THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 w, f*
 
 THE CHILD'S PARADISE
 
 EDUCATIONAL BOOKS IN PROSE BY THE SAME AUTHOR; 
 
 Frochel's Educational Laws 
 Dicken as an Educator 
 Mistakes in Teaching 
 Training the Children 
 Adult and Child
 
 The Child's Paradise 
 
 Stories and Musings for Parents 
 and Teachers 
 
 BY 
 
 JAMES L. HUGHES 
 
 The earth should be his Paradise, 
 
 His home a shrine, 
 Where he may grow in happiness 
 
 Towards the divine 
 
 THE RYERSON PRESS 
 PUBLISHERS - - TORONTO
 
 COPYRIGHT. CANADA. 1919 
 By JAMES L. HUGHES 
 
 PRINTED IN CANADA
 
 PREFACE 
 
 THE Stories and musings of this book represent 
 the methods of good and evil in child training. 
 
 When old methods based on tyranny pass 
 away in the homes and Schools; and homes and 
 Schools become "free republics of Childhood" in which 
 the individual power of each child may grow, and 
 bloom truly, and ripen fully the world will enter on a 
 new era of growth in power and skill, and brotherhood. 
 
 JAMES L. HUGHES 
 
 602227 
 
 UBRART
 
 CONTENTS 
 
 PAGE 
 
 THE CHILD'S PARADISE . . . . .9 
 
 THE MOTHER TO HER BABE . . . .11 
 
 A PRAYER ON RETIRING . . . . .12 
 
 LIFE'S WIDER VIEW . . . . . .13 
 
 DADDY'S LESSON ....... 14 
 
 BLESSED is HER MEMORY . . . . .16 
 
 SUE'S SUGGESTION . . . . .18 
 
 IN THE OLD SCHOOLROOM ..... 20 
 
 A HAPPY HEARTED BOY . . . . .21 
 
 WHY HE WAS A TRUE MAN 22 
 
 OUR TEACHER 26 
 
 MY KINDLER 28 
 
 THE FATHER'S CRIME 30 
 
 "HELLO JIM" 32 
 
 NEVER SMILE BEFORE YOUR CLASS . . .34 
 
 THE KINDLING TEACHER 36 
 
 ENOCH KNEW WHY 39 
 
 IN WHAT RESPECT AM I LIKE SQUEERS . . 40 
 O! THE DIFFERENCE . .. . \ . . . 41 
 
 THE FATHER'S DREAM 44 
 
 A HERO ........ 46 
 
 A VITAL LESSON . . . . .47 
 
 MCWHACKER . . . .50 
 
 I GUESS HE NEVER WAS A BOY . .; . .51 
 FRED'S SYMPATHY . . . . . .53 
 
 THE BRILLIANT DUNCE . . . . .55 
 
 ROBBED OF CHILDHOOD . . . . .59 
 
 7 

 
 PAGE 
 
 OUR FIRST FEMALE TEACHER . . . .61 
 JIM . .../,. . t . 63 
 How HE WON His SPURS . . . . , . 68 
 How TO HARDEN STEEL . . . v .71 
 I SHAKE IT OUT OF HIM . . : . . .72 
 
 THE DUNCE 74 
 
 JIM'S BIG BROTHER . . , . . . .76 
 
 His FIRST MORNING . . .'. . . .78 
 
 I CANNOT KEEP THEM DOWN . . . .81 
 
 THE STEP TEACHER >. . . . . .83 
 
 Two CHARACTER BLIGHTERS . . . .84 
 
 DREADFUL DICK .86 
 
 BRAVE JOE 88 
 
 SHE FAILED . . . ... .91 
 
 SHE COULD NOT PASS . . . ... 94 
 
 THE TEACHER'S STORY . . .' . .99 
 LET CHILDHOOD'S FLOWERS BLOOM . . . 103 
 
 SECRETS OF FAILURE 106 
 
 HE WAS REMEMBERED 107 
 
 WHO RUINED FRED . . , , . . 110 
 TEACHING ME TO LAUGH , . . .- . 112 
 TOM AND JIM , . '. . . . . 114 
 
 HERMIT JOE ....... 115 
 
 CHILDHOOD'S KNIGHT .-"' '. . . .119 
 
 HURRAH FOR You . . , . . . 121 
 A MAY DAY RIDE , . . . . .122 
 
 TREAT BOYS RESPECTFULLY . ., . .. .. . 124 
 
 MERRY YOUNG ROBINS .~ > ., '. . 126 
 
 8
 
 THE CHILD'S PARADISE 
 
 THE earth should be his paradise, 
 His home a shrine, 
 Where he should grow in happiness 
 
 Towards the divine. 
 The sun and moon, the stars and sky, 
 
 Are all his own: 
 
 The flowers and trees, the hills and dales, 
 Are his alone. 
 
 When he is free to do the things 
 
 He plans to do, 
 
 His soul responsive to the Light 
 Of Vision new 
 Wakes to new power; then beauty's charms, 
 
 And sweet bird-songs 
 Fill his young life with glory that 
 
 To him belongs. 
 
 The homes and schools of childhood's years 
 
 Should ever be 
 
 Soul growth republics where the child 
 Is ever free, 
 Developing his power to win 
 
 High destiny; 
 Encouraged by approving smiles 
 
 Of sympathy.
 
 The man who stands between the child 
 
 And God, is he 
 Who drives him out of Paradise 
 
 By tyranny; 
 Who robs him of his joyousness, 
 
 And puts a blight 
 On his best soul buds, opening 
 
 In God's clear light. 
 
 10
 
 THE MOTHER TO HER BABE 
 
 IMAGE of God, little one, 
 Sent by the Father divine; 
 You are His thought and His plan ; 
 You are His grandest design. 
 
 You have begun your great work 
 Though but a babe at my breast; 
 Your cry enkindles my heart; 
 Your smile awakens my best. 
 
 Your life reveals a new hope 
 Lighting the future to me; 
 Bright in my love dreams for you 
 Visions of glory I see. 
 
 Destiny watches for you 
 Pointing your path to the height; 
 God give me wisdom that I 
 Ever may guide you aright. 
 
 11
 
 A PRAYER ON RETIRING 
 
 No other term reveals so great an amount of soul 
 dwarfing influence in unlightened and presumptuous 
 adulthood, as the term "child queller" used by Dickens 
 in describing Mrs. Pipchin. 
 ^ 
 
 FORGIVE me Father, if today 
 At any time or place 
 I quelled the spirit of a child ; 
 Or brought to his fair face 
 A shadow dark, where should be light; 
 Or made life seem to him less bright. 
 
 Help me, O Father that I may 
 
 Tomorrow truly aid 
 Each child to live his free soul out 
 
 Serene and unafraid. 
 Guide me that I may ever be 
 With childhood in full sympathy. 
 
 12
 
 LIFE'S WIDER VIEW 
 
 UP to the top of the mount take me 
 Out of the valley small ; 
 Is there a great world beyond to see ? 
 Or is this valley all?" 
 
 So to his father once spoke a child 
 
 Longing for wider view. 
 "Yes, son," he said as he proudly smiled, 
 
 "Come, I will climb with you." 
 
 Up to the mount crest they climbed that day, 
 
 Climbed till the boy could see . 
 Wideness and beauty, far, far away 
 
 Over the land and sea. 
 
 Long did he look till a wideness new 
 
 Set his best life aglow; 
 Narrowness left him and vision true 
 
 Started his soul to grow. 
 
 Never again was the boy the same ; 
 
 Bondless and hopeful he 
 Climbed towards Life's crest with his heart aflame, 
 
 Broadminded, strong, and free. 
 
 13
 
 DADDY'S LESSON 
 
 4 4r-|-*EDDY", I said, "I must whip you, lad, 
 
 For you have been bad today." 
 'Daddy", said he with a wistful look, 
 "Is there not some other way? 
 
 T 
 
 "I am a child only ten years old, 
 And you are a grown up man; 
 
 Wait till tomorrow and you may find 
 A kinder and better plan. 
 
 "You were a boy, and your mother kind 
 
 Was tenderly good to you. 
 Daddy, you told me her loving smile 
 
 Helped you to be good and true. 
 
 "Often when I am alone at night 
 
 I wonder, dear dad, if she 
 Loved with a deeper and truer love 
 
 Than you ever showed to me. 
 
 "I had no mother to love me, dad, 
 And give me her tender care; 
 
 No one to sing by my bed at night, 
 Or teach me a boy's first prayer.' 
 
 Then I looked back to my own boy life, 
 And saw that my child was right; 
 
 "Teddy", I said, "I will love you, lad, 
 You've waked in my heart new light. 
 
 14
 
 "Chums we will be through the coming years, 
 
 And I will your partner be; 
 Trustfully I will rely on you, 
 
 And you may rely on me." 
 
 Beautiful tears filled his big blue eyes, 
 Bright tears of true joy were they, 
 
 Quickly he leaped in my arms, and said, 
 "Dear dad, you have found the way!" 
 
 15
 
 I 
 
 BLESSED IS HER MEMORY 
 
 WAS a farmer's oldest son, 
 
 My age fourteen; 
 
 A large, strong boy who had not thought 
 What life might mean. 
 
 My simple duties on the farm 
 
 I tried to do; 
 I was content, and did not dream 
 
 Of wider view. 
 
 I learned the lessons of the schools ; 
 
 They gave no glow 
 To kindle my awaking soul, 
 
 And make me grow. 
 
 I saw God's miracles each day 
 
 On earth and sky, 
 But did not look beyond to see 
 
 The reason why. 
 
 Then came a teacher to our school 
 
 Who knew the heart 
 Of nature. She awakened me 
 
 With matchless art. 
 
 I learned to understand the cause 
 
 Of day and night. 
 The seasons and the changing moon, 
 
 And with delight, 
 
 16
 
 I woke to see the universe 
 
 And know that man, 
 And God, and all He made are one 
 
 In His great plan, 
 
 And the wide vision that I gained 
 
 Has proved to be 
 Worth more than all I ever learned 
 
 In school to me. 
 
 17
 
 SUE'S SUGGESTION 
 
 HOW we enjoyed the spelling game 
 In our old village school! 
 When we went up and down the line 
 According to the rule 
 
 That those who missed went down, and those 
 Who spelled correctly higher rose. 
 
 How earnestly we tried to reach 
 
 The top and start again 
 Down at the foot to climb once more! 
 
 And he who first made ten 
 Round trips from foot to head had won. 
 Our spelling game was real fun. 
 
 My little sweetheart could not spell 
 
 She often missed, and so 
 
 The dear girl's constant place was at 
 
 The bottom of the row. 
 Great was my joy, when I could stand 
 Beside sweet Sue and hold her hand. 
 
 But I could not remain with her 
 
 Unless I missed words, too 
 So going home from school one day 
 
 I shyly said, to Sue 
 "If you would learn to spell, then we 
 Would rise together, don't you see?" 
 
 18
 
 She blushing stood, and I could see 
 
 Her merry eyes grow dim, 
 And then she smiled and sweetly said 
 "I love you near, dear Jim, 
 I cannot spell the words, but you 
 I think might sometimes miss a 
 
 19
 
 IN THE OLD SCHOOLROOM 
 
 LONG years ago I taught you here 
 A youth of twenty then; 
 To-day I see you, girls and boys, 
 Come smiling in again 
 Unchanged by years, for I forget 
 And dream that I am twenty yet. 
 
 And as I see you sitting there, 
 
 Each desk recalls a face, 
 Whose glow of waking consciousness 
 
 Made this a sacred place, 
 When to each soul came vision true 
 Of purpose high and power new. 
 
 And I have watched you as you climbed 
 Through all the happy years, 
 
 And, when you won your victories, 
 I felt responsive cheers, 
 
 Dear boys and girls, ring in my heart, 
 
 Because you nobly did your part. 
 
 Through all the fruitful years my life 
 
 Brought blessings rare to me, 
 But, as serene and free I stand 
 Reviewing life, I see 
 No record of a greater hour 
 Than when I kindled your best power. 
 
 20
 
 A HAPPY HEARTED BOY 
 
 1LOVE God's stars and flowers and trees, 
 And wheatfields waving in the breeze; 
 I love His glory on the sky, 
 When day is whispering good-bye; 
 I love to hear His wild birds sing 
 To welcome waking life in Spring; 
 I love His mountains and His sea, 
 But best of all His gifts to me 
 I love a happy-hearty boy 
 Who helps to fill the world with joy. 
 
 21 

 
 F 
 
 AR in the country he was born 
 
 Upon a forest farm. 
 Where in the woods a boy he played 
 Enjoying Nature's charm. 
 
 The squirrels and the chipmunks first 
 Were friends with whom he played; 
 
 And even of his collie dog 
 
 Those friends were not afraid. 
 
 So he grew free and never felt 
 
 A bond his soul to blight. 
 And beauty on the earth and sky 
 
 Gave him supreme delight. 
 
 In gloaming time one calm June eve 
 
 From a tall hemlock tree 
 He heard with rapture a bird sing 
 
 Divinest melody. 
 
 And through the years he listened on 
 
 To hear that song again; 
 But never heard so sweet a song 
 
 As in the hemlock glen. 
 
 So evermore that gloaming song 
 
 To him remained the best; 
 Its melody his soul tone formed 
 
 Interpreting the rest. 
 
 22
 
 For there are epochs, when a child 
 
 In an enchanted hcur, 
 Has centres started in his soul 
 
 Of beauty and of power. 
 
 With rich environment of things 
 
 He could transform at hand, 
 He made new plans for work each day, 
 
 And did the work he planned. 
 
 His strong self -active tendency 
 
 Into a habit grew; 
 Achieving visions each new day 
 
 Gave power of vision new. 
 
 Through the green meadow near his home 
 Ran his own purling stream; 
 
 And lost in flowers upon its bank 
 He often sat to dream 
 
 Grand plans of work in coming years, 
 
 When as a man he'd be 
 Achieving for his fellowmen 
 
 The visions he would see 
 
 To lead them towards the shining heights, 
 Where they would all be free, 
 
 And join together to achieve 
 Their highest destiny. 
 
 23
 
 And so in childhood's paradise 
 He lived through kindling years ; 
 
 His spirit thrilled by beauty, and 
 The music of the spheres. 
 
 He learned the joy of comradeship 
 With parents kind and true, 
 
 Whose loving sympathy he had 
 In all he tried to do. 
 
 The radiant glory of those years 
 Ne'er in his soul grew dim; 
 
 But, with increasing brightness shone 
 To light life's paths for him. 
 
 Into his soul God's beauty shone, 
 And music's kindling cheer; 
 
 And freedom gave him wings to fly 
 Where others crept in fear. 
 
 Alt his best elements of life; 
 
 Of love, and trust, and truth, 
 Of vision and achieving power; 
 
 Were planted in his youth. 
 
 And rooted in the fertile soil 
 
 Of pure unselfishness, 
 Enriched by loving service for 
 
 Those he had power to bless. 
 
 24
 
 So he developed power to plan 
 
 And propagate the good, 
 And be a noble man who lives 
 
 For closer brotherhood. 
 
 The saddest sights in all the world 
 Are men's powers used for wrong ; 
 
 And men unconscious of the powers 
 God gave to make them strong. 
 
 The natures of such men were warped; 
 
 Their soul-hood robbed of might; 
 When driven out of paradise 
 
 By trainers without light. 
 
 O, parenthood! O, teacherhood! 
 
 God made the children right. 
 Keep them in paradise, do not 
 
 Upon them put a blight. 
 
 Provide employments suitable 
 
 That they may happy be; 
 Save them from dwarfing tyranny, 
 
 And let their souls grow free. 
 
 Give them your comradeship and love, 
 In climbing towards the height; 
 
 Then they may grow towards the divine 
 With joy and conscious might. 
 
 25
 
 OUR TEACHER 
 
 ARTHA was old but her loving heart 
 
 Grew younger as day by day 
 She won our hearts in the little school 
 That stood near the wide, blue bay. 
 
 M 
 
 Others more learned there may have been, 
 
 But none have I ever known 
 Richer in life and revealing power 
 
 To kindle our best alone. 
 
 Comrade was she in the fields and woods 
 
 Revealing life's wondrous plan; 
 Showing how Nature's growth giving laws 
 
 Relate us to God and man. 
 
 Soon we had diamonds in the dew 
 
 And gold in the sunset sky; 
 New were the glorious mysteries 
 
 We learned from the stars on high. 
 
 O how we studied great books when she, 
 
 Their secret of uplift told! 
 "They are the gold mines of truth," said she 
 
 Then trained us to search for gold. 
 
 Reverently at the close of day 
 
 We stood as she led in prayer, 
 Asking the Father throughout the night 
 
 To guard us from ev'ry care. 
 
 26 

 
 After long years in the old white school 
 Gray men and gray women met, 
 
 Her boys and girls in the long ago 
 Who loved her memory yet. 
 
 Reverently in the graveyard then 
 
 On top of the hill we stood 
 Round a tall shaft on whose side was told 
 
 Our story of gratitude. 
 
 When on her grave we had placed our wreaths, 
 
 We stood in a circle there, 
 While a most eloquent preacher spoke, 
 
 And led us in hopeful prayer. 
 
 Each one recalled that, when Martha came, 
 
 The preacher an orphan lad, 
 Was by the pious condemned because 
 
 They said he was "awful bad." 
 
 Memory brought to each one that day 
 
 A thousand great epoch hours, 
 When throught the years seeds that Martha sowed 
 
 Bloomed forth into life's bright flowers. 
 
 And as the visions came back again 
 Of Martha and childhood's years, 
 
 Hearts beat with joy, and tears filled our eyes, 
 But thev were exultant tears. 
 
 27
 
 I 
 
 MY KINDLER 
 
 N dreams I sit beside your desk 
 In life's great epoch hour, 
 When with your matchless kindling art 
 You first awaked my power. 
 
 The other boys and girls had gone 
 
 When school was out, but you 
 Had asked that I should stay that night 
 
 Some special work to do. 
 
 You sat beside me and I felt 
 
 Your deep, true friendship shine 
 
 Out of your heart with kindly glow, 
 And wake response in mine. 
 
 You said I was a thought of God, 
 
 And that in His great plan 
 I had some special work to do 
 
 To help my fellow man; 
 
 And that to find my special power 
 Should be life's greatest aim; 
 
 Your words, your tone, your brother touch 
 Set my young heart aflame. 
 
 I took your hand and looked away 
 Through long, achieving years, 
 
 And tears came in my eyes, but they 
 Were hopeful, joyous tears. 
 
 28
 
 A vision shone through Heaven's gate 
 
 Of what my life might be, 
 And angel voices seemed to bring 
 
 Great messages to me. 
 
 To see the setting sun that night 
 I climbed the hemlock hill. 
 
 I heard the messages again 
 
 And answered "Yes, I will." 
 
 29
 
 THE FATHER'S CRIME 
 
 TO Custom's tyrant rule I bowed 
 And told my son 
 That in the morn, I'd punish him 
 For wrong he'd done. 
 
 I had not thought about my crime 
 
 Enough to know 
 That it was barbarous in me 
 
 To treat him so. 
 
 When I went up to bed that night 
 
 I heard him moan, 
 And then the sorrow in his heart 
 
 Awoke my own. 
 
 In early morning, when I woke, 
 
 I dressed, and then 
 I listened at his door, and heard 
 
 His moans again. 
 
 "O! God," I said, "forgive my sin" 
 
 For then I knew 
 That I had robbed him of his rest 
 
 The long night through. 
 
 I went into his room and saw 
 
 His tear stained cheek. 
 He woke, and when he saw me, gave 
 
 A piercing shriek. 
 
 30
 
 I clasped him in my arms, and said, 
 
 "My darling son, 
 Come let me wash your tears away, 
 
 And when I'm done," 
 
 "I promise evermore to be 
 
 More kind to you, 
 And guide you in a better way 
 
 The right to do." 
 
 "I, too, have been unhappy, son 
 Through night's dark hours, 
 
 But love-light shines now in my heart 
 With vital powers." 
 
 31
 
 "HELLO JIM!" 
 
 HEN I was but a little boy 
 Just only eight years old, 
 We had a neighbor named Bill Smith 
 And I was often told 
 
 W 
 
 To keep away from him, because 
 
 He was so very "bad", 
 He scared me sometimes in my dreams, 
 
 When I a night-mare had. 
 
 I met him on the road one day, 
 
 I was afraid of him, 
 But he looked kindly down at me 
 
 And said "O, hello Jim!" 
 
 And, when I go along that road 
 
 I always think of him, 
 I see him smile and hear his voice 
 
 Say kindly "Hello Jim." 
 
 They said about another man, 
 That he was "always good, 
 
 And when I grew up, I should be, 
 Just like him, if I could." 
 
 When I met him, he did not smile, 
 
 Nor speak, nor look at me 
 His face was solemn, and his heart 
 Seemed icy cold to be. 
 
 32
 
 I wondered why religion made 
 A man so hard and grim, 
 
 And thought that I would never be 
 A gloomy man like him; 
 
 But grow up "bad" and try to be 
 
 A jolly man like him 
 Who won my heart with happy smile 
 
 And said, "O, hello Jim!" " 
 
 33
 
 NEVER SMILE BEFORE YOUR CLASS 
 
 THEY Taught me at the Normal School 
 That I should always be 
 Sedate in school, and never smile 
 But let the pupils see 
 Upon my face just mystery, 
 Stern and impressive dignity. 
 
 And for a time I meekly thought 
 The books and teachers right, 
 
 And on frivolity in school 
 I promptly put a blight. 
 
 "No foolish levity in school," 
 
 Was my first self controlling rule. 
 
 When funny incidents occurred 
 
 My humor I would hide ; 
 I bit my lip and quickly went 
 
 To freely laugh outside. 
 That it would never, never do 
 To smile in school I surely knew. 
 
 But now I know that he who robs 
 A child's young heart of joy, 
 
 Works but for evil, when he clouds 
 The face of girl or boy ; 
 
 But he who helps to make it shine 
 
 Aids in unfolding the divine. 
 
 34
 
 And more I know, the teacher who 
 Fears he will lose control 
 
 Because he joins the child in joy, 
 Is dwarfing his own soul; 
 
 For all the seeds of power and right 
 
 Grow to perfection in the light. 
 
 I 
 
 35
 
 THE KINDLING TEACHER 
 
 ALONG the winding woodland path 
 The happy children went to school; 
 They loved the flowers along its sides, 
 And ferns that grew where woods are cool. 
 
 And when they found a flower unknown, 
 They took it to their teacher, who 
 Loved Nature's life in all its forms, 
 And gladly told them what she knew 
 
 Of wonders of the earth and sky, 
 Of beauty springing from the ground, 
 Of leaves so varied on the trees, 
 And joys that she had always found 
 
 In seeing God in all His works 
 A flower, a fern, a blade of grass, 
 A gleaming star, the changing moon, 
 And seasons, as they come and pass. 
 
 She told what children ought to do, 
 Some needy neighbor's heart to bless, 
 And said "each child had power to bring 
 To some one greater happiness." 
 
 Two girls one morning, as they passed 
 The recj-roofed cottage both agreed 
 To make some person happy, if 
 They only knew some one in need. 
 
 36
 
 Then Kate said "Nellie I have thought 
 Of one whom we can help to be 
 More happy. She's the crippled girl, 
 In there. She needs our help for she 
 
 "Can not go out to see the flowers, 
 Or trees, or ferns, or stars, or sky; 
 To raise some money, Nell, to buy 
 A nice wheeled chair for her we'll try. 
 
 "Her father's dead, her mother poor 
 She needs some one her heart to cheer: 
 She is the one that we should help, 
 I'm glad we see our duty clear." 
 
 They spoke of it at Sunday School; 
 They went through all the neighborhood; 
 They raised the money human hearts 
 Are glad to help in doing good. 
 
 The people thanked the little girls 
 For kindly thought and helpful deed; 
 They gave their money freely, and 
 They wished the happy girls "God speed." 
 
 They bought the chair and dresses, too, 
 For Mary, and one happy day 
 They wheeled her to the school, and she 
 Just wept the thanks she could not say. 
 
 37
 
 And all the children cried for joy 
 With Mary, and the teacher, too; 
 Then Katie said, "O, teacher, dear! 
 We owe the kindly thought to you." 
 
 The pastor came that day to school, 
 And told the teacher that he thought 
 The lesson that had kindled hearts 
 The grandest lesson she had taught. 
 
 A famous doctor met the girls 
 With Mary on the road one day; 
 He heard their story, and proposed 
 To treat her without any pay. 
 
 She grew quite strong, and happiness 
 Filled the small house with roof of red; 
 And when the people thanked the girls, 
 "Give our dear teacher thanks," they said. 
 
 38
 
 ENOCH KNEW WHY 
 
 YOUNG Enoch Simpson was but ten. 
 He was a merry boy, 
 And "as an egg is full of meat" 
 So he was full of joy. 
 
 He led in mischief at the school 
 
 Yet never was unfair, 
 And when the master punished him, 
 
 He did not seem to care. 
 
 One day the master called him up 
 
 And Enoch calmly went, 
 And smiling stood unflinchingly 
 
 Awaiting punishment. 
 
 The master said, "I'll whip you well, 
 
 And you can tell me why?" 
 "Yes, Sir, I can", the boy replied, 
 
 "You're bigger, Sir, than I." 
 
 39
 
 IN WHAT RESPECTS AM I LIKE SQUEERS? 
 
 'OST kindly people when they read 
 
 Of Dotheboys shed tears, 
 "Then heave a sigh, and say "Thank God 
 That I am not like Squeers. 
 
 M 
 
 What they should do is seek for power 
 To dry the children's tears 
 
 And ask the Father to reveal 
 How much they are like Squeers, 
 
 And for a higher truer love 
 
 Of childhood through the years, 
 
 And clearer vision of new light 
 That they may dry its tears. 
 
 40
 
 O! THE DIFFERENCE 
 
 REGINALD Jones on a summer day 
 Went with Jim Brooks to the woods away 
 Out from the town, where the hawthorn trees 
 Waved their white arms in the gentle breeze, 
 On to the valley beyond the hill, 
 Where by the pond stood the old red mill, 
 And by the stream fairest flowers grew 
 Kindling their souls with enchantment new. 
 
 Two happy boys spent the afternoon 
 Hearing the bobolink's sacred tune, 
 Wandering on by the river's side, 
 Chasing the chipmunks that ran to hide, 
 Gathering strawberries in the grass, 
 Watching white clouds o'er the blue sky pass, 
 Floating bark ships on the river, till 
 Afterglow shone o'er the tree crowned hill. 
 
 Hurriedly homeward they went at last 
 Blissfully happy. Their hearts beat fast 
 Throbbing in time with a grand new tune 
 Learned on that glorified afternoon. 
 Each with a feeling of pure delight 
 Carried a handful of flowers bright; 
 Flowers for mother to make her glad 
 Carried each happy and hopeful lad. 
 
 41
 
 Reginald's mother in anger threw 
 
 Out his wild flowers and treasures new; 
 
 Told him he never must go again 
 
 Out with that wicked Jim Brooks, and then 
 
 Scolded and threatened her little lad; 
 
 Wondered why he had been born so bad; 
 
 Mourned for the clothes he had soiled, and sent 
 
 Him straight to bed as a punishment. 
 
 Supperless, heartsore, the weeping boy 
 
 Ended in sorrow his day of joy. 
 
 Jim's mother kissed him and fondly smiled; 
 Told him that she was a country child 
 Fond of the flowers in wood and vale; 
 Listened with joy to his boyish tale; 
 Sent him to wash, and when he was done; 
 Gave him dry clothing and said, "my son 
 You must at supper your father tell 
 All you have seen, he will like it well." 
 
 Two mothers looked at their boys that night 
 Lying asleep in their beds so white; 
 One with a face that was pale and sad 
 Wept as she looked at her little lad ; 
 Noted the stains of his bitter tears; 
 Prayed that his badness would pass with years ; 
 Asked God to comfort her aching heart 
 Selfishly thinking she'd done her part. 
 
 42
 
 Jim's mother looked at her sleeping boy 
 Dreaming in peace of his day of joy 
 Said "God I thank thee for little Jim, 
 Help me to kindle and nurture him. 
 Gateful am I that he loves me so, 
 Help me to guide him by love's bright glow, 
 Make me his comrade and partner true 
 Cheering him upward to higher view." 
 
 43
 
 "I 
 
 THE FATHER'S DREAM 
 
 'LL Whip you in the morning, boy," 
 
 I harshly said, 
 
 "Stop crying, or I"ll whip you more, 
 Now go to bed." 
 
 When to my room I went that night 
 
 I heard him moan 
 In sleep, and ere the morn I dreamed 
 
 That he had grown 
 
 Until he was giant large 
 
 And strong, and grim; 
 Who dared me then to come and try 
 
 To punish him. 
 
 Then to my coward heart there came 
 
 A message new 
 And to my soul a vision clear 
 
 Of higher view. 
 
 I lay reflecting on my dream 
 
 Till daylight came; 
 And, when I thought about my boy, 
 
 I blushed in shame. 
 
 When he awoke, I said, "I have 
 
 A better plan. 
 I'll treat you as my chum, and be 
 
 A gentleman." 
 
 44
 
 "O, dad," he said, "that's decent. I'll 
 
 Be decent, too, 
 And we will have a jolly life, 
 
 Hurrah for you !" 
 
 45
 
 T 
 
 A HERO 
 
 'HE little boy who says "I won't" 
 
 To a command 
 From a big man, a hero is 
 With courage grand. 
 
 His teacher dare not say "I won't" 
 
 To giant grim 
 Three times his size who in loud tones 
 
 Would order him 
 
 To do something he did not wish 
 
 To do, and he 
 Should learn that boys don't disobey 
 
 When they are free. 
 
 Till tyranny distorts their souls 
 
 All boys obey, 
 And gladly work with comrade guides 
 
 Who show the way. 
 
 46
 
 I 
 
 A VITAL LESSON 
 
 WENT to tell Dick's mother 
 
 About her wayward lad ; 
 That he must be suspended 
 From school he was so "bad." 
 
 I found her in a garret 
 Down in a narrow street ; 
 
 She stood before her wash tub 
 With baby at her feet. 
 
 I said "I am Dick's teacher." 
 "I'm glad you came," said she, 
 
 "I'm proud to be the mother 
 Of such a son as he. 
 
 "His father died last winter, 
 He had been two years sick; 
 
 But Dick has been my helper, 
 A fine boy is my Dick. 
 
 "He starts to sell his papers 
 Before the rooster crows, 
 
 Then eats his well earned breakfast 
 And whistling off he goes. 
 
 "After the school is over 
 
 He works from four to eight, 
 
 And Saturdays till midnight. 
 O, my dear Dick, he's great! 
 
 47
 
 "I thank you for your visit, 
 I hope you'll come again; 
 
 You must be very happy 
 In making boys good men." 
 
 I could not give the message 
 
 I went to give, so I 
 Just said, "Tell Dick I'm sorry 
 
 He was not here, good bye." 
 
 For when I heard her story 
 Of what her boy had done, 
 
 I knew I was a failure 
 In training such a son. 
 
 I knew that I had never 
 Dick's best life understood; 
 
 I thought him "bad," his mother 
 Had proved that he was good. 
 
 I learned a vital lesson 
 From her that epoch day; 
 
 I went a thoughtless teacher; 
 Transformed, I came away. 
 
 I learned I could not kindle 
 True soulhood with a stick; 
 
 I'd studied how to govern ; 
 Henceforth I'll study Dick.
 
 That day I said, "I'll never 
 
 Coerce a child again," 
 And since I have been happy 
 
 In aiding "to make men." 
 
 I told Dick all the story 
 
 Of what I went to do, 
 And how it made me happy 
 
 To find he was so true. 
 
 I asked him to forgive me 
 For wrongs that I had done, 
 
 And his bright smile and hand clasp 
 Showed that his heart was won. 
 
 We spoke about his mother, 
 
 About the baby, too ; 
 We spoke about his future, 
 
 And each had vision new ; 
 We pledged a lifelong friendship; 
 
 We still are comrades true. 
 
 49
 
 MCWHACKER 
 
 MCWHACKER was a teacher man, 
 He went to church on Sunday, 
 And prayed that he might have the strength 
 To beat the boys on Monday. 
 
 McWhacker was his proper name 
 
 For he did surely whack us; 
 With rawhide in his big right hand 
 
 He daily did attack us. 
 
 He flogged us for the wrong we did 
 Right on our heads he'd crack us; 
 
 He flogged us for mistakes we made 
 And where he'd hit he'd black us. 
 
 At length he died through making love 
 
 Too much to old God Bacchus; 
 But we remember through the years 
 
 The way he used to whack us. 
 
 50
 
 "I GUESS HE NEVER WAS A BOY" 
 
 (Told by one of the boys) 
 
 THE trustees met to hear a charge 
 The teacher made against his boys. 
 He said that we were rude outside, 
 And in the school made too much noise. 
 "The very first day I was here 
 They gathered on the hill," said he 
 "When school was out, and when I passed 
 They all joined in and snowballed me." 
 
 The chairman rose and looked severe, 
 "I'm sorry, boys," he sternly said ; 
 "Why did you treat your teacher so?" 
 Then Enoch Simpson rose and said, 
 "I asked him if he'd take a ride, 
 I did not do it to annoy; 
 He threw my sleigh clear o'er the fence, 
 I guess he never was a boy." 
 
 We snowballed him, sir, 'good and hard,' 
 He got the worst of it, and we 
 Think he deserved it all he got 
 And we were hopeful, sir, that he 
 Would tell us he was sorry, when 
 He came to school next day, but O 
 You should have heard how he did scold. 
 He told us he would make us know" 
 
 51
 
 "That he was boss. We shouted "boss! 
 
 Co boss! Co boss!" We made some noise, 
 
 But honestly now wouldn't you 
 
 Have done so, too, when you were boys ? 
 
 We meant no harm, and we'll behave 
 
 If he will only learn to see 
 
 That boys have rights. We'll all be glad 
 
 If he our comrade friend will be." 
 
 The teacher promised, and the boys 
 Cheered loudly, and the trustees, too, 
 The Chairman said, "he hoped that all 
 Would now unite our best to do." 
 The teacher said, "I will be square, 
 I see that I was wrong, and here 
 I offer an apology 
 To all the boys, with heart sincere." 
 
 Loud were the cheers the glad boys gave 
 From hearts that overflowed delight 
 Until the happy teacher said, 
 "I wonder, Simpson, if tonight 
 You'd let me ride downhill, with you?" 
 Simpson /stood up, and said "O, yes !" 
 Then in a kindly tone he said, 
 "Fellows, he was a boy, I guess. 
 
 52
 
 FRED'S SYMPATHY 
 
 WE lived in a cottage beside the sea 
 And when I came home one day 
 I did not see Fred little Fred just eight- 
 Who loved with his "dad" to play. 
 
 And daddy loved, too, with his happy boy 
 
 To play, when his work was done, 
 Or climb to the top of the hill with him, 
 
 To look at the setting sun. 
 
 "Dear, where is our boy," to my wife, I said, 
 
 And sadly she made reply; 
 "O Fred was so naughty this afternoon 
 
 To punish him I did try, 
 
 But, when I commanded that he should come, 
 
 Authority he defied, 
 And knowing that I could not follow him 
 
 Crept under the house to hide." 
 
 "Then give me the rod," I most sternly said 
 I'll teach him he must obey." 
 So after him slowly I crept until 
 From him but two yards away. 
 
 And then with a look of deep sympathy 
 
 He whispered so low to me, 
 "Say dad! is she after you, too?" Now who 
 
 Could whip such a boy as he? 
 
 53
 
 We went to the top of our sunset hill 
 And watched till the sun had gone, 
 
 And saw in the glory of afterglow 
 The day's fond goodnight shine on. 
 
 And there as we stood in that sacred light 
 
 I lovingly spoke to him, 
 And told of the shadow on mother's heart 
 
 Until his blue eyes were dim. 
 
 And as we came down with his hand in mine 
 
 He said, "I am sorry Dad, 
 But if she'll forgive me and love me still 
 
 I'll try not to be so bad." 
 
 I tightened my hold on his little hand 
 
 And felt his response to me, 
 Till out from his heart a love message came, 
 
 "I'll tell her tonight," said he. 
 
 Her face was o'ershadowed by sadness still, 
 
 But soon it was changed to joy, 
 And lighted by love shine, when in her arms 
 
 She held her enkindled boy. 
 
 54
 
 THE BRILLIANT DUNCE 
 
 \ 
 
 THEY called him "dunce." In olden time 
 It was a very common crime 
 To call boys names, though wiser men, 
 Said it was wicked even then 
 To call boys "bad," or "dunce," or "fool" 
 Because they broke some needless rule, 
 Or could not spell, or were not quick 
 To learn the hard arithmetic. 
 
 The teacher who would use a name 
 That brings a tear, or blush of shame 
 To any child ; has not been taught 
 That each child represents a thought 
 Of God some vital uplift plan 
 Of service for his fellowman ; 
 Or he would know that boys should be 
 From such insulting language free. 
 
 They called Pete "dunce," and his nine years 
 
 Had brought him many bitter tears. 
 
 He could not read at nine, and they 
 
 Would shake their book-crammed heads, and say, 
 
 "He cares not for his books, and so 
 
 His brain, poor boy, will never grow. 
 
 He does not understand. Alas ! 
 
 He cannot learn. He will not pass." 
 
 55
 
 Enlightened teachers clearly see 
 That some were never meant to be 
 Book students; but most teachers yet 
 This basic principle forget. 
 They mark book crammers very high 
 And others "dunces" classify. 
 Achieving men .are greater far 
 Than mere book students ever are. 
 
 Pete cared not for the printed word, 
 His interest had not been stirred 
 By anything his teachers taught, 
 And so they most unwisely thought 
 He was a "dunce," and said that he 
 Of dunces had least power to be 
 Of any use. They did not know 
 How quickly souls, when kindled, grow. 
 
 His teacher left; another came 
 
 With faith in boys, and heart aflame. 
 
 They told him Pete was just a "dunce." 
 
 He listened, and replied at once, 
 
 "I'll study him, and try to find 
 
 What cause obscures the poor boy's mind. 
 
 I'll try to kindle him, I know 
 
 If kindled, he will start to grow." 
 
 56
 
 For weeks the teacher saw no sign 
 
 That any light began to shine 
 
 In Pete's dark mind, until one day 
 
 He said, "I have another way 
 
 Of teaching drawing, boys, to wake 
 
 Their minds, and not mere pictures make. 
 
 I will come twice each week at eight; 
 
 I hope you'll come; you'll find it great." 
 
 He hoped one half his class to find. 
 The "dunce" alone with dormant mind 
 Came. "Pete'*, said he, "I'll try to do 
 The very best I can for you. 
 To start the power of just one boy 
 To grow would give me greater joy 
 Than to be King; If you will try 
 We'll be good comrades, you and I." 
 
 Pete understood. His first design, 
 
 Planned by himself grew line by line. 
 
 He did not copy. He was free 
 
 To be original, so he 
 
 Was kindled, and a vital light 
 
 Shone in his eyes and made them bright. 
 
 The teacher's smile brought joyous tears 
 
 That gathered through unkindled years. 
 
 57
 
 His soul awoke in that great hour, 
 For drawing was his special power, 
 Related powers woke, too, and he 
 Gave promise of his destiny, 
 And made it to his teacher clear 
 That he would have a fine career. 
 An architect renowned is he, 
 Whose fame is known beyond the sea. 
 
 When teachers learn to kindle souls, 
 And start their growth towards special goals, 
 Each one to his own goal, they'll know 
 That men's best powers can never grow 
 By knowledge only. They must be 
 First kindled, then made truly free. 
 All teachers are dunce makers, when 
 They think of knowledge more than men. 
 
 58
 
 ROBBED OF CHILDHOOD 
 
 A Father and a mother came 
 A hundred miles to see 
 A teacher with their little boy 
 Because they heard that he 
 Was fond of boys and power had 
 To kindle those whom they called "bad". 
 
 "We've no control whatever, sir," 
 
 They said, "over this lad, 
 And we can find no reason, sir, 
 
 Why he should be so "bad." 
 We ask, if you our son will take 
 And see, if you his will can break." 
 
 "He knows the Bible, sir, by heart; 
 
 We've tried to make him good. 
 We ought to know the rightful way 
 
 To train as parents should. 
 Our fathers both were preachers true, 
 Who, how to train their children, knew. 
 
 "They never let us have our way 
 When we were young, and so 
 
 We could not learn to do wrong things; 
 Obedient we did grow, 
 
 But he gets angry, when controlled, 
 
 And answers us in language bold." 
 
 59
 
 "I'm sorry for your little son," 
 
 The teacher kindly said, 
 "You did not try to train a child, 
 
 You trained a man instead. 
 You cannot truly train a boy 
 By robbing him of childhood's joy." 
 
 A boy in childhood should be free 
 To think, and plan, and do. 
 
 Your son can never truly grow 
 So long, my friends, as you 
 
 Refuse to let him have his way 
 
 Enjoying work enjoying play." 
 
 "To know the bible all by heart 
 
 At ten, cannot be right. 
 To make the sacred book a task, 
 
 May cloud the guiding light 
 That it should give to lead him through 
 Life's coming years, and make him true." 
 
 "He is not "bad", but warped, because 
 . His growth has not been free. 
 I like your boy, and soon I hope 
 
 To win his love for me. 
 We will be comrades full of joy, 
 And he will be a fine true boy." 
 
 60
 
 OUR FIRST FEMALE TEACHER 
 
 THE School board met one night to choose 
 A teacher for the coming year. 
 The chairman was a cultured Scot 
 Progressive, earnest, acrid sincere. 
 
 One was an Englishman, the last 
 
 From Ireland came. The chairman read 
 
 The written applications, then 
 
 "I have a great surprise," he said. 
 
 "One from a female teacher came 
 Whose writing is the very best, 
 Her spelling and her grammar, too, 
 Are far ahead of all the rest." 
 
 "Of all the teachers who applied 
 The female teacher I would choose." 
 Then spoke the Englishman who said 
 "To vote for females I refuse, 
 
 "I want a male." Then Erin's son 
 Expressed with force his simple plan, 
 "For nayther male nor female I 
 Will vote," said he, "I want a man." 
 
 The chairman reasoned earnestly; 
 The Englishman was stubborn still. 
 "Women should stay at home," said he, 
 "To vote for one I never will." 
 
 61
 
 To Tim, the chairman then appealed, 
 Until the Irishman said, "Well, 
 Perhaps you're right. I hope you are. 
 I'll vote with you, and time will tell." 
 
 And time did tell for soon she proved 
 That both her head and heart were right. 
 She won the happy girls and boys, 
 And filled their parents with delight. 
 
 Then when the Englishman would meet 
 With parents anywhere he'd say, 
 "I'm glad that we appointed her 
 For she has surely won her way." 
 
 62
 
 JIM 
 
 JIM'S Teacher was a kindly man, 
 But in the "good old training plan" 
 He still believed. "No boy," said he, 
 "Can be from evil ways made free 
 Unless you use the rod, until 
 You change his heart and break his will. 
 I do not like to whip a boy, 
 But do it that he may have joy, 
 When he is old enough to see 
 That he should ever grateful be 
 Because I punished him at school 
 And made him always keep each rule. 
 All boys are born corrupt within, 
 Their natures love the path of sin. 
 Their evil natures are so strong 
 They hate the right and love the wrong. 
 And so I use correction's rod 
 To turn my boys in youth to God. 
 I whip to drive the evil out. 
 I turn the wayward boys about, 
 And make them keep the narrow path 
 To save them from eternal wrath." 
 
 He was an earnest man and true 
 
 Who said his duty he must do 
 
 To save the boys. Poor thoughtless man ! 
 
 He never sought a better plan 
 
 Than beating boys to kindle souls, 
 
 63
 
 And guide them towards the higher goals. 
 His boys oft ran away from school, 
 But he declared that proved the rule 
 That boys objected to be trained, 
 And hated school because restrained; 
 And so his days were grimly spent 
 Awarding brutal punishment. 
 The best boys ran away he knew, 
 But still he beat the patient few 
 Who stayed. He never tried to find 
 A plan less brutal and more kind 
 To stimulate the youthful mind. 
 
 The largest pupil in the school, 
 Jim Johnston, one day broke a rule; 
 A hundred rules the master had, 
 A hundred ways of being bad; 
 And when with visage dark and grim 
 The master loudly ordered Jim 
 To come for punishment, he stood, 
 And in a calm, defiant mood 
 Said "No!" The master in a rage 
 Roared like a lion in his cage, 
 And struck the boy a savage blow, 
 Then ordered him from school to go. 
 Active, and strong, and undismayed 
 A rush the maddened pupil made. 
 Upon the startled master's head 
 He rained fierce blows, and firmly said 
 "I'll go when I my debt have paid, 
 64
 
 And you have full atonement made, 
 For even as a little lad, 
 When first you foully called me "bad," 
 And beat me I resolved to pay 
 The debt I owed some future day. 
 That day has come and, when I go, 
 I hope you'll learn your lesson so 
 That you may find a better plan 
 To train a boy to be a man." 
 
 The master said that Jim should be 
 Expelled from school so bad was he; 
 But the Inspector kindly said 
 That he would transfer Jim instead. 
 "And so his part not mine you take," 
 The master said, "Sir, you should break 
 His stubborn will." "No! I'll not dare 
 To break a will so strong and rare. 
 His will is God's best gift, and I 
 Will help the boy that he may try 
 His will to strengthen that he may 
 Be strong and true for God some day. 
 I'll not deny the boy his right 
 To kindly guidance towards the light." 
 
 "He must apologize to me," 
 The master said. "Wait, let me see, 
 Did you apologize to Jim ? 
 Remember that you first struck him 
 Unlawfully upon the head," 
 
 65
 
 The kind Inspector calmly said. 
 "Take my advice, do not object 
 To his transfer. Learn to respect 
 The rights of children. Start anew 
 To study them. Be kind and true. 
 You might be punished for the blow 
 Severely in the court, and so 
 A comrade not a tyrant be. 
 Kindle their powers. Let. them be free. 
 Trust them as partners in the school, 
 And let them help to make each rule. 
 Don't try to make a boy a saint. 
 Let law be guidance not restraint. 
 Restrictive law each power destroys 
 That should unfold in girls and boys. 
 Train them to plan and do, and they 
 Will grow in vital power each day, 
 And life to them may ever be 
 A progress toward divinity." 
 
 Jim's second principal was wise. 
 Jim said of him, "he always tries 
 To be a comrade with the boys 
 In outdoor sports and other joys 
 That real boys all like so much 
 When kindled by a human touch." 
 He welcomed Jim and said "we need 
 You Jim to help us; you can lead 
 Our football team to victory. 
 We'll all be glad if you will be 
 Our Captain, won't we boys?" said he. 
 66
 
 They answered him with three times three. 
 And Jim remembered through the years 
 His heartglow, when he heard their cheers. 
 New elements of hope and power 
 Were kindled in his life that hour, 
 New visions of what he might be 
 Swept through his soul and made him free. 
 He promised he would do his part 
 To prove that in his grateful heart 
 He'd keep the boys and master, too, 
 And to their trust be ever true. 
 
 Jim's leadership was strong but kind. 
 His team with him in love combined. 
 They won the cup but more they learned 
 'That triumph ever must be earned, 
 By each one working at his best 
 In partnership with all the rest. 
 They felt new consciousness of power. 
 They learned to spend no idle hour, 
 But practiced well each foot ball art 
 That each with skill might play his part. 
 Life had fresh interest for Jim ; 
 Each day revealed new hope for him ; 
 Achievement gave new power to do 
 The greater things of wider view, 
 And elements of true success 
 Entered his soul his life to bless. 
 Training may either bless or blight 
 May make life dark or guide to light 
 That shines forever on the height. 
 67
 
 HOW HE WON HIS SPURS 
 
 T 
 
 WO teachers from our village school 
 
 We helped to drive away; 
 They did not like our boyish tricks, 
 And so they did not stay; 
 
 And, when the village school Board had 
 
 Appointed Number three, 
 We planned to drive him quickly out, 
 
 And let him, too, go free. 
 
 He said "good morning girls and boys," 
 When he came in, and then, 
 
 When no one answered him, he said, 
 "Ladies and gentlemen, 
 
 "When they are spoken to arise 
 And say 'good morning,' too, 
 
 Again I'll say 'Good morning,' then 
 I know what you will do." 
 
 He said it in a comrade's tone, 
 And looked so kind and true, 
 
 That, when he said it over, we 
 All said "good morning," too. 
 
 He smiled and said "I hope that we 
 
 Will always be in school 
 Young ladies and young gentlemen, 
 
 I have no other rule." 
 
 68
 
 When he began recording names 
 
 I thought that I would be 
 A little funny, so I said 
 
 "My name is Pat Turlee." 
 
 I said it in an Irish voice. 
 
 He saw the others smile, 
 And so he quickly answered me, 
 
 And spoke in Irish style. 
 
 "Jist judgin' by yer looks," said he, 
 "That name wud suit ye well, 
 
 But if ye plaze, my jolly lad, 
 Yer right name now ye'll tell." 
 
 I saw his twinkling eyes and said 
 "Ed. Turley not Tur-lee." 
 
 He answered promptly "all right, Ed. 
 Good friends I'm sure we'll be." 
 
 Then stepping down he took my hand 
 And said "Your name I knew, 
 
 For when I asked the 'Bad' boy's name, 
 Each one I asked named you." 
 
 "I like you better, Ed., for that 
 
 When I was young as you, 
 They called me 'bad.' I tried to prove 
 
 That what they said was true. 
 
 69
 
 "You are not 'bad' ; the jolly boys 
 
 Are nearly always kind, 
 And I expect that I in you 
 
 A trusted friend will find. 
 
 "You planned at my expense to have 
 
 Hilarity with me ; 
 I think that you expected, too, 
 
 That I would angry be. 
 
 "The poor new teacher often has 
 
 Some trials his first day, 
 But he may win his spurs, if he 
 
 Accepts them gracefully. 
 
 "And so I won't think less of you 
 
 Because you tried to be 
 A little mischievous, and have 
 
 Some merriment with me." 
 
 Then I stood up and said to him 
 . "Whatever, sir, occurs 
 We'll all stand ever true to you, 
 For you have won your spurs." 
 
 70
 
 T 
 
 HOW TO HARDEN STEEL 
 
 HE blacksmith threw a piece of steel 
 
 Upon the ground and said, 
 I cannot harden it. It seems 
 To be as soft as lead." 
 
 His son stood near and promptly said, 
 "It soon will hardened be, 
 
 If you will 'lick it,' dad, I know 
 That's how you hardened me." 
 
 71
 
 I SHAKE IT OUT OF HIM 
 
 A TEACHER said, "There is one boy 
 I will not stand; 
 The sullen, stubborn boy who sulks, 
 When I command." 
 
 "I will not reason with that boy, 
 
 Nor patience show; 
 I'll shake it out of him, that he 
 
 My power may know." 
 
 O, blighter of the souls of boys! 
 
 O, tyrant blind! 
 Such boys need doctors, and the smiles 
 
 Of teachers kind. 
 
 A gloomy farmer came to get 
 
 His photograph; 
 He looked like one who never hau 
 
 A jolly laugh. 
 
 The new photographer said, "Smile ! 
 
 No change was made; 
 "O smile, sir, smile!" he said again; 
 
 The sad look stayed. 
 
 "Come, you must smile!" he louder said. 
 
 He failed again. 
 He took a pistol in his hand 
 
 And shouted then, 
 
 72
 
 "Smile, will you!" He was quite as wise 
 
 As teachers mad, 
 Who shake the sulky, stubborn boys 
 
 To make them glad. 
 
 73
 
 THE DUNCE 
 
 LUCY was merely "the dunce" to me. 
 Dullest of all in the school was she. 
 "Dunce" she was called when to teach I came, 
 And I remembered that conscious shame 
 Burned on her cheeks with indignant flame, 
 When she was called that degrading name. 
 
 So though I knew she seemed dull and slow 
 
 Sympathy ever I tried to show. 
 
 Calling her "dunce" could not make her bright ; 
 
 Baseness so mean robs dim souls of light. 
 
 To the poor girl I was just and kind, 
 
 But I neglected her dormant mind. 
 
 When in October my class began 
 For the school closing to make our plan, 
 Lucy came shyly and said that "she 
 Would be so glad to recite for me." 
 "No!" I replied, for I thought at once 
 That her class reading was bad, poor dunce. 
 
 Yet the next morning she brought a book, 
 Gave it to me, and said, "Please do look ; 
 Find if you can one I may recite, 
 Then I'll be happy on closing night." 
 Still I said kindly, " I think not, dear." 
 Then in her eve I could see a tear. 
 
 74
 
 Tenderly to the poor child I said, 
 
 "Choose one yourself, dear." She raised her head. 
 
 Quickly my words chased her tears away; 
 
 Fondly she smiled at me through the day ; 
 
 Then at the close she came up to me. 
 
 "Thank you," she whispered, "just wait and see." 
 
 Lucy came early next day to me; 
 "Hear me recite, if you please," said she; 
 Joy was still dancing in her blue eyes. 
 "Gladly," I said, and to my suprise 
 Lucy recited with power and grace, 
 Hope's light transforming her glowing face. 
 
 As I walked homeward that happy night, 
 Into my soul flashed a message bright. 
 "Lucy has power," was the lesson taught. 
 Clear to my mind came the humbling thought, 
 We were the dunces to let her go 
 So long unkindled, but now she'll grow." 
 
 "Interest has been aroused in her, 
 Soon her dull mind will begin to stir 
 Wondering, longing to understand. 
 O ! how I'll watch as its powers expand. 
 She has revealed her best power to me. 
 Blind I have been, but thank God I see." 
 
 75
 
 JIM'S BIG BROTHER 
 
 jrr-iWAS Winter time. Upon the farms 
 
 The year's hard work was o'er, 
 * And earnest young men came to school 
 To try to learn some more. 
 
 Strong limbed, athletic men were they, 
 Strong hearted, forceful, true, 
 
 Men who love work in open fields 
 Grow strong, but tender, too. 
 
 Dick Andrews was a splendid type 
 Of force, and skill, and grace. 
 
 No other lifted such a weight, 
 Or ran so swift a race. 
 
 Our teacher beat the small boys most, 
 
 And O ! he whipped us hard ; 
 And often our poor backs were blue, 
 
 When by his rawhide scarred. 
 
 He called Dick's little brother up 
 
 One day to punish him. 
 Dick said, "My brother's sick. You must 
 
 Not punish little Jim." 
 
 "Then I'll beat you," the teacher said, 
 
 But, ere he struck a blow, 
 Dick knocked him down and sat on him, 
 
 "Now, sir," he said, "I'll show 
 
 76
 
 "You how a rawhide hurts, and make 
 You understand the way 
 
 Poor, helpless little fellows feel 
 That you beat day by day." 
 
 And so he did. He beat him well 
 Until he writhed in pain, 
 
 Then rose, and to the teacher said, 
 "I hope I made it plain." 
 
 "That rawhides hurt, and I intend 
 
 To punish you, whene'er 
 You beat my little brother, so 
 
 Just do it, if you dare." 
 
 At noon that day some little boys 
 Said, "Dick, we're glad that you 
 
 Beat the old sinner, and we wish 
 You'd be our brother, too." 
 
 77
 
 "I 
 
 HIS FIRST MORNING 
 
 'LL read my thirteen rules to you,' 
 
 The teacher harshly said, 
 "You'd better pay attention, too," 
 And, when the rules were read. 
 
 He took a ruler in his hand 
 
 And struck the desk a blow, 
 "Now dare to break one of my rules," 
 
 He said, "and out you go." 
 
 "I'm going to be master here 
 
 Or know the reason why, 
 And, if you mean to disobey, 
 
 I'd like to see you try." 
 
 Tom White, our largest boy, said, "Bah!" 
 
 We answered with a shout, 
 "A bully is a coward, sir, 
 
 Now come and put me out." 
 
 The teacher quailed; we cheered, and cheered. 
 
 Astonished at the noise 
 The principal came in and asked, 
 
 "What is the matter, boys?" 
 
 The angry teacher answered him, 
 
 "Why, sir, I never saw 
 Such boys as these. They've no respect 
 
 For me, sir, or for law." 
 
 78
 
 "Tom," said the principal, "please tell 
 Me what has happened here," 
 
 "He's not a gentleman," said Tom, 
 We answered with a cheer. 
 
 "No word of greeting did he give 
 When first he took his place; 
 
 He simply stood, and glared at us 
 With fierce, unfriendly face. 
 
 "He read us thirteen silly rules, 
 Then struck the desk a blow, 
 
 And said, 'Whoever breaks a rule 
 Out of the school will go.' 
 
 "We were indignant, sir, at him, 
 Boys have their rights, but we 
 
 Will be polite to any man 
 Who treats us decently." 
 
 The principal then kindly said, 
 
 "I'm sorry, sir, but you 
 Were wrong, for these are earnest boys, 
 
 Kind hearted, helpful, true." 
 
 "I will report at once that you 
 
 For this school will not do. 
 You, sir, should never teach again 
 
 Until, with wider view, 
 
 79
 
 "You get a new respect for boys, 
 
 And learn a better plan 
 Than bullying to train a boy 
 
 To be a gentleman." 
 
 Then turning to Tom White, he said, 
 "Tom, I have faith in you, 
 
 Please lead the class, for I can trust 
 These jolly fellows, too. 
 
 I'll try to get a leader soon 
 Who'll be a comrade true." 
 
 80
 
 "I 
 
 I CANNOT KEEP THEM DOWN 
 
 'M sure that you have given me 
 
 The hardest class in town, 
 They won't obey, and I confess 
 I cannot keep them down." 
 
 "You should not try to keep them down," 
 
 The principal replied, 
 "Your duty is to guide them up." 
 
 "I can't," she said, "I've tried. 
 
 "I've punished them to make them work. 
 
 And yet it seems to me, 
 The more I punish them the worse 
 
 The bad ones grow to be." 
 
 "Is that the best that you can do?" 
 The teacher answered, "Yes." 
 
 "Then never while you live again 
 Such ignorance confess. 
 
 "God gave you higher kindling powers 
 Than force of strong right arm; 
 
 That is your weakest power; the one 
 Most certain to do harm. 
 
 "Learn your high powers of mind and heart 
 
 To kindle childhood's best, 
 And study children's interests 
 
 That you and they be blest. 
 
 81
 
 "Don't keep them down, but guide them up 
 
 In love's enkindling way, 
 And they will grow in happiness 
 
 And vision day by day. 
 
 "Thus clearer light and higher view 
 
 Will help your soul to grow, 
 And you will find the highest joy 
 
 A teacher's life can know." 
 
 82
 
 THE STEP-TEACHER 
 
 ARY heard her mother's friends 
 
 Talk about step-mothers' ways, 
 Always telling of their faults, 
 Never speaking words of praise. 
 
 M 
 
 Mary, when she came from school 
 Pleasant stories used to tell 
 
 To her mother ev'ry day, 
 
 For she loved her teacher well. 
 
 But one day her face was sad, 
 For her teacher kind was ill, 
 
 And another had been sent 
 For a time her place to fill. 
 
 "Our new teacher is so cross," 
 Said she, "and she scolds us so, 
 
 Mother dear, that she must be 
 Just a step-teacher, I know." 
 
 83
 
 TWO CHARACTER BLIGHTERS 
 
 BILL'S teacher was solemn, his father was, too 
 Believing that earth is a sad vale of tears, 
 They made his life teary in youth so that he 
 Might be well prepared to endure through the years. 
 
 They robbed him of childhood and taught him that 
 
 God 
 
 Was watching to punish him, when he was bad. 
 The true joys of childhood they made into sins 
 To try to prevent his becoming too glad. 
 
 His teacher seemed happy, when he could report 
 Some wrong he had done, or some failure he made; 
 Then father would mourn o'er his terrible end, 
 And make him kneel down while he wailingly prayed. 
 
 When any new vision shone into his mind, 
 And he began doing some things that were new, 
 They stopped him and said, "Don't! Sit still and be 
 
 good;" 
 And made him a "don'ter" with nothing to do. 
 
 And thus they soon strangled the best in his soul; 
 His life was embittered, his heart became sad; 
 Then those who had robbed him of growth-power and 
 
 joy 
 Coerced him more harshly, and said he was bad. 
 
 84
 
 Bill sullenly listened to censure and prayer. 
 He gladly accepted their verdict, and tried 
 To prove he was bad but relief came in time 
 The teacher he hated grew sick and soon died. 
 
 All life changed for Bill, when his new teacher came ; 
 He proved to be brotherly comrade and friend, 
 Who kindled his powers, awakened new aims, 
 And ever was ready with smile to commend. 
 
 Bill's winter was past, and life's frost- fettered streams 
 Flowed out, when set free by the sunshine of trust, 
 And watered the roots of his soul so he grew 
 In faith in himself for his teacher was just. 
 
 Bill's father soon noted the change, and he said, 
 "My son, since your teacher is dead I can see 
 His death has been hallowed to you, and I hope 
 That you will continue more worthy to be." 
 
 Bill smiled as he answered, "Yes, dad, I agree, 
 His death was indeed a great blessing to me." 
 
 85
 
 "DREADFUL DICK" 
 
 YES ! I taught a village school, 
 More than fifty years ago. 
 Teachers then believed the rod 
 Must be used to make boys grow 
 Into good and useful men; 
 Beating boys was common then. 
 
 When the trustees first engaged 
 Me to teach the village school, 
 The last teacher said, Dick Green 
 Never would submit to rule; 
 So four times a day he had 
 Punished him, he was "so bad." 
 
 "Then," said I, "I do not see? 
 Why he is so good, poor lad, 
 Beaten as you say he was. 
 Beating helps to make boys bad. 
 Beaten he will never be, 
 While he comes to school to me." 
 
 On the road I met the boy, 
 And he tried to pass me by 
 Without speaking, but I said, 
 "Dick, I hope you'll not be shy; 
 I am the new teacher, so 
 All the boys I'd like to know." 
 
 86
 
 "How'd you know my name is Dick?" 
 "People told me you were 'Bad,' 
 And they called you, 'Dreadful Dick,' 
 So to meet you I am glad. 
 Beating is the only way 
 You can be made good, they say." 
 
 "I do not believe that, Dick, 
 I have found boys love to do 
 Right far better than the wrong. 
 From your face I judge that you 
 Have just been misunderstood, 
 And that in your heart you're good." 
 
 "Say!" said he, "I wish I could 
 Just believe all that. Will you 
 Come with me a-fishing now, 
 If you've nothing else to do?" 
 "Yes! old sport, I'll go with you, 
 And you'll find that I am true," 
 
 Coming back I said to him, 
 " 'Comrade Dick' I'll call you, boy, 
 'Dreadful Dick !' Let's bury him," 
 Then his face lit up with joy, 
 "Trust and love you'll get from me." 
 "I will trust you, too," said he. 
 
 "Yes ! I heard him preach last night. 
 And he rilled my soul with light." 
 
 87
 
 "Y 
 
 BRAVE JOE 
 
 OU did it, sir, I know you did." 
 
 The angry teacher said, 
 His voice was loud, his tone was harsh, 
 His face was very red. 
 
 "I did not do the printing, sir," 
 
 Replied the honest lad; 
 "Don't dare to contradict me, boy, 
 
 I know you're always bad. 
 
 "To save yourself from punishment 
 
 I know you'd tell a lie." 
 The boy in answer calmy said, 
 
 "You're lying, sir, not I." 
 
 "I saw the printing done, and so 
 I know the truth not you 
 
 What you have said is not the truth, 
 What I have said is true." 
 
 The teacher raised his cane to strike, 
 
 But ere he struck the blow, 
 A trustee, standing at the door, 
 
 vSaid, "Stop! What's wrong with Joe?" 
 
 The teacher told his story; then 
 
 Joe told his story, too. 
 And said, "He does not know the truth, 
 
 But what I said is true." 
 
 88
 
 While Joe was speaking, Susan Brown 
 Came late, and heard him through; 
 
 Then said, "I did the printing, sir, 
 What Joe has said is true." , 
 
 The teacher harshly said to Joe, 
 
 "Why did you not tell me?" 
 "You did not ask me," Joe replied, 
 
 "And, if you had, you see, 
 
 "I could not be so mean, as tell 
 
 What I had seen Sue do; 
 You might have thrashed me till I fell, 
 
 Before I'd peach on Sue." 
 
 The teacher claimed that Joe should make 
 
 Apology. "You know 
 He said that I was lying, sir, 
 
 You can't deny it, Joe." 
 
 The trustee said, "I think that Joe 
 
 Has proved an honest lad, 
 You said you knew you did not know; 
 
 You basely called him 'bad.' 
 
 "You said that he was lying, though 
 
 He told you what was true. 
 To use your vulgar words, he has 
 
 As good a right as you. 
 
 89
 
 "For boys have rights, as well as men; 
 
 Teachers have claimed, too long, 
 That might is right, and beaten boys 
 
 Because they were so strong. 
 
 "And he was right. It has been shown 
 Your words were false his true; 
 
 You should apologize to Joe, 
 I hope that's what you'll do. 
 
 "And let me add, what Susie wrote 
 Was merely meant in fun; 
 
 If you had laughed, the pupils' hearts 
 You surely would have won."
 
 SHE FAILED 
 
 { I iHERE never were such horrid boys 
 In all the world, I know, 
 
 * They make such noises I can't teach; 
 
 They shout, they sing, they crow. 
 I will not stay another day 
 With children who will not obey." 
 
 "I've punished them, and punished them 
 
 But they are just as bad. 
 Their mischief-making deviltry 
 
 Will surely make me mad. 
 I will resign, and let them see 
 They cannot act that way with me." 
 
 Then the inspector calmly said, 
 
 "Dear lady you are wrong; 
 The blame for what you say of them, 
 
 Does not to them belong. 
 For boys were never yet the cause 
 That led to disrespect for laws. 
 
 "Boys love the laws of games, and if 
 They're wisely ruled in schools 
 
 Their love of law develops their 
 Respect for all good rules, 
 
 And law becomes respect for right 
 
 Through life a guiding moral light. 
 
 91
 
 "Directive not restrictive law 
 
 All children love, until 
 Some tyrant dares in home or school 
 
 Respect for law to kill 
 By robbing them of freedom. They 
 Learn then to dare to disobey. 
 
 "You punished them. It did no good. 
 
 It did do lasting harm; 
 You might have won them in an hour 
 
 With kindly, loving charm. 
 You've many powers to help and save, 
 You used the power that must deprave. 
 
 "God gave you power of heart and mind 
 
 To kindle and uplift 
 His highest gift to human souls 
 
 You do not use that gift. 
 You have a hundred powers to charm ; 
 You basely use your strong right arm. 
 
 "Coercion is an evil thing 
 
 That cannot kindle souls, 
 And souls unkindled never rise 
 
 To reach life's highest goals. 
 Coercion is your lowest power. 
 Plant seeds of love, and let them flower 
 
 92
 
 "The powers your pupils use for wrong 
 
 Should bring you happiness. 
 All evil springs from misused good 
 
 Develop don't depress. 
 Guide all their powers to work for right; 
 Misused these powers their lives will blight." 
 
 93
 
 SHE COULD NOT PASS 
 
 NELL'S learning was not very great. 
 For years she could not "pass." 
 Each time she failed her crammers said 
 "She did not 'pass.' Alas!" 
 
 Each year much younger pupils "passed," 
 Crammed through the highest class. 
 
 But Nell came back another year, 
 And tried, but failed to "Pass." 
 
 Nell still went calmly on her way, 
 
 Until at length she "passed" ; 
 And then her crammers smiled and said 
 
 "Well, Nell got through at last." 
 
 They shook their learned heads and said 
 
 " 'T will never, never do 
 To let her try to teach a school, 
 
 Although she has got through." 
 
 And wise inspectors were quite sure 
 
 That Nell would fail, but she 
 Worked faithfully until she found 
 
 Her place of destiny. 
 
 They sent her to the poorest part 
 
 Of all the city, where 
 The children were allowed to grow 
 
 With little guiding care. 
 
 94
 
 It was not right to send her there, 
 Such children need the best; 
 
 It was not just to Nell, but she 
 Began her work with zest. 
 
 With simple faith, with spirit strong, 
 With heart serene and true; 
 
 She entered on her chosen work, 
 And triumphed in it, too. 
 
 As comrade in her pupils' lives 
 She led their work and play. 
 
 She did her best, but tried to find 
 Some better way each day. 
 
 She made her pupils partners, too, 
 
 In finding better ways 
 To fill their lives with interest 
 
 In work, in games, in plays. 
 
 She went with them on Saturdays 
 
 To factories to see 
 How men and women work; and plan 
 
 What they in life should be. 
 
 And sometimes on a holiday 
 Out to the woods they went, 
 
 And freely under God's blue sky 
 Rich, happy hours they spent. 
 
 95
 
 They learned to love the flowers so much 
 
 That they would not destroy 
 Them. Each took home a single flower 
 
 For some sick girl or boy. 
 
 % 
 
 She taught them how to grow fine flowers 
 
 In window box and pots; 
 And clear their rubbish heaps away, 
 
 And make bright garden plots. 
 
 And soon she started clubs for them, 
 Where girls and boys could meet, 
 
 To learn to work, and play, and sing, 
 And even learn to eat. 
 
 Then she got carpenters to come 
 
 To train the boys to use 
 Their tools, and shoemakers to show 
 
 Then how to mend their shoes. 
 
 The fathers and the mothers, too, 
 
 Would younger children bring, 
 To watch the pupils at their work, 
 
 And hear them sweetly sing. 
 
 The crammers smiled at Nell's queer ways ; 
 
 Teachers who failed before 
 In Nell's school said, "Just wait, she'll fail." 
 
 But when the year was o'er, 
 
 96
 
 Her pupils took a higher rank 
 
 Than any crammer's class; 
 Awakened by new interests 
 
 They did not fail to pass. 
 
 Relating home and school, awoke 
 
 The district, and ere long 
 The men became more sober, and 
 
 The children grew more strong. 
 
 Nell's pupils, leaders soon became 
 
 In helping others. She 
 Trained leaders in the games at school, 
 
 And taught that each should be 
 
 A leader in the game of life 
 
 To help to make men free, 
 And over evil try to win 
 
 His special victory. 
 
 While learned crammers, crammed and 
 crammed 
 
 To get their pupils "through," 
 Nell's pupils learned the vital things 
 
 To think, to be, to do. 
 
 Mere knowledge never has been power, 
 
 And never power can be, 
 Till it is wrought in, and wrought out 
 
 Of souls divinely free. 
 
 97
 
 When Nell grew old and left the school 
 
 Her portrait was unveiled; 
 Her gray haired pupils knew that she 
 
 In life's test had not "failed." 
 
 98
 
 THE TEACHER'S STORY 
 
 SAM JOHNSON was a jolly lad 
 One of the brightest that I had. 
 He was the captain of my team 
 Of football boys, and his bright dream 
 Was that our team would surely be 
 The winners of the cup. and he 
 Would proudly hand the prize to me. 
 
 Sam's father thought his boy was "bad" 
 He often punished him, poor lad, 
 And told him "he would go astray 
 Because he was so fond of play," 
 So in his room to make him good 
 Alone in dreary solitude 
 In his dim room he shut him in 
 At night to keep him free from sin. 
 Misguided tyrant he believed 
 That he his purpose had achieved 
 Because Sam seemed subdued to be 
 And yielded to his tyranny 
 Although he yielded sullenly. 
 
 Sam made excuses day by day 
 Because he could not stay to play. 
 At last his father came to say 
 That Sam from home had run away 
 With money stolen from the till. 
 "I tried," said he, "to break his will ; 
 
 99
 
 From him all evil things I took 
 And made him read the sacred book. 
 I knew that he would go astray, 
 If you could have your wicked way, 
 And waste his precious time in play. 
 
 I kindly said, "Were I your son 
 
 I think from you I'd quickly run 
 
 Away. What could a poor boy do 
 
 Who had a father such as you? 
 
 You robbed him of his right to play, 
 
 Or be himself in any way. 
 
 He is a boy, a real boy, 
 
 Whose heart should glow with boys' true joy. 
 
 To try to make a boy a man 
 
 Is ever the most certain plan 
 
 His higher selfhood to destroy, 
 
 And rob him of true power and joy. 
 
 If of your tyranny afraid 
 
 Your son might still at home have stayed 
 
 Enduring hopelessly the wrong 
 
 You did, but Sam is far too strong 
 
 To yield to tyranny, and he 
 
 Has bravely left his home to be 
 
 From his own tyrant father free." 
 
 "Free from coercive tyrant rule 
 Your boy was always good in school, 
 No child can ever grow to be 
 What God has planned unless, he's free 
 
 100
 
 To see, and think, and plan, and do :- 
 Achieving visions ever new. 
 Sam loved to work as well as play. 
 Play is a boy's most perfect way 
 To set his highest powers free, 
 And train his leadership that he 
 A forceful, helpful life may live 
 And of his best to others give." 
 
 "I'll help you now your boy to find, 
 If you will promise to be kind 
 And just to him, and set him free 
 From your degrading tyranny. 
 If you will promise to be fair 
 And try his boyish plans to share 
 As comrade, and with him will go 
 To see him play that he may know 
 His father's sympathy, why then 
 As Captain of our team, again 
 You will be proud of him, and he 
 Will love his father tenderly." 
 He knew his plan had failed, so he 
 With mine was ready to agree. 
 
 We found Sam angry, bitter, sad ; 
 A hard, resentful, heart-sore lad 
 With all his better nature turned 
 To evil. In his soul there burned 
 The agony of conscious shame 
 For which he knew he had no blame. 
 
 101
 
 His father said with feeling strong v 
 He now could see he had been wrong, 
 And asked his boy's forgiveness. Then 
 Sam's better nature shone again. 
 
 I told how glad the boys would be 
 Their Captain on the field to see, 
 And that his father would be proud 
 To lead the happy cheering crowd, 
 When he as Captain handed me 
 The emblem cup of victory. 
 Off rolled the shadows from Sam's heart 
 "O, dad," he said. "I'll do my part, 
 If you will only freely give 
 Me just a chance to truly live." 
 Dad promised, and to Sam was just, 
 Enjoying comradeship and trust, 
 And, when the cup at length was won, 
 He gave to his triumphant son 
 Fine medals for his team to wear 
 To prove his sympathy and share 
 With others on that day of joy 
 The honours heaped upon his boy. 
 
 102
 
 LET CHILDHOOD'S FLOWERS BLOOM 
 
 I 
 
 HAVE a boy just four years old 
 The worst I've ever known. 
 
 He is my only child, and I 
 Have lived for him alone. 
 
 "I was a teacher so I know 
 
 Just how to train a child." 
 At that I turned my head away 
 
 And coughed, and broadly smiled. 
 
 "A preacher told me once," she said, 
 
 "That he was not born bad, 
 But I know better, for my boy 
 
 No chance has ever had 
 
 "To learn bad things from other boys; 
 
 I kept all boys away 
 From him. He never left my sight. 
 
 I never let him play. 
 
 "Now what would you advise?" said she. 
 
 1 looked her in the eye, 
 And calmly said with earnestness 
 
 "Are you prepared to die? 
 
 "There is no other way to give 
 
 Your boy a chance to grow 
 In body, mind, or heart, if you 
 
 Are not prepared to go. 
 
 103
 
 "Unless you let your child be free 
 
 And be a real boy 
 Without an intermeddler near 
 
 To rob him of his joy. 
 
 "He never had a boy's true play; 
 
 He never has been free 
 To plan and then achieve his plans, 
 
 And learn to do and be 
 
 "What God meant boys to do and be 
 
 To kindle their best powers, 
 And make the seeds of happiness 
 
 Become Life's perfect flowers. 
 
 "You turn his joy to bitterness; 
 
 His love you turn to hate; 
 And then blame God for your own crimes. 
 
 O learn before too late, 
 
 "That God gave you a child well made 
 
 With powers that never die; 
 You have prevented their true growth 
 
 And yet you wonder why 
 
 "Your boy does evil. You must learn 
 
 That evil is but good 
 Misused. Your son is God's own boy 
 
 By you misunderstood. 
 
 104
 
 "Fear not the evil. God still lives. 
 
 Your boy will not go wrong, 
 If freely in his life you let 
 
 His good grow truly strong." 
 
 105
 
 SECRETS OF FAILURE 
 
 HE must fail in child training who day after day 
 Tells a boy he is "bad" in the old fashioned way 
 Till the good in his life is transformed into bad 
 And his power for right has been blighted, poor lad, 
 For his badness is goodness until tyrant man 
 Interferes with the freeness of God's child-growth plan, 
 And the man who remembers that he was a lad, 
 Is the hope of the children some trainers call "bad." 
 
 Men must fail in the training of childhood, if they 
 Have forgotten that children are happy at play, 
 And that all a child's goodness grows strong in the 
 
 light 
 And the warmth of his soul, when his heart-shine is 
 
 bright. 
 
 The great world to him is a realm of the blest 
 While he's free to enjoy it with childhood's keen zest, 
 So the man who can kindle a child with true joy 
 Has the mind of a man and the heart of a boy. 
 
 The child grows by doing not "don'ting" and so 
 When his doing is stopped, his best ceases to grow. 
 Given freedom to plan, and with comradeship true 
 With his father and mother the child loves to do 
 What is right not the wrong, for God made the 
 
 child right, 
 
 And, if evil his action, 'tis proof of man's blight. 
 The child loves to do, not "to do what is wrong," 
 For by doing his powers grow vitally strong. 
 
 106
 
 HE WAS REMEMBERED 
 
 IN early life I taught a school, 
 And after forty years I went 
 To visit in the village, where 
 My long past teaching days were spent. 
 
 I hoped to find some pupils who 
 
 Remembered me, and still would show 
 
 Their joy at meeting me again, 
 Their teacher of the long ago. 
 
 I went into the village store, 
 Where kindred spirits often met, 
 
 To see, if from those gathered there, 
 I could some information get. 
 
 I knew that I had so much changed 
 No one my face would recognize ; 
 
 But soon I heard one speak my name, 
 And listened with suppressed surprise. 
 
 "O! you may talk about the way 
 
 The teachers beat boys now," said he, 
 
 But they are gentlemen compared 
 With one who broke his cane on me. 
 
 "Tim Brown put pepper on the stove, 
 But Jackson thought I did it, so 
 
 He called me up. 'Did you do that ?' 
 Said he. I promptly answered "No. 
 
 107
 
 "I don't believe you, sir," he said 
 
 "I'll whip you for your falsehood, too" ; 
 
 I would not tell on Tim, and so 
 He beat me till my back was blue." 
 
 "In some way he found out the truth, 
 But seemed to feel no sense of shame 
 
 For flogging me for what he knew 
 I was not really to blame." 
 
 "I have despised him ever since 
 
 And his old pupils even yet 
 Say had he been a gentleman 
 
 He'd have expressed sincere regret." 
 
 I first decided I would buy 
 
 Some trifling thing, and haste away ; 
 But then my better nrture said 
 
 "No ! Be a gentleman and stay." 
 
 They all looked startled, when I said 
 "My name is Jackson, gentlemen, 
 
 I was that teacher, but I've learned 
 Sincere respect for boys since then." 
 
 "Boys have their rights, as well as men 
 
 And I apologize to Jim 
 For he was brave and truthful, too. 
 
 A man then stood, and said "I'm Tim." 
 
 108
 
 "And I apologized to Jim 
 
 Long years ago; I felt the shame 
 Of letting him take punishment 
 
 For what I only was to blame." 
 
 Then round me gathered my old boys, 
 And Jim forgave me for the past. 
 
 In his own home we formed that day 
 A friendship that will always last. 
 
 109
 
 WHO RUINED FRED? 
 
 FRED was in jail for burglary. 
 When his old teacher heard how bad 
 His life had been, he shook his head, 
 And said, "he was a wicked lad." 
 
 "Some boys are born so bad they love 
 
 The paths of wil fulness and sin; 
 They hate restraint, they disobey, 
 
 They won't submit to discipline. 
 
 "I whipped and whipped, and whipped him, till 
 
 He ran away from school. I feel 
 I did my duty faithfully 
 
 But could not break his will of steel. 
 
 "I told him he was wicked, and 
 
 I told his mother as a friend. 
 I did all that a man could do 
 
 And warned him jail would be his end." 
 
 The teacher's was the crime, for he 
 
 Had never tried to study Fred, 
 Or kindle what was good in him, 
 
 But whipped, and whipped, and warned instead. 
 
 Coercive punishment alone 
 
 He tried, and yet he dared to say 
 "He did all that a man could do." 
 
 'Twas he who drove the boy astray. 
 
 110
 
 His own best powers he never used ; 
 
 Fred's best he never tried to wake 
 He used his least effective force, 
 
 And tried Fred's splendid will to break. 
 
 Inflated ignorance could find 
 
 No baser, surer, swifter plan 
 To rob a boy of hope, and faith, 
 
 And conscious power, when a man. 
 
 Ill
 
 TEACHING ME TO LAUGH 
 
 f I i WAS in the "good old times" when men 
 
 Trained in the "good old plan" 
 * Of beating brutally to make 
 A boy into a man. 
 
 Our red haired teacher had one eye, 
 
 And on a day in June 
 His one eye closed in peaceful sleep 
 
 One hazy afternoon. 
 
 And while Jie slept the girls and boys 
 
 Quit work to have some fun. 
 We spent the time in merry ways, 
 
 And I had just begun 
 
 To smile at pretty Susie Jones 
 
 And truly happy be, 
 When he awoke, and from my dream 
 
 He rudely startled me. 
 
 He thought I smiled at him and so, 
 
 He shouted, "Jim, come here, 
 And I will teach you how to laugh," 
 
 Then smiled with bitter sneer. 
 
 I did not think that I had need 
 
 Of smiling lessons, yet 
 I went. "I'll teach you, now," said he, 
 
 "What you will not forget" 
 
 112
 
 "And you may choose the instrument/ 
 
 He added with a nod, 
 "The rod, the ruler, or the strap." 
 
 At length I chose the rod. 
 
 "Oho, and so you'd like the rod," 
 
 The jeering tyrant said, 
 "Well then, my boy, if you like it 
 
 I'll take the strap instead." 
 
 He tried to break my laughing heart : 
 'Twas more than he could do; 
 
 I'm glad, too, that he did not stop 
 My smiling at sweet Sue. 
 
 I meant to teach him, when a man 
 How boy's hot wrath can wait, 
 
 But life brought such a store of joy 
 I lost my power to hate. 
 
 My memory retains the good; 
 
 The horrors pass away ; 
 And I can even laugh at him 
 
 Who punished me that day. 
 
 113
 
 TOM AND JIM 
 
 TWO mothers sat upon the green 
 In May; 
 Their year-old children sat between 
 At play. 
 
 The mothers started in the shade 
 
 To talk; 
 The babies rose, and efforts made 
 
 To walk. 
 
 Both babies fell, as babies will. 
 
 Tom cried. 
 Jim tried to rise. He fell, but still 
 
 He tried. 
 
 Tom's mother lifted him, and said, 
 
 "Poor, dear, 
 Sweet tootsey!" dropping on his head 
 
 A tear. 
 
 Jim's mother said : "Good boy!" at length, 
 
 When he 
 Stood firmly, happy in his strength, 
 
 And free. 
 
 Tom learned to flounder in the dust, 
 
 And cry; 
 Jim learned on his own power he must 
 
 Rely 
 
 114
 
 HERMIT JOE 
 
 JOE'S mother died, when he was young. 
 His father drank and so his boy 
 Through childhood's years grew up alone 
 With little care and little joy. 
 
 The neighbors told their children, they 
 Must keep away from Joe; because, 
 Untrained, unguided, and unloved, 
 He had not learned respect for laws. 
 
 His drunken father caused him shame; 
 Morose and sullen at fifteen 
 He shrank from unjust scorn, and soon 
 Became a hermit seldom seen. 
 
 His father fell and broke his leg. 
 And Joe ran out some help to find, 
 He met the teacher on the road 
 And found him willing, wise and kind. 
 
 He helped the grateful boy to bring 
 His father in, and paid, "He'd go 
 To get the doctor." Then he stayed 
 Throughout the night to comfort Joe. 
 
 The teacher did not know Joe's past 
 For he began the week before 
 To teach the school, but that long night 
 Joe told his story o'er and o'er 
 
 115
 
 "O, Sir ;" said he, "No other man 
 Has ever tried my friend to be, 
 I've never known till now that life 
 Had any hope for dad or me. 
 
 "But you have lit within my heart 
 The gleam of friendship's kindling ray; 
 And vision's hopeful, glowing dawn 
 Shines o'er life's sky to guide my way." 
 
 "And to your friendship I will be 
 True while I live. All life is new, 
 And I will follow in the light 
 The light of hope that shines from you." 
 
 Each night the teacher sought to find 
 Some willing neighbor who would aid. 
 They all confessed neglect, but soon 
 Their past arrears were fully paid. 
 
 Awakened hearts the district stirred, 
 For kindly deeds bring spirit new. 
 Men learned the joys of fellowship. 
 And more unselfish daily grew. 
 
 The drunkard's heart to human touch 
 Responded freely. When he knew 
 His neighbors truly, he reformed, 
 He signed the pledge, and kept it, too. 
 
 116
 
 His social spirit woke, and gave 
 All life new meaning till the law 
 Of unity of man with man 
 And man with God he clearly saw. 
 
 With kindled soul he said, "My son. 
 I know I've robbed you of the joys, 
 The education, and the love, 
 That justly are the right of boys, 
 
 "But all I have and all I am 
 I'll gladly use to make amends." 
 And father, teacher, Joe became 
 With purpose high devoted friends. 
 
 Joe's mind in Nature's school had grown. 
 He learned from stars and trees and flowers, 
 And in his heart were centres rich 
 In which were planted life's best powers. 
 
 Great things that are not learned in schools 
 Had entered the free soul of Joe, 
 And the warm touch of friendship's sun 
 Started these seeds of power to grow. 
 
 Enkindled now he studied hard 
 And, guided by his teacher still, 
 Began to climb to reach the light 
 That he revealed upon life's hill. 
 
 117
 
 And when a man of wealth and power, 
 A leader in his country, he 
 Wrote to the friend of early years, 
 And said, "Dear teacher, live with me; 
 
 "You gave me vision, you alone 
 Showed me life's wider, higher view. 
 Share all I have, my comrade guide, 
 For all I am I owe to you. 
 
 "I was a lonely hermit boy, 
 My mother's love I never knew; 
 But heaven opened, when I found 
 A mother's tenderness in you." 
 
 118
 
 CHILDHOOD'S KNIGHT 
 
 The worst robbers are those who rob children of their real 
 childhood 
 
 HAIL, Dickens ! Valiant hero-knight ! 
 The children's friend ! All hail to thee ! 
 Who burst the bonds of children's souls 
 And bravely set the children free. 
 
 Thine was the clarion voice that made 
 Christ's loving child-growth message clear; 
 
 Of childhood's right to childhood true 
 Thou wert the great prophetic seer. 
 
 The "baby savage" of the slum; 
 
 The child "who never was a child" ; 
 The "voices grave" of St. Antoine; 
 
 The "ancient face that never smiled"; 
 
 "Poor Jo," with undeveloped mind, 
 And soul unkindled by the light; 
 
 Fair Alice Marwood, mother-curst, 
 Neglected outcast of the night. 
 
 Young Jackson with "no charm of youth," 
 Nor "grace of childhood" when a child ; 
 
 Starved Oliver who asked for more . 
 And Abel Magwitch law-defiled. 
 
 119
 
 The Gradgrinds, Tom and Sweet Louise 
 Who had no childhood but in name; 
 
 The Smallweeds with no child at all 
 Till Grandma's second childhood came; 
 
 The victims of the Pipchin rule 
 
 Who had no childhood of their own; 
 
 Poor Paul who wished "to be a child" ; 
 Miss Panky, Briggs and Bitherstone. 
 
 And Smike the tyrant's feeble drudge 
 Who never knew a mother's care, 
 
 Abused, unfed at Do-the-boys, 
 
 Till death relieved his deep despair. 
 
 These were thy children, dauntless knight, 
 For them thy noble work was done, 
 
 By them thy sweetest message sent, 
 
 Through them thy greatest triumphs won. 
 
 And men throughout all time will be, 
 More reverent to childhood's rights, 
 
 Because you were the children's friend, 
 And bravely fought the children's fights. 
 
 120
 
 HURRAH FOR YOU 
 
 HURRAH for you ! Hold up your head ! 
 Believe in two great Kings; 
 God and yourself. Yes, even you, 
 And let your faith have wings. 
 
 You are a thought of God, and He 
 
 Has made a plan for you. 
 You are his representative 
 
 Important work to do. 
 
 God is your partner, but He will 
 
 Not do your work for you. 
 Live out your soul and He will give 
 
 Each day some power new. 
 
 And He will give new vision, too, 
 
 And stronger, clearer light 
 To guide a kingly man like you 
 
 Up ever towards the height. 
 
 Do joyously and hopefully 
 
 The work each day may bring. 
 Remember ever you were born 
 
 To represent The King. 
 
 121
 
 A MAY DAY RIDE 
 
 WHEN I called you "my big daddy," 
 And you called me "your wee boy" ; 
 Once I rode upon your shoulders 
 Glowing with the world's new joy, 
 
 When the buds awoke in Springtime 
 
 And began to dress the trees, 
 And the warblers' merry music 
 
 Floated to us on the breeze, 
 
 Till it mingled with the echoes 
 
 Of the hemlocks' grand amen, 
 While we watched the ferns unfolding 
 
 Near the streamlet in the glen; 
 
 When I rode along the valley 
 
 With green hills on either side, 
 Where the beauty of the flowers 
 
 All the lowlands glorified ; 
 
 When marshmarigolds were yellow ; 
 
 And the trilliums red and white ; 
 And the bloodroots, queens of springtime, 
 
 Held their faces tc the light; 
 
 When the thorns had snowy blossoms, 
 
 And the violets were blue; 
 Then my heart grew big with loving 
 
 All the glory, dad, and you. 
 
 122
 
 And the glory never leaves me 
 For the flowers still are mine, 
 
 And each year I know more surely 
 That their message is divine. 
 
 And through all the years, dear daddy, 
 As I stray in springtime bowers, 
 
 I recall my waking heart glow 
 
 That May day among among the flowers. 
 
 123
 
 TREAT BOYS RESPECTFULLY 
 
 A 
 
 MAN named William Jackson Jones, 
 
 A city man was he, 
 Came often to my father's house 
 My sister Sue to see. 
 
 He gave me candies just as if 
 
 I was a girl. He thought 
 A boy like me, eight years of age, 
 
 By candies could be bought. 
 
 He called me "Bub" and "Sonny," so 
 
 I hated him : you see 
 He made me feel so small, while I 
 
 Wished a big man to be. 
 
 Another man came courting Sue, 
 They called him "Jolly Tim"; 
 
 He called me "Bob" and "little Man," 
 I soon grew fond of him. 
 
 He talked about my collie dog, 
 
 About by pigeons, too, 
 And helped me plan so many things 
 
 A boy like me should do. 
 
 He showed me how to make a kite, 
 
 And make it fly so high; 
 So with big brother Jolly Tim 
 
 A happy boy was I ! 
 
 124
 
 I said one day to sister Sue, 
 "Jones never shall get you. 
 
 I think that you should marry Tim, 
 He is so good and true. 
 
 "I love Tim very much." I saw 
 
 A twinkle in her eye. 
 She made me happy then and said, 
 
 "Dear Bobby, so do I." 
 
 125
 
 MERRY YOUNG ROBINS 
 
 { { T T7 THY teach the children singing?" said 
 \ \l A man in olden days, 
 
 "To keep them merry robins, sir, 
 With cheering, winsome ways." 
 
 "Why do you take your children out 
 
 To see the woods in spring?" 
 "That they may find a joy divine 
 
 In every growing thing." 
 
 "Why waste their time in play, when they 
 
 Might study hard, and learn?" 
 "To keep the children healthy, sir, 
 
 Is my supreme concern." 
 
 "Play keeps the children happy, sir, 
 
 And strong, and bright, and free 
 To make and then achieve their plans 
 
 That they may grow to be 
 
 "Achieving men and women who, 
 
 When they grow up will be 
 Achievers for the truth and right 
 
 Of visions they will see." 
 
 "Why do you play with children ? You 
 
 Will lose your dignity." 
 "I try to be their comrade, sir, 
 
 And keep them loving me, 
 
 126
 
 "That they may learn true brotherhood, 
 
 So when they older grow, 
 They may enjoy sweet comradeship, 
 
 And shine its vital glow." 
 
 127
 
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