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of the missionaries. Thus once again was verified the prediction, "A little child shall lead them."

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CHILD, THE

The value and possibilities of a newborn child are thus set forth by James Oppenheim:

You may be Christ or Shakespeare, little child, A savior or a sun to the lost world. There is no babe born but may carry furled Strength to make bloom the world's disastrous wild. Oh, what then must our labors be to mold you, To open the heart, to build with dream the brain, To strengthen the young soul in toil and pain, Till our age-aching hands no longer hold you!

Vision far-dreamed! But soft! If your last goal Be low, if you are only common clay, What then? Toil lost? Were our toil trebled, nay! You are a soul, you are a human soul, A greater than the skies ten-trillion starred— Shakespeare no greater, O you slip of God!

(Text.)—Cosmopolitan.

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See.

Child, The, as an Educator—See.

Child Training—See ;.

Child's View of God—See.

Childhood and Nature—See.

CHILDLIKE TRUST AND MATURITY

A few days since, just after the recent snow-storm, I passed in the street a little fellow drawing a sled; a little, rosy-cheeked boy, who was so full of perfect happiness that his entire face was crinkled into a smile. He made a beautiful picture. That sled was his only responsibility, and that, along with the snow, made out for him a perfect heaven. I watched the lad and wished I were a boy again. It was a foolish wish, and yet not altogether foolish. There was something exquisite in the situation which one would have been not only foolish but stupid not to appreciate. He had no burden. His sled was unloaded, and slipt along over the frosty pavement almost of its own momentum. He had no anxieties. The little fellow's heart is sometimes bruised, I suppose, but child bruises do not last as long as older bruises.

But I had not gone many steps past him before I revised my wish, and thought only how beautiful it would be to have the innocence of the boy and his simple trust, and along with that the mature equipment opening out into the vast opportunities that form the heritage of years that are ripe.—

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Children—See.

CHILDREN AND CIVIC SERVICE

Two hundred clubs of children on the New York East Side cooperate with the street-cleaning department in keeping clean streets in their respective neighborhoods. They hand prepared cards furnished by the city to every one seen throwing rubbish in the street, which read as follows:

Give your banana-peels to a horse. Horses like them. Orange-peels, peanut-shells, news-*papers and other rubbish must not be thrown in the street. Keep yours and throw them in the receptacle placed at street corners for that purpose. You should sprinkle your side-*walk before sweeping. Don't raise the dust, as it breeds disease. It is against the law to throw rubbish from the windows to the street. Don't put paper, rags and other rubbish either in the ash-can or garbage-can.

A badge is given to each child to wear on which is inscribed the motto: "We are for clean streets." Thus thousands of children are learning to take pride in their city.

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CHILDREN AND GARDENS

Professor Hanna, head of the Department of Natural History of the Board of Education, New York, divided an open lot into some three hundred little garden plots, took boys from the Bowery district, and girls as well. Each child spaded up its own ground, planted its seeds, pulled out the weeds, and watched the ruddy vegetables grow. A thousand questions arose to these city-born children. Given a black clod and a drop of rain-water, and a few seeds, how does the same clod make a beet red, and a