The Little Brown Baby,

THE YOUNGEST OF THE SEVEN SISTERS.

*

AR away in the warm country lives a little brown baby; she has a brown face, little brown hands and fingers, brown body, arms, and legs, and even her little toes are also brown.

And this baby wears no little frock nor apron, no little petticoat, nor even stockings and shoes,—nothing at all but a string of beads round her neck, as you wear your coral; for the sun shines very warm there, and she needs no clothes to keep her from the cold.

Her hair is straight and black, hanging softly down each side of her small brown face; nothing at all like Bell's golden curls, or Marnie's sunny brown ones.

Would you like to know how she lives among the flowers and the birds?

She rolls in the long soft grass, where the goldcolored snakes are at play; she watches the young monkeys chattering and swinging among the trees, hung by the tail; she chases the splendid green parrots that fly among the trees; and she drinks the sweet milk of the cocoanut from a round cup made of its shell.

When night comes, the mother takes her baby and tosses her up into the little swinging bed in the tree, which her father made for her from the twisting vine

*This selection is taken by permission from the Seven Little Sisters, published by Ginn & Co.

that climbs among the branches. And the wind blows and rocks the little bed; and the mother sits at the foot of the tree singing a mild sweet song, and this brown baby falls asleep. Then the stars come out and peep through the leaves at her. The birds, too, are all asleep in the tree; the mother-bird spreading her wings over the young ones in the nest, and the father-bird sitting on a twig close by with his head under his wing. Even the chattering monkey has curled himself up for the night.

Soon the large round moon comes up. She, too, must look into the swinging bed, and shine upon the closed eyes of the little brown baby. She is very gentle, and sends her soft light among the branches and thick green leaves, kissing tenderly the small brown feet, and the crest on the head of the motherbird, who opens one eye and looks quickly about to see if any harm is coming to the young ones. The bright little stars, too, twinkle down through the shadows to bless the sleeping child. All this while the wind blows and rocks the little bed, singing also a low song through the trees; for the brown mother has fallen asleep herself, and left the night-wind to take care of her baby.

So the night moves on, until, all at once, the rosy dawn breaks over the earth; the birds lift up their heads, and sing and sing; the great round sun springs up, and shining into the tree lifts the shut lids of the brown baby's eyes. She rolls over and falls into her mother's arms, who dips her into the pretty running brook for a bath, and rolls her in the grass to dry, and then she may play among the birds and flowers all day

long; for they are like merry brothers and sisters to the happy child, and she plays with them on the bosom of the round earth, which seems to love them all like a mother.

This is the little brown baby. Do you love her? Do you think you would know her if you should meet her some day?

A funny little brown sister. Are all of them brown? We will see, for here comes Agoonack and her sledge.

PART II.

SUGGESTIVE OUTLINES.

The aims in nature study, the world of realities, are set forth by the committee in the Course of Study as follows:

To develop the activities of perception, observation, understanding, memory, judgment, and language.

The outside world is itself but an expression of the Infinite mind; the first and simplest efforts of the child are directed toward its interpretation, toward getting its meaning. This process never ends. Already, as the child enters school, he has considerable skill in using his senses, and has made much progress in getting acquainted with both the animate and the inanimate objects about him. He is usually bubbling over with interest in everything he meets, and the teacher has little to do but to guide him wisely in his investigations. Above all things, however, the work must be done intelligently and systematically. While the child may know little of any plan, his teacher should be quietly directing it all toward a well-defined end.

While knowledge is one object of nature-study, it must be remembered that it should always be subservient to culture, to the development of the faculties of the child-mind. Let mere acquisition always be subordinate to the attainment of skill. If acquisition

be properly conducted, the desired development will assuredly follow. The knowledge which the child is now getting should anticipate in a logical way that broader, deeper inquiry which he is to make later. It must in all cases have such relative simplicity that the child can grasp it with reasonable effort. Variety in sufficiency to arouse and maintain interest is important.

To secure these ends, the teacher should be intimately acquainted with the functions of the different senses and their relation to perception, with the psychology and methodology of observation, understanding, memory, and judgment, as well as with the phenomena of the natural world.

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The culture studies, the world of idealities, on their side develop the imagination, the emotions, sympathy, judgment, memory, literary taste, and the creative activities.

The skilful teacher correlates these two great lines of study in such a way as to make them mutually stimulative, sharpening interest, quickening impulse, provoking inquiry. To do this successfully, he must familiarize himself with the wonders of the world round about him,

With bird and flower and tree,

And pond and running brook.

He must also have such acquaintance with the literature of the novel, the useful, and the beautiful in nature that each is continually illuminating the other, revealing in quick succession new meaning and new beauty. His work as a teacher is perfect when he is successfully placing the child in such relationship to