The Prince George's enquirer and southern Maryland advertiser. (Upper Marlborough, Md.) 1882-1925, 1897-12-10

asked, in the history lesson, what was
meant by 'the army was cut in twain
gave as an explanation, ''the army was
cut in twine." We are so apt to forget
that children's experience and knowl-
edge are not equal to our own.
Has the reader ever heard of .'tbe
little boy whom God madc!" No?
Well, l must tell him. a class of lit
Tie boys had been taught the catechism.
AND in due time the bishop came to ex-
anime them. ''Who made you?'' he
began. Several answers were given.
but none correct: they were, in fact,
answers to other questions in the cate
chism. Suddenly a little hand went ur.
"Well, sir" ''Plcasc, sir, the little boy
that God made has not come to school
today! Now this answer revealed
the fact that this boy-and probably
all the others-thought there was only
one boy in the class whom God had
made! This is good example of the
old style of teaching It reminds me
OF another equally good. A certain
schoolmaster, who used round snuff
box during the week and square one
on Sunday, was accustomed to point
to his snuff-box when speaking of the
shape of the world Now, when the
examiner came along and asked the
class what was the shape Of the world,
little fellow answered: Ground dur
ing the week and square on Sundays!"
Children are the greatest imitators
in the world. All their efforts are di-
rected toward initiating the actions of
their elders or superiors in some way.
This is the secret upon which the in
ventors of toys work; they make in
miniature everything that grown peo-
pie employ, in the use of which the lit
tie ones find the greatest joy. They |
want everything real, true, such as they
see used by the grown-ups. So that a
certain little girl declared she wanted
real live doll One that not merely
could shut her eyes when going to
sleep. but had hair that would come off
and go on!
Emerson speaks of the refined air
and manner of English children of the
better class; but he takes little notice
OF the opposite sort. A lady, speaking
of the rude behavior she found among
the Yorkshire people, said that one
day, as her carriage was approaching
a gate, she saw a little boy suddenly
run forward and open it, in order to let
her carriage pass. Pleased with the
politencss of the boy, she dropped a
siNpence into his hand as she passed,
and said: on are not Yorkshire
boy, are your "Thou 'rt liar, be!''
was the conclusive answer.
Some writer has inquired: "What
has become Of the boys who were so
bright at SCHOOL," Well, it is pretty
evident, in the first place, that the in
quirer was not one of them; and, as for
the rest, they may have done better
than he. Doubtless some of them have
not turned out rs we'll rs was expected;
but the implication that smart boys
generally prove dull men is, l think,
false one. | have had 4 large expert
ence with boys, and this does not con-
firm the assertion. There is no ques-
ton about the fact that dull boys often
become clever and successful men: but
this is simply on account Of the fact
that dull boys are only slow boys, and
it takes more time for their brains to
grow than the others. 1t is steady
work, ceaseless cndeavor, that tells.
Then again we forget that a bright boy
may be handicapped by other qualities;
he may not have the physical strength
or energy of the other, while the dull
boy is carried forward by never failing
energy aid strength: for it is often his
dullness at school that makes the dull
boy subsequent success so conspicu-
Gus, How many dull boys have be
come still dullcr men! and how many
bright boys still brighter men! Like
the old reproach about ministers sons.
one bright boy that turns out i'll is
made to stand for the whole class; and
one dull boy that turns out we'll glori-
tics his whole class Notwithstanding
all our inventions, all our progress, the
old Scripture doctrine still holds good,
that men reap what they SOW, and
cannot gather grapes of thistles, nor
figs Of thorns. set it down, therefore,
as an established rule that bright boys
generally do turn out to br bright men,
and dull boys generally do turn out to
be dull men. This, you see, gives the
latter a chance, which | will fortifv by
declaring that good boys always turn
out good men, and generally successful
men.-Honac i I,a.nui.
If had my life to live over" said
the man who adopts a solemn tone,
"thcrc are lots of mistakes that |
wouldn't have made
That's just like Il man" his wife re-
joined. always discontinued. Sup
pose YOU didn't make the same mis-