Yorkville enquirer. [volume] (Yorkville, S.C.) 1855-2006, 1908-06-09
GOODNESS OF ELIZABETH.
Sequel to Story by Boy Neither Yer.
Good Nor Very Bad.

SOOu lNOI WI Soes
The school teacher and the clergy
man sat in their accustomed nook near
the back of the ferryboat, where it
was their wont, when they CHANGED to
sion of their affairs in general, and
now and then, on the part Of the
teacher, of a case in particular, says
the New York Sun.
At present she was following out the
pattern in the oilcloth of the floor with
the point Of her up umbrella.
1T would be a good figure to give
the design GLASS;" she mused. Il wish
l could remember it. But l could not
even copy it to save my life, and yet
I have to teach drawing" with a lit
tie laugh. I'VE all have to, you know"
You consider of course, that meth
cd is the thing Of the most vital i'm
portance in your work, said the clergy
man.
81 am supposed to-" replied the
school teacher boldly, after another
IlNeu stare dl Tic DuI L uOii -
The clergyman only looked his sur
prise in reply.
But the power of suggestion" he
began. You recognize"
"Oh, yes; l recognize it is very i'm
portant, but there are so many cases
in actual practice that it will not reach
BY the way, do you find it Of great
benefit in your profession-I mean
calling?"
What kind of case would you con-
slider beyond the pale Of the power OF
suggestion" asked the clergyman, ig-
nOring the question.
"Oh, 1 do not theorize about it, you
know. l have not time. But there
are always cases coming up that are
quite different from any the psycholo-
gists tell you about. There was one
yesterday.
You see, the power of suggestion
seems a little vaporous as a weapon
sometimes. And, do you know. I be-
lieve that personality-but 1 want to
tell you that story before we get to
the slip.
You know where l teach. Well, l
get all sorts, mostly foreigners. In
the English work l often give them
half of a story and ask them to finish
it in their own way. l did that yes
terday.
at +ol5 than, about q LITTLE girl NAM
ed Elizabeth. She started out one
morning with the resolve that she was
going to be as good all day as though
it were Sunday. Her Sunday school
teacher had told her that little girls
should behave every day just as
though it were Sunday, and they were
trying to be as good as they could
possibly be.
"rhey should not put on their kind
and polite manners just when they put
on their Sunday dresses. So when
Elizabeth put on her school dress she
resolved that she was going to be
very good all day.
She had not gone very far, only to
the first corner, when she saw another
| little girl standing on the corner cry
| ing.
THAT is where I left the story for
them to finish and tell what Elizabeth
did. Well this is the way one quiet,
demure little fellow did it.
He was boy who had never at
tracted my attention in any way in
particular until he finished this story.
He is very serious and taciturn. He
never did anything to be punished for,
nor yet anything to any positive de-
gree commendable. In fact, l never
thought much about him in any way
until yesterday His story was, in
plot, if not in rhetoric:
"'Elizabeth saw the little girl cry
ing, so she went up to her and asked
her what was the matter.
"'"I had two quarters" sobbed the
little girl, "and a big boy took one Of
them away"
""Oh, that is too bad" said Eliza
beth, What did you do?"
"'"Oh, l cried Help! Help just
like that" said the little girl.
"'"Why, is that all the louder you
called it?" exclaimed Elizabeth.
"'"Yes," replied the little girl, Il
have a bad cold and l can't call any
louder than that"
$50 Elizabeth took the other quar-
ter"