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result from too early exertion ere your hands upon the Austrian standard, and strength be entirely restored."
speaking in a voice like the sound “I must obey thee, Hakim," said the which precedes an earthquake; "who king; "yet my bosom feels so free has dared to place this paltry rag befrom the wasting fire that I care not side the banner of England?” how soon I expose it to a brave man's The Archduke, who was not wantlance. But hark! What means these ing in personal courage, replied: “It shouts, and that distant music in the was I, Leopold of Austria. camp? Go, Thomas de Vaux, and “Then shall Leopold of Austria,” remake inquiry.”
joined Richard, "presently see the rate At this moment, Montserrat, having at which his banner and his pretenset the mischief afoot, entered Rich- sions are held by Richard of England." ard's pavilion. Well knowing how the So saying, he pulled up the standardnews would enrage the monarch, he spear, splintered it to pieces, threw the yet informed Richard that the Austrian banner itself on the ground, and placed Archduke was pulling down the ban- his foot upon it. ner of England from Saint George's "Thus," said he, "I trample on the Mount, and displaying his own in its banner of Austria.' stead.
Here, opportunely, Philip of France, "What say'st thou?" said the king, who had just arrived upon the scene, in a tone which might have waked the interposed: dead.
“What means this unseemly broil "Nay," said the Marquis, "let it not betwixt the sworn brethren of the chafe your Highness that a fool should Cross--the royal Majesty of England, act according to his folly."
and the princely Duke Leopold ?” "Speak not to me," said Richard, "Majesty of France," said the Duke, springing from his couch and casting “I appeal to you and every sovereign on his clothes with a despatch which prince against the foul indignity which seemed marvelous. “He that breathes I have sustained. This King of Engbut a syllable is no friend to Richard land hath pulled down my bannerPlantagenet. Hakim, be silent, I torn and trampled on it." charge thee!”
"Because he had the audacity to With the last
last word, the king plant it beside mine,” said Richard. snatched his sword, and without any
"Nay, but patience, brother of Engother weapon, he rushed out of the
land,” said Philip, “and I will presently tent.
show Austria that he is wrong in this The entire camp
matter. Do not think, noble duke," alarmed; trumpets were sounded, and he continued, "that in permitting the soldiers from all the allied nations
standard of England to occupy the hastened to the scene of the disturb- highest point in our camp, we, the inance.
dependent sovereigns of the Crusade, The king soon reached the foot of acknowledge any inferiority to the Saint George's Mount, which was sur- royal Richard. But, as sworn brethrounded, partly by those belonging to ren of the Cross, military pilgrims, the Duke of Austria's retinue, who who laying aside the pomp and pride were celebrating with shouts the act of this world, are hewing with our which they considered as an assertion swords the way to the Holy Sepulchre, of national honor; partly by those of
I myself, and the other princes, have different nations, whom dislike of the renounced to King Richard, from reEnglish, or mere curiosity, had assem
spect to his high renown and great bled to witness the end of these extra
feats of arms that precedence which ordinary proceedings. Through this
elsewhere would not have been yielddisorderly troop Richard burst his way. ed. I am satisfied that when your
"Who has dared,” he said, laying his royal grace of Austria shall have con
sidered this, you will express sorrow entrust to him the guarding of the for having placed your banner on this royal banner during the night. Adspot, and that the royal Majesty of dressing Sir Kenneth, he said: England will then give satisfaction for "Valiant Scot, I owe thee a boon, the insult he has offered.”
and I will pay it richly. There stands Richard listened to Philip until his the banner of England! Watch it as a oratory seemed exhausted, and then novice does his armor on the night said aloud, "I am drowsy—this fever before he is dubbed. Stir not from it hangs about me still. Brother of three spears' length, and defend it with France, thou art acquainted with my thy body against injury or insult. honor, and that I have at all times but Sound thy bugle if thou art assailed few words to spare! Here stands my by more than three at once. Dost thou banner—whatsoever pennon shall be undertake the charge?" reared within three butts' length of it "Willingly," said Kenneth, "and will shall be treated as that dishonored rag; discharge it upon penalty of my head. nor will I yield other satisfaction than I will arm me, and return hither inthat which these poor limbs can ren- stantly." der in the lists to any bold challenge- The kings of France and England aye, were it against five champions in- then took formal leave of each other, stead of one."
hiding under an appearance of courThomas de Vaux, fearing lest excite- tesy, the grounds of complaint which ment and exposure might bring on a either had against the other. Those return of the fever, now insisted upon whom this disturbance had assembled Richard's returning to his tent. Al- now drew off in different directions, though he yielded, Coeur de Lion re- leaving the contested mount in the solved to prevent any repetition of the same solitude which had subsisted till insult. Therefore he said to Sir Ken- interrupted by the Austrian bravado. neth, the Scotch knight, that he would
(To Be Continued.)
By Fannie Knowlton Baker. Doubtless one of the most disturb- as he takes part in various events of ing questions assailing the teachers on early American history that he will the threshold of a new school-year is become more real to the children even "How am I to accomplish all the than are his descendants of the presacademic work required by our man- ent day who live far out of our ken. ual, and, at the same time engage in However, when our work has been far all the projects planned for the graded enough advanced, we shall also study school?”
the modern American Indian on his The answer is, “Make of each project farms and his reservations; in his an approach to as many academic sub- training-schools and academies. We jects as can logically and psycholog
shall know something of him as the ically be involved in it."
ward of the nation and as an aspirant
for the franchise and for social recogPerhaps a few words about the plan
nition. we have formed for introducing our manual activities, and, at the same
We shall begin by asking the chiltime, teaching graded school subjects,
dren to tell us all they know about the may not be amiss. We have chosen
people Columbus found here when he the American Indian, or Amerind, as
discovered the New World. Our outhe has of late years been named, as the
line may be something like this: subject we are to study. are to study. We think
The American Indian. we can make of him so vivid a figure 1. His personal appearance.
1, Size; 2, color; 3, eyes; 4, features; 9. Child life. 5, hair; 6, teeth ; 7, beard.
1. Devotion of parents to children. 2. His disposition or character. (See
2. Discipline, mild. later outline.)
3. Children 3. Language.
were taught all the
household industries but were al1, Spoken; 2, gesture; 3, signals; 4,
ways free. pictographs. 4. Home.
4. Babies were cared for by sisters a. 1, teepee (tipi); 2, wigwam, 3,
or girl cousins. wickiup; 4, hogan.
5. Toys: stilts, slings, tops, dolls, b. Community house.
balls, skates made of rib-bones, 5. Food-where and how obtained ; darts, hammers. how prepared for use.
6. Other means of amusement were 6. Dress.
swimming, hunt-the-button, etc. Materials used. How obtained. Gar- 7. Initiation into manhood was cele
ments. Head covering Body brated with a fast followed by covering. Foot and leg covering. feasting Blanket.
Note II.-All points suggested and 7. Employments.
those to follow will be made matters a. Men: 1, hunting; 2, trapping; 3, of research for the children. For this fishing; 4, fighting.
purpose we have a reference table on b. Women: 1, Care of children; 2, which are many books about Indians,
preparing food; 3, cultivating both in story and in history also a crops; 4, making leather of hides; Hand-Book of Indians, and a large 5, weaving baskets; 6, carrying Bulletin, both from the United States burdens on the trail; 7, all menial Bureau of Ethnology, which are valutasks; 8, making pottery;9, weav- able and authentic aids. We have also ing blankets.
files of the Geographic Magazine and 8. Amusements.
stone arrows, axes, hammers, etc. 1, Contests; 2, dancing for amuse- Note III.For correlation. Histori
ment or ceremonial, religious, dra- cal incidents to show: matic, pantomimic dancing.
1. The Spanish and the Indians; at3. Feasting, occasions, manner.
titude of Indians when Spanish 4. Games and Sports.
came; enslavement of Indians; a. Men.
cruelty of Spanish; effect upon 1. La Crosse.
the Indians of Spanish rule. 2. Wheel and stick.
2. The Indian and Virginia colony; 3. Horse racing. 4. Dice, gambling.
John Smith; Powhatan, Pocahon
tas; later events. 5. Shinny.
3. The Indian and New England 6. Target shooting.
colonies: Miles Standish and In7. Story-telling: 8. Ball.
dians; Roger Williams and Indib. Women.
ans; John Eliot and Indians; In1. Hunt the button.
dian wars. 2. Awl game.
4. The Indiana and Pennsylvania 3. Deerfoot.
William Penn. c. Children. (See Child-life later
Later massacres. outline.)
5. French and Indians. Note 1.-The Indian's religion, gov
De Soto, Champlain, LaSalle, Jegernment, character, history, present
uit fathers. status and many other interesting points will be outlined later. For our History, geography, reading, spellimmediate work we believe the follow- ing, composition offer opportunities of ing to be useful :
correlation which may be easily seen.
Note IV:-Very early in this study known and practiced by the Indians, at the teacher should begin a list to be least five may be actually worked out written upon the blackboard and en- in the schoolroom by all grades of larged as she progresses something like children, materials and size of probthis:
lems alone differing. Some things the Indians knew. 1. Weaving. 1. A little of agriculture (fertilizing, 2. Basketry. planting, etc.).
3. Dyeing 2. How to make weapons of stone. 4. Bead work. a. For the hunt. b. For warfare.
5. Pottery. 3. How to track animals in the hunt.
Further: Physical culture may be 4. How to trap.
aided by Indian songs and dances. Also 5. How to make beautiful and dur
we shall find in their legends and able leather from animal hides.
myths a wonderfully rich store of ma6. How to build shelter.
terials for dramatization and for re7. How to store food for winter.
production by the children in their 8. How to make and use vegetable
This is a sort of work which de9. How to weave baskets. 10. How to weave blankets (some velops as the enthusiastic teacher pro
ceeds with it, therefore, she may not tribes). 11. The use of gold, silver and cop
be surprised if it becomes so broadly
inclusive that it extends throughout per; feathers, quilts, beads, berries for ornamentation.
the whole year though it is possible to 12. How to make pottery.
condense into one semester. 13. How to cook by fire.
Perhaps my readers may wish to (Ad libitum.) know how to correlate arithmetic with This list may be amplified as the this project. There is a way which work advances. Of the industries will be disclosed later.
Kindergarten Helps for Parents
By Carrie S. Newman.
(Author of "The Kindergarten in the Home.") “Come, Betty," said Mother, "put seem to be angry.” away your dolls. It is time for bed.”
"Didn't you hear what Betty said "Oh, mamma," picaded Betty, "I before she went to bed? I think I'll don't want to go to bed yet. I'm not
stop and see how she likes it." a bit sleepy.”
“Well, if you stop, I'll stop," an"But, Betty, look at the clock. The
swered the kitchen clock. hands are pointing to 7 and you know that is bedtime.”
The tall grandfather's clock in the "Horrid old clocks! I wish they'd
hall paused to listen to the conversa
tion. “If they are both going to stop, all stop and never go again,” muttered Betty as she tucked Matilda Tane and
I'll stop, too. I am quite tired of Josephine into the carriage in which
ticking day and night and would like
a rest.' they slept.
"Tick-tock, tick-tock," sounded the Betty opened her eyes. How quiet dinning room clock in the night, and the house was! But it was quite light in the quietness its voice seemed to and must be time to get up. She tipgrow louder and louder.
toed into mother's room. Mother was “What's the matter?” inquired the wide awake, but still in bed. Isn't it kitchen clock from its shelf. “You time to get up?" asked Betty.
“I don't know, dear; the clocks have 1 o'clock?" asked Betty a few hours all stopped.
later. “You know, Uncle James promBetty dressed and ran downstairs. ised me a ride if I came at 1." No breakfast ready. "You see I didn't “You'd better run over and see," know what time it was. All the clocks said mother. have stopped," explained Hannah. But alas for poor Betty! She ran
"When Betty had finished around the corner just in time to see breakfast she put on her hat and ran Uncle James disappear in the distance. down the street to call for her little "Betty, Betty, wake up!" and Betty chum, Pearl, to go to kindergarten. opened her eyes to find Mother stand
"Why, Betty, you are very late," ing by her bedside. said Pearl's mother. "Pearl has been She sat up and listened intently, gone some time."
then threw her arms around Mother's Betty hurried down the street. Not neck, exclaiming, “Oh, I'm so glad it a child in sight. No one on the play- was only a dream !” ground. She crept up under the win- And before she ate her breakfast dow and listened, then turned and ran Betty crept over to the clock and whishome, the tears trickling down her pered: “I'm sorry I called you names. cheeks.
I'll never do it again." “I'm sorry, little daughter, " said Mother, "but I had no way of telling Help to reach all the parents of the the time.”
country by cutting this out and pass"Do you think it's anywhere near ing it on to a friend.
The Brooks School Prepares Boys for All Colleges
Graduation diploma admits to western colleges or specific preparation given for eastern examinations.
Classes limited to 12 boys each.
For catalogue, address the Head Master,
The Brooks School for Boys