little fly, What I can dol While I dance on my wings, I can sing with them too. From a cloud that was passing by Fell a raindrop. And swallowed the poor little Buzzing fly up. Oh ! says the little fly. What shall I do? This is the strangest thing Ever I knew. — * 64 — The thundercloud burst And came down in a shower, And the drop with the fly in it Fell on a flower. Oh ! says the little fly, What shall I do ? I should be as well ofi" With no wings as with two. The flower grew low By the side of a brook, And into its waters The raindrop she shook. Oh ! says the little fly, What shall I do? My wings and my body Are wet through and through. Away ran the little brook, Faster than ever. And tumbled the fly and drop Into the river. Oh ! says the little fly. What shall I do ? Where am I going? I wish that I knew I The river rolled on With a mighty commotion, And emptied the fly and drop Into the ocean. Oh ! says the little fly, What shall I do ? The world is all turned Into water, 't is true. — 65 — There came a great fish With a fierce looking eye, And he snapped at the drop, For the sake of the fly. Oh ! says the little fly. What shall ive do ? If the fish swallows you, He will swallow me too. But a sunbeam, that saw What the matter was there, Drank the drop ! and the fly Was as free as the air. Now! says t'he little fly, See what I'll do ! So shook he his little wings. And far away flew. Note. The words: "What shall I do" may each time be joined to a begging fold of the hands ; other words with other motions of the hands and arms. The four pieces No. 1 — 4 may be used for oral translation into German prose by the older pupils. The translation need not be literal. — 66 — 5. The IF'ay to School, In winter, when 't is cold, In winter, when it snows, The way to school is long, As everybody knows. But when the cuckoo halloos That lovely spring draws near, The way to school does shorter By half to me appear. Good pupils, though, find always The way to school but short; In summer and in winter It is to them but sport. 6. The Boy who wanted, to be tall, I 'd like much to be tall and big. And reach to the applctrce's highest twig, To stalk about with mighty pace, To outrun horses in the race; Up to the highest mountain top To climb with One, two, three ! hop, hop ! And il' there came a tiny dwarf — Like you — Lift him with my thumb by the scarf; And walking in the streets — just so — Look over every roof and steeple; That all the boys and all the people Should run and shout and cry: halloo! Oh what a giant, what a show ! But if I were so very tall, I could not go tcf school at all; Therefore, 't is better to be small. NoTB, This piece ought to be accompanied by gesticulation in several places, especially at the words "like you", which will be acted with haughty mien and by holding the hands out to signify littleness. — 67 — 5* ®ct SEBCQ in bic (S^uU, Qm SBintcr, irenn c« frieret, ^m SBintcr, iDcnu c^ fd)ncit, ^Da ift bcr Scg ^iir (Sd)ule ©crab nod) 'niai fo lueit. !J)od) luenu ber ^ucfuf rufct, !©a ift bcr ^riil)(ini3 ba; ®ann ift bcr ST^cg jitr Sd)u(c |^iirtt)a()r iiot^ 'nial fo ual). SScr abcr gcrtic (crnct, ^ciii ift tciii Scg ]\i fern; ^^m 5-ritl)Ung unc ini 31Mnter ®cl)t cr jur cr ftcinc @ctitcgto#* 3d) lunrc gcrn, nd) gcrnc grof^, (2o groi5 ali \m ein iHpfclbanm, Unb ging'niit mcitcn *3d)rittcn (o^, !©aB niir cin %^\cv't) nndjtnnic fanni; Unb licfc anf ben l)od)ftcn ^crg 9D2it ^^luci, brci Sd)rittcn flint t)inanf; Unb tiinic fo cin flcincr ^wcyq — 2Bic bn — Qd) t)ob' il)n niit jlDci ^ingcrn onf. Unb mcnn id) burd) bic (2tra^cn lief, (2o fat)' id) iibcr jcbc^ T^ad), Unb febcr ^nngc fal)'<5 nnb ricf: ^aUol) ! nnb rennte niir bann nad). ®od) lucnn id) gar fo grof? bann njcir', ©ing'id) nid)t in bic (Sd)n(c mcl)r, — Unb ba gefallt inir'^ bod) gar fe^r. — 68 — 7. 1§*ork and Pluy. Work while you work, Play while you play ! That is the way To be cheerful and gay. All that you do, Do with your might; Things done by halves Are never done right. One thing at a time, And that done well, Is a very good rule. As many can tell. Moments are useless. Trifled away; So work while you work; Play while you play ! Note. This piece, also, is fit for repeating, wlienever children are reck- less, slothful or fretful. 8. The Doits (for Girls). How this doll is annoying me ! There in the corner I put thee. Thou say'st no word with thy sweet face, And dost not stir from place to place. A living plaything I prefer. Now, Lizzy, be in place of her ! You shall my daughter henceforth be. And like a baby cry to me; Shall have your milk and sugared pap; I sing a ditty, you're in my lap; I dress you, and you must keep still And do exactly what I Avill. I lay you in youi^ little bed. — 69 — Wei ]\iv 3eit, ®pie( unb 3lrbcit ! ®orin ift grcub' Ocfet unb ofljeit! SBaS bit ie tl)uft, 2:i)u' e§ mit l^uft. 5ffia« l)Qlb man tf)ut, ©erfiti) nid)t gut. (5in6 Quf cinmat, Unb red)t gemadjt, ^Qt mand}en Warm ®el)r meit gcbrarfjt. Unnit^ ift ^tit, X)ic man Dcrfaumt, jDarum nie gctroumt, SlUeg 3ur ^cit ! 8* ©tc «PufrJ>c. (gitr 3Kabc^en). iBic langmetlt mcinc '^nppe mi(^ ! gort in bic Gcfc ftcU' id) bid). X)n fagft bic gan^e 3cit fcin 3Bort, 9?u()rft bid) nid)t Don bcr StcIIe fort. (Sin lebcnb *il3itppd)cn lob' id) mir. ^omm, i'ic«d)cn, fonnn, id) fpici' mit bir ! 3e^t foUft bu mcine 3:od)tcr fcin Unb n)ic cin flcinc^ tinbd)cn fd)retn. S(i} gcb' bir cincn i'offcl ^rei Unb fing' ein SKicgenlicb babci. ^c^ pu^e bid), unb bu I)daft ftitt Unb tl)uft gef)orfom, n)a6 id) rv'iU. ^(i) leg' bid) in bcin ^ettd)cn fcin, — 70 — You call me ''Ma"! you are my pet, To-morrow I your child Avill be; You fondle as a mother me. Now then, begin to cry and fret Right baby-like, my tender pet ! Note. The above piece requires also some gesticulation. 9. The nalloon. Ye comrades all have seen, no doubt. The air balloon which flew about; A little boat was hung below, Where sat a man who cried: halloo! He waved a flag, it looked so prim, I should have liked to sail with him ! But was afraid that I might fall. And might be shattered once for all. How rapidly rose the balloon ! The man looked like a dwarf full soon. How much can he sec at a glance — Rivers and cities, Avoods and lands ! How fast he glitlcs from spot to spot, Till is seen but a little dot. I 'm dizzy now in tracing his way — No, I prefer below to stay.* lO. Jn the Brook. How the sun the water tinges, And the pebbles on the ground With its golden color fringes — What a fine bath have we found ! * The gesticulation here is a shaking of the head. All the piece may be dramatized. — n — Unb bu ncnnft mtd^ bctn SJJiittcrtcin, Unb morgen bin beiu ^inbc^en i c^, 3)u fingft mid) ciit unb marteft mirf). S^Jun fang rcd)t ftdg(id) on ju jdjrein, 3}2ein liebe^, fleine^ 3:t)d;tcrlein ! 9. ©cr Cuft^rtttott^ 3^r ^omcrabcn, ^abt i^r fc^on ®efe^n ben gvofeen l^tftballon SIZit cincv flcincu ©onbcl bran ? !Dnn )at5 nub [audj^tc Icint cin SJJann. Sie l)iibfd) ! cr Ucp cin 5af)nd)en fUcgcn — ^d) wcirc gcrn init nnfgcftiegcn. T>od) fitrdjt' id) mid); ^cV id) l)erauS — (So ludr'^ mit mcinem t'cbcn au^. Sic rafd) flog bcr iSatton cm^or — ®er 9[l?Qnn torn wic cin ^wcw^ mir »or ! SSa§ mu^ bcr ?lUe^ fonncn fcl)n, ©tabt, 'Dorf unb '*3anb unb ®crg unb ®een ! Unb uiic rn[d) ba^ inciter gel)t, ^i'g it)r eg mie cin '!|3itnftd)cn fet)t! (S^ fd)n)inbe(t mir e^ an5nfd)aun. ^d) fii{)r' uid)t mit, wiirb' mic^ iiid)t traun. 10» Snt 5Ba<^c» Sic bic ®onn' im Saffcr ftral)tt Unb bic ^iefcl auf bem ®runb a«it ©olbfarbe ubcrmalt ! ®ett, cin ^ob, ^a^ wax' gefnnb ? — 12 — In sunshine and open air, Shrubs and fragrance everywhere ! , Let us bathe in this cool brook, Follow me, boys, to yon sweet nook ! Little fishes, now beware ! * Ha 1 like lightning they are gone ! If I sprinkle you o'er there,** Comrade, Avould it not be fun ? Would that I a fish could be. And plunge deeply now and then. Swimming far out in the sea. Till the school-bell calls again ! But to be dumb like a fish. And to be shut in by ice In the Avinter, I 'd not wish; Comrades, that would not be nice. No, a child that loud can sing. Surely that's a better thing Than the finest fish can be, Eating worms in silent glee. 11. Bewitching, Ay, if I was a fairy, and could bewitch, For fun and mischief how would my fingers itch ! Now I would to a whirlwind instanter change, Blow off your hats and bonnets — how droll, how strange ! Would turn into a sunbeam and o'er your bed Dance nimbly in the morning, when night had fled. Then would I be a huge fiy and buzz round you. And when you went to catch me, raise much ado. I would lie down before you, a luscious pie, And when you just were gi-asping, away I 'd fly. * Gesticulation : a warning with the index finger. ** Movement indicative of sprinl^Iing. ~ IS — Qn bcr ©onn', in freier Suft, ^wifc^cn ©riiu unb Salbceibuft ? 2luf, juin -53ab im fiiljfcu ^ad) ! 5lir i^r Slnabeiv mad)t mir'd nad) ! ^i[d)(cin i^r, nel)mt end) in 3td)t ! §a, fort I'inb fie luic bcr ^(i^! ^ft'^^ nidjt cine \val)vc ^vadji, SBenn id; bid), ^am'rab, bcfpri^'? ^tinnt' id) bod) cin ^ifd)lein fcin ®ann unb loann, nub tand)cn ticf, (gd^iuinnncn lucit ind 9)?ecr Ijincin, Sdii jur @d)ut' bic ©locfe ricf ! Sfbcr ftumm fcin luie cin ^ifcf), .^anierabcn, mbd)t' id) nid)t ! Unb im Sinter ift'iJ ju frifc^ Unb ju eng ini (iife bid)t. Siicin, cin ^inb, ba^ fingen fann, 3ft tiiet beffer bod) baran, Slt^ bcr fd)bnfte ©olbfifd) ift, ;Der ftiU feinc Siirmc^eu fri^t ! 11* ©ic 2<^ubtttu Qa, njcnn id) t)C?:cn fijnntc luic cine ^^cc : T)a woUV id) Unfinn trciben o fcruni [c ! :33alb roiirb' id) mid) Dcrnjanbeln in cinen 2S>inb Unb ndl)nie fort cud) ?UIcn ben ^^nt tjcfdjiDinb. ®ann mad)t' id) mid) bc{)cubc jnm Sonncnftrol)l Unb fd)ien' cud) friil) ind :©cttd)cn, wedt' cud) jumat. ^alb war' id) cine i^ficgc, fummt' nm cud) t)cr, Unb uiolltct it)r mid) t)nfd)cn, mcit wcg id) war', ^d^ (cgte mid) al§ ^ud)en bid)t Dor end) t)in, Unb ipofltet i^r i^n naf^en, wUrb' id) entf(iet)n. — 74 — Again I your boot would be; you 'd draw me on, Would find you walk on stockings, what glorious fun ! I 'd turn into a bell and — to dinner call; You 'd scramble hungry forward — back would I fall. I would into a riea change, your hand to sting, And if you wished to catch me, how would I spring ! I 'd be your bathing water, and in the tub Around your heels like magic I would dry up. I 'd be the finest flower, and when you 'd try To place me in your bosom, away would I. I 'd be the green turf, and you in lying down Would splash into a pond, but — you would not drown. I 'd be a golden dollar; you 'd grasp at it, To find I was but paper, a counterfeit ! But then, in all this doing I 'd mean no harm; And as I am no fairy, raise no alarm ! What pity that there now is no more such charm ! Note. This piece also may be played with gesticulation. IQ,, The vain Gosling, A gosling was as white as snow. It stretched out its neck — just so !* And thought it was a swan. "Indeed, the only thing I lack Is a long neck, curved proudly back," So said it and stretched on. It left its sisters, went aside, And bore itself with scorn aud pride — As gosling 't was ridiculous; A swan it never, never was I * Gesticulation adapted to the words. — 15 — Sdait \mx' id} eucr ©tiefet, i^r joqt mid) an, Uitb giuQCt Qiif bent ^Stiumpfe, \vk ladjt' id) bann! :33alb mar' id) cine ®lodc, rief end) jn 3:i[d), ^am't l)nnc3riij i{)r gelanfen, entfliJt)' id) frifd). ^aib 3n)id't' id) end) an ipanben al^ Juie ein ^lol)— SBenn il)r mid) fangen luodtet, \vk \mx' id) frol) ! •33alb luar' id) -53abeuia[|er, ftiegt il)r l)incin, @o todv' bie !Sanne trorfcn nm ener ^ein. Sd) war' bie fd)onfte •53lnme — it)r brcid)et mid), Qn^ ^nopf(od) mid) ;,n fteden — nnb fort luar' id). Qd) \mv' cin gritncr 9iafen — il)r (egtct end) — llnb et)' il)r'£^ end) Dcr[a()et — Icigt it)r im !Ieid). Sd) wax' ein gotb'ner ;l:^oUar — i()r grifft nad) mir- Sd) \v'dv% menn il)r'§ befat)et — nnr Don *ij5apier. T)od) ail ba^ )ydr' nid)t bo[e don mir gemeint; 2tnd) bin id) feine ^ee, bin nnr ener ^-rennb. Sie fd)abc, ^a^ fein 3Qul'cr je^t mel)r erfc^eint ! 12, ®aS title ©an«cf)cm @in ®an§d)en tnar |o nteif? tine eftern ^id) Unb redt' ben |)ald nnb jiertc [id) Unb marb aid (^rtndd)en Idd)erlid), Unb \t»urbc bod) fein ®d)n)an. — 76 — 13. The Raven. A raven stole a hundred things, — Pearls, money, glass beads, golden rings, And with them to his nest he hied. The rooster looked at it and cried: "What art thou doing with that booty. Which never any good will do thee?" — "1 do not know," replied the raven, "I take things only just to have 'em." Object Lessons to 12 and 13. — The moral Lessons in these two pieces ought to be elicited from the children by questions like these : Can a goose help being a goose ? Is it its own fault to be only a gosling ? Is it a disgrace to be a goose.' Cannot a goose be as good in its place and as happy as a swan ? Can it become a swan by trying ever so hard ? Wliich is better, to take away things from others, or to give good things toothers? To make others happy, or to wish to be happy alone? What do you call the raven for stealing ? and what for keeping what he did not enjoy ? * 14. The dancing Bear. What a dancing-master is coming there? Welcome, welcome, jolly bear I What shrewd arts you do understand ! Hobbling on two legs, staff in handl A pity only, it seems to me. You growl at it so grudgingly 1 "No wonder !"says he, "why should I laugh. If I must walk here on my staff? I 'd rather be in the woods, my home, And sleep, or at my pleasure roam. Here I am hungry many an hour ; I 'd rather the forest for honey scour." Object Lesson to 14. — The children ought to describe the bear from re- collection and from a picture. Give as much of the bear's Natural History as will explain the piece, and repeat your teachings by questions and answers. — 77 — (5in 9?at)e [rfjlcppte taufcnb 3)ingc, ®clb, ®la<5foraUeu, ^^erlen, Oiinge 3ii cinen 3Binfc(, wo cr fcl)licf. !Dcr ^audt)af)n fa^ il)m gu imb ricf: „Sad t()uft bit bcnit mit bicfen Sad)en, !^ie bid) bod) nicnial^ QliidHd) madden ?" — „3d) »?ciB e« [elbft nic^t," fprod) ber 9?abe, „3d) nel)m' e^ nur, bomit idj'S \jaht." 14* S>ei: Xattsbat* SBaS fommt bcnn "t^a f itr ein JTanjmciftcr t)cr ? SBiKfommen, h)iUtominen, bu nQrrifd)cr ^av ! SBa^ hn bod) aUcd fur ^'unftc t)crftcl)ft, 5Bic jiertid) bu auf siuci ^eiucn gef)ft ! 9iur ^djaht boc^, ©drd)cu, I)orc niir ju: ©u brummft [o gar oerbriefeli^ baju. nSSfliv Sarcn ift'S frcilid^ nid)t jum 5?ad)cu ; Qd) mu§ ja t)ier meiue (gpriiugc madjeu. 33iel Itebcr luor' id) im Salb, ju §au^, Unb fd)Iicfe iu mciner 5pi)I)(c an^. ^icr mufe id) I)ungcru bcu t)albcu Xag; 35iet lieber giug id) bem ^onig nad)." - 78 — 15. The Jflonse. To the butler says the cook: "Catch me that mouse m the nook ! There 's nothing safe in the pantry, Nor in the kitchen, nor in the laundry ; All things around it gnaws And bites with its little jaws. Where 'er roast-meat is found. Little mousey is around. It bored in the pantry a hole, Through which it went in and stole. Now catch it, butler, use thy wit, Or out to the bushes drive it." The butler makes a wry face And says: "Little mouse, little mouse, Stay in your little house 1 Take care to-night. Keep out of sight I Don't rustle so loud. Nor steal here about I Or else I shall get you In my trap, I tell you !" The butler covered up all the food. And in the trap the bacon put, Then locked the kitchen and barred it. And went to bed in the garret. Little mouse keeps still and thinks: He is right; and off it slinks. But only a little while. When it says with a smile: "The bacon smells too sweet; It won't hurt me, indeed, If I nibble a little bit, A very little of it. — T9 - 13, S^ic 9Wau§. S^tc tbd}tn f priest jum tod): „^au9' mil- bad lltauiflciu bod) ! (id ift ntdjtd fid)cr in tiid)' itnb teller, SBebcr ill ber (2d)ii[fel nod) aiif beiii Xedcr. ^0 'wai liegt, ba fri^t ed; 2Ko wad vied)t, ba ift ed; 5lBo eiu ^ratcii baiiipft, toinmt bad SOiciudlein unb mampft. 3n ben titd)cnliel)alter ^at cd gcbii'leii eiii V'od). tod), faiuV iiiir bad iUZciudleiii bod) Hub la%' cd luieber in bie g-elber obcr in bie Scilbcr!" T^a inad)t ber tod) eiu (^c[id)t Unb fpvid)t : „9Jiandlein, 9)?and(ein, ^Icib' in bcincni .'pandlein ! gjimin bid) in 5ld)t .f)cut' ?Jad)t ! Wad)' and) fein ®erdn[d) Unb [tiet)t nid)t bad 5'Ieifd), (gonft mirft bn gefangcn Unb anfcjc^angen !" ^iDcr tod) aber bed t jn atlc (Sc^iiffeln nnb ftcUt anf bie ^-alle ^intcn im Gd' nnb tl)nt t)incin ben (gpecf, ©perrt bie tiid)e jii, Qet)t nnb Icgt fid) jnr 9JuI). T)ci^ ^Biandlcin ober ift rnl)ig Unb fprid)t: ,,'IBad er fagt, t{)n' id)!" 5lber cd I)at nid)t lange gcbancrt, s JVest t "To whit! to whit! to whcc! Will 3011 hstcii to me ? Who stole four eggs I laid, And the nice nest I made?" ''Not I," said the cow, "moo, 00! Such a thing Id never do ; I gave you a wisp of hay, But didn't take your nest away. Kot I," said the cow, ''moo, 00! Sucli a thing I 'd never do." ' 'To whit ! to whit ! to whee 1 Will you listen to me? AVho stole a nest away From the plum-tree to-day?" "Bobolink, bobolink! Now what do you think ? Who stole four eggs I laid, And the nice nest I made?" "Not I," said the dog, "bow, wow! I wouldn't be so mean, I vow; I gave hairs the nest to make, But the nest I didn't take. Not I," said the dog, "bow, wow! I wouldn't be so mean, I vow!" "To Avhit ! to whit ! to whcc 1 Will you listen to mc? Who stole lour eggs I laid. And the nice nest 1 made?" "Not I," said the sheep, "oh no! I wouldn't treat a poor bird so. I gave wool the nest to line, But the nest was none of mine. Baa, baa!" said the sheep, "oh no! I wouldn't treat a poor bird so." — 83 — 16* aScr I)ot ^a« SBoflclncft flcftoI)tctt? limit ! timnt ! tniint ! ipbrt ciiimat jit, id) bttt' ! SSer l)at iiiir nicin "itk|"td)cn ncnommcit Unb oier Gicr, bie id) lefomnicii ? ^^cf) nid)t, fprad) bic ^iit), mu, mu, (So 'wai id) nicmat^ (()ii'! Gill :23ii|'d)c( ^■)cu gnb id) bnju, ©od) baS 9cc|'t, ba^^ licf^ id) in 9iuf)'. Od) iud)t, [prad) bic ^id), nui, mil, ai 9(efttein fort, §eute Don fcincin t)vi ? Sd) nid)t, fprid)t bcr ipnnb, I)nnm, ^annt, Qd) fomnie iiic anf cinen ^amn. Sd) gab .^aar ^nm '>:)icftc I)cr, ®od) ftc()Icii fonnt id) niinnicrmc{)r. Od) nid)t, [prid)t ber ^^nnb, l)anm, f)anm, 3^c{) fommc nic anf cinen ^aum. STmrttt! timnt! tmuit! ^(jrt cinnml ^n, id) bitt'! Scr t)at mir mcin 9icftd)cn gcnommen Unb dicr Gicr, bic id) befommcn ? Sd) nidji, [agt ha^ Sd)af, nein, ©0 granfam fonnt' id) nic fein. SoUe gab id), ba^ 9ccft 311 luarmen, S3od) ha^ 9?cft t{)at id) nid)t {)drmcn. 53aba ! fagt ba§ !£d)af, ncin, Wk tmmV id) [0 granfam f cin ! — 84 — "To whit I to whit! to wheel Will you listen to mc ? Who stole four eggs I laid, And the nice nest I made?" "Coo cool" said the cuckoo, "Let me speak a word, too. Who stole that pretty nest From the little yellow-breast?" "Caw 1 cawl" cried the crow, "I should like to know What thief took away A bird's nest to-day?" "Cluck 1 cluck 1" said the hen; "Don't ask me again! Why I haven't a chick Would do such a trick. We all gave her a feather, And she wove them together. I 'd scorn to intrude On her or her brood. Cluck 1 cluck 1" said the hen, "Don't ask me again 1" Chir- a whir 1 Chir- a whir I We will make a great stirl Let us find out his name. And all cry: For shame 1 "I would not rob a bird," Said little Mary Green; "I think I never heard Of anything so mean." " 'T is very cruel, too," Said little Alice Neal; "I wonder if he knew, How sad the bird would feel ! " J — 85 - 2:uniit! tutrit! tutt)it! ^ort einmal 511, id) bitt' ! Ser t)at mir niein ^?Jcftcf)cn gcnomnteit Unb oier C^ier, bic ic^ befommcn ? v^utu ! vicf ber .Qudut t)cr, 9)2bd)t' ipiffcn, mcr ber "^^icb icor! SSJcr bicje^ 'Jicftdien 9cftoI)(eu, 3)cn foil bcv iludut l)olen ! ^rat), trdl) 1 fdjrie ber 9?abc, ®cbt l)cr, ob id)''* l)abe ! 2Bad fiir ciii <2d)lingel mu§ e§ fein, 3u nel)mcu ani eiit ^^icftclcin ? ®lucf ! glucf ! mciiitc bie ^crnic, T)ai ift mcl)r, aii id) tenne. 'S ift imtcr mciiicr ®riit fcin ^ut)n, ©ad fo 'wad (Sd)lcd)ted foiinte tl)uu. SBir gabcn !^cr cin S^htv 3inn 5lcftd)cu cine ^eber ; ^ix l)abeu iiidjt'* gcmetii Wit fold)en 3)icberei'n. ©liicf ! glud ! meintc bic §cnne, !©ad ift mcl)r, aU id) fcime. 9?ifc^, rafd)! fifet, fafcl! 9)Zad)t reditcii ©pcltafcl ! SBoU'n fet)n mit einanbcr, 3Ber ber i)ieb ift, pfui, (2d)anbc ! Qd) nel)mc fcin 9'?cftd)en auQ, ®agte 3)hricd)en Tlau^. Qi ift ganj nncr^ort, "^a^ man bic 33oglcin ftbrt! '© ift cin graufamer ^Spa^, ©agtc vSlii^d)en §a6. Ob ber ©icb e« n}ol)l bcbad)t, 233a« fiir ®d)mer3cn er gemad)t? — 86 — A little boy hung down liis head And hid himself behhid the bed; For lie stole that pretty nest From poor little yellow-breast. And he felt so full of shame — He did not like to tell his name. 17, The little Tree that wanted, other L,eaves. There stood in the forest a little tree Through fair and l)oisterous weather, That had but needles instead of leaves For a garment upper and nether. The needles, they were stinging. The little tree was singing: "All my little comrades — alas ! Have the nicest leaves on, And I have but needles — alas! AVho looks at me? — Ko one! Of all the wishes manifold I 've but one, for leaves of gold." Night came, the stripling foil asleep, And in the morn awoke again, When it had golden leaves — ha, well! Proud was it, then. The little tree said: "Now I 'mglad, No other tree such leaves e'er had I" But when the sun that day went down, Through the woods a robber slipped. With pockets big and a face so brown. He saw the golden loaves and stripped Them from the twigs and stole away, And left the tree bare in dismay. 81 — (5tn 33iUi(cin ()dngte [cin ^aupL Q r t)atte bnci "ilccftdjcu gcraubt. £), cr |d)dmtc fid) fo gar! SBoU'u md)t fagcn, mer ci \m\v. 17* 2Jom S8aumlcitt, ^a$ anbete 93Iattcc 1)at detooUt. (5§ tft cin ^Qumtcin geftaiibcn im ^a{i>, 3n gutcm unb |d)Icd)tcm iilsettcr, !^ad liat uoii imtcii bivJ obcu 9iiir Oiabcdt gcl)abt [tatt ^totter. ®ie "^Jabcdi l)abcii ge[tod)cn, T)aiS 4Bdumlciii l)at gc)pi-od)eii : JUk ntcinc ffamcrabcn f)Qbcu fdjiiiie Ai3U1ttcr an, Unb id) I)abc nnr 9ZabcIn, 9Jicnianb )'icl)t mid) an. Tjiivit' id) mil- uiitn[d)cn, \m& id) njoHt', SS3iinfd)t' id) niir flatter Don lanter (i)otb." Sic'd 9?acr)t ift, fd)lief baS ^aumlcin cin, Unb friil) ift'^ uncbcr aufgcniad)t — !Da liatt' c^ golbcnc iBUittcv fcin, IDa'S wav cine *ij?rari)t ! 3^a^ i;!3dani(cin fprid)t: ,3?nn bin id) ftot^, ©olb'nc quitter I)at fcin ^auni im Apolj." Slbcr luic c§ 5Ibcnb luarb, ©ing cin 9Jiinbcr bnrd) ben 'iS^saii), Wit gro^cm ®acf nnb (angeni ^art. !Der ficl)t bic gotb'nen ^^Uittcr balb. (5r ftc(ft [ie ein, gcf)t cilcnbt^ fort Unb td|t baS Icere ^dumlcin bort. The little tree said sobbing: ''My leaves of gold, they are no morel My heart lor shame is tlirobbing, The other trees are leav'd all o'er 1 Oh, if another wish I had: With leaves of glass I would be glad!" Night came, aslec[> the stripling fell, And in the morn awoke again. When it had leaves of glass. — Now well! Laugh it did then, And said: ''Now I am full of glee, No tree is glittering like me I" But then a violent wiiirlwind rose And grew a gale in a hurry. And blew through all the trees, and those Glass leaves were in a flurry. And all the bright leaves of glass Lay broken in the grass. The little tree said whining: "My glass lies on the ground; The other trees are shining In verdure all around ! Oh, if but one more wish I had: I 'd wish green leaves and would be glad 1" Night came, the stripling went to rest, And in the mora again awoke, And had green leaves like all the best! That was a joke ! It said: "Now I ^ave leaves like all, And need not be ashamed at-all!" There came the old goat sneaking, With empty udder. For grass and foliage seeking. As a good mother. — 89 — 1}a§ ^dumtcin fprtdjt mit ®ranicu: „3!J?ctnc golb'neu flatter baucru mid] ! Qd) iiui^ t)or belt aiibcru mid) fd)dnicn, SDic tragen fo fd)onci5 i'aiib an [id), ^iirft' id) iiiir tuiiiifdjcii nod) ctum^, Sunfdjt' id) mir ©latter Hon lantcr &ia^." 2ii>ic'5 9?ad)t ift, fd)acf ba§ 33dnnilcin cin, Unb micbcr friil) iit'i anfgcwad)t; 5^a l)at e$ c3Ui|cnic :33ldttcr fcin. ®av5 S3dunilciu (ad)t Unb \pv\d)t: ,,'^hm l)ab' id) bod) 53Idttcr and), ©a^ id) mid) nid)t ^u jd)dmen brond)'." T)a tarn cm argcr ^iMrbcIwinb SOtit eiiicm luiiftcn ii^cttcr. 'Dcr fdl)rt bnrd) allc ©dnmc gcfd)Uunb Unb fonimt an bie flldjcrncn ©latter. ®a lagcn bie ©latter non C^Hafc 3crbrod)en in bem (Strafe. !Da§ ©dnmlein [prad) mit !Iranern: „9)?ein (Viiai licgt m bem Stanb; S)ie anbern ©dume baneru Tlit it)rem griinen 8anb. Senn id) mir nod) iim^ it)iinfd)cn [oil, Siinid)t' id) mir griine ©tdtter mol)!." Sie'S '^adjt luorb, fd)Uef ta^ ©dumlein ein, Unb luieber fritl) ift'S anfgeit>ad)t; '^a t)at ev^ griine ©Idtter fein. 3)a\5 ©dnndcin lad)t Unb fprid)t: „Oiun l)ab* id) bod) ©tdtter and), l^a^ id) mid) nid)t ^n [d)dmen brand)'!" ^a !am mit do Hem Gnter !Die attc @ci^ gcfprnngen, ©ic jnd)t' fid) (Mro^ nnb lirdnter giir il)rc 3nngen. — 90 — She sees the leaves — what docs she care ? — And nibbles the poor tree quite bare. Again the tree stood l)arc and sore, And said: "What a strange fellow I was ! I shall now wish no more Leaves green, or red, or yellow; Had I but needles for-ever, I 'd never murmur, never!" Night came, the sad tree fell asleep; Sad in the morning it awoke — But looking round it did not weep, No, no, — in hearty laughter broke. And all the trees round laughed at it, But stripling did not care a bit. "Why then was it now glad and bright ? And why its fellow trees did mock ? It had got back that very night All its needles, the old frock, — So that any one may behold it, It is just as I told it. Walk there, look on, l)ut touch it not ! Why not? — Its needles it has got. Note. The moral of the piece — to he satisfied with one's station in life — ought to ho touched upon. The piece is not too long for four or five lessons. 18. Horse nntl Whip. A truck horse in tlie stable stood, Tlis harness olf, awaiting food. The whip is in the cornei- dangling, The sluggard at the whip is wrangling: "How awfully scvere's thy flogging. When I ain with the wagon jogging ! — 91 — ®ie ficl)t bag 8au0 unb fragt nti^t ttiet Uub fi-i^t e'S ob mit ©tumpf unb ©ticl. Unb Uiicbcr ftanb ba§ iSdumlciu Iccr, (5d fprad} nun 3U fid) felbcr : Qd) bcc3cl)rc nun fcincr ^Miittcr utcl)r, SSebcr gritucr, nod) rotl)cr, nod) gclbcv. ^(itf id) nur nod) nicinc i>cabcln, Sd) wollk [ie nidjt tabchi. Unb tDtebcr ld)licf bn* :35aumfcin ctn, Unb traurig ift c^ aufgcuiad)! — 3)a k[icl)t cv^ fid) im Sonncn|d)ctn Uub (ad)t unb (nd)t. UnD a((c iBiinnic Iad)cn'^ an^, ;©a^ iytinnilciu abcr nmd)t fid) nid)t3 b'rau^. Savum I)at'd 33nuiu(cin bcnn gcladjt ? Unb luanun fcinc i'ianicrabcn? ($•6 l)at bcfomuicn in c i n c r 5?ad)t Sicbcr alio [cine iliabchi, !Dat3 ^cbcrumnn ci fc()cn fnnn. &c[y l)iuauv^, [icl)'i< nn, bod) rit()r'^ uid)t an. Sarnui bcnn nid)t ? Si'cirvJ ftidjt 18* ®a§ ^fcrt unb bic «PcitfcI)C» (Sd ftc()t im 8tnl( bcr ipcrbcvg' faiit ®er nbi]C5dnnitc jvn()nnannc'gan(; T^ic '^]3citfd)c l)ani-)t ant 'Juiijcl bort, !Dic fd)navd)t cr an mit barfd)cm '-Ilnn-t: nWic fd)rccflid) t)a[t bn mid) ncfd)lai)cn, %i^ id) gcfpauut luar an bcu SIhiqcu ! — 92 — ''My neck and back arc striped and scarred Like Union flags, you strike so liard. I tell the whole truth blunt and round: You are the coarsest whip e'er found." ''Ay," says the whip, "you are yet young, You 're stout of bone, of marrow strong, You like a filly ought to draw, Not puffing like an old nag, pshaw! If you will day by day do so, You will not get a single blow." The horse thought well of it that night, And minded it with all his might. And ran, next day and afterward, Right with a will, just like a bird. He darted over hill and dale. Did never in his duty fail. The whip with him no more did meddle, But beat the time with merry rattle. 19. MSiff nog and smali Oog, "Big dog, you daren't stay, Bully, be gone away! If I should get at you, What would I Avith you do !" "Cur, keep still, little wight. You 're not so dreadful quite !" Bull dog the cur would spurn, Hardly his head would turn. Little cur said not a word. Sped away like a bird; But when he was safe in-door. Barked as loud as before. Note. This piece bears some cesticnlation, such as threatening with the fist on the part of the small dog, the turning of the head of the large one. — 93 — 9)?cin ^ald unb 9?ucfcn l^alicn Stricmcit ©0 tang unb brcit unc Sattclriemcii. 3d) itiill'S mir [agcn hir', unb bciitfd): ®u bift btc aUcrgrbbfte ''^Jcitfd)' !" ®ie ^eitfdjc fpridjt: „^tft jiuig uiib ftarf, §aft fefte iluodjcn, gefunbciJ 9}?ai1; i)a mii§t bii tuic ciii giiUcn laiifcn Unb barfl't nid)t inic ein fllcppcr [djnaufcn. Unb luidft bn biu^, bcfommft bn Zao, fitr 3:a\3 5l)on mir nid)t cincn cin3'9cu SdjUicj." !l)rauf t)at bcr ©ani c« iibcr Tiad)t Sot)l iibcrlcgt unb iibcrbad)! Unb ',og am anbcvn Zac^ ben Sagcn (So fdjncU, ha^ man eiJ nidjt fann fagcn. S)a ging c5 iibcr XI)aI nnb i^iiigcl, 9tlv^ unircn i()m gcuiad)icn %{\\(\d. ^Ic ^M'itjdjc lief; i()n jdU in ^Jiul)' Unb fnallte nnr ben 3:at:t baju. 19. ©rofjcr unb Hciitcr J^iiiib* „©ro^cr .Spnnb, ti)lpifd) 3:t)ier, SSillft bn gtcid) fort Hon I)icr ? Scnn id) erft fomm' an bid), ®cl)t cd bir jiimmcrlid) !" „„Sti(I nnr, bn fleincr 3Bid)t, SOicinft ca fo jd)Umm bod) nid)t !"" ©rofecr |)unb brel)tc fnnm ©cincn ^opf tuic im llranm; Kleiner fprad) nid)t cin Sort, !i'icf in bcr Gilc fort; Grft a(§ cr fid)cr it^ar im ^an^S, S3cUt' cr gciDattig jnr 2:t)ur I)inan^. — 94 — 20. I HI try. Two Robin Redbreasts built their nest Within a hollow tree; The hen sat quietl}- at home, The cock sang merrily; And all the little young ones said:^ "Wee wee — wee wee — wee wee !" One day the sun was warm and bright And shinuig in the sky; Cock Robin said: "My little dears, 'T is time you learn'd to fly." And all the little young ones said: "We '11 try — we Ml try — we '11 try !" 1 know a child, and who she is I'll tell you by and by; AVhen mamma says: "Do this or that," She says: "What for?" and "Why?" She 'd be a better child by far, If she would say: "I '11 try." Note. Whenever a child frets at a lesson, and refuses to try, the class may be made to recite this piece, and to look at the little sinner, at the words: "I'll tell you." 21. The Pigeon-house. Look ! here's a pretty pigeon-house ! In every narrow cell A pigeon with his little wife And family may dwell. Their beds are only made of straw, The rooms are dark and small; Rut many though the pigeons be — There 's room enough for all. — 95 — 20. Sd> tDiU'g t)crfucf>cn. ©u ^aar i)iotl)teI}Id;cii bauf cin 9ccft Sin eiiier griiucu @teU'; '4^ic aJiuttcr ru()ig fap baljcim, !j)a§ ipal)ndjcii fang fo l)c(I. !Die 3^iingcn all, fo fprarijcn [ie : „$Bi lui, lui w'l, \vi wi, \vi mi!" (Simiml im jdjonften (Sonncnfd)ctn — ^cin 2©inb luar lucit unb bvcit, a^ Xauhtnf^au^* (Scl)t ^icr, ein niebtic^ !i:aubcnl)au!5 ! ^'n iebem Sinfclein (Sin !i:dnbrid) mol)nt mit feiner grau Unb feinen ^ungen ftein. SSon ©trol) finb i^re -33etten b(o^, !Die 9Jdnmc eng unb bid)t, !l)od) ob'd an^ nod) mcl)r S^auben finb, $(n 9?anm fe^lt'^ i{)ncn nid)t. — 96 — Because they don't dispute and fret For every little thing, But live in love and gentleness, At home and on the wing. How soft and low their cooing sounds, As each one says: "Good night !" How cheerful, when at early morn They dress their feathers white ! Then far into the Avoods and fields To seek their food they fly, Returning to their house betimes, When sunset gilds the sky. Note. IJkewise this piece may be recited by the class, when iiiiairels and disputes have occurrcsl. 22. The Sprites. How comfortable — we are told —- Was rendered life by Imj^s of old ! If one was lazy and struck work, And would his lot of labor shirk, There came, ere you might Think it, at night, The urchins and swarmed And rapped and alarmed. They tugged And hugged. And hopped and trotted, And cleaned and blotted; And ere a sluggard was awake, Would all his day's work ready make. The carpenters stretched out themselves On chips of wood down on the shelves. 9T ©ie luifl'crt nidjts Don ©treit unb ^mit Uiu icbc itlchiigtcit; gieb-reid) imb fricblicf) lebcu [ie 3u §aiiS unb braupen Wcit Sic [anft unb jcirtlid) fitngt Ujv 5:on, 3[Bcun iebci^ [agt: „®ut' 9tad;t!" !©c^ SJiorgcn^, lucnn fie pu^cn fid), gragen, luti^ 2)iauia imd)t. !Dann flicgcn fie in 95>a(b unb gc(b 9lad) il)veni Jynttcr an^j; Unb ntcnn bcr 5lbcnb golben luinf't, '^amx tonuncn fie nad) ipauij. 22» ^ie ^cinjelmanttii^cn* Sie wax ju ^o(n c^ bod) Dorbem 9Kit Apeinjclnuinnd^cn fo bcqueni ! ©enn mar man foul, man legte fid) §in auf bic ^anf unb pflegtc fid): — !Da famen bci dladjt, (5()' nian'^ gebadjt, !^ic DJMnnlein nub fd)Uidrmtcn Unb fUippten unb larmten Unb rnpften . Unb ytpften Unb t)itpftcn unb trabtcn Unb pntjten nnb fd)abtcn — Unb et)' ein ?^an(pe(5 nod) cnuad)t, 3Bar air fein S^^agemcrf bcrcitd gemadjt. !Dte ^inimcrlentc ftrcdtcn fid) $^in auf bie ^Bpan' unb recften fid); — 98 — Meanwhile a host of sprites came on, And saw what worlc was to be done; Took cliisel, saw, paste, And hatchet in haste. The}' saw and they chisel, They whittle and whistle, They chopped And topped, The rafters they righted, Like falcons they sighted: Ere the carpenters are well awake, Clap! ready the house is — and no mistake! The master-baker's bread and cake, Lol the Imps Avould nicely bake! His lazy workmen lay adown, Thereat the urchins would not frown, — Would hug and drag Full many a bag, And knead exactly And weigh correctly. They lifted And sifted, They swept and raked And clapped and baked. The workmen still in a choir would snore. When the fresh bread from the oven would pour. At the butcher's the matter stood just so: The men and the boys slept in a long row. Meanwhile the active Imps would start, And cut the hog across and athwart. All went in a hurry, Like a mill in a flurry. Some the skewers topped, Some with hatchets chopped. Some rinsed, Some minced ; — 99 — 3^nbe[[en fam bie ©cifterfi^aar Uub fal), wa'3 ba 311 jimmeni \vav; 'Ml)m 'Mci^d mib ^eil Hub bte ^dge in (Sir, llnb fcigtcu imb [tadjcii Uub l)iebcn unb bradjcii, ^cvapptcu Uub fapptcn, S3ifirtcu luic galfctt Uub fct3tcu bic ^alfcn, SI)' fid}'^ bcr 3i"""ci"i"fl"" t)cr[al), ^(app, ftaub hai gaujc ApausJ [d)ou fertig ba 1 ^^cim 53acfcruiciftcr luar uid)t 5Jott), ®ic Apctujcluiauudjcu bacftcu ^rot. ®ic ftiulcu 33urfd)cu Icgtcu fid), ^ic ipcin5c(manud)eu rcgtcu fid), Uub ad)]tc\i bnl)cr 9J?it bcu Scicfcu fd)Uicr, Uub fnctctcu tiid)tig Uub iDogcu ci ridjtig, Uub l)obcu Uub fd)obcu Uub fegtcu iin'Ci \)adkn Uub jlopftcu uub bacftcu. T)k ®urfd)cu fd)uard)tcu nod) im CI)or: !J)a riicttc fd)ou bag ®rot, ta^ neuc, oor! ^dm ^•(cifd)cr giug c8 juft fo ju: ©cfctl uub ^urfd)cu lagcu in 9iul); ^ubcffcu fameu bie 9)inuu(ciu l)cr Uub l)adtcn "ba^ i^leijd) bie Itrcus uub Quer. '^a^ ging fo gefd)nnnb Sine bie kill)!' im Siub. ®ic f(Qppteu mit ^cilcu, :Dic fd)uil3teu an ©peileu, ©ic fpitlteu, !©ie n3iil)ttcu — 100 — Were mingling and blentling Stuffings unending. When the foreman at last opened his eyes — Whoop ! there dangled sausages nice ! With the innkeeper it was thus: There drank The beastly butler till down he sank By the empty barrel fast asleep. The Imps would care of the wines keep, And smoked with brimstone All the barrels with caution; And lifted and rolled With pulley and bolt ; Were wheeling And reeling, And pouring and mixing And puddling and fixing. And ere the butler rose, his wine Was finished well and rendered fine. A tailor once was in a stew, A state-dress was to be ready, too; Threw down the stuff", lay on his couch Down on his back and stroked his pouch. The Imps so able Slipped on the table, Cut cloth and flitched And sewed and stitched. And seized And pieced. And looked on and sized And ironed and spliced; And ere friend tailor was fairly wake — Burgomaster's coat hung on the stake. Now, curious was the tailor's wife, Would know it all or lose her life: — 101 — Unb meiigten imb mifdjtcit Unb ftopftcu nub uitfd;tcn; Zl)at ber ©cfcll bie 3Uigcn auf — SKupp ' I)tiu3 bie 2Bm[t fdjoii ba jum StuSDerJauf ! Sciin f2d)cnfcn wax ci [o: e3 tranf '^cv Slnicv, bi^ cr nicbcrianf; 9lin l)ol)(cn 5"ffc fd)ltcf cr ctn, S)ic yJZiiiinlctn forgtcn urn bcu Scin, Uiib [djiucfcdcn fcin Snie 5i'i|ici* fill/ Unb roKteii uiib t)obeu Wit SBinbcii iiiiu iUobeu, Unb [djiucnftcn Unb [cnttcn Unb goffcn nnb pan[d)tcn Unb nicngtcn nnb manfdjtcn. Unb cl)' bcr ^liifcr nod) ern)ad)t, 2Bar [djon ber SKein gcfdjbnt unb fein gcmad)t. ©inft I)atf ctn @d)neibcr gro^c "ipcin: !Der (gtaat^rocf follte fcrtig fein; 5fi?arf l)in ba»J ^cwq nnb Icgtc fid) ^in anf ba^ 01)r nnb pflcgte fid). T)a [djlitpften [ie frtfd) 3n ben 'Sdjncibcrtifd), Unb fdjnitten nnb riid'ten Unb niiljtcn nnb ftictten, Unb faf?ten Unb patten Unb ftrid)en nnb gndten Unb ^npften nnb vudten; Unb el)' nictn 5d)ncibcrletn ertt)ad)t, Sar 4i3nrgerniei[ter^ dlod bcrcit^ 9cmad)t. 9]engterig lunr be§ 2d)neibcr§ 3©cib, @ie madjt fid) bicfeu 3eityei'ti*'^il'- ~ 102 — Strews peas about the following nights. Then slowl}^ comes the host of sprites; One glides apace, Falls on his face; Some from steps slide, Others in tubs glide: They tum1)le And rumble, Are noising and crying And cursing and sighing. Down she hurries with a candle — Hush ! they vanish, ofl" they scramble ! Alas, alas ! they are no more, None to be found as heretofore. One can no longer lazily rest. Now every one must do his best. . Himself must plod. Not dream and nod, Do his own scratcliing, blotting And running and trotting, And cleansing And rinsing. And clapping and baking And cooking and raking. Oh ! that it yet were as of yore ! But that good time returns no more. 23. Spring Bells. Snow-drop lets ring its bell, Ring — ling — ling 1 What does it mean? pray, tell! — quite a merry thing: That Spring was born again this night, A child so fair and fine and bright I — 103 — (Strciit Grbfcn ()tn bic anbre '^a6jt. SMc ipcin^clmamidjcn fommen fad)t. Gill's fal)rt mm nii«, (2d)(ai3t l)iu im ^^auQ; T)ie glcitcn Hon -Stitfcn, ®ic phtmpcu in ^ufcn, ®ie fallen mt ed)aUcn, Unb Icirmeu unb [d;rcieu Hub Dcrmatcbcicn. (2ie [pringt I)inimtcr nitf ben ®d)aH 3J2it l^id}t: l)U|d), Ijufd), I}u[d), I)ufd}— t»crfd)n3mben aW ! O incl) ! 9htn [inb fie al(e fort, Unb tcine^ ift mcl)r I)icv ant Ort ! SOJan faun nidjt mcl)r luie fonften rn()'n, ''Man nutf5 nun 'Mki fclbcr tl)un. Gin 3ebcr mup fcin Sdbft flcif^ig fcin, Unb fra^5cu unb fdjubcn Unb rcnncu nub trabcu Unb fdjniegehi Unb biigcln Unb flopfcn unb Ijacfcn Unb fod)cu nub barfcu. 9(d), baJ3 cd nod) luic banml^ unir'! ®od) fommt bie \d}oiK ^c'xt nid)t luicbcr I)er. 23. ^tit^Iinf^Sgtixfcn* (Sd)nceg(od'd)cn t()nt Uintcn, ^(ing — ling — ting ! 2Ba« t)at bas ^,n bebeuten? — (Si, gar cin tuftig !Diug ! !©er ^•rii()Ung l)cnt' geborcn inarb, Gin 0nb ber allcrfc^onftcn 9irt; — 104 — True, still in a white bed it lies, And 3et its play is wondrous blithe. 80 come, birds, from the South along, Deliver your enchanting song I Ye sources clear, Awake and cheer ! Why would you longer tarry? — Talk with the baby merry! May-flower lots ring its bell: 13im, bam, boom ! What does it mean? pray, tell ! O, Spring is bridegroom, Is to wed with the earth to-day. In splendor great and proud array. Come, pink and tulip, wal't your flag Of brightest colors, do not lag ! Ye, rose and lily, white and red, Ye shall be bridesmaids, when they wed I Ye butterflies. Colored and nice. Shall lead the dance as swains; Birds sing orchestral strains 1 Blue-bell lets ring its bell Bim — bim — bing ! What does it mean ? pray, tell 1 Alas, a sorry thing! To-night from us takes leave the Spring, — A serenade is what they bring. Glow-worms a torch-procession keep. The woods Avill sigh, the brooks will weep; The nightingales will intonate In every bush, in every glade Their sad adieu: Spring, come anew! We loved you all sincerely, We wooed you all so dearly ! — 105 — ^wav (icgt cS nod) im Mm^cn ^ctt, !l)od) fpiclt c\< jd)on jo iDimbcrnctt. S^rum foinnit, il)r i^bgel, am bem ©lib Hub bringct nciic Vicbcr iiiit ! 3()i* Oiicdcn al(, cninidjt iin XI)at ! SaiJ foil ba^ Ifiiigc 3«i'bcrn ? ©ollt mit bcm iiiiibc plaiibcrii! a)?ati]Iocfd)cit tl)itt Idittcn: ^iiii— bam — bam! Sad l)at ba\< jii bcbcutcit ? — (ynil)ling ift Aiiraiitigam ! 9)?ad)t .spodj'^cit mit bcr (irbc l)cut' dMt grower ^)?rad)t mib ^-cftlidifcit. 9i}ol)laiif bcmi, 9iclf nub 3:iilipan, Hub fd)iiinift bic biintc .'pod)^citt^fal)n'! 5)u Oiof imb Vilic, fdjmi'ufct cud) — ®raiitiiuigfcrn follt il)v lucibcii glcid). Q\)V Sdjmcttcrling' ©ollt bunt itiib flint' !Dcn ."podj^citi^rcigcu fiil)rcn, !Die iBogcI muiiciicn. ®tangli3i.fd)cn tl)ut lilntcu: Sim — bim — bim ! 35?aS \)at ha^ jn bcbcntcn ? — 5(d), ba<5 ift gar 5U fd)timm ! |)cut' :)Jad)t bcr j3-riil)ling fd)cibcn mu^, !J)rum bringt man il)m ben 5lbfd)icbdgru§. @Iiil)mitrmd)cn ^ic()n mit Vidjtcrn l)cl(, Gd ranfdjt bcr Salb, cv^ tlagt bcr Quell, SDapuifdjcn fingt mit fiif^cm SdjaU 2lu§ icbcm i^nfd) bie ^}?ad)tigaa Unb luirb if)r ^icb ®oba(b nid)t mitb'. ^ft and) bcr ?^ritb(iug fd)on feme — a<5 bilbcft bit bir cin ? Si^o ift bciii 3?Qtcr uiib 9}?uttcr(ciu ? S^ic l)aft bit bcibc iitd)t, !5)u ariiicr, citlcr !ii>id)t ! S^a]t ^^riibcr iiid)t, nod) ^rf)Uicftcr, 9iid)t Citfcl iinb i^cttcnt, ntciit -defter, ^"^aft fciiic licbcit 5ttitbcrlciit, 5Mc bit woi fbiintcft luartcii fctn. 5(itd) (clift bii ciit paav Xai^c itur, ^^i)"t bann ucrfd)untiibcit oI)ne epiir. 9L)(it aflcr bcincr iDhtntcrfcit, Wit bciiicnt [d)oncn ic fcib il)i- [tctf itnb triimm, 33crbogcn, ftitiiim itiib bitimit, Scib fd)(cd)tc ^{anicrnbcii 1 SBic man cud) ftcUt, [o blcibt il)r ftel)n; Q\)v ritl)rt cud) ntd)t, foll'ij tonuart^ gel)u 3u frtcgcriidjcu !Xl)ntcn. Q\)V fount uid)t fd)ici5cu, ftcd)cu, t)an'u, SO?au fricgt c^? fatt, cud) nnjufdjau'u. ^omint l)cr, }^\% 2ri?iU)cIut, .Qnrt nub ^ranj, ©corn unb 5(ugn[t, .^uu', nub .^lans! Unb aW \\)Y aubcru ^uJ^flcu, all' ! ^ctJt bin id) cucr ©cncrat! — lOT — 9?el)mt ftatt bcr (Vlintc cincn Stocf, 2iMr bvaudjcit fcincii hiiitcu 'Jiocf, 9ciii* Hon ^]3apici-c ciiicu .'put. yiuu pa^t jdjou auf imb folcjt luiv giit, Hub menu id) rufc : eiu^S jmci, brci, ©cbt g-cucr! madjt ciu gvoij (s^ci'djrci dM ^uff, uiit M) uub ^rad) ! :r>auu lauft niir nU 3ufammcu nadjl 9hiu uoniinrtv<, ^tamcrabcu, 3ctjt fpidcu lull- ^olbatcu! 108 — CHILD-LIKE TALES. (Please to note ickat is said on them in the Introduction.) 1. The smart Starling. A thirsty starling wished to drink. Before him there was ajar with some water in it. But with his short beak he could not get at it. He tried to break the jar with his beak — in vain, — it was too hard. lie tried to overturn the jar; but he was too weak Ibr that. Being, however, firmly resolved upon drinking, he reflected how he could bring it about. Thus he hit upon a good idea, at last. He gathered many small peb- bles, threw them into the jar, so that the water therein rose, and at last he could reach it with his beak. 2. The urangling Goats. Two goats arrived at the same time on a narrow bridge that led over a deep chasm. They met each other in the middle and found the bridge not wide enough for them to pass. Each called out to the other that she should turn about and give way; but neither would do it. Each threatened blows and showed her horns. And as neither would yield, they came at last to heavy blows, and both tumbled over the bridge down into the deep gorge, where they lay with broken limbs. 3. The JLion and the Jflonse. A lion was sleeping in his den, when a little mouse, playing right above him, fell on his nose. He awoke and caught the mouse, and be was about eating it up, when it begged for life 109 — i!lxu5fid)c cSi'S^^/f ii»fl<^n- 1* S5cr gcf{J)cutc (»toar. Gin biirfttger Staar moKtc triufcn. i>or i()m war cin cr SSfir unb hit ^ittbcr* Untcn in bcr Sirtl)dftubc fa^ bcr ^drcnfitt)rer unb a^ fein ^Ibenb- cffen. ^raun ftaub braupeu, an ciucn ^fa^I gebunbcn, — ber arnic ianjbar, bcr fo grimmig audficl)t, abcr langc nid)t fo fc^Iimm ift. Dbcn in bcr !Dad)ftubc fpicltcn brci ttcinc ^iubcr; ta^ altcfte luar Did(cid)t fcd)d, bad iiiugftc nid)t mc()r aid jiuci 3at)re alt. "ipiatfd), ptatfcf)! fam cd bic '^Ivcppc t)crauf; ircr mod)te bad fein? — !Dic 5:t)iire fprang auf — cd tuar bcr "ipcl.^ bcr gcwaltigc ^clj ! (gr ^attc fid) gclangmeilt, ba untcn im §ofc gu ftel)n, unb cr i)attc nun ben 25>cg bic Zvcppc l)crauf gcfunbcn. ^tiic .^iubcr luarcn iibcr bad grof,e 3:i)icr fo crfd)rocfcn, ba^ fie fid) in bie SBin!e( ncrtrodjcn; abcr er fanb fie, befd)niiffelte fie mit ber @d)nau3e, tl)at i^nen abcr uid)td. — 114 — " Why ! that's a big dog", they thought and stroked him. He lay down on the floor, and the small boy rolled over him and hid his curly head in his woolly fur. Now the oldest boy took his drum and made a loud noise with it, and the bear rose on his hindlegs to dance — how grand ! Each boy took his little rifle, the bear got one also — he held it upright — what a pretty comrade ! and now they marched : ' ' One, two, three ! " And just then in came their mamma, looking after her chil- dren. Oh, what a fright for her! — And the keeper of the bear came too to take him down. But the smaUest boy said: ''Ma, we are playing soldiers 1" 8. The Children and, the Peaches, A father bought five peaches, the largest and finest to be seen, and gave one to each of his four boys, and the fifth to Mamma. In the evening he asked them what they had done with their peaches, and how they liked them. "I ate mine and threw the stone away," said Charley, the youngest. ' * Oh how nice it tasted I " "I ate mine," said the second, "and planted the stone in the garden to have a peach-tree from it." "I sold mine for five cents to a boy," said the third, and picked up the stone which brother Charles had cast away, cracked it and found a sweet kernel in it." "I carried mine to sick Godfried, the neighbor's son, who has so long been bed-ridden, and ran away fast," said Edward bashfully. "Now tell me who has made the best use of his peach?" asked the father. (And the other three called out: "Brother Edward has.") Note. The answer in parenthesis should not be told by the teacher, bnt extracted from the children. Likewise they should be made to guei^s what the fiither may have said to the youngest, to-wit, that he had done well enough for so small a boy ; and what to the second, to-wit, that he had done — 115 — „X)a« ift fic^er cin grower §unb/' bac^ten [ic unb ftrcidjctten i^n. 6r tcgte fid) auf ben gupoben, unb bcr Heine ^nabe njaljte fid) obeu brauf unb fpielte 5i3erfted mit bem I'odcntopf ini bid)tcu "ij^el^c. ^fJun na^m ber Sleltefte bie 2;rommc(, ma^te lauten 'ilmn barauf, unb ber -33ar crI)ob fid) auf bie ^interfii^e jnm Slanscn; i:ia^ xoax allerliebft! 3ebcr ^nabe na\)m fein ®en)cl)r, ber •33ar mn^tc and) einS ^aben unb I)ie(t e^ orbentlid) feft — ha^ wav tin pvMjtiQtx ^amcrab, unb nun gingen fie: „ein^, jroei, brci!" i^a tani bie 30?ntter, bie nad) i^ren ^inbern fal^. Sl^, ttjie roar fie crfc^roden ! Unb ber 53drenfiit)rer tarn nub no^in il)n mit. Slbcr ber fleinfte Ounge rief: „5Uiama, \m fpieltcn nur ©olbaten!" 8. ©ic Winter unb ^ic ^Pftrfc^cn, Sin 33atcr faufte fiinf 'i|5firfd)en, bie grbpen unb fd)onftcn, bie man fet)en fonntc, unb gab jebem feiner Dier ^naben eine unb bie fiinfte ber 90'iama. 2lm Slbenb fragtc er fie, luad fie mit i^ren "ipfirfdien gcmad)t, unb h)ie fie gefc^mecft I)atten. „3d) {)ahc meine gegeffen unb ben ©tein weggetDorfen/' fagte ^artd)cn, ber iitngfte. „£> njie fiip fie fd)me(fte!" „3d) t)abe meine gegeffen unb ben et 9lcifen^c unb tic l^uelle* din 9icifenber fam an cine frifd^c, fii^tc CncKc. Sr toat fcl^r ert)i^t oom ®el)en nnb l^offtc fid) ju crfrifd)en nnb ncue ^raftc auf fcinen 3Beg ju fammeln. 2lber ba§ fatte 3Baffer tl)at il)m ©^aben unb er fiif)(te fid) franf. „0 bu giftiged Staffer !" fd)rie er, „n)er ^attc ba§ in bir gefud)t!" — „3d) ein ®ift?" fagtc bie Quelle. „(£ie^ uur, luie frifd) unb grlin id) atte ©rafcr unb ilrdnter mai^e, bic id) begie^e ! -3ft e^ nic^t beinc (2d)ulb, luenn id) bir <3d)aben tl)ne?" 11* aSolf, 5u^ imt Sttann* (5inma( traf ber gud)^ ben 2S5o(f, unb fie fd)U)a^tcn jufamnten, unb ber g'urf)^ fonnte nid)t SSorte gcnng finben, nm ^u befd)reiben, wie ftarf ber 2}?cnfd) ii^cire. ilein !l:i)ier, fagtc er, fbnnc i()m toibcr* ftcl)en. :5)cr Solf fanb bie§ Iad)erlid); jeigc mir einen aj?enfd)en, fagtc er, id) loill il)m meinc ©tdrfe gu fiit)tcn geben, unb cr foil fd)(cd)t lucgfommcn. — 118 — "All right 1" said the fox, who wished to play a trick upon the wolf. * ' I shall come to-morrow morning, take you along and show you a man. And so he did, and led the wolf out to the highway. Not long after there came a little boy along the road, with his sat- chel, on his way to school. "Is this a man?" asked the wolf, and was about going for the boy. "No, that is to be one," answered the fox. After a while an old soldier hobbled that way on his crutches, and the wolf asked again: "Is this a man ?" "Stop!" said the fox, "that has been a man. Just wait a little." And then the hunter came, with his rifle on his back and his pouch by his side, and whistled a merry tune. "Now look!" said the fox, "this is a man; I will take my- self off." "Coward!" growled the wolf," you shall see what I shall do with him." And he sprang forward to fall on the hunter. "Oh !" said the hunter, "what a pity that I have nothing but small shot in my barrels!" And he took aim at the wolf and gave him a load in his face. And the buckshot tickled the beast mightily; but he moved undauntedly forward. The hunter now fired off the second barrel, and the wolf howled for pain. But he gathered all his pluck and made an onslaught on the hunter. The hunter then took out his sword and struck him a couple of sharp blows over his face, right and left, so that his blood ran down over it and filled his eyes. Then the wolf had enough and ran away. The fox had waited for him and asked: "Now, how did you fare wath the man?" — " Alas !" howled the wolf "I had not thought that man could be so strong. First he took his bloAV- pipe and blew into it, and I felt a pricking hail in my face. Then he blew in another time, and it was as if it rained sharp pebbles. At last he drew forth a shining rib from his body and cut my face so badly that I had to run away." "Do you now sec," said the fox," what a braggart you are ?" — 119 — '^\m gut ! fagtc bcr Sud)§, ber bem Solf etncit ©trctdf) fpiclen iDoUtc. O^i} fomme morgen frii^, nc^me bid) mit unb seige bir citieu 2)?en[d)cn. Uub ertl}at ba^ unb fut)rte ben 5BoIf ^erau^ an bie gro§e ©tra^e. yiidit lange l)ernac^ tarn cin ftciner 3unge be^ Seg^, ben JHanjcn auf bem 9tu(!en, unb woUtt in bie @d)ule. 3ft ba^ eiu a)ienf^? fragte ber 5BoIf uub lootlte auf ben l^'nabeu Io§get)n. 9iein, bag tnitt erft einer irterben, autiuortete ber "^nd)^. 9^ad) einer Seilc {)nm)jclte ein alter ©olbat balder auf feincn ^riicJeu, unb ber 2Bo(f fragte luieber : 3ft ta^ ein 9Jicnfdj ? ^alt! fagte bcr t^ud;^, ta^ ift einer geroefen. SCarte nur ! Unb banu !am ber Odger, mit ber glinte auf bem 9?iid"en uub ber 3agbtafd)e an ber ©eite, unb pfiff cin InftigcS ![^ieb. 9?un fiel) ! fagte ber gudj'S, ba3 ift ein SJienfd); id) ipill mid) fort^ mad)en. geigting ! fnnrrte bcr 2Bo(f, bu follft fet)en, luaS id) mit i^m an== fange, Uub cr fpraug t)in, um hen 3figfr au5ufat(cu. O^o ! fagte ber QdQer, \uie fd)abe, ba§ id) nidjts aU ©c^rote in beiben ?aufcn gclaben l)abe. Uub er tegte an auf ben Sotf unb gab i{)m cine ^abung in'v^ @cfid)t; unb i)a^ ©d)rot fi^elte bie .^eftie ge= JDattig; aber cr riidtc mutl)ig Donudrt^. ©er 3ager fcuerte nun ben siueitcn Sauf ah, unb bem Solfc iDarb e8 griin unb gelb dor ben Slugen. 5lber er fa^te iDieber Wuti) unb mad)tc einen 9lngriff auf il)n. ®a jog ber ^dgcr feincn ^irfd)fduger l)crand unb 3og i^m ein paar fc^arfe §iebe red)t^ unb i'lnU itbcr tai ©efic^t, ba^ bo« 33tut i)erablief unb il)m bie 3(ugcu fiitltc. ®a fjatte ber Solf gcuug unb na^m Oxei^au^. !X)er }^nd)^ ^atte auf if)u gcluartct unb frug: 9^un, wk bift bu mit bem yjienfd)cn fcrtig gcworbcn? — 5td) ! I)eu(te bcr 2Bolf. 3d) pttc nic^t gcbai^t, ba§ bcr iDicufd) fo ftarf ipdre! Srft na^m er fein ^(a^ro^r uub blie^ ^inciu, unb id) fiif)Ite einen ftcd)enben |)aget im ©efid^t. !Dann blicd er )Bieber ^inein, unb eS )uar, aU ob c^ fd)arfc ^iefet rcgnetc. ^nki}t jog cr cine btanfe diippt au§ bem geibe unb l)ieb mir bamit mcin ®efid)t btutig, bafe id} auSreif^cn mu^te. ©ie^ft bu nun, fagte bcr gud^d, umS fiir eiu '^ra^ll)au« bu bift? — 120 — 12. The Farmer^ his Son and the Donkey. A fanner (peasant) went with his son to the city, to make some purchases, and took an unloaded donkey along, to carry the wares home. A traveler, whom they met on the road, said: "You are foolish to walk, when you have a strong beast of burden that could carry both of you." "He is right," said the farmer, "let us both mount." And so they did. Another traveler came along and exclaimed: "Shame on you! you overburden that poor beast, while you are strong enough to walk on foot, at least one at a time." * ' Well, " said the old man, ' ' you may walk along, boy, while I go on horse-back." After a while they were addressed by a third pedestrian: "Old man, for shame ! you make your slender boy tramp along on foot, a healthy big fellow like you !" "True enough," replied the father; and he mounted his son and walked by his side. "Lazy youngster!" cried a fourth passenger, "it is unbe- coming in you to make that poor old man trundle along. Can- not you relieve him ?" "What now?" said the peasant and shook his head. "We have tried every way and could not please the people." And they tied the donkey's fore-feet together, and his hind- feet also, put a long pole through and carried the donkey on their shoulders to the city, where everybody laughed at them. Thus it is, if you try to please everybody ! Note. The latter two pieces require a rather advanced sub-class, to ho told aad repeated with profit. — 121 — 12. ©cr aSauer, fciit (Bo^n un^ bet ©fct. Gin Waiter ((farmer) ging mit fetnem ®of)ne nad) bcr ®tabt, urn ba Sinfdufe 3U mad)cn, utib nal)in einen unbetabenen (Sfel mit, ber bie SSaaren l}ci;ntrai3cit [ollte. Gin 9ici[cnbcr, ben fie onf bem SBegc trafen, fogtc: 3^r feib tl)o* rirf;t, ba^ il)r gc()t, lucnn il)r cin |o ftavfe<5 ?afttl)icr bci end) {)aht, ba^ end) bcibe tragen tonnte. — Gr l)at dlcd)t, fagte bcr ^auer, lap un$ beibc anfftcigcn. Unb fie t()aten ba^. X)a fam ein anbcrcr SBanbcr^mann unb [d^ric: ©djamt end^, i^r briicf t ba^ arme 2:i)icr faft nieber unb [eib bod) ftarf genug, ju gni^e ju ge{)en, wenigftcnd Giner auf cinmat. ©ut, fagte ber 9t(te, bu umgft 3U ^^u^c gel)en, 3nnge, unb i^ reitc. ^lad} einer SScilc bcgegneten fie einem britten Sanberer; bcr fagte: Sifter, fdjdmc bii^, ha^ bu beinen armeu ^nngcn neben^er laufen (o^t, unb bift boc^ fclber ftarf unb gefunb. 3Ko{)( wal)r ! ernnbcrte ber ^atcr; cr Iie§ feiuen @o^n anfftcigcn unb ging bcil)er ju i^ntfec. }^a\\kx ©tricf ! ricf cin Dicrter iyteifenber, c^ fd)idt fid) nid)t, ba§ bu ben armen SUtcn ^a beil)cr trampctn Id^t; fannft bu il)n uid)t ob= Icifen ? Sa6 nun ? fagte bcr ^auer unb fratjtc fid) aut liopfe. Sir ^aben bic ^ad}t auf jebe 5lrt i)erfud)t, unb iunner loar e^ ben gcuten nid)t rc^t. Unb fie banben bem Gfct bie 2sorberfii§e jufammen unb bie ^inters fu§e be§gtcid)en unb ftccftcn cine tangc <5tange burd) nub trugen ben Gfct auf ben ®d)u(tcrn nad) ber 'Stabt, tt)o fie brao an{iametcrs (this is done for convenience sake); that each Diagonal halves the other and the two Diameters; that the intersecting point is called Centre or Centre of Gravity (Avhat the latter expression means, is shown by balancing a square and an oblong wooden tablet on the top of a pin or lead pencil, and by hanging it up, by means of a pin and a thread in equipoise). All scientific lore is kept aloof in teaching this — the demonstration, that Diam- eters and Diagonals halve the figures, is given in two ways: first by counting up the little squares or their parts, which each half contains, and showing the sums to be equal; next by folding right-angled papers and showing that the halves cover each other. In the same way Fig. 71, and the truth therein, shown, is illustrated: to wit, that a standing square inscribed in a ' 'lying" (recumbent) square covers half its space, and that the reverse is just as true, which the pupil is led to find out himself. Figs. 53 & and 13 illustrate the fact, that, if the side of a square is double the length of another, its square is four — 133 — times as large, which again must be demonstrated and ex- pressed in the pupil's own words, by counting the sums of the little squares and folding square pieces of paper. Thus the pupil himself invents Geometrical Theorems and Definitions, and their Corollaries. These important truths are thus learned by questions and answers, frequently repeated during the exercises with Figs. 55, 56, 59, 60—64, 66, 68, 69, T5— T9, etc., which are Forms of Beauty, and Avith Figs. 57, 81, 83, 84, 90, etc., which are Forms of Life, and Figs. 65, 67, 73 and 74, which arc Forms of Knowl- edge. In 65 and 101 the fact Is embodied and discovered by the pupils, that an Oblong of 3x5 lengths (of a quarter-inch), contains 15, and one of 1x3 lengths 3 quarter-inch-squares; and in 74, that the law here embodied holds good as well of Rhombs. By multiplying this kind of examples the pupils learn not only part of the Multiplication Table in a way never to forget it; but they will, at last, perceive also the law of the Powers of whole numbers and Fractions, all without scientific knowledge. Fig. 95 continues this exercise, applying the knowledge gained with Rectangles to Rhombs. Meanwile the pupils have learned how to draw Oblique Lines (they call them ''slanting"). The preparation for the practice gives the following directions: to draw a Diagonal in a Square from the lower left to the upper right angle, the elbow ought to lie on the table, fore-arm and hand in a straight line and at right angles to the line to be drawn — (the Diagonal ought to cross all the intersecting points or Vertices). To draw a Diagonal from the upper left to the lower right angle, the body ought to move nearer to the table, the fore-arm to be parallel with the edge of the table and upon it, the fingers to be at right angles with hand and arm. This again is practised without paper and with pencil inverted, before drawing is be- gun. In all Geometrical figures the lines ought to be thin and, if necessary, afterwards corrected without thickening them, by applying a ruler of folded paper. Froebcl calls Diagonals of squares * ' Oblique Lines of the First Order, " those of Oblongs, the proportion of w^hose sides is 2 to 3, or 3 to 4, or 4 to 5, etc., "Obhque Lines of the Second Order;" those of Oblongs, — 134 — whose sides are 2 to 4, or 3 to 5, or 5 to Y, "Oblique Lines of the Third Order, " etc. , etc. Those of the Second, Tliird, Fourth orders arc more difficult, whenever they are to be draAvn from the hand towards the arm. For this reason, and because the pupil's health might be endangered, by leaning with his body too far forward, he may be allowed — hut solely in this case — to alter the parallel position of his drawing sheet, or book, to the edge of the table, into a slanting position. We can now leave the future drawing teacher to her own wits to find out the way, in Avhich the production of the rest of the Forms of Beauty and Life is guided and turned to account in various directions. The curved lines, when they first ap- pear, are well prepared by the Regular Polygons, and the Regular ''Eightsider" or *'Sixteensider" is always (in the beginning) first laid out, before the little curves are attempted. The position and movement are in all cases the same, as the Arc of the curve would require. The pupils (now on an average 6^ or 7 years of age) will rapidly learn on what Vertex or Centre of what little square each angle of the Perimeter of each Polygon will have to be placed, and acquire a practical skill in symmetry, which renders the teacher's assistance less and less necessary. She will, however, not fail to extract, in each new problem, by questions and answers, the consciousness of the pupil of what he is doing, and how. We may conclude, in this respect, with the remark that a distinction between thick and thin lines Avithin the same figure appears only from Fig. 112 to the end. It ought, for obvious reasons, not to be introduced in any earlier stage of develop- ment, but thenceforth it ought to be adhered to in every Form of Beauty. After the lesson 142 (each figure fills one lesson, except so far as Supplementary Exercises arc concerned) the pupil will, almost without guidance, learn correct Shading and Drawing from Nature, if the directions thus far given have been faithfully observed — at least in their spirit. As to the rest of the Forms of Science, we confine ourselves to a few other remarks. They embody almost all the element- ary truths of the Geometry of Planes in the manner of Object Lessons, and prepare the mind for the scientific study of — 135 — Geometrj^ in its later stages in such a manner, that no boy, nor even any girl (for girls are much less inclined to this abstract study) can help understanding the science perfectly. The pupils acquire all the facts, laws and truths of Plane Geometry (and even the simplest of those relating to Geometry of Solids) long before the same are invested with Axioms, Definitions, Theorems, Demonstrations, etc. They know the things and can tell, or at least show them, without applying always the appropriate technical terms: enough that they learn how to express tolerably Definitions of all the lines and principal re- gular bodies and figures. In this they are aided in many ways by the contemporaneous exercises contained in the rest of the Plays, especially that of Folding paper. It is almost superfluous to add that Fig. 98 embodies the truth, that Triangles of equal bases cover space in proportion to their height; while Fig. 102 applies this truth and its Opposite to Parallelograms; and that Figs. 99 and 100 show the Definition and qualities of Similar Triangles. But it must be mentioned that Fig. 103 shows a way for the construction, without the aid of circle or compass, of a Regular Pentagon. Beginning with the Base, which is 6 squares through, and erecting the Per- pendicular, which measures four quarter inches, the latter need only be prolonged by five quarter inches, to show where the two upper slanting sides of the Pentagon will converge; the two missing points of intersection, to which the two lower slanting sides must be drawn, lie each in the middle of a square, the fifth at the right and left from the Perpendicular, and the sixth from the base upwards. It is obvious that this is the time to elicit from the children that all the Triangles, formed by lines from the centre to the angles at the Perimeter, are equal, and that by prolongation of these ''Radii" Per- pendiculars are let fall on the opposite sides, which cut each triangle into two equal triangles. The children may, at this stage, be so guided as to find out where to place the centre of any Regular Polygon, if it is not given; that each Regular Polygon has its angles in the Circumference of a Circle, and what Radii arc. They may be made to know the fact, without yet finding the correct words for it; but it is necessary that in — 136 — all learning they should know the things first, the names after- wards. The drawing of a Regular Heptagon, as in Fig. 104, is similar; the base side is the length of three little squares, the perpendicular of 3^, its prolongation of 3|; the two lower slanting sides converge with the two middle ones in the middle of the outer sides of the third little square from the base, which, at the same time, is the fourth from the Perpendicular right and left; the two middle slanting sides converge with the two ujjper ones in the middle of the fourth square right and left from the perpendicular and the sixth from the base up- wards. In the construction of the regular Hexagon, Fig. lOt, the proportion of the base to the height of the first triangle formed is as C to 5 — the rest of the directions appears from the figure; the same holds good of the Regular Octagon. Fig. 143 shows one of the three ways, in which Froebel demonstrates the Pythagorean Theorem through an Object Lesson (by compar- ing the sums of the counted squares). In the same simple manner the Binomial Theorem may be demonstrated to children of 7 to 8 years of age by Fig. 144. In concluding we direct the attention of our readers to the fact, that FroebeVs Kindergarten exercises in Geometry begin with Bodies (of course the simplest regular ones), proceed to Figures, thence to the Lines, lastly to the Point. Thus far the course has been Analytical. From Points and Lines the con- tinuation comes again to Figures and Bodies. In so far the course is Synthetical. All teaching ought to begin luith Anahjsis and to lead back to Synthesis, to be " Analy tico-Syn- thetical." The merit of Froebel as a teacher consists in this, that his system is analytico-synthctical in every stage of its pro- gress. The teacher who imbibes its spirit, can hardly ever go astray, or find an insoluble task. Table I. TT ] 1 ^; 1 &\ j S 1 U I 1 i 1 ' "> s 6 1 V . J. ^ t 1 , -1- i-- y\~ -+- ^ g ^ l^rW\ \ r — it Xlt r i n^ ::::"" 4Tr„ i ^ 7 ! 1 IXJ-U t: . tt-t X • itllr. _._ ■■ ^.^Tltsx\ ' lW 1 1 i j^ y^r ^ . ^ A 1 . L^_. -^r ;4iJ[: - 1-im n ' r r~ h- - 4-;-i- 1^ T 1 T ' 1 ' 1 Ltb:fl--Jlti_ i P^-^4X-'i^-^ ^L TriT _ ^'^ ^iiJit- Liijlm. I I . J^X 'ijtJ^ I T- 4]_ltct it"" I Tl ^^^Xt^^ IIEII^ T II " n J^^nzr^ 1 1 TaUeir. rz-y -/s ^6 > -- „„. 4 -t 1 1 ■ 2©~ - -J — Zf 2 ^ 1 — 1 2if 1 1 -' 1 1 1 1 1 1 ^ G 2 * Z s ri- 1 irr^ 1 tr . 1 1 &' y I L,- 1 1 1 x^ 1 1 *:□:_ 1 L ^ 1 1 1 2, i 1 1 1 I 1 1 ^ (^ aft ) 1 1 1 1 1 1 . i 1 1 TableHr. i .1 U L 1 *' 1 * 1 1 Fu ' 1 ^ 1 ' 1 ' i| •'^ J 1 1 1 . .1 w ~U"""::::::: _ ":: . i ' — II ^ L- + ^ ^+ 4^+^ ^I ^ ' ' ' 1 ' u U 1 se S \i/K A y" 1^ / / V y \ K s \ ^- - ^-"^ d > \^ \^ / 7 y tn ^r 1 ^^^■ \ s >^ / \ \ Ps - y/] / V \/ / \ \ y K^ 1 X 7^ ' ' \ \ / \ / Y ^\ 1 1 1 1 1 « ^ -- ./)S ^ 6 ^H NA f\ i. '^S- ><^ — A/\ \ / A \ 1 ^ Kn / \/ ? ^ ^ e / Rff ^ / p ^ >i> — € '» s^ \ ^ --^ ^-^v,,^^^ / / \ s N N \j c \ \ / / \ y ■x ^^ ^ \ / N k .__ . ^ \P 7? ^^ 6 \y \. / ^ Xl ^N . ,/^ ^s^ r~ ■ / ' N et s^ 6i f — s *^ ^ 1 _ -- -- n .i J r 6 ^ i 1 O " — -b 1 J_- 1 1 J c/ --. \/ -- — ■ \ 7 / \ — /•^ s .J — I ^> 7 i' A^ y^ \ / / \^ Sl -> 3 > ♦ / V / / \ ^S 1 — v / S^ / y ^ \ s 7 / \j ^^ -f 1 1 \ A / 1 1 Table Vr. Table Tn. TableTIir. T" 1 1 = foz . y \ -/oa a. h ./ |N V \, \, 1 / /^ V ^ X \ S v^ / / t^ \ / ^ \ '^^'^jC'^'llLI ^l Mf^ ^ rr> Lr-^"^/ \ ^^ /<" \ 7 > . t ^ V J^ -L i fN ^\ /, y I ^ ?^ \ / ^. / A -^^ ^ LC- ^^ I y S )Z ^r \\ ^^ 7 m\ 7?L "i 1 V Y ^ '^ 2 S^>k ^^ ^ 1 \ / >^w ^s^2^5 ri Zr 6^ _\5 S ^ ^*^*'' S^ / r \/ 1 : for, k ~7v l_^^J! A ' / V ?\ > i J^i r\ / /, / \ zW ^ v^2 ^t 5^ // ' / A V / \ \ vv ^^ - ^^ \ r / / / / \/ % V V 44 1 \ V ^ sj\ y~~f~T ^_^^9S ^^-^^ k^ \ f \//j \ \7 \j / / / /j'v^'^^xA \ V \ J U-^ / / f /^?\^\ \ \ Y \j \\\ K^ytJ 1 1 \ Vr "^-^nx/ / A A ^Oi ' H\ ^C^^^^^^^jJ \l I W -^^ ^-^ \ l/ 1 \ y. /^ yW ^(^ \/ f A A P^^^^^'^ct^ A^ A ^ py .y 4^1 - 1 ^ A / > 1 / V 4"^ 'K^^^^ ' A / vS \A/^ _sSZ_ L>^C^ i 1 ! i"'"T 1 i 1 ' , 1 1 Table rX . 1 1 1 . - 7 1 1 /7 f / \ /a & i ^ ^ \ -^^ r y "1 l\ ^ >" 1 Y '^ s^ r ^ , -1 ^ ^ N ^ > -< < "-^ ^ ^^ \ ^ V ^ J J ■**<,^^ y r^ r^ / ■< *-^ y i ? ^ > L \ H 7 1 L \ y^ J 1 /3 '^ V L l\ / J ^/r ■^ v^ 7> 1 \ / y^ \ . / > / ~v V :/> \3 l^-^ \ / ^ / /' N A ^ ■1 s. JrS i ^ 1 1 \\ i K ^ \ \ . < S '^ '-f 4 J n \^ L^ y I N > / 1 ^ yd 11 ^ ^^ K L y V >/ \ \ 1 . Ni ■^ <' ty > V ^ yj \ U'^ ■^■/6 ' '''w f 1 // 7 /r _> V. f7^ n ^v Jjr/^ \ J\ ^ ^ -< /^ y\ ^1^ V iS^> 1 Ki \ s Ca /^ ^ ( 4^ ) (^ \ y 1 }si ^ L \ k. J 1 7 .^^ ^ h ^ ^ V_ ^y ^ /- i/ -t k^ jf/ > :?^ > c ,. / ^ y,i, ^4-^ 7\ ■^ \ / ( / r / f "nJ V 0^ t V V V I /^ J / f ^/ ^ ^ ^-^j^mz ^ •-> V, v^ ^ < ^ 1^ __^« V^ k s ^ "~1 — ^^ ^ -i -^iv^::: T1 ( ^ ''M ^ ^. 1 ^j -^- L. > - \J^ /Or y\ \ J ; u ■^/^^ \ • V r y / "^ i 1 T -^-^T^i 1 -" TalleX. — /;se y . ' X yk 'M ^ '/ yj s. ^k'A^ / / /^ "N A / A 1 \ \ \^ \ u / / / \ \\ 1 \ \ n \ u u \ { / J 1 \ \ \ 1 ' b \\ \ ^ ) // 1 ; 1 i ^ u_ \ \ ) 1 \ \ \ I / / / \ V Vj r / \ sN vS \ / A /. / H a N S, ^ y V. ^ ^ u i^ y U s. — ^115 y ^ i/?<' / / ^i ^ ^v* k "> P ^ (- S .-^¥^- — 1 y, J ^ ^ ^ \: ^ ^ ;^ < v '21 y vi f \ / \ f / f / \ \ ^ /[iy I ] i }■ \ v^ 1 [^ ^ I 1 N / \. J V V. \ V y : ■■ J f^ \8 yj V \, / ^J V \ / ^J^>s / 1 ^^ / r> V V \ L^ \ s r> / \ Lj L /\ J u / \ J (> / \ /a- o r fk9V^ 1 ^ .■-J V n fy y ] y N^ fA J J i; r J^ y [> / \ / / \ I > \ / ^ / ,1^ y. / / // ^ } — / t^ \i \ \_J^ / _2 / L ^ \ i\\ / L (fr^ . \ i^ J !\ s.\ i k ^ A>- > y ^N \ 1 ''^f/ F 1 ^ \^ I? f* y . _> 1 \ vl \ i asi ' / V -^ -- 1^ o v"\ ) I / 1 2 'ay ?j \ n\\ / / \j y \ ^^ 1^ \ \ -/>- |/ \ /^ ^ A' 44 v\ J A N\/V >^^ ' \ ¥i^ 1 / -^ 1 , 1,^ ^i ^ si ^ U Table XL. r"f=p t 1 ^''^ /.?r V ^ \ fi)s\J ' %L y ?^ ( ) / i^ / , s_ / ] 1 J ^V ^A fO A A A A -> 0. \ « / ^^ JJ/f' / \h h /; ^^ L / i r \ \y ^ ^ A <' / z \y ) / y ! ! i 1 y^ *« P> 1 h- *--^ /N k V i / L^^ ^3 / ^ i\ V N k^ ^ I — ^ i N s -^i„_ A.i / ' J ^ ^f-f'. J^vT: / ^•^fe /l ' k 1 i ! ! r — 1 1 1 ~1 1 1 i 1 1 1 1 1 ! i i St^ »& imeA t^ r:^ m & X. ' i i y Z — — -- - - -' 1 1 — — 1 — 1 — 1 1 1 _ ' Supplementcay Tdhle^JL. Table XII. i i 1 1 1 ' 1 '' ■■ i 3 ~~T^ A 1 i ! 1 „ "n ~" 1 -- , ^"" i ^^ 1 i r " «J ^ — 1 — lJ '"^1 i i 1 II ,- - S ^ i — ^ i — T 1 1 '- ^ ^ "'1 ■^ '" -— — ^ 1 1 - 1 L 1 1 SupplerrasnItJU'y TeiifleJUt. TahlelXnr, .... = =^ JlA ^= s= !^ =! ^ ^ ♦ / ^? ]/ / / \ y \ ^ \/ / / X \ \ \ \, y / — / \ \ \ \ / \ / / — \ \ \/ \, y / 7 /\ ^ w ^ y ^\^ ^ B ! ^ ^^ — — i ^ ■^ ^ > i ■ 11 11 ■ ^ ^ ^ 2:^ ' ^ ^ ^ H_ i i \ ^ -^ 1 P I-- A h J . , _-_j - - — 1 ■"/ p X r \ y / k » ( /^ \ — r 7 N J ^4 7 / r^ _/ n ia 1 ^ 1 U i;^ 1 < ^ Sf \ V / / /^ y / N s^ ^ y\ J A ^ \ [] U ^ m --Y- — . ^^^^ ;^>. V \>^>^^L ^ ^ ^ \ - \ zy \ -- ^ \\b V \ / \ t 3^ { n| \ \\ \ 3/ x\ / ^ - fc^ — — T? ^ — / / / "\ / / \ ' / / ^ 1 1 m SitppJejr/iendccryTctbTje- V7 Table X\^. Supplefneiitary Tctb/e V7. Table XVI E. STEIGER, 22 and 24 Frankfort Street, New York, keeps on hand an Extensive and well assorted Supply of KiuOergartCn %[\{S (Occupation Material), of foreign as well as of domestic manufacture. Lists sent on application. Particular attention is called to E. Steiger's Stock of ioools and famplifets — in German^ Engiish and French, — ON THE Kindergarten System. This markedly beneficial branch of educational literature, which is of comparatively recent origin, is here represented in all that is requisite to its integrity and fullest development, by every publication of any note on the Subject, issued in Jlmcricd, Scriimiiy, Sugfaud, ftaiice niul IJcfgimn, oeing kept on hand. E. Steiger's Agents in Germany and England are in- structed to forward new publications appertaining to the Kin- dergarten System immediately on their appearance. The following pages contain a portion of E. Stei- ger's Stock of Kindergarten Literature. All publications are ia paper covers, unless otherwise indicated, as: cart, (car- tonnirt) = in boards; geb. (gebunden) = bound; Lwd. (Leinwand) = in cloth; Goldschn. (Goldschuitt) = gilt edges. Some other Ahhreviations: Abbild. (Abbilduns) = figure; Abth. (Abtheilung) = division; Bd. (Band) = volume- Bdchn. (Bandchen) = part; Dr., dr. (Druck) = impression; e. (ein, etc.) = a, one; erkl. (erklarend) = explanatory; Fig. (Figuren) = figures; Hft! (Heft) = number, part; hr.75 (Das Netzbuch hierzu 0.20) " Das Flechten, fur Kinder von 3 — 14 Jahren. 075 " D.IS Pappen (Modelliren), fiir Kinder von 5 — i4j.ihren. 0.75 " D.is Ausstcchen, fiir Kinder v. 5 — 10 Jahren. 0.95 5. " Das Stabchenlegen, fiir Kinder von 3 — 3 Jahren. 060 6. " Die Erbsenarbeiten, fiir Kinder voa 4 — -lo Jahren. 0.60 ' Das Netzzeichnen, 2 Abtheilungen, fiir Kinder von 7 — -12 Jahren. 0.60 (Das Netzbuch hierzu 0.20) ' Das Thonmodelliren, fiir Kinder von 4 — 14 Jahren. 0.60 ' Das Verschranken, fiir Kinder von 5 — 12 Jahren. 0.60 " Das .Ausschneiden, fiir Kinder von S — 12 Jahren. 0.75 ' Das Nahr.n, unter Mitwirkung von M. Schellhorn herausgegeben. 1. Ab- theilung, fur Kinder von 4 — 5 Jahren. 0.80 j2. " 2. Abtheilung, fiir Kinder von 5 — 8 Jahren. 0.80 (Flechtmaterial-Mappe zur Arbeitsschule ent- halt 2 Flechtn.adeln, 72 farbige Flechtblatter und Flechtstreifen. 0.65) Fr. SeideL Figuren-Ralhsel-Splele fiir Kin- der. I. Gabe, 12 Tafeln mit 119 Figuren und 4 Holztafelchen in Futteral. 0.75 H. Stein. Das zeichnende Kind. Ein prakti- sches Lehrmittel zur Selbstbeschaftigung und Uebung im Zeichnen. Em Festgeschenk fiir Kinder von 4 — 10 Jahren. Nach der stigmo- gralischen Methode systematisch zusammen- gestellt. In eleg. Mappe. 4. 2.00 JI. E. Wagner. Zetclienblattchen zur Selbst- beschaftigung fiir Kinder. 1. — 6. Heft. qu. 4. @ 0.25 K. Winternitz. Lesespiel fiir kleine Kinder von 4 — 6 Jahren, wodurch dieselben ohne ei- gentlichen Unterricht in entsprechend kurzer Zeit lesin lernen. geb. 1.05 Rechnenspiel fiir kleine Kinder von 5 — 7 Jahren. durch welches dieselbeu ohne eigent- lichen Unterricht in entsprechend kurzer Zeit mittelst der ersten 4 Rechnuncsarten leicht und auf angenehme Weise rechnen lernen. Mit 50 Karten und Vorlegetafeln. geb. 1.05 Schreihspiel fiir kleine Kinder von 5 — 7 Jahren. durch welches dieselben ohne eigent- lichen Unterricht in entsprechend kurzer Zeit schreiben u. Geschriebenes lesen lernen. 2.00 Turnspiel fiir Kinder von 5 — 10 Jahren. Mit 36 Figuren- Karten. 105 Siehe auch unter Kindergarten-Literaiur; Doring;, Hertlein, Kohler, Naveau u. Jans- sen, Fjsche. (S. ^leiger, ^tfaj M.°^^- E. Steiger having established a Free Bureau for suiting German Teachers with positions and supplying Public Institutions and Private Families with Teachers of the ^crman anb ofljcr '§^o5ern cSangiiat^c^, Legs to announce that he keeps, for the accommodation of the public, a carefully selected list of eminently qualified persons, inclusive of Kindergarteners; and he invites Teachers looking for engagements to send him their names and addresses, with certificates, etc. No charge to either party. E. STEIGES bestowing special care upon Educational Matters, and above all upon GEKJfl^lJV SCIIOOL-nOOMLS and &mh, for Ific StuJij OF TUB fficrman ant) ottjcr IMobcrn |*anguage0, would call attention to the Text-Books published by himself, which are already very extensively used in Public Schools, and to the comprehen- sive Collection of IJflPORTED PUBLICJiTIOJrS in the same department. LISTS SENT FREE OX APPLICATION. Also kept on hand an Extensive and well Selected Assortment OF ©ermait 3in)ciulfs antr |)icturf''O0ok3 comprising more than 2000 different kinds. CATALOGUES SENT FREE ON APPLICATION, 6. ^tcign, D^tln |)ork, GERMAN IN PUBLIC SCHOOLS. The cheapest and clearest, most com- prehensive and most thorough'y practical TEXT-BOOKS, JKS" adopted for use in the Public Schools of New York and many other cities : AHN, F., German Primer. Edited by W. (Jkacekt. Printed in large tyiie, and with much German Script. Boards $0.35. AHN, P., Budiments of the German Lan- guage. Exercises i:i Pronouncing, Spel- ling and Translating. Witn muca Usr- man Script. Boards $o.:ij. AHN, P., New, Practical and Easy Method of Learning the German Lan- guage. SVith I'roiiuiiciatioii by Profes- sor J. C. Oeulsc'hlakokr. Revised Edi- tion of IsB'J. With many Iteading Ex- ercises in German Script. First Course (Practical Part), Boards $0.60; Second Course (Theoretical Part), Boards $0.40; Both Parts bound together, Boards $1.00; do.. Cloth, Roan Back $1.25. AHN, P., German Handieriting. A Com- panion to every Geiniau Grammar and Reader. All in German Script. Boards $J.40. GRAUERT, W., Manual of the Gtrman Language. First pait, lloai-ds $0,40; Second Part, Boards $ i.40; Both Parts bound together, Boards $0.70; do., Cloth, Roan Bacic, $0.%'. GRAUERT, W., First German Reader. With much German Script. Boards $0.60. GRAUERT, W., Seconl German Header. With much German Script. Boards $0.60. These two eUinentary Readers are intended to serve as companions to any German gram- mar, preparatory to classic German Readers. The reading matter consists of interesting pioceS) both descriptive and narrative, and of poems, in strictly systematical order ; a copious Vocabulary and Explanatory Notes are added to assist the student. The aVjove books have, upon examination of the various text-books, been found to be the best adapted for teaching the German language ia PUBLIC SCHOOLS, and are being used everywhere with remark- able success. The chief features for which they gain the preference over others, are : — 1. Their simple and practical method, by wliich the time of both teacher and learner iii employed to the best advantage. 2. The fidelity and care with which this method has been carried out in such a way as to elicit the pupil's interest and stimulate his desire of learning;. 3. Their peculiar adaptability for use in Common Schools, wlierc their value is invari- ably proved by the rapid progress of the pupils. 4 The frequent introduction of German Script, of the most approved modem style, in nearly all of these books. 5 Their smallncss obviously invites the pup- il's speedy progress to the end of his labors, wh ch he sees close at hand. 6. The very moderate prices at which they are offered to the public. Single copies of any of these books sent to teachers, for examination, pre- paid by mail, upon receipt of half-price. Favorable terras to Schools. In Press, to be issued soon : AHN, F., Ge}~man Conversations. AHN, F., First German Header, vrith. much German Scr.pt. AHN, F., Second Gei-man Peader, being a selection of German Plays for Chil- dren. With Notes. 6. ^tfigcr, ^cfco ^ork. DICTION" ARIES. FOR SCHOOLS. ELWELL, Wm. Odell, New and Com- plete Dictionary of the English and German Languages. Renioilelled and greatly Iminoved. With tlie Pronuncia- tion according to the Method of J. E. Worcester. 2 Parts in 1 vol. 12mo. pp. 880. irith Edit. Cloth, $1.50. Half morocco, $2.75. This Dictionary is equally well adapted for the use of the German and of the English scholar, the accent being correctly given for every word in both the English-German and the German-English Parts. No other Dic- tionary of Its size and price is so well suited for School-;. 4®~ EhveWs Dictionary has been adopted by tlie Board of Education of New York City for use in t e Public Schools. FLUEf^EL, F., Practical Dictionary of the English and German Languages. 2 vols. 8v(). New Edition. Half mor- occo. Both Parts, $-1.75. English-Ger- man Part. Half morocco. (Separate), $4.00. German-English Part. Half mor- occo. (Separate), $5.50. j8®° The German-English Part is most com- plete. KOEHLER, Friedr , j4 Dictionary of the Gei-man and English Languages. 2 vols, bound in 1. 8vo. Half inorocco, $3.75. LARGER DICTIONARIES for literary and scientific Students. HILPERT, J. L., Dictionary of the Eng- lish-German and Go-man- English Languages. With Pronunciation of the English. 2 vols. 4to. Half morocco, $16.75. LUCAS, N. 1., A Complete English-Oer man and German- English Dictionary. Adapted to the present state of Liteia- ture. Science, Commerce, &c. 4 vols. Large 8vo. Boards, $25.' 0. In 2 vols. Half morocco, $30.00. ;8®°" This is the best Dictionary of its kind at present in the market. It is, therefore, being everywhere purchased as a Book of Reference for Libr.iries. SMALLER DICTIONARIES for general use. KOEHLER'S and WITTER'S Neio Ger- man - Enyli^h and Englii^h - German Dictionary. 2 vols, bound in 1. 16ino. Half morocco. Both Parts, •with Pro- nunciation of the German, $1.75. Both Parts, with Pronunciation of the Eng- lish, $1.75. OEHLSCHL^GER, J. C, German-Eng- lish and English- Ge^'man Dictionary. With Pronunciation of the German. 2 vols, bound in 1. ICnio. Half roan, $1.50. The same with Pronunciation of the f:nglish,$1.5l'. TAFEL. Dk. 1. F. and L. H., New and Complete Engli!icrtc^ bcutf(^ca Sefcbuc^. (3ii !Bcibc= vcituug.) ii^.y■^^tc'•, ^., Grficji fcfe'nt*, cbcr: Ottuftvir^ US fcfcC>ud;lcin fur *.?lnfani-,ci-. Giit fiAtvcr ilBea, iiiubcr in ircnij ai>crt)en beutft^ Ic)cn unb fi^rciben jii kbvcn. @cb $0.18 3>Peite§ Vefe-- unb Scbvbuc^ fiir gct^cbcnc Glcmcntat f cbvbuc^ fiir beulfdK St^ulcn, cbcv : Giftc Uebuugcu im I'cfen, <2(^vcibcn unb i^c'^t"'"' . iv'rbunbcn mit ZtnU unb ts».>vadjiiyunijcn. @cb $0.30 ^^''citf^ Scfe= unb fet^rbuc^ fiir boutfdjc Deifung ijum r'ortcn ju teni eycmpcrbu(^c fiti" ba# ^cpfrec^ncn. ^^cb $0.45 The Earliest Lessons in Arithmetic, alter the Method of Object-Teaching. @cb $0.20 The First Book of Arithmetic. @eb. $0.30 — — Key to riame. ARITHMETICAL AID. FRACTIONAL FRAME. CALCULATING MACHINE. (f. ^IJtefvcct.) Stnoen. ^>arbtcr, 3., .fflcinc^ fut^crif*c« ©(^ul.®e= fangbiicfitcin. I'ieber uub i'ieberCerfe' au« bem ®efangbuc^ ber Guangel.^ut^trifdjcn ^irt^e in bcu 4Bci= unb brciftimmige Sieber $0.60 3rtl)ii'd S5i6lifd^c ^iftorien, nae^ bcm ilii-(^en= ja^re geovbnet. @eb $0.60 Acclamation. SiaUn, itcr, C=^., ^leine bcutft^e t, 3. •>>., SJoafianbigcS ftamnt' unb finnuctWanbtf(^aitlidjc« ©efammt^iffibr^ tetbu(^ bet 2)entfd>en ©fvne^t. On 4to. eteflant gebunbcn in ^alb Diorocco — ;5.00 gfranjoRfi^. V(66, P., GIementarbu(^ bet ^'^anVofif'^cn ©ptat^je. 9fa(^ ©eibenftiicfet'^ Wet[;obe. &eb 50C0 33anif(f). •^ lilt, v., Glementarbut^ ber ©pcuifc^en ©pra(^c. (3n syovbcrcilung.) SRcalfcnntntffe — IRoturBcf^ttfttf. ©rcniine, 5., ©t)ftematif(^ct 9lt(aa ber 9la« turgcfi^ic^te. 36 lafcln Slbbitbuugen unb Scft. 4. ®eb S4.50 ?(Jlii-n»i, !Waturgef(^i<^tc fiir bie Oagcnb bei* be lei ©efdjlecbtg. mit 300 col. Sbbilbungen unb 20 .^oljfdjnitten. @cb i2.25 3d)6^l<-r, w., XaS S3u(^ ber 9Jatur, bie fe'^re ber ^l;pfif, ?lftronoinic, Sbcmie, Wincralogie, ©cotogie, *l>bijfiologie, Sotanit unb 3''0le« gie unifaffcub. iUit 97G jpoljfc^nitten. 2 aScinbc $3.25 39 lO &0 -5 IMf i'il col ^••' ^ B fi I m 6. ^teigtr, ^tb |Torh. Reffelt's Fractional Frame. A WHOLE 1 THIRDS 3 FOURTHS 4 FIFTHS 5 SIXTHS 6 SEVENTHS 1 EIGHTHS "8 NINTHS 9 TENTHS IC TWELFTHS 12 TWENTYFOURTHS 24 Fig. 3 PRICES. Eeffelt's Arithmetical Aid. Original Form. Fig. 1 5i ft. hy 4^ ft. . .$20.00 Packing, extra. . . . 8.00 do. do. 44 ft. by 3 i ft. . . 15.00 Packing 2.00 do. New P^orm. Fig. 2.— 5ft. by 1^ ft 12.00 Packing 1.25 Reffelt's Numeral Frame, separate.— 2 ft. 10 inch, by 1 ft. 9 inch 7.00 (Packing included). Reffelt's Fractional Frame, sepaxate. Fig. 3.— 14 inch, by 13 inch 4.00 Packing 0.50 <£. Sttiqtr, Jitfa ^ork. Eeffelt's Calculating Machine. A Simple Machine that -vvill perform sun TRJiCTIOJV, JflZILTirLIC^TIOJV, and Patented Sept. -nth, 18G9, by ?. //. R. Rcffell. ^. Stciaer, fitbi ihxk Ti^2. B@» Besides its adaptability to business-purposes, this Machine is applicable, as shown on the next pages, to Instruction in Schools. Price of the Calculating Machine from $2.50 to $4.00. Liberal terms to Schools, and to Agents and Canvassers. For particulars apply to JE*. Steiger, (£. Steigir, |\chj §oxk H. Keffelt's Safcufoting liacmiie in m Scfwof-Jlooin. In proportion to the advances of Science, the labors of both the teacher and the pupil have increased. Various eiforts have consequently been directed, at one and the same time, to an improved system of tuition, and a diminution of its toils, for the advantage alike of the professor and the scholar. This twofold object has not, however, been practically achieved in every instance, for it has too often happened that an improved method of teaching, while benefitting the pupil, has accumulated difficulties in the path of the teacher. In times lilvc the present, the instructor is taxed to the utmost, — indeed not uncommonly beyond his physical and mental strength. Plans are, therefore, in requisition to case the labor principally of the teacher and subordinately of the pupil; and among the most successful, Mr. Reffelt's recently invented Calculating ISIachine establishes an incontestable claim to in- genuity and usefulness, as an invaluable aid to instruction in Mental Arithmetic. By the use of this Machine, the teacher can make the pupil add, subtract, multiply and dii^e, without himself testing every petty detail involved in such calculations; for while pre- senting the problem to the pupil, he has to look only to the Machine for its solution. Thus, should he wish a column of figures to be added up mentally, he calls out the numerals to the pupil, and, when he calls out the last numeral, the infallible answer stands registered before him. To illustrate the extreme ease and simplicity with which the Machine operates, let the teacher, blindfold if he likes, in- sert the style in any hole, which may e. g. chance to be at 14; let him call out this corresponding number (14) to the pupil, and then bring the style, inserted in the hole, down 6. Singer, gehi forlv against the bar- to zero; — next let him re-insert the style, per- chance, at 16, calling out that number to be added to the fore- going, and bringing the hole down to zero; — lastly let him again insert the style, say, at 15, repeating the previous pro- cess:— the instant he has done so, the Machine will register the correct total = 45, without any more labor on the part of the teacher. And so on with any numerals selected or taken at random; the teacher utters his word of command, and by a simple manipulation the Machine obeys and registers invariably the true result. In this simple and certain manner, the teacher has the great advantage of sparing himself all exertion whatever in that mental calculation which belongs to the pupil, and he can devote the time and labor so economized to a closer attention to discipline; luhile his intellectual faculties not having been called into play, are as fresh and as free as at starting, to enter upon a succeeding lesson. Young teachers, in parti- cular, who have not yet acquired sufficient facility and cer- tainty in Mental Arithmetic, will find this Machine a great desideratum. With equal ease and inerrancy, this Machine is adapted to subtraction, multiplication and division, as is shown in a readily inteUigible explanation printed on the disks; and as a ' Ready Reckoner' it will prove a boon in every counting- house. To expatiate on the manifold advantages of the Machine, would carry us beyond due limits: a trial would soon make them manifest to every teacher. The Inventor, having him- self had thirty-seven years' successful experience in education, may be presumed fully to understand whatever is most needed and best adapted to educational purposes. The Calculating Machine is, therefore, confidently re- commended to all teachers; its use would in a very sliort time demonstrate how effectually and readily their task may be lightened, and the interest of their important calling promoted. (g. Sttiger, ^tto ^orh. Relief-Globes, Indestriactible G lobes. Maps in Relief, &c. BD 225 % |ii[i8^t[* '//h\ '^^^v .-j.^ ."jv^ <5> * » N ' V^ -p ,-<^ .^^ 'ao^ :-N» .^' •'-J b \ -■% Vf 1^ > . .. 7-7-. r OOBBS BROS. \^ ,,-^" . UUHBSBROS. 'o . * * ,G O • ST. AUGUSTINE 1 ^ -^^■^m FLA k'^ '^ » ^^-n^.