fectly willing to use other words, but until he came to school he did not know there were any just as good. His home surroundings were of the roughest, coarsest kind. The kindergarten was the opening of a new world to him; he was much interested in everything that happened, and seemed particularly fond of the flowers that were brought to the kindergarten by friends. The morning after Decoration Day he came with a bunch of faded clover, which he gave to the teacher. She asked him where he found it, and the answer brought forth a touching little story. He had been thinking of one of the kindergarten songs, and the thought of dewy meadows and white daisies and clover blossoms really growing, had touched his imagination, so after school he found an older boy to go with him, and they started on the elevated road to find the country. Just where they went no one knows, but he found some clover and brought a large bunch back with him. On his way home he stopped at the kindergarten, but as it was late in the afternoon and no one was there he went home, still holding tightly the beloved bunch of flowers which he kept all the next day while the kindergarten was closed. The following morning he started bright and early, and brought his teacher the clover, which by this time had entirely withered. He told her he had tried

to bring some buttercups, too, but "they all broke."

It is no small thing to secure the heart and imagination of a small child. A wise man has said, "To fill the imagination with beautiful images is the best thing that can be done to : educate little children." At the end of the year, this little boy's mother sent the teacher an envelope. When it was opened it was found to contain, as an expression of her gratitude for all that had been done for her boy, two hard earned dollars.

To touch the imaginations and emotions of children is to render them receptive to the impressions one wishes to make; for what they feel with some keenness in the heart takes stronger hold in the head. The heart, as the source of man's noblest inspirations, is such an important factor in his development that its use cannot be overlooked.

The child who shows an undue sense of fear can only be reasoned with until the fear is shown to be unreasonable. Some parents try to destroy the feeling by forcing the child to enter dark rooms or to face the object of its fear. I have known a child almost thrown into spasms by this injudicious if not brutal method of cure, while there are few children who, when their reason is more developed, do not outgrow such fear. It is unnatural, and I believe is

always superinduced upon children while they are very young by nursemaids, who frighten them into silence and submission, never realizing the enormity of the act or its lasting injury. Apprehending such possibilities, I have always explained to my children's maids when they first entered my service, the harm such methods would do a child, and have forbidden any words containing a suggestion of objects to be feared. A child should know nothing of ghosts or hobgoblins.

There is nothing that the child-heart longs for and appreciates so much as sympathy. It is a talisman by which the heart can be moulded to whatever the parent desires. Discover the existing element of any faculty found weak or insufficient, and by sympathizing with it, it can be made to grow to the desired proportion.

Parents give their little ones food, clothing, instruction, often everything but the best gifts— themselves, withholding sympathy and interest from their little thoughts and happenings. The children are absent from home so much, if they attend school and spend further time in out-ofdoor sports, that, when they are at home, the busy parents forget to yield other interests for a time and give heart to the child's affairs by manifesting an interest in them.

When any faculty appears excessive, it may

be reduced by refusing to sympathize with it, and at the same time developing other powers to balance that one.

Hope should be cherished and led on from the hope for material things, which will probably not need fostering, to a hope for higher things which shall culminate in a power of faith, one of the most valuable gifts man possesses. It is the faculty of hope which gives man confidence without which there can be no success, it is the faculty which enables a man to rise when he has fallen; to try again when he has failed.

In nothing do children differ more than in the kind and degree of their affections. Some children, as well as adults, possess only their lowest form, the instinctive love. It is the form in which the animals love their young; men, women and children love their pets; it is the love of the unwise mother when she cares more for the child's gratification than for that which bespeaks its ultimate welfare. It is the untrained feeling, and needs to be linked to the intellect and the moral sense to develop into the higher forms.

The higher form is that which desires the good of the beloved, which will sacrifice itself for the good of its object. It is manifest in the child that willingly remains quiet for a long time that its little baby brother or sister may

sleep undisturbed; in the little girl who sews for the dolly or shares some of her favorite toys with her brother, sister, or playmate; in the performance of any act which is not pure selfgratification, and whereby the loved one is benefited. It is the self-sacrificing love of the mother which places her at the service of the family, which makes her willing to yield her rest and ease by day, and if need be by night, to attend her sick child. It is the love which makes her work beyond her pleasure that her children may be properly fed and their clothing made and kept in repair, the love which denies the child that which may be detrimental to its health or morals;-it is the love which ennobles life.

The highest form of love is the impersonal love, which has no fondness in it, but seeks merely the welfare and happiness of others. This is the love of the philanthropist and reformer. It contains no thought of self-gratification; it is love in the abstract and includes that "Charity which thinketh no evil." It is the love which we are admonished by Christ to possess.

There is also the passion of love which comes with adult age and which leads to the marriage relation. This form is often mistaken for pure love which it may or may not include. When it does not it is not worthy of the name.

If