Puslapio vaizdai

result from too early exertion ere your strength be entirely restored."

"I must obey thee, Hakim," said the king; "yet my bosom feels so free from the wasting fire that I care not how soon I expose it to a brave man's lance. But hark! What means these shouts, and that distant music in the camp? Go, Thomas de Vaux, and make inquiry."

At this moment, Montserrat, having set the mischief afoot, entered Richard's pavilion. Well knowing how the news would enrage the monarch, he yet informed Richard that the Austrian Archduke was pulling down the banner of England from Saint George's Mount, and displaying his own in its stead.

"What say'st thou?" said the king, in a tone which might have waked the dead.

"Nay," said the Marquis, "let it not chafe your Highness that a fool should act according to his folly."

"Speak not to me," said Richard, springing from his couch and casting on his clothes with a despatch which seemed marvelous. "He that breathes but a syllable is no friend to Richard Plantagenet. Hakim, be silent, I charge thee!"

With the last last word, the king snatched his sword, and without any other weapon, he rushed out of the tent.

The entire camp was quickly alarmed; trumpets were sounded, and soldiers from all the allied nations hastened to the scene of the disturb


The king soon reached the foot of Saint George's Mount, which was surrounded, partly by those belonging to the Duke of Austria's retinue, who were celebrating with shouts the act which they considered as an assertion of national honor; partly by those of different nations, whom dislike of the English, or mere curiosity, had assembled to witness the end of these extraordinary proceedings. Through this disorderly troop Richard burst his way. "Who has dared," he said, laying his

hands upon the Austrian standard, and speaking in a voice like the sound. which precedes an earthquake; "who has dared to place this paltry rag beside the banner of England?"

The Archduke, who was not wanting in personal courage, replied: "It was I, Leopold of Austria."

"Then shall Leopold of Austria," rejoined Richard, "presently see the rate at which his banner and his pretensions are held by Richard of England."

So saying, he pulled up the standardspear, splintered it to pieces, threw the banner itself on the ground, and placed his foot his foot upon it.

"Thus," said he, "I trample on the banner of Austria."

Here, opportunely, Philip of France, who had just arrived upon the scene, interposed:

"What means this unseemly broil betwixt the sworn brethren of the Cross-the royal Majesty of England, and the princely Duke Leopold?"

"Majesty of France," said the Duke, "I appeal to you and every sovereign prince against the foul indignity which I have sustained. This King of England hath pulled down my bannertorn and trampled on it."

"Because he had the audacity to plant it beside mine," said Richard.

"Nay, but patience, brother of England," said Philip, "and I will presently show Austria that he is wrong in this matter. Do not think, noble duke," he continued, "that in permitting the standard of England to occupy the highest point in our camp, we, the independent sovereigns of the Crusade, acknowledge any inferiority to the royal Richard. But, as sworn brethren of the Cross, military pilgrims, who laying aside the pomp and pride of this world, are hewing with our swords the way to the Holy Sepulchre, I myself, and the other princes, have renounced to King Richard, from respect to his high renown and great feats of arms that precedence which elsewhere would not have been yielded. I am satisfied that when your royal grace of Austria shall have con



sidered this, you will express sorrow for having placed your banner on this spot, and that the royal Majesty of England will then give satisfaction for the insult he has offered."

Richard listened to Philip until his oratory seemed exhausted, and then said aloud, "I am drowsy-this fever hangs about me still. Brother of France, thou art acquainted with my honor, and that I have at all times but few words to spare! Here stands my banner-whatsoever pennon shall be reared within three butts' length of it shall be treated as that dishonored rag; nor will I yield other satisfaction than that which these poor limbs can render in the lists to any bold challengeaye, were it against five champions instead of one."

Thomas de Vaux, fearing lest excitement and exposure might bring on a return of the fever, now insisted upon Richard's returning to his tent. Although he yielded, Coeur de Lion resolved to prevent any repetition of the insult. Therefore he said to Sir Kenneth, the Scotch knight, that he would

entrust to him the guarding of the royal banner during the night. Addressing Sir Kenneth, he said:

"Valiant Scot, I owe thee a boon,. and I will pay it richly. There stands the banner of England! Watch it as a novice does his armor on the night. before he is dubbed. Stir not from it three spears' length, and defend it with thy body against injury or insult. Sound thy bugle if thou art assailed by more than three at once. Dost thou undertake the charge?"

"Willingly," said Kenneth, "and will discharge it upon penalty of my head. I will arm me, and return hither instantly."

The kings of France and England then took formal leave of each other, hiding under an appearance of courtesy, the grounds of complaint which either had against the other. Those whom this disturbance had assembled now drew off in different directions, leaving the contested mount in the same solitude which had subsisted till interrupted by the Austrian bravado. (To Be Continued.)

A Foreword.
By Fannie Knowlton Baker.

Doubtless one of the most disturbing questions assailing the teachers on the threshold of a new school-year is "How am I to accomplish all the academic work required by our manual, and, at the same time engage in all the projects planned for the graded school?"

The answer is, "Make of each project an approach to as many academic subjects as can logically and psychologically be involved in it."

as he takes part in various events of early American history that he will become more real to the children even than are his descendants of the present day who live far out of our ken. However, when our work has been far enough advanced, we shall also study the modern American Indian on his farms and his reservations; in his training-schools and academies. We shall know something of him as the ward of the nation and as an aspirant for the franchise and for social recognition.

Perhaps a few words about the plan we have formed for introducing our manual activities, and, at the same time, teaching graded school subjects, may not be amiss. We have chosen the American Indian, or Amerind, as he has of late years been named, as the subject we are to study. We think we can make of him so vivid a figure 1. His personal appearance.

We shall begin by asking the children to tell us all they know about the people Columbus found here when he discovered the New World. Our outline may be something like this: The American Indian.

[blocks in formation]

were taught all the household industries but were always free.

4. Babies were cared for by sisters or girl cousins.

5. Toys: stilts, slings, tops, dolls, balls, skates made of rib-bones, darts, hammers.

6. Other means of amusement were swimming, hunt-the-button, etc.

7. Initiation into manhood was celebrated with a fast followed by feasting.

Note II-All points suggested and those to follow will be made matters

a. Men: 1, hunting; 2, trapping; 3, of research for the children. For this fishing; 4, fighting.

b. Women: 1, Care of children; 2, preparing food; 3, cultivating crops; 4, making leather of hides; 5, weaving baskets; 6, carrying burdens on the trail; 7, all menial tasks; 8, making pottery; 9, weaving blankets.

8. Amusements.

1, Contests; 2, dancing for amusement or ceremonial, religious, dramatic, pantomimic dancing.

3. Feasting, occasions, manner. 4. Games and Sports.

a. Men.

1. La Crosse.

2. Wheel and stick.

3. Horse racing.

4. Dice, gambling. 5. Shinny.

6. Target shooting. 7. Story-telling.

8. Ball.

b. Women.

1. Hunt the button.

2. Awl game.

3. Deerfoot.

c. Children. (See Child-life later outline.)

Note I.-The Indian's religion, government, character, history, present status and many other interesting points will be outlined later. For our immediate work we believe the following to be useful:

purpose we have a reference table on which are many books about Indians, both in story and in history ;also a Hand-Book of Indians, and a large Bulletin, both from the United States Bureau of Ethnology, which are valuable and authentic aids. We have also files of the Geographic Magazine and stone arrows, axes, hammers, etc.

Note III. For correlation. Historical incidents to show:

1. The Spanish and the Indians; attitude of Indians when Spanish came; enslavement of Indians; cruelty of Spanish; effect upon the Indians of Spanish rule.

2. The Indian and Virginia colony; John Smith; Powhatan, Pocahontas; later events.

3. The Indian and New England colonies; Miles Standish and Indians; Roger Williams and Indians; John Eliot and Indians; Indian wars.

4. The Indiana and Pennsylvania colony.

William Penn.

Later massacres.

5. French and Indians.

De Soto, Champlain, LaSalle, Jesuit fathers.

History, geography, reading, spelling, composition offer opportunities of correlation which may be easily seen.

Note IV. Very early in this study the teacher should begin a list to be written upon the blackboard and enlarged as she progresses something like this:

Some things the Indians knew.
1. A little of agriculture (fertilizing,
planting, etc.).

2. How to make weapons of stone.
a. For the hunt. b. For warfare.

3. How to track animals in the hunt. 4. How to trap.

5. How to make beautiful and durable leather from animal hides.

6. How to build shelter.

7. How to store food for winter.

known and practiced by the Indians, at least five may be actually worked out in the schoolroom by all grades of children, materials and size of problems alone differing.

1. Weaving.
2. Basketry.
3. Dyeing.

4. Bead work.
5. Pottery.

Further: Physical culture may be aided by Indian songs and dances. Also we shall find in their legends and myths a wonderfully rich store of materials for dramatization and for re

8. How to make and use vegetable Production by the children in their


9. How to weave baskets.
10. How to weave blankets (some

11. The use of gold, silver and cop-
per; feathers, quilts, beads, ber-
ries for ornamentation.
12. How to make pottery.
13. How to cook by fire.

(Ad libitum.)

This list may be amplified as the work advances. Of the industries


This is a sort of work which develops as the enthusiastic teacher proceeds with it, therefore, she may not be surprised if it becomes so broadly inclusive that it extends throughout the whole year though it is possible to condense into one semester.

Perhaps my readers may wish to know how to correlate arithmetic with this project. There is a way which will be disclosed later.

Kindergarten Helps
Helps for Parents

By Carrie S. Newman.

(Author of "The Kindergarten in the Home.")
seem to be angry."

"Come, Betty," said Mother, "put away your dolls. It is time for bed." "Oh, mamma," pleaded Betty, "I don't want to go to bed yet. I'm not a bit sleepy."

"But, Betty, look at the clock. The hands are pointing to 7 and you know that is bedtime."

"Horrid old clocks! I wish they'd all stop and never go again," muttered Betty as she tucked Matilda Jane and Josephine into the carriage in which they slept.

"Tick-tock, tick-tock," sounded the dinning room clock in the night, and in the quietness its voice seemed to grow louder and louder.

"What's the matter?" inquired the kitchen clock from its shelf. "You

"Didn't you hear what Betty said. before she went to bed? I think I'll stop and see how she likes it."

"Well, if you stop, I'll stop," swered the kitchen clock.

The tall grandfather's clock in the hall paused to listen to the conversation. "If they are both going to stop, I'll stop, too. I am quite tired of ticking day and night and would like

a rest.'

[ocr errors]

Betty opened her eyes. How quiet the house was! But it was quite light and must be time to get up. She tiptoed into mother's room. Mother was wide awake, but still in bed. Isn't it time to get up?" asked Betty.

"I don't know, dear; the clocks have all stopped.

Betty dressed and ran downstairs. No breakfast ready. "You see I didn't know what time it was. All the clocks have stopped," explained Hannah.

"When Betty had finished her breakfast she put on her hat and ran down the street to call for her little chum, Pearl, to go to kindergarten.

"Why, Betty, you are very late," said Pearl's mother. "Pearl has been gone some time."

Betty hurried down the street. Not a child in sight. No one on the playground. She crept up under the window and listened, then turned and ran home, the tears trickling down her cheeks.

"I'm sorry, little daughter," said Mother, "but I had no way of telling the time." "Do you think it's anywhere near

1 o'clock?" asked Betty a few hours later. "You know, Uncle James promised me a ride if I came at 1."

"You'd better run over and see," said mother.

But alas for poor Betty! She ran around the corner just in time to see Uncle James disappear in the distance.

"Betty, Betty, wake up!" and Betty opened her eyes to find Mother standing by her bedside.

She sat up and listened intently, then threw her arms around Mother's neck, exclaiming, "Oh, I'm so glad it was only a dream!"

And before she ate her breakfast Betty crept over to the clock and whispered: "I'm sorry I called you names. I'll never do it again."

Help to reach all the parents of the country by cutting this out and passing it on to a friend.

The Brooks School Prepares Boys for All Colleges

Graduation diploma admits to western colleges or specific pre

paration given for eastern examinations.

Classes limited to 12 boys each.

Instruction largely by men.

Military Training, Athletics, Dramatics and Debate.

For catalogue, address the Head Master,

The Brooks School for Boys


« AnkstesnisTęsti »